Give Feedback on… A. Thesis statement...​
In “My Last Duchess” by Robert Browning, the poet develops the twisted tale of a psychotic Duke who has murdered his Duchess utilizing three levels of irony and understatement. NOTE: a thesis statement can be more than one sentence, BUT it has to be in the introduction. B. Body Paragraphs...6­7 examples of words, phrases, or lines quoted from the text and explained as to how they connect to the argument (thesis) PER BODY PARAGRAPH. C. Read to make sure the student writer included an explanation of the EFFECT of those examples. For this essay, that will mean mostly talking about how the examples contribute to the multiple layers of irony. D. Conclusion...restates the thesis AND explains the significance of the key ideas in the poem (what does “My Last Duchess” say about the world? The Italian Renaissance? The institution of marriage and the relationship between men and women?). Things to work on as a class: 1. More textual examples (evidence)­­if you don’t have three examples from the text to support your point or idea, then don’t write about it. 2. explaining the effectiveness/effect of the devices (in this case, mostly irony). ​
What is the effect of the different ways Browning uses irony on the reader in his poem, “My Last Duchess?” 3. Finishing with a strong conclusion that explains the significance of the poem. 4. Thesis statements­­work on clarity. Formula: The WHAT (the theme/message/lesson/point) PLUS the how (the literary devices and strategies the poet/author uses to develop the “what.”) NOTE: A thesis statement can also include the WHY (poet’s purpose). So the formula might be WHY + WHAT + HOW= THESIS Response Journal Guidelines for Students 1. Try to take at least five minutes to write when you've finished an assignment or when you've put your book down for a break. You may want to write something that strikes you then. 2. Make connections with your own experience. What does the reading make you think of? Does it remind you of anything or anyone? 3. Make connections with other texts or concepts or events. Do you see any similarities between this text (concepts, events) and other texts (concepts, events)? Does it bring to mind other related issues? 4. Ask yourself questions about the text: What perplexes you about a particular passage? Try beginning, "I wonder why..." or "I'm having trouble understanding how...' or "It perplexes me that..." or "I was surprised when ...." 5. Try agreeing with the writer. Write down the supporting ideas. Try arguing with the writer. On what points, or about what issues, do you disagree? Think of your journal as a place to carry on a dialogue with the writer or with the text in which you actually speak with him or her. Ask questions; have the writer respond. What happens when you imagine yourself in his/her shoes? 6. Write down striking words, images, phrases, or details. Speculate about them. Why did the author choose them? What do they add to the story? Why did you notice them? How did they add to your reaction to the reading? Divide your notebook page in half and copy words from the text onto the left side; write your responses on the right. On a first reading you might put checks in the margin where the passages intrigue you; on the second reading, choose the most interesting ideas, then write about them. 7. Describe the author's point of view. How does the author's attitude shape the way the writer presents the material?