The purpose of our class blog is not simply to demonstrate how much you read; rather, it is to show how thoughtfully you are engaging with the readings for the course. Don’t try to discuss too much in each blog pos

Paper instructions:

The purpose of our class blog is not simply to demonstrate how much you read; rather, it is to show how thoughtfully you are engaging with the readings for the course. Don’t try to discuss too much in each blog post. Instead, focus your posts on selected passages that stand out to you in the reading assignments. Though you should follow the specific guidelines (below) for each post, you still have a great deal of leeway on what your posts are about; be sure to follow your interests and trust your intuition when deciding on the focus of each post. Do not use the class blog to merely summarize the reading; instead, explain how and why the details that caught your attention are meaningful. When you quote from a text in your blog post, indicate so with quotation marks; also, in parentheses, provide the page, paragraph, or line number of the quoted material. Last, but not least, be aware of your audience: your instructor, your classmates, and potentially any student, staff, or faculty member of Georgia Perimeter College. Use diction, grammar, and style of language to signal to your reader that, even though you are not an expert on the subject-matter, you do take the assigned reading seriously.Choose a noun, pronoun, or noun phrase that you think could be variously interpreted or misunderstood appearing in one of the poems that you read for class by Walt Whitman, Emily Dickinson, or Paul Laurence Dunbar. In your first blog post, write two paragraphs explaining to what or to whom you think this word or phrase refers. You must provide evidence from the poem to support your claims. You may also but are not required to provide evidence from outside the poem to support your claims. In your post, be sure to identify the poem that you are writing about and any other sources from which you draw.

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