• What is the writer’s audience? What textual evidence leads you to this conclusion?

Poem link：https://www.poetryfoundation.org/poems/48985/phenomenal-womanly
For this assignment, you will discuss a topic of your choosing through a close reading of at least one of the poems that we have read thus far in this class (i.e., the poems of Wheatley, Hammon, Hayden, Hayes, Browning, McKay, Shakespeare, Alexander, Angelou, Whitman, Brooks, Cofer, or Lee). Close reading is micro-reading, the very attentive reading of short, representative, or peculiar parts of a literary work. Done well, it will show you the intricate operations of a text and how it produces meaning. Close reading can reveal aspects of a text that more cursory reading cannot. When we first encounter a new literary text, we usually begin with a cursory reading to orient ourselves to a text and understand its general layout, form, story, etc. It is this cursory reading that prepares us to be able to paraphrase a text, or understand its general/overall characteristics. This is a crucial step in the reading process, but the necessary next step is to go back and look at the details, the word-by-word, line-by-line, and sentence-by-sentence elements that, together, produce the meaning of the work. One way to do close reading is to identify an effect of a text, and then locate a passage that does some of that work and analyze it carefully. (Thus, your paper should contain quotations from these primary sources and a detailed interpretation of those quotations.) Although the specific questions you will want to ask about a text depends on the specific text you are reading, some general questions that are helpful in this process include:
• What is the writer’s audience? What textual evidence leads you to this conclusion?
• What strategies does the text use? Are there appeals to emotions? Logic? Are they
successful? Why or why not?
• What ethos, or persona, does the speaker/narrator have in this text? What makes this persona/ethos unique? Is he/she biased? Conservative? Knowledgeable? Sad? Happy? Provide textual evidence to support your conclusion.
• What is your affect as you read the text? Does it make you angry? Excited? Bored? Look for textual reasons for your response.
• How did the text produce a certain effect or convey meaning? As a writer, what can you learn from this text?
• What is meaningful about the text’s diction choices, syntax, tone, form, and/or context?
Goal 1: ANALYTICAL PURPOSE (THESIS)
Paper takes up a question worthy of pursuit, one whose answer makes a difference in how we read the text under scrutiny. This guiding framework/thesis extends and complements critical conversation about the text in genuine, creative ways and offers clear, concise insight that provokes real interest and curiosity in readers.
Goal 2: TEXTUAL EVIDENCE
Paper offers appropriate textual evidence in support of claims while anticipating and responding to likely challenges and alternative argumentative approaches. Evidence is well-chosen, appropriately measured, and speaks with precise effect to the paper’s analytical purpose.
Goal 3: ARGUMENTATION
Paper reads the textual evidence thoroughly, compellingly, and purposefully. Author pays close attention to the nuances and complexities of the text, including its formal qualities. At the same time, the analysis avoids inappropriate manipulation of the text (e.g., gross misinterpretation or over- reading). Close readings illuminate the author’s distinct claim(s) in each body paragraph and connect deliberately to the paper’s thesis.
Goal 4: ORGANIZATION
Paper offers an organization that moves the reader through the argument via clear signposting and obvious, sequential logic. Body paragraphs foreground crucial claims that, in sum, support a well- developed overall thesis/argument. Quotes are integrated logically, fully, and clarify the argument.
Goal 5: STYLE AND MECHANICS
Paper has a mature, convincing voice: one that is appropriately scholarly but has its own distinctive qualities and authority; one that speaks clearly and precisely; one that varies sentence shape and length effectively; one that observes conventions of standard edited prose in grammar, punctuation, usage, and mechanics. Paper also uses professional-level documentation and citation in MLA style.

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