Imagine you are a teacher, and you come across a concerning poem in your school’s current curriculum.
First, explain a problematic aspect of poetry, educationally and/or ethically. Put it in context—what poem(s) embody these issues? Does it have literary, cultural, political, racial, gender, etc. drawbacks? Looking beyond yourself, who or what does it aect negatively? What does it cost (in terms of representations)? In sum, why is it a signicant problem, that is, worth your time and eorts to address and consider correcting? Use secondary sources to demonstrate this troublesome poem in concrete eects.
Then, you will want to nd, research, and explain alternative poem(s) that can become solutions which replace the initial problematic aspects of poetry. Research and present some of the best of the various options. Here, you will want to nd 3-4 poems. You will want to evaluate the quality of these proposed poem(s)—which is the best? Why? Judge them by criteria, such as: the ease of you implementing this alternative, its cost in relation to the cost of the problematic poem, the reachability to a specic or wide audience, and overall eectiveness to solve the problem, in light of the consequences of the “best” poem choice you are investigating here. This is both your chance to establish a “well-argued solution” and to consider and discuss competing “alternative solutions” simultaneously. I am asking you, in eect, to play devil’s advocate against your own best proposal.
Your paper needs to use credible research as evidence to support your claims. Please cite at least 5-6 of these kinds of sources. You can take sources from class readings and/or nd outside credible sources. Students can use either MLA or APA format. Include a Works Cited at the end of your paper.
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