Now that you have a thesis and body points, review them to make sure they promote analysis and not
Make sure that the 5 scholarly sources, as defined in our last assignment details, support your thesis and
body points. You need just a line or two of this scholarly support for each body point, but you must use 5
scholarly sources in the intro, body and conclusion, plus additional sources for the poems themselves and
any historical information (If I were to use Rampersad, Berry, Baraka, and Langston Hughes himself, from
interviews on the Voices & Visions film, each one is considered a separate source; these interview excerpts
to back up the paper’s discussion would count as 4 sources. The 5th could come from a scholarly article I
find at the database Literature Resource; a 6th could be a quotation from an article re-printed in our text,
though 5 scholarly sources meet the essay’s requirements). Additional information on the Harlem
Renaissance that I may decide to include in the introduction or conclusion is historical information and not
part of the 5 sources that discuss the poetry itself.
Once again, remember that each interview from the Voices & Visions film series (this is a scholarly source)
is a separate source, cited as an interview published on the Voices & Visions episode you watched. For
example, if, to back up your discussion in your analysis, you plan to use a quotation or paraphrase by
James Merrill from the film about Elizabeth Bishop, the internal citation would look like this: (Merrill),
assuming you use no other Merrill sources. On the Works Cited page, cite the interview according to MLA
format to citing an interview from a film (because that’s how this interview was “published”). For example:
Merrill, James. Interview. “Elizabeth Bishop: One Art.” Voices & Visions. Lawrence Pitkethly, Executive
Producer, The New York Center for Visual History, 1988. Film. NOTE: The formatting isn’t correct here
because of Canvas formatting changes.
Remember to follow the formatting rules for MLA for in-text citations and the Works Cited page (pay
attention to the second-line, 1-tab in rule). See the student sample papers in the text and the Purdue OWL
cite for more details.
Remember to create an introduction, including a “hook,” at least 3 – 4 body points of analysis with at least
one quotation and/or paraphrase per body point, a conclusion, and the Works Cited page.
Create 5 – 6 pages of discussion for this rough draft, plus the Works Cited page.
Focus on quality discussion and support of the thesis.
Make sure the body points “connect to” the thesis.
Make sure that you transition into and out of each quotation or paraphrase.
Work on transitions between body points; create a consistent, logical flow. Review our expository essay
files if you need to refresh your memory on transitions.
Do not, as we learned from the thesis and body points assignment, create an historical biography. This
essay is an analysis of a poet’s work, not her or his life. Though Plath’s or Hughes’ or Whitman’s lives are
interesting, they’re not the focus of analysis for this English 1B class. Mentioning biography can set a
context, yes, but it isn’t the focus of the discussion. Note how this is clearly done in scholars’ articles.