Writing Assignments

These well-written essays contain accurate and perceptive analyses of both the similarities and differences in the poems. They present the speakers’ similar attempts to derive inspiration or knowledge from a star, yet they also make clear their very different applications. They discuss such thematic contrasts as emotion and intellect, or romantic and scientific. They also include effective references to significant stylistic elements of the poems, such as diction and imagery, making at least implicitly some meaningful connection between theme and style. These essays also demonstrate stylistic maturity by an effective command of sentence structure, diction, and organization. The writing need not be without flaw, but it reveals the writer’s ability to choose from and control a wide range of the elements of effective writing.

These essays also reveal an understanding of the poems, their important similarities, and various ways in which they differ, but compared to the best essays, the discussion of the meaning of either or both poems is less precise or the treatment of the stylistic elements is less effective. They may do very well on one poem, but somewhat less well on the other. In demonstrating the differences in the poems, they may exaggerate the speakers’ attitudes or discuss somewhat narrowly the meaning of the poems. These essays are well-written in an appropriate style, but with less maturity than the top papers. Some lapses in diction or syntax may appear, but the writing demonstrates sufficient control over the elements of composition to present the writer’s ideas clearly. Statements are supported by relevant evidence, but with less specificity or effectiveness than in essays in the 9-8 range.

These essays address both the similarities and differences in the poems, but they may make some superficial or inaccurate generalizations about the meaning of one or both poems, and their treatment of the stylistic devices may be somewhat vague or mechanical. They are adequately written, but may demonstrate inconsistent control over the elements of composition. Organization is evident, but it may not be fully realized or particularly effective.

These essays address the similarities and differences of the poems, but they discuss either or both poems ineffectively or inaccurately. They may make valid observations about the poems without providing adequate support for those observations. Others may mention the basic similarities but miss or badly oversimplify their differences. Their treatment of the poetic devices may be either wek or irrelevant. The writing in theses essays is sufficient to convey the writer’s ideas, but it suggests weal control over diction, syntax, or organization. These essays may contain some significant flaws in grammar or consistent spelling errors.

These essays reveal a fundamental misunderstanding of a least one of the poems or concentrate on far-fetched interpretations of the meaning of the stars. Some will respond to the question and make accurate observations about one or both of the poems, but supply poor or not evidence for the assertions. Essays that are unacceptably brief or poorly written on several counts belong in this range. The writing reveals consistent weaknesses in grammar or another of the basic elements of composition.