How to Write a Point of View Literary Analysis S.O.A.P.S.T.docx
- 1. How to Write a Point of View Literary Analysis S.O.A.P.S.Tone is a helpful acronym to help you analyze the Point of View of the speaker in any piece of writing. S – Speaker O – Occasion A – Audience P – Purpose S – Subject T – Tone Literary Element Analysis Questions Speaker Keep in mind that the speaker and the author are sometimes two different individuals. Ask yourself the following questions to analyze the Speaker: • Who is the voice that tells the story? • What is the emotional state of the speaker? • What do you know about the background of the speaker? • What conclusions can you make about the speaker? Occasion This is where you take into consideration the background of the author and the time period when the piece was written. Ask yourself the following questions to analyze the Occasion: • What is the time and place of this piece of writing? • Was anything significant going on in the author’s life at this
- 2. time? • Was something significant going on in history at this time? Audience Think about the people for whom this was written. Ask yourself the following questions to analyze the Audience: • Who was the audience? Was this written for a specific person, a specific group, or the general public? • What were some of the key beliefs of people during the time period? • What specific language does the author use to appeal to their target audience? Purpose Focus on why this piece was written. Ask yourself the following questions to analyze Purpose: • Why was this piece written? • What is the message of the writing? • Is the author trying to get a certain reaction from their audience? • What emotions does the writing make the audience feel? Subject Consider the subject or topic of the writing. Ask yourself the following questions to analyze Subject: • What is the main subject or topic of this piece of writing?
- 3. • How does the writer present this subject? • What other minor topics does the writer include in their text? Tone Tone is the author’s attitude toward the Subject. Ask yourself the following questions to analyze the Tone: • What events in the author’s life could be connected to the text? • What words or phrases does the author use to describe the Subject of the writing? • What emotions are expressed in this piece of writing? • What words or phrases show the emotions in the writing? • If you were to read this piece out loud, what types of emotions would you use? English 11 Essay 1: Analysis of Whitman’s Views in “Song of Myself” Pre-Writing: The Essential First Step Analyzing point of view for a literary analysis starts with asking yourself some important questions about
- 4. the poem, story, essay, speech, or book you are reading. Although you won’t use all the information you gather during your pre-writing, thinking about the author’s point of view before you write will help you stay focused on the prompt to better identify your thesis, your topic sentences, and the evidence to support both. Included below are the key elements of analyzing a speaker’s Point of View. Use the description of each of the S.O.A.P.S.Tone elements to guide your pre-writing in the blank spaces that follow. Literary Element Analysis Speaker Keep in mind that the speaker and the author are often two different individuals. Ask yourself the following questions to analyze the Speaker: • Who is the voice that tells the story? • What is the emotional state of the speaker? • What do you know about the background of the speaker? • What conclusions can you make about the speaker? The Speaker of “Song of Myself”
- 5. Writing Prompt: In your own words, summarize the main idea of "Song of Myself." Using three supporting details from the poem, explain how Whitman expresses his views regarding the continuous cycle of life and death. Literary Element Analysis Occasion This is where you take into consideration the background of the author and the time period when the piece was written. Ask yourself the following questions to analyze the Occasion: • What is the time and place of this piece of writing? • Was anything significant going on in the author’s life at this time? • Was something significant going on in history at this time? Occasion of “Song of Myself” Literary
- 6. Element Analysis Audience Think about the people for whom this was written. Ask yourself the following questions to analyze the Audience: • Who was the audience? Was this written for a specific person, a specific group, or the general public? • What were some of the key beliefs of people during the time period? • What specific language does the author use to appeal to their target audience? Audience of “Song of Myself” Literary Element Analysis Purpose Focus on why this piece was written. Ask yourself the following questions to analyze Purpose:
- 7. • Why was this piece written? • What is the message of the writing? • Is the author trying to get a certain reaction from their audience? • What emotions does the writing make the audience feel? Purpose of “Song of Myself” Literary Element Analysis Subject Consider the subject or topic of the writing. Ask yourself the following questions to analyze Subject: • What is the main subject or topic of this piece of writing? • How does the writer present this subject? • What other minor topics does the writer include in their text? Subject of “Song of Myself” Literary Element Analysis
- 8. Tone Tone is the author’s attitude toward the Subject. Ask yourself the following questions to analyze the Tone: • What events in the author’s life could be connected to the text? • What words or phrases does the author use to describe the Subject of the writing? • What emotions are expressed in this piece of writing? • What words or phrases show the emotions in the writing? If you were to read this piece out loud, what types of emotions would you use? Tone of “Song of Myself” Essay 1: Whitman Poems Writing Assignment Guidelines/Resources: Be sure to review the Writing Assignment Guidelines/Resources page located on the previous page. Writing Prompt: In your own words, summarize the main idea of "Song of Myself
- 9. ." Using three supporting details from the poem, explain how Whitman expresses his views regarding the continuous cycle of life and death. You can use the following document to help understand the writing prompt and plan your essay: English 11 Essay 1 How to Write a Point of View Literary Analysis.pdf Download English 11 Essay 1 How to Write a Point of View Literary Analysis.pdf Essay Length: 1 page Sources - textbook Use the following APA format to cite your textbook on the reference page: Whitman, W. (n.d). Song of Myself. https://www.excelhighschool.com Writing assignments will be graded using the rubric below: Important Policies: · All essays are submitted to various plagiarism software programs to check for copied material. Copying parts or all of other people's written work and passing it off as yours violates the school's Academic Integrity Policy, which could lead to expulsion. · The first use of platforms such as CourseHero to cheat will lead to a resubmission of the assignment that will result in a grade no greater than a 'B'. The second violation will result in failure in the course. The third violation will result in dismissal from the program. · Students are allowed 3 (Three) attempts on all essays, 3 (Three) attempts on all written assignments, 3 (Three) attempts on all multi-media presentations, and 3 (Three) attempts on all projects. Each essay, written assignment, multi-media presentation, or project must achieve a 60% or greater. These are not cumulative grades for the assignments as they are each
- 10. considered 1 (One) assignment where a student must have 60% or greater. · Excel General Rubric_2020 Excel General Rubric_2020 Criteria Ratings Pts This criterion is linked to a Learning OutcomeContent main idea and supporting details address the writing prompt 5 pts Exemplary Exceptionally clear, focused, engaging with relevant, strong supporting details 4 pts Proficient Evident main idea with support which may be general or limited 3 pts Developing Main idea may be cloudy because supporting details are too general or lack support of topic 2 pts Needs Improvement Purpose and main idea are unclear, irrelevant details 1 pts Unsatisfactory Lacks apparent main idea; development is minimal or non- existent 5 pts This criterion is linked to a Learning OutcomeOrganization structure, introduction, body, conclusion 5 pts Exemplary Effectively organized in logical manner; creative and engaging intro, body and conclusion
- 11. 4 pts Proficient Organization is appropriate; evident attempt of clear intro, body and conclusion 3 pts Developing Organization is fair; may be a “list” of events; intro, body and/or conclusion not fully developed 2 pts Needs Improvement Lack of structure; disorganized and hard to follow; missing or weak intro, body and/or conclusion 1 pts Unsatisfactory Lack of coherence; confusing; no identifiable introduction or conclusion 5 pts This criterion is linked to a Learning OutcomeVoice/Word Choice/Fluency sentence variety, grammar, spelling, punctuation 5 pts Exemplary Expressive and engaging, carefully chosen words, complex and varied sentences, exceptional control of standard conventions of writing 4 pts Proficient Functional language with broad range of words, good sentence structure with variety, strong control of conventions, errors are minor 3 pts Developing Sentence variety is evident but awkward, monotonous and choppy structure, control of most writing conventions 2 pts
- 12. Needs Improvement Limited sentence variety, limited control of conventions with frequent errors 1 pts Unsatisfactory Lacks sentence variety and structure, difficult to follow, confusing at times, grammar errors are distracting 5 pts This criterion is linked to a Learning OutcomeAPA Format three main components must be included: title page, in-text citations, reference page 5 pts Exemplary The three components are error free, ample mix of quotations and paraphrasing implemented with in-text citations 4 pts Proficient Minimal errors in the three components and in-text citations are provided throughout the essay 3 pts Developing Formatting errors apparent in the three components and/or paper lacks sufficient in-text citations 2 pts Needs Improvement The three components are attempted but incorrectly formatted and/or paper needs additional in-text citations 1 pts Unsatisfactory One or more of the three components is missing, in-text citations are not implemented (automatic resubmission required indicated by a score of 11) 5 pts Total Points: 20
- 13. I Hear America Singing: Walt Whitman In your notes, record the answers to the blue Guided Reading questions to help assist in your analysis and comprehension of the poems. Guided Reading Note the use of cataloging throughout the poem. Use an online dictionary to define the following terms: blithe, melodious I hear America singing, the varied carols I hear, Those of mechanics, each one singing his as it should be blithe and strong, The carpenter singing his as he measures his plank or beam, 5The mason singing his as he makes ready for work, or leaves off work, The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck, The shoemaker singing as he sits on his bench, the hatter singing 10as he stands, The wood-cutter’s song, the ploughboy’s on his way in the morning, or at noon intermission or at sundown, The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing, 15Each singing what belongs to him or her and to none else, The day what belongs to the day—at night the party of young
- 14. fellows, robust, friendly, Singing with open mouths their strong melodious songs. Song of Myself: Walt Whitman Guided Reading Note the change in tone in lines 4-5 and 12-13. Use an online dictionary to define the following terms: creed, abeyance, effuse I celebrate myself, and sing myself, And what I assume you shall assume, For every atom belonging to me as good belongs to you. I loaf and invite my soul, 5I lean and loaf at my ease observing a spear of summer grass. My tongue, every atom of my blood, form’d from this soil, this air, Born here of parents born here from parents the same, and their parents the same, I, now thirty-seven years old in perfect health begin, 10Hoping to cease not till death. Creeds and schools in abeyance, Retiring back a while sufficed at what they are, but never forgotten, I harbor for good or bad, I permit to speak at every hazard, 15Nature without check with original energy A child said What is the grass? fetching it to me with full hands, How could I answer the child? I do not know what it is any more than he. I guess it must be the flag of my disposition, out of hopeful green
- 15. 20stuff woven. Or I guess it is the handkerchief of the Lord, A scented gift and remembrancer designedly dropt, Bearing the owner’s name someway in the corners, that we may see and remark, and say Whose? 25 Or I guess the grass is itself a child, the produced babe of the vegetation. Or I guess it is a uniform hieroglyphic, And it means, Sprouting alike in broad zones and narrow zones, Growing among black folks as among white, 30Kanuck, Tuckahoe, Congressman, Cuff,I give them the same,I receive them the same. And now it seems to me the beautiful uncut hair of graves. Tenderly will I use you curling grass, It may be you transpire from the breasts of young men, 35It may be if I had known them I would have loved them, It may be you are from old people, or from offspring taken soon out of their mothers’ laps, And here you are the mothers’ laps. This grass is very dark to be from the white heads of old mothers, 40Darker than the colorless beards of old men, Dark to come from under the faint red roofs of mouths. O I perceive after all so many uttering tongues, And I perceive they do not come from the roofs of mouths for nothing.
- 16. 45I wish I could translate the hints about the dead young men and women, And the hints about old men and mothers, and the offspring taken soon out of their laps. What do you think has become of the young and old men? 50And what do you think has become of the women and children? They are alive and well somewhere, The smallest sprout shows there is really no death, And if ever there was it led forward life, and does not wait at the end to arrest it, 55And ceas’d the moment life appear’d. All goes onward and outward, nothing collapses, And to die is different from what any one supposed, and luckier. The spotted hawk swoops by and accuses me, he complains of my gab and my loitering. 60I too am not a bit tamed, I too am untranslatable, I sound my barbaric yawp over the roofs of the world. The last scudof day holds back for me, It flings my likeness after the rest and true as any on the shadow’d wilds, 65It coaxes me to the vapor and the dusk. I depart as air, I shake my white locks at the runaway sun, I effuse my flesh in eddies, and drift it in lacy jags. I bequeath myself to the dirt to grow from the grass I love, If you want me again look for me under your boot- soles.
- 17. 70You will hardly know who I am or what I mean, But I shall be good health to you nevertheless, And filter and fibre your blood. Failing to fetch me at first keep encouraged, Missing me one place search another, 10I stop somewhere waiting for you. Beat! Beat! Drums!: Walt Whitman Guided Reading Note how the speaker urges the drums and bugles to play loudly and powerfully. Use an online dictionary to define the following terms: parley, expostulation, trestles Beat! beat! drums!—blow! bugles! blow! Through the windows—through doors—burst like a ruthless force, Into the solemn church, and scatter the congregation, Into the school where the scholar is studying; 5Leave not the bridegroom quiet—no happiness must he have now with his bride, Nor the peaceful farmer any peace, ploughing his field or gathering his grain, So fierce you whirr and pound you drums—so shrill you bugles 10blow. Beat! beat! drums!—blow! bugles! blow! Over the traffic of cities—over the rumble of wheels in the streets; Are beds prepared for sleepers at night in the houses?
- 18. no sleepers must sleep in those beds, 15No bargainers’ bargains by day—no brokers or speculators— would they continue? Would the talkers be talking? would the singer attempt to sing? Would the lawyer rise in the court to state his case before the judge? 20Then rattle quicker, heavier drums—you bugles wilder blow. Beat! beat! drums!—blow! bugles! blow! Make no parley—stop for no expostulation, Mind not the timid—mind not the weeper or prayer, Mind not the old man beseeching the young man, 25Let not the child’s voice be heard, nor the mother’s entreaties, Make even the trestlesto shake the dead where they lie awaiting the hearses, So strong you thump O terrible drums—so loud you bugles blow. Because I Could Not Stop for Death: Emily Dickenson Guided Reading The speaker in this poem is describing her journey of death. Tippet—only Tulle refers to a silky shoulder cape. Because I could not stop for Death— He kindly stopped for me— The Carriage held but just Ourselves— And Immortality. 5We slowly drove—He knew no haste And I had put away
- 19. My labor and my leisure too, For His Civility— We passed the School, where Children strove 10At Recess—in the Ring— We passed the Fields of Gazing Grain— We passed the Setting Sun— Or rather—He passed Us— The Dews drew quivering and chill— 15For only Gossamer, my Gown— My Tippet—only Tulle— We paused before a House that seemed A Swelling of the Ground— The Roof was scarcely visible— 20The Cornice—in the Ground— Since then—’tis Centuries—and yet Feels shorter than the Day I first surmised the Horses’ Heads Were toward Eternity— Success is Counted Sweetest: Emily Dickenson Guided Reading In line 5, the "purple Host" refers to the Union army. Use an online dictionary to define the following term: ne'er Success is counted sweetest By those who ne’er succeed. To comprehend a nectar Requires sorest need. 5Not one of all the purple Host Who took the Flag today Can tell the definition So clear of Victory As he defeated—dying— 10On whose forbidden ear The distant strains of triumph
- 20. Burst agonized and clear! Much Madness is Divinest Sense: Emily Dickenson Guided Reading Note the use of the capitalization of the words in lines 1-3. Use an online dictionary to define the following term: discerning Much Madness is divinest Sense— To a discerning Eye— Much Sense—the starkest Madness— ’Tis the Majority 5In this, as All, prevail— Assent—and you are sane— Demur—you’re straightway dangerous— And handled with a Chain— My Life had Stood a Loaded Gun: Emily Dickenson Guided Reading In line 11, Vesuvian refers to a volcanic eruption. Use an online dictionary to define the following terms: sovereign, emphatic My Life had stood—a Loaded Gun— In Corners—till a Day The Owner passed—identified— And carried Me away— 5And now We roam in Sovereign Woods— And now We hunt the Doe— And every time I speak for Him— The Mountains straight reply— And do I smile, such cordial light 10Upon the Valley glow—
- 21. It is as a Vesuvian face Had let its pleasure through— And when at Night—Our good Day done— I guard My Master’s Head— 15’Tis better than the Eider-Duck’s Deep Pillow—to have shared— To foe of His—I’m deadly foe— None stir the second time— On whom I lay a Yellow Eye— 20Or an emphatic Thumb— Though I than He—may longer live He longer must—than I— For I have but the power to kill, Without—the power to die— Literary Analysis Writing Guidelines Literary Analysis Assignment Guidelines/Resources Required Components · Times New Roman font, size 12, double spaced · Cover Page - include the following information, centered Title of Assignment Student Name Course Name · Essay - follow structure/sample outline explained below · References - written on separate page after the essay Click the following link to view a sample cover page.
- 22. Sample Cover Page.docxDownload Sample Cover Page.docx Click the following link to view a sample reference page. Sample Reference Page.docxDownload Sample Reference Page.docx _____________________________________________________ __________________________________________________ Literary analysis essay structure: · 3 paragraph essay structure (an introduction, body paragraph and conclusion). · Introduction should: · introduce the literary text and author · provide a very brief summary of the text · state the topic/thesis for your essay · Body paragraph should: · provide support and evidence of the topic, citing line numbers · Conclusion should wrap up the essay and reflect back on the topic/thesis How to reference line numbers in APA format: Example: In line 4, Whitman (n.d.) describes spiritual rest. OR Example: Line 4 states, "I loaf and invite my soul" (Whitman, n.d.). *** (n.d.) stands for "no date" and indicates the publication date was not provided If you quote two or three lines of poetry, use a forward slash to mark the line breaks. Put a space before and after the slash. Example: I loaf and invite my soul, / I lean and loaf at my ease observing a spear of summer grass" (Whitman, n.d.).
- 23. The complete citation for the reference page, which is listed on a separate page after your essay, should be written as follows: References Whitman, W. (n.d). Song of Myself. https://www.excelhighschool.com Additional information regarding APA format and citing sources is located in the Course Resources module (click "Modules" on the left panel list and it is located above Module 1 ). References Whitman, W. (n.d). Song of Myself. https://www.excelhighschool.com Essay 3: Analyzing an Advertisement The Advertisement Remember that you want an ad that will provide you with enough to analyze so that you can write an entire essay about it. If you choose one that is too simple to analyze, then your writing (and probably your grade) will suffer. Take a screenshot, copy and paste, or save the link (if a commercial) of the ad and save it. You will need to include this either on the first page of your essay or, if it's a link, you can provide it in the introduction. If your instructor cannot view the ad, they will not be
- 24. able to properly assess your analysis. The Advertisement Prompt: Select a school-appropriate advertisement and write a five-paragraph essay (minimum) with a minimum of 2 full pages of your own writing in which you complete the following tasks: · Lesson 4.1: · Determine the type of advertisement (brand, retail, directory, political, direct response, native, or PSA). · Identify the target audience. · Identify & explain the techniques used specific to the type of advertisement. · Lesson 4.2: · Identify & explain the general advertising techniques used (repetition, bandwagon, nostalgia, endorsement). · Identify & explain any propaganda included in the ad. · Lesson 4.3: · Identify & explain the visual techniques used in the ad (color psychology, the rule of thirds, body language, focal point). · Lesson 4.4: · Analyze the placement, word choice, and visual techniques used in the text features of the ad (headline, subhead, copy, call-to-action, & images). · Identify whether or not the ad could qualify as "clickbait." · Objectively summarize the analysis of the advertisement. · Use APA formatting for in-text and Reference Page citations
- 25. Citing Your Sources You will use APA format to cite your sources. Your sources can be the lessons in the course as well as the specific advertisement that you are analyzing. Your text should be cited at the end of the essay on its own page that has the title "References" using this example format for a guide. These are only examples of how to cite the lesson, not how to cite the source for your selected ad. Each lesson in the module will have its own source citation. Excel High School. (2022a). "Lesson 4.2: Advertising Strategies." English 10. Retrieved April 22, 2022, from *insert URL for the lesson here without the asterisks*. Excel High School. (2022b). "Lesson 4.5: Analyzing an Advertisement." English 10. Retrieved April 22, 2022, from *insert URL for the lesson here without the asterisks*. Because you will be using sources with the same author (Excel High School) and the same year (2022), you will organize the sources in alphabetical order by the name of the lesson (Lesson 4.1 would be listed first) and then when you use in-text citation, you will label them with a, b, c, d, or e as you saw in the References page example. See below for an example of the in-text citation format. Bandwagon strategy is "a marketing tool that relies on using people's fear of missing out or a desire to belong to the in-group in order to gain consumers" (Excel High School, 2022a). The "a" in the in-text citation refers to the first lesson listed on your "References" page; in this case, Lesson 4.2 is listed first.The Rubric This assignment will use the Excel General Rubric. You can find a video about the rubric to view, but the rubric is also found in this assignment as well. Be sure to review the rubric before you begin working on the assignment. That way, you will fully understand how you will be scored on this written assessment.
- 26. Step 1: Brainstorming You can remake these graphic organizers in your notes or click on the link to download and print them. They will help make sure that you collect evidence from and analyze the advertisement in an organized way. You will not turn in these graphic organizers; they are only here to help you with the brainstorming phase of The Writing Process.Type of Advertisement & Target Audience Click here to view a version of the graphic organizer you can translate with Immersive Reader and download to print General Advertising Techniques & Propaganda Based on the information in the lessons, identify & explain the general advertising techniques used (repetition, bandwagon, nostalgia, endorsement) and any propaganda included in the ad. Click here to view a version of the graphic organizer you can translate with Immersive Reader and download to print Visual Advertising Techniques Based on the information in the lessons, identify and explain the visual techniques used in the ad (color psychology, the rule of thirds, body language, and focal point). Click here to view a version of the graphic organizer you can translate with Immersive Reader and download to print Advertising Text Features Based on the information in the lessons, analyze the placement, word choice, and visual techniques used in the text features of the ad (headline, subhead, copy, call-to-action, & images). Identify whether or not the ad could qualify as "clickbait." Click here to view a version of the graphic organizer you can translate with Immersive Reader and download to print Steps 2 & 3: Organizing and Writing the Essay Once you have gathered all of your information, you're going to want to take some time to organize your information. You can
- 27. use the Writing Lab's Organization section to help you. After you've organized the information, you will want to write a draft. Drafting your essay will be based on the brainstorming and organizing you have done, but you can find some helpful tips under Drafting in The Writing Lab. Don't forget the summary paragraph at the end!Step 4: Revise Your Essay Once your draft is written, you need to take some time to revise it. You can use the Revision lessons in The Writing Lab to help you identify how to do this. Step 5: Edit Your Essay Finally, when you are happy with the essay, complete some Editing; again, you can use the Editing lessons in The Writing Lab to fine-tune the grammar, usage, and mechanics in your essay. Step 6: Submit Your Final Draft Once you're happy with your narrative, you will submit it. Important Policies: · All essays are submitted to various plagiarism software programs to check for copied material. Copying parts or all of other people's written work and passing it off as yours violates the school's Academic Integrity Policy, which could lead to expulsion. · The first use of platforms such as CourseHero to cheat will lead to a resubmission of the assignment that will result in a grade no greater than a 'B'. The second violation will result in failure in the course. The third violation will result in dismissal from the program. · Students are allowed 3 (Three) attempts on all essays, 3 (Three) attempts on all written assignments, 3 (Three) attempts
- 28. on all multi-media presentations, and 3 (Three) attempts on all projects. Each essay, written assignment, multi-media presentation, or project must achieve a 60% or greater. These are not cumulative grades for the assignments as they are each considered 1 (One) assignment where a student must have 60% or greater. Title of Assignment Student Name Course Name Place the title three to four lines down from the top of the title page. Center it and type it in bold font. Capitalize major words of the title.