Before beginning this assignment, you will need to identify a poem that you will work with for this unit of our class. As you pick a poem, you will want to ensure that you can find scholarship related to your choice. From the UNC Library site, you may want to explore the guides related to English and Comparative Literature.
Once you have done some initial work to pick a poem with good scholarship related to it, conduct more extensive research so that you can produce a bibliography that meets the following requirements:
- Two sources that discuss the poem itself. These should offer readings or provide discussion of scholarly conversations related to the poem.
- Two sources related to some larger aspect of literature. You'll need to identify how the poem connects to this larger aspect. A poem might link with a literary movement like postmodernism; or a poem might be connected to an time period like the Victorian era; or a poem might be linked to a cultural or thematic concern like feminism or class.
- At least two sources that identify media related to an aspect of the poem. For this requirement, you will need to pick some aspect of the poem that you find compelling. It might be some kind of imagery--water, wheels, witches, etc. It could be something that sheds light on the author or an aspect of literature. Try to find something that is a bit unexpected; for the poem, "The Red Wheelbarrow," for instance, you might choose weather instead of wheelbarrows.
After identifying good selections for these three types of sources, compose a bibliography using MLA citation style. Annotate your bibliography with a few sentences for each item. In the annotation, provide information about the content of the source and how you might eventually use it in either a video adaptation of the poem or an essay about the poem.
Submit your bibliography as a word processor or PDF file, following the MLA format guidelines.
Comments
Poetry Bibliography
Rockett, D. (2017). Gwendolyn brooks day recognized with 'we real cool' video.
This article is about someone who published a video to explain and go in depth of what they felt the poem was about. This will help me by opening my mind to new ideas and ways to explain this poem into a video.
Rockett, D. (2017, Jun 06). Gwendolyn brooks day recognized with 'we real cool' video. TCA Regional News Retrieved from http://libproxy.lib.unc.edu/login?url=https://search-proquest-com.libproxy.lib.unc.edu/docview/1906203200?accountid=14244
This is also relating to the video and how they producer thought the poem was about. It will explain how I can put this poem in video form
Matthew Koch (2011) Rhythm in Gwendolyn Brooks's WE REAL COOL, The Explicator, 69:1, 27-29, DOI: 10.1080/00144940.2011.578999
This source is explaining all the literary devices used in the poem. It will help me with getting a deeper meaning to my poem.
Rockett, D. (2017). 'No blue memories' gives glimpse of gwendolyn brooks' literary life, legacy.
This excerpt gives me knowledge into what Gwendolyn's life was like and what it was like during the time of her writing "We Real Cool". I will be able to use this information to help me get a better understanding of what she was going through and what inspired her to write this poem.
Sikaria, S. (12/04/16). We Real Cool Analysis. Retrieved from medium.com website: https://medium.com/@WanderingThoughts/we-real-cool-analysis-55e541cc4826
This website gives an analysis on the poem and has a conversation about how this poem is connected with literary movements.
Spacey, A. (2017). Analysis of The Poem We Real Cool. Retrieved from owlcation.com website: https://owlcation.com/humanities/Analysis-of-Poem-We-Real-Cool-by-Gwendolyn-Brooks
This source goes deep into the meaning of the poem and the time frame that the poem was written in. It also finds metaphors that have hidden meanings and connect with different parts of the poem.