ISB English Language and Literature Grade 10 War Poetry & Propaganda

English Language & Literature 10

War Poetry & Propaganda
Summative Assessment: Analytical Essay

Key Concept: Creativity

Global Context: Personal and Cultural Expression
Statement of Inquiry: Profound human emotion can be powerfully expressed
through creative genres.

As William Wordsworth said, and as you have seen, poetry is “a spontaneous overflow of
powerful feeling” and it can allow people to express extreme emotions during difficult times.
WW1 poets conveyed various emotions – from patriotism to disgust – through their poetry, and
showed its realities through the tone, language, and structure of their poems.

GOAL: Your goal is to use the analytical and writing skills you have practiced during this unit to
closely examine and analyze a poem from World War One (or possibly another war).

AUDIENCE: You are writing for your classmates and your teacher to express your ideas about a
poem. Your register should be formal.

PRODUCT:
You will write a literary analysis essay, which is a piece of writing that shows your detailed
understanding and interpretation of a text (a poem, in this case). Your interpretation must be
supported with textual evidence and an analysis of language used in the text to create meaning.

STEPS:
- Find a WW1/war poem (NOT already studied) using the sources given in class or using
alternative sources
- Read your poem multiple times and complete the “Big 5” analysis: themes, tone,
audience, purpose, and literary devices. You should also note its structural elements.
- ANNOTATE thoroughly! Interact with the poem and find lots (and lots!) of stuff!
- Decide on WHAT you believe the poet is trying to convey through the poem, and HOW
his message is conveyed through literary devices and stylistic elements.
- Then, write a thesis with your purpose (theme or themes), and organize your evidence
into body paragraphs, and make sure you have several examples in each body paragraph
to support your point.

** Use the essay planning handout on our website (and given to you as a handout) to plan
your points to ensure you have enough support for a strong argument.

PRODUCT REQUIREMENTS:
This task is subject to the ISB Academic Honesty Policy. If you have questions about academic honesty, please ask
your teacher before completing this task. By submitting this task, you confirm that this is your own work and your
work only; no part has been plagiarized from other sources.
ISB English Language and Literature Grade 10 War Poetry & Propaganda

 You will plan your essay with an outline, which will also be submitted/checked
 You need an introduction, 2-4 body paragraphs, and a conclusion (4-6 total paragraphs).
 The response must be between 800-1000 words, and must include a WORD COUNT
 You must use MLA formatting and citation, including a Works Cited List

FORMAT:
This is the MLA format we will use for
Your Name headings. Please include it in the
upper left-hand corner of all
Teacher’s Name
assignments.
Course/Grade Level & Section

Date

Come up with an appropriate

Literary Analysis Essay: Poetry Unit & informative title for your
essay
1. Introduction: Relevant Expository Information & Set up of Ideas
a. This is the introductory paragraph and should:
i. Hook the reader
ii. Include relevant information of the context of WW1 and/or the poet
iii. Include the “Poem Title” and poet’s full name. Feel free to organize this
iv. Include a BRIEF overview of the poem - in your own words. information as you see
v. Include a THESIS (what are you arguing & how you will support it) fit. Thesis should be last.

2. Body Paragraphs: Argument/Analysis

b. Focus on a type of the literary or stylistic devices below in each paragraph (with 2-4
examples of each one as support in your paragraph – SEE x 3-4):
i. Imagery (a variety of literary devices fall under this umbrella – choose 1-3 types)
& connotative diction Please see your notes on literary devices,
ii. Symbolism as well as their purpose & effect
iii. Syntax & Structure & Punctuation
iv. Other (meter, juxtaposition, consonance, assonance, …or any other element or
device you want to analyze to support your argument!)
c. You must use textual evidence and specific examples from the story in your analysis.
d. Remember to use SEE – Statement, Example, Explanation and LINK your points back to
your overall argument/thesis

3. Conclusion: Re-state your argument, summarize points, address the “so what?” factor.

NOTE: You can organize your paragraphs based on 2-3 THEMES/CENTRAL IDEAS + use
various devices for support for each theme in each body paragraph, if you’d prefer.

This task is subject to the ISB Academic Honesty Policy. If you have questions about academic honesty, please ask
your teacher before completing this task. By submitting this task, you confirm that this is your own work and your
work only; no part has been plagiarized from other sources.
 ISB English Language and Literature Grade 10 War Poetry & Propaganda

STANDARDS & CRITERIA FOR SUCCESS:

You will be assessed using the following criteria:
MYP criteria: Task-specific clarifications:
Criterion A: Analyzing Criterion A: Analyzing

i. analyse the content, context, language, structure, i.discuss the content and context, structure, and literary
technique and style of text(s) and the relationship among & stylistic features of the poem and explore how the
texts choices made by the poet create a clear meaning and link
to the purpose of the poem
ii. analyse the effects of the creator’s choices on an
audience ii. discuss the effects of the literary and stylistic features
on the audience
iii. justify opinions and ideas, using examples,
explanations and terminology iii. support all points with specific evidence from the text,
using specific literary terms learned (imagery, metaphor,
connotative diction, assonance, etc.), and explain all
examples fully

Criterion B: Organizing Criterion B: Organizing

i.Employ organizational structures that serve the context i.Your response should written in clear, developed
and intention. paragraphs. You should have an introduction with a
thesis and then develop your points in the body.
ii. Your response must have a logical flow (introduction
with thesis, 2-3 body paragraphs, conclusion); set up your
ii. Organize opinions and ideas in a sustained, coherent points and examples and explain them thoroughly (SEE
and logical manner paragraph structure). Ideas should build and tie to thesis.

iii. Use MLA format to write your essay. Use embedded

quotations and citations in the MLA style. Integrate
iii. Use referencing and formatting tools to create a quotations smoothly using appropriate punctuation and
presentation style suitable to the context and intention. techniques learned.

Criterion D: Using Language Criterion D: Using Language

i. Use a range of appropriate vocabulary, sentence i. Vary your vocabulary to avoid repetition and to
structures and forms of expression. strengthen ideas. Use a range of sentence structures to
express your ideas (simple, complex, compound).
ii. Use a formal language register that is suitable to a
ii. Write in a consistently appropriate register and style formal written task (no contractions, “I”, slang, etc.).
that serve the context and intention. iii. Make sure your sentences are grammatically correct
iii. Use correct grammar, syntax, and punctuation. (subjects and verbs agree, consistent verb tense,
sentences are all complete thoughts). Use periods,
commas, semi-colons, and quotation marks correctly.
iv. Check spelling, particularly of literary terms, titles, and
iv. spell and write with accuracy
names. Edit your writing for errors in spelling and syntax.

This task is subject to the ISB Academic Honesty Policy. If you have questions about academic honesty, please ask
your teacher before completing this task. By submitting this task, you confirm that this is your own work and your
work only; no part has been plagiarized from other sources.