Now, for your essay, please analyze the conversation created between these two p

Now, for your essay, please analyze the conversation created between these two poems, referring as you do so to the literary devices employed in each, and explicating them—in other words, how do the literary craft choices create effect? Pay close attention to rhetorical situation, use of image and figurative language
(for example, the parts of metaphor), use of sound (music of the line, form, etc.), and other specific literary devices you notice. This essay in essence asks you to consider very tangibly how a poem creates an experience or response, so you must use the literary terms we’ve studied as you explicate the original work, and then the
ways the response creates conversation. In addition to considering the “how” of the poems (explication), consider the “what”—what is the effect or experience of each poem (analysis)? And what is the overall conversation taking place? This essay will require that you make some claims, such as a thesis statement or central claim of
your own thinking.Be sure you include a source list, citing the poems you are explicating plus any other sources you consult (you are welcome to use the sources we’ve read, including any
course handouts or lectures, the CWU library database, Google Scholar, or other sources to find scholarly approaches to your poem). Use MLA format. Please include, at the end (so not a part of the 3-5 pages count, though you should also quote from them in the essay itself), the text of the two poems with which you are engaging (as
an appendix of sorts, so we can see them as we read).
Link to poems
Black Stone Over a White Stone: Poems by César Vallejo and Donald Justice

Choose one or more literary theories to analyze one of these poems. Use at least

Choose one or more literary theories to analyze one of these poems. Use at least one critical source, a critical essay found in the College library to support your ideas (i attached an upload with the critical essay I need to use to support my ideas). Quote from it using MLA Style. And also quote from the poems to prove your ideas.
The essay should be 500 to 1,000 words. You should be using proper English grammar and the paper should be organized with topic sentences, an introduction, and a thesis. It should also address and deal with the content and show an understanding of the content. You are graded on Mechanics, which means your actual writing: grammar, syntax, punctuation. You are graded on Content: which is the actual responses you gave in the analysis. You are graded on Organization: this means your use of paragraphs and topic sentences. You are graded on how well you addressed the assignment. You are graded on your use of sources, in this case, one source, and using MLA style to cite that source.
I uploaded 2 files, one for the poem I am writing the essay on, and the other file is a critical essay which is my “source” that I need to use to support my ideas.

Hello, Thanks for all of your help while I study full-time and attend chemothera

Thanks for all of your help while I study full-time and attend chemotherapy treatments for my cancer . I need a research outline done for the poetry style book Othello.
I have attached the research outline guidelines, theres many Othello sources when you login to my moodle account and go under my poetry class headings . You can also access the videos and norma halloway academic online library on my TWU moodle site . I have also attached the professors comments on some of the rough ideas for the outline. Do a good job and I will hire you to do the research essay that’s due January 19th.
I need you to fine tune the topics and ideas in the professors comments and put them into one thesis question and topic headings . No title page is necessary. My Trinity Western University

Write an analytical essay about poetry’s role in approaching one “real-world iss

Write an analytical essay about poetry’s role in approaching one “real-world issue,” such as racial or social justice. Base on one or more of the poems that I will attach. You may focus your analysis on either one poem, or several, but either way, you must discuss the poem(s) in depth, showing a clear understanding of the piece(s), and regularly using relevant textual passages to support your discussion. Each paragraph should contain a combination of thoughtful & thorough analysis–discussing the poem and how it approaches the issue you’re focused on–and textual support. No more than one poem, and/or topic of focus, per paragraph.
Note: The Poems for the social justice file start on page 4. The first 3 pages are insightful about racial issues though.

Learning Goal: I’m working on a poetry multi-part question and need support to h

Learning Goal: I’m working on a poetry multi-part question and need support to help me learn. (1) علامہ اقبال اردو شاعری اذان تو ہوتی ہے) ( اب مگر نہیں کوئی مئوذن بلال سا سربسجدہ تو ہے) ( مومن مگر نہیں کوئی زھرا کے لال سا
Requirements: 24 hour   |   .doc file

write his patient, Dr. P., into this narrative about what distinguishes a human

write his patient, Dr. P., into this narrative about what distinguishes a human from an intelligent machine?” You can only use two sources this reading (https://files.cercomp.ufg.br/weby/up/410/o/Phillip_K._Dick_-_Do_Androids_Dream_of_Electric_Sheep_c%C3%B3pia.pdf) and I am going to attach the one on Oliver sacks in the files. As stated above NO OUTSIDE SOURCES other than the ones I provided (I provided two readings). You can just start writing this paper as in no need to write a conclusion just an introduction and body paragraphs (NO CONCLUSION please). I hope all this makes sense please feel free to reach out with any questions.

-Write a poem about Cross-Cultural. -Choose one culture and demonstrate how men

-Write a poem about Cross-Cultural.
-Choose one culture and demonstrate how men’s and women’s roles are portrayed. Compare and contrast this
culture to the United States.
-It should be an accompanying
synopsis of no less than four pages long should specify why the student chose the specific medium, the artistic choices made during its creation, and how it relates to the course material. In the latter case, knowledge and relevance of the topic must be demonstrated.

• Length: 4-6 pp., 1-inch margins, 12-point Times New Roman font, double-spaced.

• Length: 4-6 pp., 1-inch margins, 12-point Times New Roman font, double-spaced. Do NOT rightjustify the text; right-justified text may look good from afar, but due to the irregular spacing between words it is very annoying to read.
• No cover page is necessary; just do this at the top of page 1:
[tab]Begin text….
• Be sure to provide a Works Cited page, if only for your primary text. Here is how our anthology would appear on a MLA-style Works Cited page. I’ll pick a poem at random to demonstrate.
Work Cited
Bishop, Elizabeth. “One Art.” The Norton Anthology of Poetry, edited by Margaret W. Ferguson, et al., 6th ed., Norton, 2018, p. 1595.
(If you have more than one item, you would change “Work Cited” to “Works Cited.”)
• In order to complete this assignment, you must write an analytic essay that includes a thesis statement. An analysis is an essay form that investigates how something works. An analysis investigates structure and the relation between parts and the whole. An analytical thesis tells your reader what your main interpretive point will be and is typically included on the first page (usually in the first paragraph). Your subsequent paragraphs will guide your reader through the
text (or texts) as you present the supporting points that make your interpretation a reasonable, persuasive one. Quote from the texts, but do not quote any more or less than is needed—do not overquote or underquote.
• You must have a title (and don’t use mine!).
• Be sure to use examples from the text, but don’t overwhelm the reader with quotations; i.e., make every quote count. Parenthetical citation is the preferred method (see MLA Handbook for more on how to properly cite and present quoted material). Indent when you quote more than three lines.
• The topic suggestions are meant to give you a general orientation; if you want to focus on one particular part of a topic, that’s fine.
1. Poems of Houston. We started this course with two poems about Houston: “To Speak of Rivers” by Robin Davidson and an untitled poem that for convenience’s sake we will call “Poem for Houston after Hurricane Harvey” by Deborah D.E.E.P. Mouton. How do these two poems approach the city of Houston? Are there similarities and differences in how these two poets go about representing the particular qualities that makes Houston what it is? How do these two poems relate the past to the present? In some way, both of these poems have a measure of optimism; how do they justify that optimism?
2. Speaking of Rivers. The 2016 poem “To Speak of Rivers” by Robin Davidson explicitly references Langston Hughes and alludes to his well-known poem from 1926, “The Negro Speaks of Rivers.” How do these two texts relate to each other? Why do you suppose Davidson selected this poem as her way of writing about the city of Houston? How much are the poems thematically related—in other words, how deeply was Davidson interacting with Hughes’s poem when she wrote hers? Why do you think Davidson picked a poem about rivers, when our city has bayous (that can be raging rivers when the rain comes) but not a river as such?
3. Writers and Fathers. Take a look at two poems: “Persimmons” by Li-Young Lee, and “Digging” by Seamus Heaney. How do these two texts compare and contrast with each other? How do the speakers in each poem relate to their fathers? What does the father represent to the speakers in the two poems, and how do the speakers find a way to continue or carry on the work
that they see has been done by their fathers? How is the image of the persimmon used in Lee’s poem to condense his relationship to his past and his father, and is the image of the pen doing a similar thing in Heaney’s poem?
4. Writers and Mothers (and Motherhood). Consider the poems “Morning Song,” by Sylvia Plath, “Pomegranate” by Eavan Boland, and “Release” by Deborah D.E.E.P. Mouton. How do these poems represent the experiences of being a mother? Do they share similar themes in how they approach the challenges, pains, lessons, and anxieties of motherhood? Do they differ in significant ways, and if so, how? What do these poems say about what it means to be a mother?
5. Fish. We have two poems in our reading with the same title (although the title seems to refer to a
singular fish in Bishop’s poem, and to plural fish in Moore’s). Both Elizabeth Bishop and Marianne Moore wrote poems called “The Fish.” How do their approaches align and how do they differ? How is the fish treated in each poem as a physical, empirical reality, and as a kind of symbol? Does the tone or language of each seem similar?
6. Pain and Poetry. How does personal pain relate to creativity? Compare and contrast the following poems: “Sympathy” by Paul Laurence Dunbar, “The Weary Blues” by Langston Hughes, and “Yet Do I Marvel” by Countee Cullen. How do these poems represent the experience of suffering and the conversion of that suffering into poetry (or song)? As these poets wrote in the African American tradition, how does their experience of race influence their approach to writing and creating?
7. Wrecked. Consider the Adrienne Rich poem “Diving into the Wreck.” How does this poem go about representing the journey into the other “world” of underwater? Does Rich turn this undersea experience into a metaphor, and if so, a metaphor for what? Is the outward journey in the external world mirrored by a voyage in her own personal world, in her memories and experiences? What is the meaning of the final lines, where the speaker refers to “a book of myths / in which / our names do not appear” (92-94)?
8. The Key to Key West. Do a close reading of the Wallace Stevens poem, “The Idea of Order at Key West.” The explicit subject of the poem is clear—it is about a speaker and a friend listening to a woman singing by the sea. But how does Stevens’s poem use this subject to explore a larger theme? How does the poetic technique in this poem create an overall effect? What are the significant images, words, and ideas in this poem? What is it about the setting of the sea or seashore that this poem implicitly or explicitly relies on? Why is the setting important?

• Research requirement. This final essay must have a research component. In orde

• Research requirement. This final essay must have a research component. In order to develop the best and most sophisticated possible argument, you must cite, in addition to the primary text, at least three separate critical/theoretical (not biographical) sources that have not been selfpublished on the internet. To be clear: there must be at least four entries on the Works Cited page: the primary text (the poem or poems you are analyzing) and the three critical/theoretical secondary sources.
• By “self-published,” I mean material posted by the author on a webpage. In other words, do not begin and end your research with Google (although there is a Google Scholar search engine which will sometimes yield higher-quality results). The best way to be certain you are dealing with quality, peer-reviewed criticism is to use a library database, such as the MLA database, JSTOR, or Project Muse (inquire with a librarian if you need help accessing these sources). If you are not certain that a given critical source meets the college-level scholarly standard, feel free to inquire. Your sources must be listed on a Works Cited page at the end of your essay.
• Lastly: remember to properly integrate these sources into your argument. The material from your research shouldn’t be dropped into your paper at random but should rather give you the opportunity to amplify and sharpen your argument. Also, your paper should not become a mere collage of what others have written about a given text. You should be in a detailed dialogue with your sources, which means that you should interact with them, build off them, and point out their flaws (if any), while still maintaining a focus on your argument and ideas.
Topics – Paper #2
1. The Blood of the Nation. The poem “Easter, 1916” by William Butler Yeats is an extraordinary response to the Easter Rising, an event that took place the day after Easter in 1916, in which Irish independence militia forces attempted to seize control of Dublin and end the long period of British territorial control over Ireland. The insurrection was put down brutally and the ringleaders were summarily executed. Yeats’s poem takes up the subject of sacrifice and martyrdom and how they relate to the founding of a sovereign nation. How does this poem approach this topic of blood sacrifice? Is blood and its spilling somehow deemed as necessary in creating a new political order? Why? What does it mean to shed one’s blood for one’s nation?
2. Dickinson and Privacy. What do we mean when we talk about privacy? Using examples from Emily
Dickinson’s poetry, investigate what it means for her to be private and to value privacy. In what ways does
Dickinson’s poetry imagine and represent privacy? What are the advantages and disadvantages of privacy? What does it mean to be a poet writing poetry in privacy and about privacy? How are the relations to the outside world (friends, family, lovers, a reading audience) conditioned by a desire for privacy? How does privacy imply a certain relationship one has with oneself? In what way is Dickinson’s privacy a necessity given restrictions on women’s careers in the mid-19th century? How is privacy and its opposite, publicity, represented in her work?
3. States of Mourning. Consider Whitman’s “When Lilacs Last in the Dooryard Bloom’d” and explore the strategies, conventions, and rhetoric of the poetry of mourning. What does it mean to mourn? How does this poem go about representing death, and how does it offer a way for the mourner to get through the trauma of loss? In what way does Whitman’s poem rely on conventions typical in the pastoral elegy? Does the fact that Whitman’s elegy is about a monumental public figure (a President) change its tone in comparison with elegies about more obscure individuals?
4. Ode Mode. Pick an ode of Keats and explain to me what a poet is doing when he or she composes an ode. What does one do in an ode? How is the Romantic ode a distinctive subgenre of odes in general? Be sure to read very closely, looking for repeated words, phrases, concepts, and themes. Also, be sure to tell me the argument of the ode, since odes are typically not just descriiptive; that is, they have some set of ideas or emotions that must be communicated.
5. Shelley’s Hymn. What is beauty (or Beauty) for Shelley, and how does he describe it in his “Hymn to Intellectual Beauty”? What is the relationship of the natural world to the beauty perceived by the speaker of this poem? Why is the “LOVELINESS” the speaker mentions “awful” (71)? (Note: This is the older meaning of “awful”: i.e. full of awe, awe-inspiring.) One of the keywords of this poem is “power” (1, 61, 78); why is that? What philosophical points does this poem endeavor to make?
6. Atonement. Coleridge’s poem “The Rime of the Ancient Mariner,” is, among other things a poem about crime and punishment. What does the poem say about the process of atonement? How does a certain crime require a certain kind or level of atonement? How does the poem portray the growth of ethical understanding and how does it describe what it means to feel remorse, to ask forgiveness, and to seek atonement? Is the Mariner’s atonement proportionate to his offense? What is the difference between forgiveness and atonement, in the poem?