Earning a perfect score of 9, this essay met all of the prompt’s requirements through the student’s clear and comprehensive use of detail from the poem to develop and strengthen their explanations, answers, and analyses. In conjunction, the student’s exemplary writing style enhanced the literary quality of the essay and consequently enabled the student’s thoughts and ideas to be perspicuously read.
Forthwith, the student began their essay with a thesis statement that comprehensively answered the prompt’s question of “how the poet conveys not just a literal description...but a deeper understanding.” Listing items such as the essay’s “juicy diction, clear and vivid imagery, slant rime and conversational rhythm, along with casual form,” the student highlighted specific details of the poem’s literary elements to strengthen their …show more content…
Moreover, the student subsequently elaborated upon the deeper meaning of blackberry-picking experience and thus enhancing their thesis. Throughout the essay, the student referenced specific details from the poem to elaborate upon their ideas. Mentioning the poet’s use of “irregular sentence structure” and “ rhythm and slant rime,” the student drew attention to the “casual and childish hopefulness’ tone and other aspects of the poem which encapture the reader. Explaining how the slant rime influenced the poem, the student included a direct example--”(sweet/it)”--to reinforce their statement that the poet was eliminating “the sing-song feel.” Then, the student extensively listed examples of imagery from the poem to explain how the poet creates “vivid images and striking comparisons.” Moreover, examples of “literary elements such as consonance..alliteration...personification” were highlighted by the student to show how the poet “solidified” imagery in the poem. The student then goes on touch on the poem’s structure and how “separating the initial
Forthwith, the student began their essay with a thesis statement that comprehensively answered the prompt’s question of “how the poet conveys not just a literal description...but a deeper understanding.” Listing items such as the essay’s “juicy diction, clear and vivid imagery, slant rime and conversational rhythm, along with casual form,” the student highlighted specific details of the poem’s literary elements to strengthen their …show more content…
Moreover, the student subsequently elaborated upon the deeper meaning of blackberry-picking experience and thus enhancing their thesis. Throughout the essay, the student referenced specific details from the poem to elaborate upon their ideas. Mentioning the poet’s use of “irregular sentence structure” and “ rhythm and slant rime,” the student drew attention to the “casual and childish hopefulness’ tone and other aspects of the poem which encapture the reader. Explaining how the slant rime influenced the poem, the student included a direct example--”(sweet/it)”--to reinforce their statement that the poet was eliminating “the sing-song feel.” Then, the student extensively listed examples of imagery from the poem to explain how the poet creates “vivid images and striking comparisons.” Moreover, examples of “literary elements such as consonance..alliteration...personification” were highlighted by the student to show how the poet “solidified” imagery in the poem. The student then goes on touch on the poem’s structure and how “separating the initial