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Write a formal analysis of the poem ““Wild Geese” by Mary Oliver.
“Formal” means that your paper conforms to the standards of written English (e.g., in
paragraphs with complete sentences, using correct grammar and spelling).

Length of analysis: 500 words

● discuss the poem/section line by line. For example:
○ Make note of visual images, diction, and patterns of sound

(vowels, consonants)
○ Look for metrical patterns, making note of stressed syllables in

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particular
■ Look for long vowel sounds, consonants surrounding

long vowel sounds, and multisyllabic words
○ Pay attention to the appearance of the poem on the page,

focusing on individual lines as well as patterns that develop
throughout the poem

● Next, discuss larger movements or meanings of the poem.
○ What particular patterns appear in the poem?
○ How do the various elements and devices that you have

discussed work to convey meaning?

● Conclude with some ideas about the overall work the poem is doing.
○ Use your focused analysis to develop these ideas.

Mary Oliver

“Wild Geese”

You do not have to be good.

You do not have to walk on your knees

for a hundred miles through the desert repenting.

You only have to let the soft animal of your body

love what it loves.

Tell me about despair, yours, and I will tell you mine.

Meanwhile the world goes on.

Meanwhile the sun and the clear pebbles of the rain

are moving across the landscapes,

over the prairies and the deep trees,

the mountains and the rivers.

Meanwhile the wild geese, high in the clean blue air,

are heading home again.

Whoever you are, no matter how lonely,

the world offers itself to your imagination,

calls to you like the wild geese, harsh and exciting –

over and over announcing your place

in the family of things.

ENGL 70/100W Grading Criteria for 500-word analyses Professor McSharry

4 3 2 1 Scoring
example

Close
reading

The analysis provides a
compelling close reading
that uses specific textual
evidence to support ideas.

The analysis provides a
complete close reading that
is adequately supported
with textual evidence.

The analysis lacks focus or
fails to consider a
significant issue in the text.
Textual citations do not
always demonstrate claims
being made.

The analysis is unclear;
relationships between ideas
are frequently not signalled;
very little textual evidence
supports assertions.

4

Structure The analysis is written in
paragraphs that are well-
organized internally and
logically related to one
another.

Paragraphs are coherent;
transitions are present but
sometimes inadequate.

Internal organization of
paragraphs is weak;
transitions are missing;
paragraph sequence seems
arbitrary.

Paragraphs lack unity,
coherence, and a standard
pattern of development.

4

Writing The writing is clear,
precise, grammatical,
and correctly punctuated.

Minor grammatical and
punctuation errors are
sprinkled throughout the
text.

The writing is awkward, the
diction is imprecise, and/or
punctuation or grammar
errors impeded intended
meanings.

Grammar and punctuation
do not indicate a sufficient
understanding of the
boundaries of the sentence.

3

MLA criteria The analysis consistently
conforms to MLA format
and citation criteria.

The analysis deviates from
MLA format and citation
criteria in a few minor
ways.

The paper meets the
majority of MLA formatting
and citation criteria.

The paper does not follow
MLA format and/or citation
guidelines.

2

3.25
Please note: This is a holistic rubric that is intended to provide students with specific feedback on major areas of their writing.

The total point value of each 500-word analysis is 4 or 5 points (depending on the class) on a 100-point scale.
The recorded grade for each assignment will average the four category scores above.
For example, if a student receives a 4 for close reading, a 4 for stucture, a 3 for writing, and a 2 for MLA criteria,
the grade will be computed as follows: 4+4+3+2=13 divided by 4 = 3.25.

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