(Paper #2/Analysis of one of three pre-assigned Robert Herrick poems): (1) MLAF as per SFHW5 37C/PP. 710-712; SFHW6 48d/pp.760-63; or SFHW7 53e/pp.822-25: (2) Works Cited Page as per "selection in an anthology" (in MLA, or explained in SFHW): (3) Title as per "Norm's Notes on the Reading-Response Essay" (Prinsky's Engl. 1101 Materials on Prinsky's ASU website) or Prinsky's Engl. 1102 Pamphlet, Ch. 5 (Prinsky's Engl.1102 Materials on Prinsky's ASU website): inclusion of author, title, genre of the work, plus clear indication of assigned topic or main point(s) or both assigned topic and main point(s): (4a) Inclusion in P1p.1 -- as per Norm's Notes & 1102 Pamphlet, Ch. 5 -- of author, title, genre of the work, plus clear indication of assigned topic & main points (intro-t, ts): (4b) Inclusion in P1p.1 -- as per Norm's Notes & 1102 Pamphlet, Ch. 5 -- of a one-sentence overview of the main parts of the poem and their content (or how each main part functions as a thought or content unit), as well as the poem's meter and verse form: (5) Avoidance in essay title or P1p.1 of the problem of topic-inc in listing of literary components at work in the poem (since usually more literary components are at work than are listed): use a broader phrase like "literary components" or "several literary components" to refer to what's at work in the poem to express themes, ideas, or portrayal of human nature, human psychology, human behavior, human interaction, or the world in general (e.g., diction, syntax, imagery, figurative language, symbol, allusion, tone, rhythm-meter-sound effects, structure, organization, form, characterization, setting); also, listing of all literary components tends to put the emphasis on them rather than where the emphasis belongs, the literary work's meanings and ideas and portrayal of aspects of human nature or human experience or the world): (6a) Adherence to and coverage of PNQ on the Herrick poems selected for Paper#2, including analysis of the points raised and details covered: (6b) Adherence to this Paper#2 Grade Template, posted online with the Herrick N&Q and Herrick Paper#2 assignment: (7) Avoidance of org-lit problem, as per Prinsky's 1102 Pamphlet, Ch. 5 (organize literary analysis papers by main ideas and themes rather than by literary components, plot, or line-by-line or stanza by stanza in poetry): (8) tsb-lit: S1 of each P after P1p.1 should state main or minor overall theme or idea of the poem, not restricted to a small part of the poem or a literary component (also a need to indicate in each paragraph -- using the appropriate terminology covering character, setting, diction, syntax, imagery, figurative language, tone, rhythm/meter/sound effects, organization, form -- how several components work in combination to convey a theme or idea or aspects of characterization, as well as how several details from different parts of the poem work together): (9) Proper use, in application rather than mere cataloguing or definition, of all relevant technical terminology covering diction (connotation, denotation, levels of usage, abstract or general vs. specific or concrete, jargon or technical terminology), syntax or grammar, imagery (including the five main kinds related to the five senses), figurative language (figures of speech and figures of rhetoric), symbol, allusion, tone, rhythm/meter/sound effects, organization, structure, form, characterization, setting: (10a) T-u: enough analytical connection of all the poem's details to the poem's subjects and themes: (10b) noting of connections among details, not just analysis of individual details: (11) overall development (enough explanation, support, detail; avoidance of the ellip-inf problem or the disc-sh problem): (12) organization and transition (as per SFHW6 Chs. 3, 5, 13, and 15, or SFHW7 Chs. 3, 5, 15, and 17): (13) Handling of parenthetical documentation for a poem, as well as mechanics of quoting more than one line of verse: (14) Grammar, usage, or mechanics (including spelling and punctuation): (15) avoidance of special writing about text problems (as per Prinsky's Engl. 1102 Pamphlet in Prinsky's Engl. 1102 online materials , Ch. 5, and "Norm's Notes on the Reading-Response Essay" in Prinsky's Engl. 1101 online materials -- e.g., ref-lit, ref-rdg, pn-cx/lit or pn-cx/rdg, tm, ttl, shift, authn, wdy-lit, illus-lit, qt-em, qt-gr, qt-con, qt-pn, qt-ellip [see demonstrative essays in Roberts' and Jacobs' Literature: An Introduction to Reading and Writing (Prentice-Hall), as well as discussion in chb about qt-ellip]): (16) Grade: