Do not use big vocabulary words.
Borough of Manhattan Community College
City University of New York
Department of English
English 201
Essay #2: Poetry
Points: 100
Length: 500-750 words/2-3 pages double-spaced (more is always fine)
Due Date: View Schedule on Blackboard
Overview:
Dramatic Monologue is one of the most effective literary devices used in multiple mediums. In a dramatic monologue, the speakers character is slowly uncovered and is distinguished (meaning very different) from the poets. The reader makes assumptions based on the double meaning (irony) of what the speaker says vs what they unconsciously say. While the Duke says he cares deeply for his last duchess, his words, demeanour, and personality show us otherwise.
The duke in the poem, My Last Duchess, has many of the classic traits of a narcissistic personality, including an inflated sense of self-importance and an excessive need for admiration, which he reveals to us unwittingly.
Similarly, in My Mistress Eyes (also called Sonnet 130), shows us a speaker who at first seems not to think of his lover as beautiful, but is revealed he really does love her in a more realistic way.
Directions:
The questions below is based on these two readings.
Read the questions below carefully and CHOOSE 1-2. Write a thesis-centered essay of 500-750 words in response to the question(s) below. Be sure your essay addresses ALL parts of the question(s) and make sure to answer in essay form. Please view the grading criteria available on blackboard and attached to the end of this assignment.
Compose, revise, and proofread your work.
As you develop your essay, make sure that you provide sufficient support and explanation by integrating examples from the readings throughout your essay (either direct quotes or paraphrase/indirect quotes). Analyze your examples to show their relevance to your argument. Use your own observations, experiences, or other sources to develop your claims. When you cite directly from the readings, use proper MLA in-text citation (a works cited page is NOT necessary).
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Tip: Use your discussion board entries as a starting point for this essay, as well as notes and vocabulary from our Virtual Class discussions.
Please make sure to view the grading rubric on blackboard for details on how this essay will be graded.
Prompts for Essay (choose 1-2):
1 Compare and contrast the speaker in My Mistress Eyes with the the arrogant, art-collecting Duke of Ferrara. What is revealed about their character and feelings through the tone, mood, of their speech? Think about other ways these two poems can be compared, and the idea that both of these speakers are the protagonists, for, although we may not agree with their values, we are compelled to identify with them since they are speaking directly to us. How do both Browning and Shakespeare force us to place our sympathies with objectionable characters?
2 What role does setting play in both of these poems? Browning, for example, sets the poem at the grand staircase in the ducal palace at Ferrara, in northern Italy, while Shakespeare sets his in Victorian England. How do both writers subtly reveal their locations and the general circumstances? How essential is setting to the story? Could the story have taken place anywhere else?
3 Both speakers reveal things about themselves they do not do on purpose. Discuss some of these things using vocabulary we have discussed in class, such as dramatic irony, dramatic monologue, as well as the things they do intend on the listener to understand.
4 How does each writer use foreshadowing in their stories? Was it effective in building a sense of dread, or did you find it melodramatic and predictable? Based on your reading or viewing experience, what ideas would you offer either/both writers to improve the foreshadowing?
SUGGESTED ESSAY STRUCTURE
** Before starting your essay, you should know your thesis.
Introduction:
Provide the necessary background information to setup the thesis:
o Title of text(s) and authors
o Setup the main themes/subject of text relevant to the question being asked.
o Provide NECESSARY background/contextual information to understand the presence of the literary theory chosen within the texts.
o Thesis: should capture the central argument/position being presented. This should be pretty specific.
Body:
Should contain three elements in every paragraph:
o Topic Sentence aka What Is Your Point: setup the point you are making in EACH body paragraph, which should be an expansion of the thesis.
o Support. Vary the type of support in each paragraph. Choose something specific and highly relevant to your point. It can be a short, direct quote, or a paraphrase. Make sure to keep it short, within 1-2 lines. And no more than one quote per paragraph.
o Analysis: Use originality to present your argument, by guiding the reader towards your interpretation. Predict a plausible counter-claim in the last paragraph and refute it.
Conclusion
DO NOT SUMMARIZE. DO NOT COPY AND PASTE
The concluding paragraph should contain two elements:
o Topic sentence should restate the sentiment/idea presented throughout the essay, not repeat it. You can re-assert your position, but do not simply repeat it. Keep the thoughts original.
o Final thoughts on the issues raised. Do not use the phrase, in conclusion. Reflect on how your essay topic relates to the texts as a whole
FEEDBACK
– You will be graded based on the following rubric for Essays 1-3. You will also receive basic written feedback also on blackboard. For more detailed feedback, feel free to email me and setup a time to meet for a one on one zoom session.
Grading Rubric for Essays (1-3): English 201.
A paper that does not respond to the prompt: F
Category
Excellent (A)
Proficient (B)
Adequate (C)
Needs Improvement (D/F)
Pts.
THESIS
Thought provoking; clearly articulated.
A very clear and original thesis answers question fully, while setting up main argument effectively. It engages the reader & creates interest. (10)
Clearly articulated;
While the thesis creates interest, it is not as clear as it could be, or is not especially original, and doesnt answer the question fully. (8)
Identifiable
Thesis adequately answers the question, but is vague and unoriginal. (6)
Attempted
The thesis is an unsupportable premise, an obvious fact, or information that is unclear or not related to topic. (5 or below)
/10
SUPPORT
Concrete examples from various sources.
Insightful, Ample, Accurate, Clearly Relevant (10)
Sufficient examples from various sources. Mostly accurate, Relevant. (8)
Adequate. Some inaccuracies. Mostly relevant. Vague examples. Repetitions. Some contradictions. (6)
Minimal. Logically flawed inaccuracies. (5 or below)
/10
ORGANIZATION
Well designed progression of ideas. Well crafted transitions. Effective introduction, body, and conclusion. (10)
Clear progression of ideas. Clear transitions. Clear introduction, body, and conclusion. (8)
Identifiable introduction, body, and conclusion. Adequate transitions. May be some digressions. (6)
Attempted introduction, body, and conclusion. Few transitions. May be numerous digressions. (5 or below)
/10
CRITICAL REASONING AND THINKING
Sophisticated understanding of reading(s). Addresses complexities. Accurate citation.
(60)
Good understanding of reading(s). Avoids stereotypes. Accurate citation.
(50)
Adequate understanding of reading(s). Relies on generalizations and/or stereotypes. Mostly accurate citations.
(40)
Flawed understanding of reading(s). Oversimplifications. Attempt at citation.
(30)
/60
LANGUAGE, SYNTAX, GRAMMAR
Controlled, precise use of language. Varied sentence structure and vocabulary. Grammar and spelling almost always correct. (10)
Appropriate use of language. Good syntax and vocabulary. Grammar and spelling mostly correct. (8)
Adequate vocabulary. Errors in grammar. Syntax and spelling do not hinder understanding. (6)
Limited vocabulary. Errors in grammar. Syntax and spelling hinder understanding
(5 or below)
/10
LATE POINTS DEDUCTED (20% per day late)
FINAL SCORE
/100
This rubric attempts to make the grading criteria clear to both students and professors. Professors will use common sense when applying the rubric.
