write an ode assignment

Ode Poetry: How to Write an Ode Poem

Sean Glatch  |  March 31, 2024  |  Leave a Comment

The ode poem is an ages-old poetry form that praises and celebrates people, places, things, and ideas. Poets have written odes to Grecian urns, the west wind, the hymen, and to childhood intimations of immortality. If you’re looking to write a poem in praise of something, you might want to learn how to write an ode poem.

The ode dates back to Ancient Greece, but while the classical form has strict requirements, contemporary odes sing the praises of the things they describe without the restrictions of form. As such, this article looks at ode examples both classic and contemporary.

What is an ode, and how do poets wield the form effectively? We’ll look at how to write an ode poem, but first, let’s define the form and find inspiration in different ode poem examples.

What is an Ode?

Technically, an ode isn’t a singular poetry form : it can take the shape of a sonnet , a ghazal , a villanelle , an elegy, or (most contemporarily) a free verse poem . What unifies each ode is the desire to celebrate the minute and mundane: to praise the little beauties in life.

What is an ode? A poem that celebrates beauty in life, often focusing on the minute and mundane.

Take, for example, the poem “Ode to the Electric Fish that Eat Only the Tails of Other Electric Fish” by Thomas Lux. Read it here, in Poetry Magazine . The poem finds beauty in specificity, paying close attention to the way eels feed on only what they need in order to survive as a species. Language like “I defer to biology’s genius” both praises the eels and lets the poem lean into the mystery of nature.

Such is the art of the ode poem: focusing the poetic lens to dissect, understand, and communicate the beauty and mystery of life. Let’s see this in action through different ode examples.

Ode Poem Examples & A History of the Form

The ode has evolved a lot since the first pieces were written (approximately 2,500 years ago). As such, we’ll give ode examples from each iteration of the form through history, but we’ll emphasize the contemporary ode poem, as the advice we give on how to write an ode poem corresponds with the contemporary form.

1. The Pindaric (or Grecian) Ode Poem

Pindar (ca. 518-438 B.C.) is one of the most well preserved poets of Ancient Greece, and his lyric poetry established the form of the Grecian Ode.

The Pindaric ode is irregular in length, meter, rhyme, and construction. What unifies the form is a three part structure:

• Strophe—the first stanza. It presents the first half of a debate or argument and is usually sung by a chorus.
• Antistrophe—the second stanza. It presents a counterargument to the strophe, complicating the argument and obfuscating the correct decision a character should make.
• Epode—the concluding stanza. It uses a different meter than the first two sections, and it resolves the conflict established by the strophe and antistrophe.

This form of poetry was developed for Ancient Greek plays, such as Antigone or Oedipus Rex . As such, the ode is interwoven with the story itself, and since it is only sung by the chorus, it reflects on the journey of the protagonist through verse.

For a while, the form was lost to obscurity. However, the Renaissance reinvigorated interest in European antiquity, and English poets adapted this structure to write their own Pindaric ode poetry. As such, you can see strophe, antistrophe, and epode in the following poems:

• “A Song for St. Cecilia’s Day, 1687” by John Dryden
• “Alexander’s Feast” by John Dryden
• “The Bard” by Thomas Gray

Revival of the Pindaric Ode didn’t last, but it did create a lasting interest in the Irregular Ode form, which we’ll discuss shortly.

2. The Horatian Ode Poem

The Horatian Ode, named after the poet Horace, is a poem that dwells on more intimate themes like love, friendship, and art. It is a reflective poem, often written in couplets or quatrains, and it more closely resembles the contemporary ode poem.

The Horatian is considered “nonce stanzaic” or “homostrophic”—meaning, in essence, that the stanza form is not prescribed, but is developed for the purpose of the poem itself, and is consistent throughout the entire piece. If the poet decides to write in tercets of trochaic tetrameter, for example, that form is specific to the poem and used throughout the piece.

The Horatian is a direct Roman descendant of the Greek Aeolic.

Like the Pindaric, the Horatian Ode eventually found its way back to modernity when European poets looked to antiquity for inspiration. Here are some examples:

• “Upon Cromwell’s Return from Ireland” by Andrew Marvell, retrieved here
• “The Ship of State” by Horace, retrieved here
• “Ode to the Confederate Dead” by Allen Tate, retrieved here

3. The Contemporary / Irregular Ode Poem

The popularity of the ode poetry form in Victorian England led to the Irregular Ode. Poets like Wordsworth and Keats frequently experimented with this form, and in contemporary poetry, ode poems are often irregular as well.

“Irregular” simply means that the poem has no consistent form: it is written in free verse, rather than with a formal meter or rhyme scheme. You can find many examples of the Irregular Ode in Romantic poetry—for example, “Ode to the West Wind” by Percy Bysshe Shelley ( Poetry Foundation ), “Ode on Solitude” by Alexander Pope ( Academy of American Poets ), “Ode to my Socks” by Pablo Neruda ( AAP ), and ”Ode on a Grecian Urn” ( PF ) and “Ode to a Nightingale” ( PF ), both by John Keats

However, let’s look at a few contemporary examples that showcase the many possibilities of how to write an ode poem.

“Ode” by Ray Amorosi

Retrieved from Poetry Foundation. 

How glorious

is this strange muscle in my mouth.

Child’s tease, lips’ balm, baton of speech

unless it’s tied.

What’s forgotten is on the tip.

Sides slip out the truth. The root

is how far a kiss can go.

One can lose it when guilty.

Be lashed by another’s.

Feel it twisting over rooky woods and wordless

hear it swinging in a bell, sliding through a groove

or placed firmly in a cheek. Beware it

should be held most often for most often

a forked one has no friend.

This short, simple ode poem is a clever exploration of the tongue. By examining the tongue’s biology, uses, and colloquialisms, the speaker highlights the many possibilities our tongues present to us. Note that this is also a contemporary sonnet poem, with 14 lines and a volta, or “twist,” occurring in the middle.

“Ode to Friendship” by Noor Hindi

Retrieved from Jellyfish Magazine .

Edgewater Beach, 2019

The night so warm I could fall in love with anything including myself. My loves. You are the only people I’d surrender my softness to. The moon so blue. And yes, what’s gold is gold. What’s real is us despite a country so grieved, so woke, so death. Our gloom as loud as shells.Listen. Even the ocean begs. Put your hands in the sand, my friend. It’s best we bury ourselves. What’s heavy.      What’s heavy? Becomes light.

The speaker in “Ode to Friendship” wants to stay tender-hearted, despite despite despite . Although the world is often heavy and hard to live in, it is the speaker’s friendships that make living possible, and this poem captures that softness with swift, stunning lyricism.

“ode to the flute” by Ross Gay

This poem showcases how poetry can lean into mystery. In short, simple language, it blurs the lines between the man and the flute, then offers that striking final like: that a flute might pray for wind to enter it. If this is the case, what might we pray to enter us, make us beautiful or complete?

Other Contemporary Ode Poems

Below are a handful of the many different odes published in contemporary poetry. Notice the wide variety in form, structure, and language, and how the subject of the poem influences the way the poem is written.

• “Ode to Shea Butter” by Angel Nafis, in Prelude Mag
• “Ode to a Yellow Onion” by C. Dale Young, in Poetry Foundation
• “Ode to the Midwest” by Kevin Young, in Poetry Foundation
• “Late Night Ode” by J. D. McClatchy, in Academy of American Poets
• “Ode To Kanye West In Two Parts, Ending In A Chain Of Mothers Rising From The River” by Hanif Willis-Abdurraqib, in Poetry Society
• “Ode to History” byMary Jo Bang, in The Paris Review
• “Ode to the Beloved’s Hips” by Natalie Diaz, retrieved here
• “Ode to the First Time I Wore a Dress & My Mother Did Not Flinch” by torrin a. greathouse, retrieved here
• “Ode to Branca” by Valzhyna Mort, retrieved here
• “Ode to Northern Alberta” by Billy-Ray Belcourt, in This

4. Other Forms

If you’re interested in investigating other types of ode poetry, you may be interested in the following forms:

• The Aeolic , which is the Greek precursor to the Horatian.
• The Qasidah , a pre-Islamic Arabic form often used for panegyrics and elegies, though later replaced by the more popular ghazal.
• The Anacreonic , a lesser known form from Ancient Greece that is built with heptasyllabic couplets.
• The Ronsardian , a form developed by the French poet Pierre de Ronsard. It consists of 9 line stanzas (nonets) arranged in a particular syllable and rhyme scheme. The syllables for each line are, respectively: 10-4-10-4-10-10-4-4-8. The rhyme scheme is ababccdcc. It can have any number of stanzas.

How to Write an Ode Poem in 5 Steps

There are countless ways to write a poem , and no singular article can tell you the process your work should take. In truth, each poem requires its own process, because form, language, and process are all indelibly intertwined.

Nonetheless, here’s one process that has worked well for me and for some poets that I’ve known. You can use this process again and again and again, each time discovering something novel and beautiful about the world.

1. How to Write an Ode Poem: Turn to the Small and the Everyday

It’s easy to praise the large and life-altering, but we praise those things all the time. If anything, a poem in dedication to the sky, to sunlight, to God, to love, or to your winning lottery ticket might be cliché and restrictive.

Rather, turn to the small and the everyday. What’s minute and quotidian will likely provide fertile ground for your ode poetry. What beauty can you find in your tea cabinet? Your favorite shirt? The smell of lavender?

Turn to the small and the everyday.

Think of something that’s meaningful in your life. Spend some time on this: the best poetry often slows down and meditates on the little things. Don’t be afraid to be granular, either: you can write an ode to your hairbrush, or you can write an ode to the hair trapped in your hairbrush, too.

Finally, you can turn to the conceptual, just recognize that this is a harder poem to write effectively. Praising concepts like “free will” or “democracy” will require you to use a lot of visual language and concrete imagery , otherwise the message and impact will get lost on the reader.

2. How to Write an Ode Poem: Write a List of Praises

Once you’ve found where to focus your poetic lens, write a list of praises. This doesn’t have to be “poetic”—it just has to be honest and heartfelt.

Try to make your praises both global and granular. In other words, focus on the entire thing you’re praising, but also get lost in the details.

For example, let’s say I was trying to write an ode to my toothbrush. Here’s a quickly written list of praises—things I’m grateful for, find beautiful, or otherwise want to focus the poetic spotlight on.

• Keeps my teeth from falling out (obviously).
• Keeps my tongue from turning yellow (obviously).
• Keeps my left bicep moving (which it so rarely does!)
• Its bristles stand like tiny redwood trees.
• Analog or electric, catalogs the eclectic library of soot, smoke, and bacteria fermenting my mouth.
• My own private fortitude of mint and spit.
• Rub a clean one on the fur of a cat’s head and it feels like the scratch of their mother’s tongue.
• Lasts many months after I should have thrown it out.

Note, also, that an ode poem does not have to be universally positive. We can dislike aspects about the things we love, and the best poetry embraces nuance.

3. How to Write an Ode Poem: Consider Form and Structure

Every poet has their own relationship to form and structure. You might figure out the structure of the poem beforehand, or you might figure it out as you write it. Either is fine!

For now, just take a moment to consider the form your poem could take. Is it a sonnet, a villanelle, or a ghazal? Is it free verse or iambic pentameter? Do you dare write an acrostic ?

Consider, also, whether you might speak to the object itself or write about it abstractly. Should I write to my toothbrush, or just about my toothbrush?

Finally, think about recurring lines, something which ode poems often have. Repetition helps emphasize the importance of the topic you’re writing on, and it often juxtaposes interesting ideas. For inspiration, read “Praise the Rain” by Joy Harjo .

4. How to Write an Ode Poem: Stitch Language Together

You have your list, your form, and maybe some recurring lines. Now, start stitching things together!

Take your list and start weaving your ideas into the poem. You don’t need to use every item in the list, and you can certainly write in new ideas as you come up with them.

Fiddle with language until it starts to say what you mean, then fiddle even further.

Have fun with this process. Experiment with how different lines sound next to each other. Experiment with line breaks, stanza breaks, and punctuation. Fiddle with language until it starts to say what you mean, then fiddle even further. Push language to its breaking point; let sunshine leak through the cracks in words.

5. How to Write an Ode Poem: Edit for Clarity, Originality, Vibrancy

Once you have a first draft, take a breath, a step back, go for a walk, clean your cat’s litter box, clean my cat’s litter box, etc.

Then, come back to the poem with a fresh set of eyes. Read how the reader might. Continue to tinker with words until they fit right. Make sure that each image is crystal clear, that no words are unnecessary, and that you’ve said all you need to on the topic.

Finally, don’t edit too much. Let your poem embrace mystery. In my opinion, a “perfect poem” couldn’t move the reader: it needs a little imperfection to stay human.

Master the Art of the Ode Poem at Writers.com

What will you sing the praises of? When your ode poem is ready to workshop, consider taking a poetry writing course at Writers.com. Praise poetry, praise language, and praise the act of creation.

Sean Glatch

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How to Write an Ode

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Writing an ode is a fun task for anyone who wants to exercise both their creativity and their analytical mind. The form follows a prescribed format that anyone—child or adult—can learn. 

What Is an Ode? 

An ode is a  lyric poem that is written to praise a person, event, or object. You may have read or heard of the famous "Ode on a Grecian Urn" by John Keats , for example, in which the speaker reflects on images carved into an urn.

The ode is a classical style of poetry, possibly invented by the ancient Greeks from an older form, who sang their odes rather than writing them on paper. Today's odes are usually rhyming poems with an irregular meter, although rhyme is not required for a poem to be classified as an ode. They are broken into stanzas (the "paragraphs" of poetry) with 10 lines each, typically consisting of three to five stanzas in total. 

There are three types of odes: Pindaric, Horatian, and irregular. ​

• Pindaric odes have three stanzas, two of which have the same structure. It was the style used by the Greek poet Pindar (517–438 BCE). Example: ​ “The Progress of Poesy” by Thomas Gray . 
• Horatian odes have more than one stanza, all of which follow the same rhyme structure and meter. The form follows that of the Roman lyric poet Horace (65–8 BCE). Example: “Ode to the Confederate Dead” by Allen Tate .​ 
• Irregular odes follow no set pattern or rhyme. Example: “Ode to an Earthquake” by Ram Mehta.

Read a few examples of odes to get a feeling for what they are like before you write your own.

Writing Your Ode: Choosing a Topic

The purpose of an ode is to glorify or exalt something, so you should choose a subject that you are excited about. Think of a person, place, thing, or event that you find truly wonderful and about which you have plenty of positive things to say (although it also might be a fun and challenging exercise to write an ode about something you truly dislike or hate!). Think about how your subject makes you feel and jot down some adjectives. Think about what makes it special or unique. Consider your personal connection to the subject and how it has impacted you. Make note of some descriptive words you can use. What are some specific qualities of your subject? 

Choose Your Format 

Although a rhyming structure is not an essential component of an ode, most traditional odes do rhyme, and including rhyme in your ode can be a fun challenge. Test out a few different rhyming structures to find one that suits your subject matter and personal writing style. You might start with an ABAB structure, in which the last words of every first and third line rhyme and so do the last word in every second and fourth line—the A lines all rhyme one another, the B lines do the same, and so forth. Or, try out the  ABABCDECDE structure used by John Keats in his famous odes. 

Structure and Write Your Ode

Once you have an idea for your subject matter and the rhyme structure you want to follow, create an outline of your ode, breaking each part into a new stanza. Try to come up with three or four stanzas that address three or four different aspects of your topic to give your ode structure. For example, if you're writing an ode to a building, you might devote one stanza to the energy, skill, and planning that went into its construction; another to the building's appearance; and a third about its use and the activities that go on inside. Once you have an outline, start filling in the ideas using your brainstorm and chosen rhyming structure.

Finalize Your Ode 

After you've written your ode, step away from it for a few hours or even days. When you return to your ode with fresh eyes, read it out loud and make a note of how it sounds. Are there any word choices that seem out of place? Does it sound smooth and rhythmic? Make any changes, and begin the process again until you are happy with your ode. 

Although many traditional odes are titled "Ode to [Subject]", you can be creative with your title. Choose one that embodies the subject and its meaning to you.

Need more help when writing poetry? A number of smartphone apps are available.

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How to Write an Ode

HOW TO WRITE AN ODE IN SIX EASY STEPS #1 Choose a topic , someone or something you admire, as odes are celebration poems.

#2 Research your topic. Make notes of what you know, then add research in your library, online and more.

#3 Read through your research to find words or phrases that suggest a poem.

#4 Write your first draft. (It doesn't have to be good.)

#5 Edit your ode. Add and delete words. Polish it up!

#6 Share your ode with the world . Read it out loud to a friendly sudience. Print and share copies.

Ode Poem Definition

An ode is a poem written in celebration of the topic… be it a person, place or thing. This poetry form, originated in ancient Greece where odes were performed with a musical background, often to celebrate athletic victories. The English Romantic poets celebrated love and other emotions with their own version of ode poems. Today, in the age of personal expression. Odes are written in praise of whatever the poet sees fit. Me, I often write about my fountain pen. I like the way it writes smoothly on the page. See the ode poem example below.

An Ode Poem Example

ODE TO A FOUNTAIN PEN It breathes anticipation as it lays upon my desk waiting to write poetry atop my papered mess. Once uncapped, the precious nib flows bright with navy ink that glides across my notebook making words before I think. it fits so well in my right hand. It's where it longs to be. Atop my thick lined notebook, it's my fountain pen and me.

by Denise Rodgers Copyright©Denise Rodgers All rights reserved. Permissions

Next we are going through the six steps for writing an ode poem of your own. Grab your notebook and pen (perhaps a fountaini pen?) and start writing.

How to Write an Ode ~ Step 1: Choose a Topic

Think about what you feel passionately about. Your local ball team? Your dog or cat? Your mom or dad? Your best friend? Your hobby? Your computer or tablet? Remember, this is a positive poem, so keep the topic to something or someone that you admire. Also, while the examples here all rhyme, you don’t have to make your poem rhyme. But if you choose not to rhyme, please make use of some of the other forms of wordplay: alliteration, simile, metaphor, onomatopoeia, personification, repetition, or any wordplay that comes to mind while writing the poem. Now is the time. Pick up your pen or pencil, open to a nice clean page in your notebook, and just start writing!

How to Write an Ode ~ Step 2: Research

First, write what you think you know and feel about your topic. Once you start writing, you might very well discover that you know more than you think. But don’t stop there. Ask questions. Get other people’s thoughts and opinions about your topic. Your next step is to look up your topic on the Internet or in your public library. Gather all the descriptions, facts, ideas and words you can. This is the raw material for your poem.

How to Write an Ode ~ Step 3: Read Over Your Research

Read over all the material you gathered in your research and see if any of the words suggest a line or phrase of poetry. It doesn’t have to be the first line. It doesn’t even have to be a line. It can be a phrase, or even just a word that sounds right to your ear. You might find more than one or two of these gifts. Circle them. Write them down. This is an important start.

How to Write an Ode ~ Step 4: Start Writing

Use your chosen words and phrases. Remember your first draft is just that: a draft. It doesn’t have to be “good.” It certainly doesn’t have to be a poem in your first go round. While writing, try to include as much of your material as you need. You might find that there is enough to say about your topic looking at it (or him or her) with a very narrow lens. For example: if you’re writing an ode to Abraham Lincoln, you need not include his childhood or infancy. You wouldn’t need to include his whole presidency. You might write only about his stovepipe hat or his relationship with his wife, or his final day at the theater (where he was assassinated).

How to Write an Ode ~ Step 5: Edit

While you might have edited and changed your ode while writing the first draft, it’s a good idea to let your ode sit and simmer awhile. Leave it for at least an hour, and maybe for a few days, if possible. When you read it again for editing, it should be with fresh eyes. Now is the time to read it out loud and listen to it with your ears. Listen for the rhythm. Poems are a short literary form and every word counts. This is the time to add and remove words, polishing, polishing, until the poem feels like it existed before you started writing it.

How to Write an Ode ~ Step 6: Share Your Ode with the World

Of course, you don’t have to share. You might enjoy saving a collection of your own work. I do this myself. I have every poem and journal I’ve ever written, and I’ve been at this since 1969 (That’s a lot of paper!) (And I started young. 😊) However, it’s a lot more fun to share your words with the world. Write it down, print it up, and hand it over for others to read. You can print them on special paper or even frame them and give them as gifts. If you have a school newsletter or a small local newspaper, you might consider sending it in for possible publication. And don’t forget, you can always share them on this site by going to our Kids Publish Poems page.

Well, that’s about all I have to say about odes. Odes are important poems. Now that you have all the steps you need to write one, why not get started right now? Grab a pen and notebook and happy writing!

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How to Write an Ode: 6 Tips for Writing an Ode Poem

An ode is a poem that is about one specific thing that you think is truly amazing and praiseworthy. This type of poem can be centered upon a person, an object, or something abstract like a feeling or an idea. Here are some tips to help you get started if you’re interested in learning how to write an ode (and be sure to check out awesome ode examples on Power Poetry! ):

• Just get emotional.  What really makes you emotional, either in a positive or negative way? Think of a person, concept, place or thing that you are deeply connected to. This will be a potential topic for your ode poem. Remember, an ode is focused on the many nuances of a  single thing , so make sure that whatever you pick is something that you feel strongly about, so you have enough to write.
• If you feel something, say something.  When someone brings up the thing you have chosen to write about in conversation, how do you react? Write down what you would say in such a situation, and even more importantly, how you would (or do) feel. You may end up needing many words that have the same definition or meaning, so checking out a thesaurus can be hugely useful. Learning how to write an ode poem is all about digging deep into your emotional and descriptive vocabulary.
• Size matters.  How long do you want your poem to be? Odes are traditionally very long, and chances are, if you’ve picked a topic you really feel passionately about, you will have a lot to write. Start by splitting up your poem into groups, or stanzas, of ten lines. Many traditional odes have three to five of these stanzas, but if you want to write more, by all means do!
• To rhyme or not to rhyme?  Do you want your poem to rhyme? Most odes do, and making your ode rhyme would be a fun challenge, but you can also write irregular odes, which don't have to rhyme or maintain a perfect rhythm. If you  do  decide to make your ode rhyme, think about how you want to format the rhyme scheme of this poem. You can make every two lines or every other line rhyme. You can also make up your own pattern -- just commit to it, and use it in every stanza of your ode poem.
• Share your poem! If your ode is written about a particular person, you could give it to them as a gift. You can recite your ode, or put it to music and sing it. Don't forget to share it with your community here at Power Poetry -- post your ode so we know what matters to you!
• AND.... Don't forget that your options for how to write an ode are pretty infinite. One of our favorite examples is this: the poet Friedrich Schiller first published his "Ode to Joy" in 1766. Composer Ludwig van Beethoven set it to music in his Ninth Symphony in 1824. Clergyman and author Henry van Dyke wrote the poem "Joyful, Joyful We Adore Thee" in 1907 intending for it to be a hymn sung over the music of Beethoven's Ninth. And in 1993, that hymn was adapted into a song for a gospel choir and performed by Lauryn Hill in the movie  Sister Act 2: Back in the Habit.  So there you go!

Ready to get started? You can find more topic inspiration and tips on how to write an ode from our action guides , your Fellow Power Poets , and the famous poets and rappers in our Poetry Genome . 

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How to Write an Ode (with Tips & Examples)

Trying your hand at an ode is not only an enjoyable exercise, but also — if you're happy with the final work — a great way to surprise someone you love. As long as you don't put too much pressure on yourself, writing an ode can be surprisingly easy.

Basics of Writing an Ode

An ode is, at its core, a lyric poem celebrating its subject — typically a person, place, idea, or even object. Although odes are typically formal, and ceremonial, modern ode writers do have a lot of artistic freedom.

The term "ode" originated from the Greek language, and it means "choric song", because odes were typically sung. This poetic form has an impressive history that stretches back to before the common era, and odes were written even in Ancient Greek and Roman times.

Although multiple different types of odes exist, besides their celebratory or exalting nature, a common feature of all odes lies in their rhythmic characteristics. Odes typically consists of three to five stanzas with 10 lines, and modern odes almost always feature an irregular rhyming structure. A poem does not have to rhyme for it to be considered an ode, however.

You might want to write an ode for all sorts of reasons. Maybe it was a homework assignment. Maybe you're hoping to grow as a writer and a poet — or maybe you want to honor someone or something in your life with this unique lyric celebration.

No matter your reason, it's important to have fun during the process. Don't be intimated by the structure, but play with it until your ode sounds just right.

Types of Ode

Before you can truly get stuck in, you will have to settle on a type of ode. Here's a look at your options.

1. Pindaric Ode

Pindaric odes, also sometimes simply called Greek odes, were, in Ancient Greece, publicly-performed odes that celebrated athletic wins. Once they were set to music, it is easy to imagine how grand these performances must have been!

These odes feature a total of three stanzas, and two of those follow the same structure.

William Wordsworth's Ode on Intimations of Immortality from Recollections of Early Childhood is a good example of a famous Pindaric ode that is relatively easy to digest. Thomas Gray's The Bard: A Pindaric Ode is another one.

Note the complicated rhyming structure found in The Bard's first stanza:

A: "Ruin seize thee, ruthless King!

B: Confusion on thy banners wait,

A: Tho' fann'd by Conquest's crimson wing

B: They mock the air with idle state.

C: Helm, nor hauberk's twisted mail,

C: Nor even thy virtues, tyrant, shall avail

D: To save thy secret soul from nightly fears,

D: From Cambria's curse, from Cambria's tears!"

E: Such were the sounds, that o'er the crested pride

F: Of the first Edward scatter'd wild dismay,

E: As down the steep of Snowdon's shaggy side

F: He wound with toilsome march his long array.

G: Stout Glo'ster stood aghast in speechless trance;

G: To arms! cried Mortimer, and couch'd his quiv'ring lance.

2. Horatian Ode

These odes, named for the Roman poet Horace, are both more intimate and simpler to write. They contain more than a single stanza, but each stanza usually has the same rhyming format and meter. That means that, after you have worked your first stanza out, you will no longer need to agonize over the structure of your ode. Horatian odes are a great choice for people writing an ode to a loved one, or even to be read at a funeral.

On Cromwell’s Return from Ireland,  by Andrew Marvel, is an excellent example of this kind of ode.

3. Irregular Ode

Do you want to do the ode justice, but are you looking for a large degree of artistic freedom as you explore the subject of your ode? An irregular ode is the right choice for you. These odes do not follow set patterns, beyond one thing — if the stanzas rhyme, none will follow the same structure.

Rhyming is completely optional, however. You will still want your ode to sound good — and ensure that all the words work together. Beyond that, however, what you do is entirely your choice.

John Keats' Ode on a Grecian Urn is one of the most famous examples.

4. English Romantic Ode

You may think of odes as a grand type of poem — but the English romantic ode proves that certainly doesn't have to be the case! These most intimate and personal of odes are packed with vivid language that makes the subject come to life, but they can be extremely short as well as approaching the length you've grown to expect from odes.

William Blake's The Tyger is a good example, as are many of his other famous odes.

5. Sapphic Ode

We've saved the trickiest for last! These Roman odes aren't for you if you are already feeling intimidated by the structure of an ode. Sapphic odes must be made up of:

• A quatrain, a group of four lines
• Followed by three 11-syllable lines
• Followed by a five-syllable line to end the ode

Although Sapphic Odes do not typically rhyme, this structure makes them a true challenge to pen! Need to see it in action? Sapphics (yes, really!) by Algernon Charles Swinburne is a good example to dive into.

Step-by-Step Guide on How to Write an Ode

Are you nearly ready to get started with your ode? Your process depends on your reason for trying your hand at an ode. It's quite likely that a specific situation or person has prompted your interested in writing an ode — and in that case, you won't have the challenge of coming up with a topic.

Here's a brief look at the ode-writing process — divided into easy, bite-sized, chunks.

1. Choose a Topic for Your Ode (if You Don't Have One)

Most people who think about writing an ode will probably want to honor a person . You might want to write an ode to your other half, your parents on their golden wedding anniversary, your sister on her birthday, or your boss for her retirement party. Yes — your dog, cat, or horse also counts as a person.

An ode doesn't have to be about a person, though. You can also celebrate:

• Seriously; write an ode to your finalized divorce, your new job, the end of the Covid pandemic, or whatever you feel like.
• Your new house, your grandmother's beloved old necklace, the car that was finally retired, or even your favorite cookies, can all inspire emotional or funny odes.
• Love, the fear you feel before you go skydiving, or the bittersweet emotions that flood your heart when your son finally flies the nest.

2. Choose a Structure for Your Ode

Sure; you can write whatever you want and call it an "irregular ode". That's fine. If you'd like to have fun with existing structures, however, you'll need to know what you are working with. Broadly decide if your ode is going to rhyme, how many stanzas it might have, and how long your lines will be.

After that, go forth and read some great examples of existing odes that follow a similar structure. Hint: You don't have to stick with the famous (and usually old) odes penned by universally-known poets. The internet offers an abundance of odes written by modern and entirely anonymous poets, which will show you just how much freedom you can have.

3. Brainstorming for Your Ode

You may already have conjured some lines you definitely want to include on your epic ode. Write them down, even if you haven't found a "home" for them in your wider structure yet, just so that you don't forget. The subject of your ode may strongly make you think of certain words. Write those down, too. You may want to convey a particular image, and in this case, a vision board can serve as inspiration.

4. Outlining Your Ode

If your ode is going to rhyme, you will want to outline a lining structure in advance. Assign the same letter to lines that will rhyme with other another. If you are planning for your lines to have a certain length, write that down, too.

5. Writing Your Ode

No, you don't have to do it all in one session; you can bet that the famous odes you'll read in preparation took a long time to write. Whenever you have inspiration, write as much as you can. Don't stop until you are really quite satisfied with the result, but don't necessarily force yourself to strive for perfection. Read your ode aloud to feel its vibrations and see if the words you think rhyme really do when read in your accent.

6. Proofreading Your Ode

There will be mistakes. Leave your ode to rest for a few days, and come back to it to proofread it.

7. Share Your Ode with Others

Or don't, if you don't want to. If you're happy with the result, though, your ode is now ready to go into the world.

Examples of Famous Odes

The ode has consistently remained among the most popular kinds of poetry, for centuries. You'll have no shortage of inspiration. Try reading some of these amazing odes:

• Ode to a Nightingale — John Keats
• Ode to Silence — Edna St Vincent Millay
• Ode on Solitude — Alexander Pope
• Ode to Duty — William Wordsworth
• Dejection: An Ode — Samuel Taylor Coleridge
• Ode to Joy — Anonymous
• Ode to Beauty — Ralph Waldo Emerson
• Verses on the Death of Doctor Swift — Jonathan Swift
• To Some Birds Flown Away — Victor Hugo
• Ode to the West Wind — Percy Bysshe Shelley

Six Tips to Help You Write an Ode

Even once you have read a fair number of odes, writing your own will remain difficult. Are there any tools to help you through the process? You bet. Help yourself to any of these tips:

• Try online ode templates or generators . Most are designed to be used in the classroom, typically with elementary school students, but you can find a few gems. They won't write your ode for you, but can serve as inspiration.
• Engage in word or image mapping . What feelings do you want to convey? What other words go well with the ones you've already vowed to include? If you've ever watched how detectives map pieces of the criminal puzzle in cop shows, you know how it's done.
• Starting your ode can be the hardest part . You can simply state your deepest feelings on the topic, or address the object or person directly, or begin with a teaser that initially leads readers to believe you're talking about something else entirely. Your "first love", for instance, could be the red bicycle you were gifted for your fifth birthday.
• You're wondering how to write an ode about a person? It's usually easier if it's someone you have little chance of encountering in person, or if the ode is filled with humor. Otherwise, you're as vulnerable as the author as the subject will be hearing the ode. Writing an ode to a loved one requires bravery. Do you have it? Then go forth and be creative.
• Wondering how an absolute beginner can write an ode? The same way some people teach kids to swim. Throw yourself in at the deep end. It's all good practice. If your first ode is dreadful, don't fret; you'll do better next time. Nobody has to see it.
• How to write an ode to a friend? Again, it's easier if you infuse it with humor.

How long is an ode?

Traditional odes are epic not only in their subject matter and wording, but also their length. Modern odes can be a lot shorter. They do not have to consist of at least 10 lines, though they usually will. Essentially, it's up to you.

How does an ode differ from an elegy?

An ode is a celebration, a poem that glorifies the subject. An elegy is also a poetic format of Greek origin, but it offers solemn reflection, and is often reserved for funerals.

How do you write an ode to yourself?

The same way you would write an ode for a friend. If you're planning on sharing it with others, heavily infuse the ode with humor and self-deprecation if you want it to go over well. If you're writing yourself an "I can do it" motivational type of ode, that's OK. Stick it on your bathroom wall and don't show anyone else.

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How to Write an Ode

An Ode is a lyrical poetic form used to celebrate or express strong feelings (or formal praise) for any event, thing, or person NOT present. With its roots in ancient Greece, early odes were formal in structure and rhyme scheme. Of the three types of odes, Pindar, Horace, and Irregular, the latter seems to be the choice of many contemporary poets since it is less restrictive and less formal. However, no matter which ode you choose to write, they should all celebrate the subject with a theatrical song-like approach.  

Here are the rules:

• Pick a subject: a thing or a place.
• Choose a title  (Ode to Orange)
• Give your subject praise or thanks. (Oh, orange so sweet!)
• Speak directly to the object.
• Write in rhyme (unless you are writing an irregular ode then either works).
• Be dramatic! Theatrical!
• Use verbs to bring that subject to life.
• Use vivid adjectives to describe your subject.
• Use repetition (single words or entire lines).

Example #1   Horatian ode:  One stanza pattern repeated throughout the poem (the most popular of Odes).  

Example #2 pindaric ode:  originally performed with chorus and dancers the pindaric ode has strict rules containing a formal opening, a complex metrical structure, and a final closing section differing from that of the rest of the poem..

Ode on Intimations of Immortality from Recollections of Early Childhood  by William Wordsworth poem  (beginning excerpt)

Example #3 Irregular ode:  Here, the formal rules of structure and rhyme scheme are abandoned and left up to the poet although the tradition of the ode remains intact with a celebratory, theatrical song of praise.

Example #4: read a current rhyming irregular ode here.

ODE TO POETRY by Danna Smith at Poetry Pop (4.20.24)

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How to Write an Ode

Last Updated: February 26, 2024 Fact Checked

This article was co-authored by Alicia Cook and by wikiHow staff writer, Jennifer Mueller, JD . Alicia Cook is a Professional Writer based in Newark, New Jersey. With over 12 years of experience, Alicia specializes in poetry and uses her platform to advocate for families affected by addiction and to fight for breaking the stigma against addiction and mental illness. She holds a BA in English and Journalism from Georgian Court University and an MBA from Saint Peter’s University. Alicia is a bestselling poet with Andrews McMeel Publishing and her work has been featured in numerous media outlets including the NY Post, CNN, USA Today, the HuffPost, the LA Times, American Songwriter Magazine, and Bustle. She was named by Teen Vogue as one of the 10 social media poets to know and her poetry mixtape, “Stuff I’ve Been Feeling Lately” was a finalist in the 2016 Goodreads Choice Awards. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 81,352 times.

An ode is a poem written to praise and celebrate a person, an event, a time, or an object. While this poetic form originated in ancient Greece, it survives today as a popular way to convey passion and strong sentiment toward the subject. With its use of description and repetition, an ode is a relatively accessible poetic form that even beginners can write.

Choosing Your Subject Matter

• When starting out, brainstorm a list of possible topics. You might include your favorite foods, your favorite holiday, or important people in your life.
• Odes about people tend to be more serious, and more sincere, than odes about other things – but they don't have to be. You could write an ode to your mother, for example, that was still light-hearted and full of loving humor.

• For example, if you work in an office, you might consider writing an ode to the copier. In most offices, this is not a machine anyone would think to thank or sing praises to. On the contrary, it is the source of much office frustration.
• An ode to a common object you genuinely appreciate can also draw attention to that object and help others who read your poem see that they may have taken that object for granted. For example, you might write an ode to your coffee maker, or an ode to your headphones.

• The Academy of American Poets has more than 8,000 poems, including odes, that you can read online for free. Go to https://www.poets.org/poetsorg/poems?field_form_tid=417 to read some famous odes of all types.
• For a fun ode about an everyday drink, try "Ode to Kool-Aid" by Marcus Jackson. "Ode to My Socks," by Pablo Neruda, is an ode about a common object by a famous poet.
• William Wordsworth's "Ode on Intimations of Immortality from Recollections of Early Childhood" is a good example of a Pindaric ode. If you're looking for a Horatian ode, try "Ode to the Confederate Dead," by Allen Tate.

• For example, if you get together with a group of friends and the conversation instantly turns to the latest Star Wars movie, you might consider writing an ode to your favorite character from the films.

Setting Your Structure

• The Pindaric ode starts with a formal opening called a strophe , followed by an antistrophe that mirrors the structure of the opening. It closes with an epode , a longer stanza with an entirely different metrical structure than the strophe and antistrophe.
• The Horatian ode is less formal than the Pindaric ode, and uses a recurring stanza pattern. The Horatian structure may be used to particularly good effect if you're writing a more humorous ode, since the formality of the structure would contrast with the substance of your poem.

• Even when using the irregular form, consistency is the hallmark of an ode. While you're free to choose your own meter and rhyme scheme with the irregular form, whatever scheme you choose should be employed consistently throughout your poem.

• A classic ode is at least 4 stanzas, but you can make yours as long (or as short) as you want.

• It can help to note the rhymes on the margins of the paper where you write your ode. For example, if you've decided you're going to rhyme every other line of a six-line stanza, you might write "ABABAB" to indicate that the first line will rhyme with the third and fifth, while the second line will rhyme with fourth and sixth.

Crafting Your Poem

• It can help to find a quiet place to write where you can be alone with minimal distractions. That will give you the freedom to dive into your subject.
• Depending on the subject of your ode, you may find strong emotional responses rising to the surface. For example, you might find that you start to cry. Don't be afraid to use that emotional response in your poem. Deep passion can evoke some of the best imagery.

• For example, if you're writing an ode to your coffee maker, you might include words such as dark, aroma, rich, bold, hot, and steamy. You could compare the coffee grounds to the earth or the soil.

• To continue with the coffee maker example, you might list verbs such as bubble (up), brew, drip, pour, and steam. You could also include words such as rising or percolating.

• You can be as specific or general as you want. If you're writing an ode to your coffee maker, you could use the brand name of the coffee maker, or you could simply start your poem "Oh, coffee maker" or "Oh, coffee pot." Depending on your rhyme scheme, you may want to choose a name that is easier to rhyme with other words.

• This can be difficult if you're writing an ode to an inanimate object, since you may not be in the habit of speaking directly to inanimate objects. Repeating your first line can help you stay focused on the perspective. For example, you might start every stanza "Oh, coffee pot." If this starts to feel too monotonous, you can always take some of them out when you edit.

• As you read through your lists, you'll likely find that some images or thoughts naturally lead into each other.
• For example, if you're writing an ode to your coffee maker, you might note that the idea that the steam rises from the freshly-brewed coffee flows perfectly into how drinking the coffee helps you to wake up in the morning. You could write "Oh coffee maker, as brewing your steam rises and wafts through the air, so I rise from fitful slumber."

• A line or section that causes you to stumble as you read aloud presents an opportunity to improve the writing so that it flows more smoothly.
• Check your grammar and spelling, and make sure the rhyme and rhythm you established is consistent throughout your poem.

• Sharing your work with others may open you up to negative feedback and criticism. If it's constructive, use it to improve your work and become a stronger poet. If it's not constructive, just ignore it. Try not to take criticism personally.

Ode Examples

Community Q&A

• Don't expect the first ode you write to be a masterpiece. Stick with it and keep practicing the form to improve. Thanks Helpful 0 Not Helpful 0
• If you're having a hard time getting your ode to come together, set it aside and do something else. You may get more ideas if you come back to it with fresh eyes. Thanks Helpful 0 Not Helpful 0

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Expert Interview

Thanks for reading our article! If you’d like to learn more about writing poems, check out our in-depth interview with Alicia Cook .

• ↑ https://www.powerpoetry.org/resources/writing-ode-poem
• ↑ https://literarydevices.net/ode/
• ↑ https://www.poetryfoundation.org/learn/glossary-terms/ode
• ↑ https://writingcenter.unc.edu/tips-and-tools/brainstorming/
• ↑ https://poets.org/glossary/ode
• ↑ https://www.oregon.gov/ode/educator-resources/assessment/Documents/writing_tips_learning_goals_success_criteria.pdf
• ↑ https://dictionary.cambridge.org/us/dictionary/english/ode
• ↑ https://powerpoetry.org/resources/writing-ode-poem

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• Literary Terms
• When & How to Write an Ode
• Definition & Examples

How to Write an Ode

The classical ode has an extremely intricate structure of meter and stanzas , far more complicated than other poetic forms such as the sonnet or sestina – and more than could be explained in a short article. If you want to write a classical ode, do some independent research or ask your English teacher if he or she knows the rules (be aware, though, that most teachers don’t – that’s how complicated and obscure this form is!)

Odes in the broader sense are much simpler to write, although it still takes plenty of thought and creativity to write them well! Here are a few tips for writing a successful ode:

• Be specific. Avoid general terms like “good” or “excellent” and focus on the particulars of the person or thing that you want to praise.
• Be honest. A little exaggeration (or “hyperbole”) here and there is OK, but you don’t want your ode to sound ridiculous – it should be believable and true to the facts, but portray these facts in the best possible light.
• Above all, be heartfelt . Heartfelt praise can be recognized from a mile away. Conversely, if your praise is forced, audiences will be able to recognize that too. Let the praise spring from a genuine sense of reverence and respect, or don’t write it at all.

When to Use Odes

Odes are generally an appropriate form of creative writing, but note that they are inherently biased . It’s impossible to write a neutral, impartial ode. That means you should avoid writing an ode in formal essays and any other context where you want the reader to see you as a fair-minded, neutral observer.

In addition, there are plenty of contexts where you might not want to be neutral, but you also don’t want to be seen as completely biased. For example, if you were writing an essay in favor of President Ronald Reagan, it would be appropriate to praise Reagan’s record and decisions. But it would still be inappropriate to write an ode , since this would be too imbalanced for an essay.

List of Terms

• Alliteration
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• Circumlocution
• Cliffhanger
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• Deuteragonist
• Doppelganger
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Poems & Poets

An ode is a formal, often ceremonious lyric poem that addresses and often celebrates a person, place, thing, or idea. However, odes can take many shapes—they can be formal or casual. They can be sung or written.

Odes were first written in ancient Greece and Rome. The form was rediscovered in the 19th century, or the Romantic era, with poems like John Keats’s “ Ode on a Grecian Urn .” An urn is a decorative, non-functional artifact you might find on a mantelpiece or a museum. Like that poem, the first odes were written about traditionally beautiful objects, elements of nature, or lofty emotions like love, putting these ideas on a pedestal.

Contemporary poets often turn that tradition on its head. Like them, you may want to write an ode about something ordinary, but that is really special to you, or even an anti-ode to something you hate.

A few questions to consider, on your own in writing, or in discussion with others:

What are some objects, places or people that are ordinary, but special to you? What about what you hate so much you could write it a whole anti-ode?

Read  Pablo Neruda ’s “ Ode to a Large Tuna in the Market .” What did you notice? How does the poet feel about the tuna? Why or how do you know? Odes give us insight into & teach us about the subject of the ode—a tuna at the market, for example. What or who else can odes give us insight about?

Read  Kevin Young ’s “ Ode to the Hotel Near the Children's Hospital .” What do you notice? Why do you think this poet wrote this? What is it about? What do you learn about the poet?

Read  Dean Young ’s “ Sean Penn Anti-Ode .” This poem starts out as an anti-ode to Sean Penn’s face. What does it end up about? What are some examples of ordinary, not-so-great stuff that sometimes happens to you? Might Sean Penn even have a lot of ordinary, not-so-great stuff happen to him?

Bonus: Read  Natalie Shapero ’s “ Not Horses .” Why does the speaker envy insects over horses? What are examples of unpopular opinions you have? Write the following lists:

• 5 ordinary things that you encounter in your daily life
• 5 people you see every day
• 5 places you visit regularly
• 5 ideas or concepts or facts that are important to you, or unpopular opinions you might have (for example—the sky is blue, it’s better to have loved and lost than never love at all, GIFs should be pronounced with a soft “g”)
• 5 things or places that you deal with on a daily basis that you do NOT like

Choose one thing or idea from your lists and  write  your own ode or anti-ode to it.

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Writing an Ode Worksheet

Updated:  28 May 2023

Learn how to write an ode with this two-page worksheet.

Non-Editable:  PDF

Pages:  2 Pages

Grades:  3 - 6

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Use this teaching resource when studying poetry in your classroom.

This worksheet has been designed to introduce students to the purpose, structure and language features of odes.

It also includes a writing scaffold for students to use when writing an ode of their own.

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Ode Poem Generator

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How to use the Poem Generator

What is an ode.

An ode is a formal lyric poem that is written in celebration or dedication. They are generally directed with specific intent.

There are many different types of odes, such as:

• Irregular Ode : An irregular ode is a common ode form that does not conform to the characteristics of the Pindaric or Horatian ode forms.
• Horatian Ode : A Horatian ode is a simple stanza form in which all stanzas use the same pattern, chosen by the poet.
• Pindaric Ode : The term “Pindaric” refers to the body of work, and style, of the Greek poet Pindar. It is used to refer, specifically, to his odes and those written in his traditional style. 

When it comes to writing an ode poem using the poem generator tool, the following can help in generating great odes:

• Select a Worthy Subject: Choose an individual, object, concept, or phenomenon that inspires deep admiration, respect, or love from you.
• Convey Admiration: Express your admiration and respect for your subject, highlighting its virtues, beauty, or significance.
• Use Elevated Language: Use lofty, dignified language and imagery to match the traditional tone of an ode and to honor your subject appropriately.
• Add as much information as possible . The more information you can put into the poem generator, the more niche and accurate the results.

Examples of Odes

Here are some of the best ode poems  you might want to explore, to help you create an ode:

• ‘ Bards of Passion and of Mirth ‘ by John Keats
• ‘ Ode to the West Wind ‘ by Percy Bysshe Shelley
• ‘ Ode to Dirt ‘ by Sharon Olds

The AI Poem Generator is an automated tool that uses advanced language technology to create unique and creative poems based on user-selected prompts and themes.

Using the AI Poem Generator is easy. Simply type in what you want the poem to be about and click generate. If you want to go into more detail, fill out the desired options from the dropdown menus, and the AI will create a poem for you instantly.

No, the AI Poem Generator is designed to assist and inspire creativity, not replace human creativity. In actual fact, we analyzed poetry created by art, and we see it more as a tool than a replacement for human poets . It augments the writing process by offering suggestions and generating content based on inputs. With this, the AI Poem Generator is best used as a tool to help spark your poetic writing.

We support any language, from English to Spanish, to French, to the likes of Mandarin. If you find the language you want the poem to be created in is not on the dropdown above, please get in contact with us , and we can tweak the generator to include your language.

Write a prompt to begin with of what you want the poem to be about. The more detail you go into here, adding keywords, the better. Once done, use the dropdown options to add extras, such as topics and forms (like a haiku, sonnet, limerick, etc.) until you feel you have enough information to create your unique poem. Once done, press the ‘Generate Poem’ button, and your masterpiece of poetry will generate!

The Poem Analysis AI Poem Generator utilizes a large language model to create poetry from prompts and options selected. This helps to create better results when it comes to creating poetry for the first time or for the seasoned poet, which we believe can help provide inspiration, especially when experiencing writer’s block.

The content generated by our AI poem generator is purely algorithmically generated and based on sophisticated natural language processing technology. The resulting poems are automatically generated and do not reflect the personal opinions, views, or intentions of Poem Analysis. We cannot guarantee the accuracy, relevance, or quality of the generated content, as it is created in an automated manner.

The poems produced by the AI poem generator are meant for entertainment, educational, and creative purposes only. They should not be considered as professional advice, opinions, or expressions of individuals. The poems may contain errors, inaccuracies, or inconsistencies, and users are encouraged to exercise their own judgment and discretion when interpreting or using the generated content. It is also recommended to generate to improve the quality of the output poem iteratively.

We are not responsible for any actions taken based on the generated poems, nor for any outcomes or consequences resulting from their use. Users of the AI poem generator acknowledge that the generated content is algorithmically produced and may not accurately represent their own thoughts, beliefs, or emotions, just like Poem Analysis. By using the AI poem generator, users agree to the terms of this disclaimer and understand that the generated content is automatically generated without human intervention. We reserve the right to modify, update, or discontinue the AI poem generator at any time without prior notice.

Please note that the AI poem generator is a creative tool and should be used with an understanding of its limitations and automated nature.

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How to Write an Ode

Hello dear bright learners, now how to write an ode is no more a struggle as through this article we have provided you with an easy way to write ode but let’s first tell you that it’s a lyric poem that addresses a particular subject. A surprising factor of writing this is to express your intense emotions. Moreover, it lets you add a flavour of a modernistic twist, thereby attracting a large target audience.

The Easy Way to How to Write an Ode A creatively written ode can express your various emotions, such as grief and gratitude. It is so creative and flexible that the writer doesn’t have to follow any specific scheme or size, as odes are of different types. The tips mentioned below can help you establish a classic ode. However, you can make it more attractive and innovative. Let us show you how to write an ode :

• Choose a Topic: There are endless topics to write an ode on. However, for creativity, you must choose interesting topics. If you wish to give your ode a serious touch, then a suitable pick would be a thing or person you have a deep connection or emotions with, as then writing would be just writing what you feel from within. You can also pick from the following topics:
• Your most loved cuisine
• A favourite holiday destination
• People you admire
• Use an Ordinary Object to Add Humor: Few humorous odes revolve around everyday objects. However, they can add a pleasant element to your work and allow the reader to analyse the object in a new direction. You can write about an object in a serious tone, for example, “Ode on a Grecian Urn” by John Keats.
• Inspire from Famous Poet: Referring to the published work of notable poets is an excellent approach to flow your ideas. It will guide you in the relevant subject matter. You will also get familiar with the poetic form and its structure. “Ode on Intimations of Immortality from Recollections of Early Childhood” by William Wordsworth, “Ode to the Confederate Dead” by Allen Tate, and “Ode to the West Wind” by Percy Bysshe Shelley are excellent paradigms of this.
• Brainstorm with Your Friends or Family: If how to write an ode still frights you, talk or meet your friends or family over a lunch whose interests match you. This can end up giving you a topic that interests you. For example, upon meeting, you might discuss the new English movie recently being released. You can consider preparing an ode that talks about your favourite character and why it is your favourite amongst all.
• Assess Your Ode’s Length: These are longer poems. A classical ode includes a minimum of four stanzas, but you can always change it as per your preference.
• Assess Rhyme Scheme: Odes do not require any rhyme scheme, but still many can follow it. If you choose to follow an inconsistent form, you can pick any scheme. However, an inconsistent scheme does not mean you can be inconsistent with your thoughts. You have to be consistent at all times. For this consistency, note down the rhymes on one side of a page. If you want poems to have a rhythmic scheme in every other line, write “ABAB.” This will help you rhyme the first line with each line of a four-line stanza.

Structures for How to Write an Ode Odes mainly have two structures. We have discussed them in detail below:

• Classical Structure for Formality: Classical structures, namely Horatian and Pindaric odes, include formulaic structures that are complex and have rhyme schemes.

The former is comparatively more formal than the latter, which can add a good effect to a humorous ode if created via a recurring stanza method.

The latter is also called strophe. An antistrophe adheres to the sequence and ends at an epode, a lengthy stanza with a completely distinct metrical structure from the remaining.

• Inconsistent Form for Freedom: Writers and students who don’t prefer following a classical structure can choose inconsistent form. It lets you experiment with the metrical structure and rhyming pattern. For this, maintain the tone and theme of a classical ode. Though you should focus on being consistent throughout, changing to another structure while referring to a specific structure is not advisable.

Tips to How to Write an Ode To craft your ode, follow the tips listed below:

• Tap into Emotions: You must completely put yourself in the chosen subject and eliminate any distractions for better writing. For zero distraction, meditate or listen to music best suited to your writing mode, such as soothing music.
• Brainstorm Associations and Descriptions: Odes are loaded with similes, metaphors, and imagery. Think of a subject or topic and jot down the right words that come into your mind. For example, in a topic such as a coffee machine, so you might incorporate words like dark, aroma, rich, bold, and steamy. Compare such words against each other to relate the coffee beans to earth or soil.
• Thoroughly Identify Your Topic: Traditional odes initiate by the poem’s subject, usually preceded by the exclamatory term “oh” with repetitions at the beginning of every stanza or the whole ode randomly.

It entirely depends on the number of time you want to repeat it. Then, reconsidering the coffee machine’s example, you can address it by its brand, the exclamatory term “Oh, coffee machine”, or find easy to rhyme words.

• Address subject Directly: Odes are a literary piece with one audience- the subject should be honouring, praising, or thanking. The readers can be other people, yet remember you’re covering the object likewise if you choose to incorporate second-person pronoun in your ode.

This can be hard, especially if the subject is an intimate object. So, you can repeat the initial line to maintain focus.

• Merge Your Ideas: When writing an ode, you can have multiple adjectives, verbs, and images crossing your mind. However, you should stick to one and craft a story via lyric poetry. Then, when you revise this list of words, you will automatically know what sounds good and what does not. Also, you will be able to replace certain odd words with another set of more suitable words, leading to words that can be used throughout your ode.

Also, write in multiple sittings and not at once as the possibility for more clarity and saving yourself from extra efforts and time.

• Reread and make appropriations: As a writer, especially an amateur, refrain from considering the first draft the last one. So, set aside the first copy for a few hours and relax, then come back and reread your first copy aloud. This will help clarify better or add fineness with a perfect rhyming scheme and grammatical perfection. Finally, in the end, you will be left with a perfect ode.

So, with this, we complete our article, way to how to write an ode. It has everything that can help you write a rhythmic lyric poem.

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AI Ode Poem Generator: How to Write an Ode Poem About Anything

Poem generators provide a quick way to bring your imagination to life. They are the perfect tools if you don’t know how to structure Odes, or are pressed for time or both. No matter the purpose of your poem there are many generators to choose from.. 

In this article, we will show you how best to write odes about any subject. But first, let's talk about the characteristics of Odes.

What Is an Ode?

An ode is a lyrical poem. It is usually structured elaborately, with the purpose  of giving "praise". You can evoke strong emotions in your audience by highlighting all the features that make your subject special. 

One of the most famous ones was written by  John Keats  in 1819. Titled  "An ode to a Grecian urn”.   More than two hundred years later, this ode still has the ability to grip readers with every word, and stir emotions with every verse. 

Characteristics of an Ode

An ode may be gently humorous or serious, accompanied by music or not. But it is first a thoughtful way to express your sentiments (praise) with words that rhyme. 

You can easily identify an Ode with these characteristics:

• It is the longest lyric form: Of all lyric poems, sonnets, tankas elegies etc… Odes are the longest. It usually has at least 5 stanzas. 
• It is written in dedication to a person, thing, or event: The nature of an ode is to praise. It does not passively observe. It praises a subject or person by describing all their finest features. 
• It is  written to,  not  written about : An ode confidently addresses its subject. It is more like a letter rather than an ordinary essay.
• It is often emotionally intense: Greek odes were performed with music. Their writers invested a lot of time weaving the words with genuine admiration, not just observations. 
• It always expresses majestic and noble sentiments: Horace’s Odes are a fine example. He highlighted class, rank and birth in his descriptions. 
• It has a formal tone: Odes are often written in solemn and serious tones. Pindaric odes especially stick to one structure. Pindar, who many might consider the father of Odes, stuck to formal subjects, celebrating victories of the Olympic, Nemean, and Pythian games.

How Long Is an Ode?

An Ode usually contains between three to five stanzas. And each stanza has ten lines. But sometimes the structure might vary from this basic structure, depending on the taste and style of the poet. This is often the case with irregular Odes. 

Below are examples of popular Odes and their length & structure:

• Ode to a nightingale by  John Keats – 8 stanzas, 10 lines.
• Ode on a Grecian Urn  by  John Keats  –5 stanzas, 10 lines.
• Ode to the west wind   by  Percy Bysshe Shelley –5 parts, 5 stanzas each, 3 lines.
• Ode on intimations of immortality from recollections of early childhood by  Williams Wordsworth  –11 stanzas of varying lengths, 206 lines.

Types of Odes

There are three main types of odes with different origins and structures. They are listed below:

Pindaric Ode

In ancient Greece, Pindaric Odes were performed for audiences with dancers and a chorus. This type of Ode is named after Pindar, a lyrical poet in Ancient Greece. It contains a strophe, an antistrophe, and an ephod. Pindaric odes are often majestic and bold. 

Examples include:  The Bard by  Thomas Gray,   and  Dejection: An Ode  by  Samuel Taylor Coleridge.

This is what a Pindaric Ode looks like. An excerpt from  Dejection: An Ode  by  Samuel Taylor Coleridge 

"Well! If the Bard was weather-wise, who made

       The grand old ballad of Sir Patrick Spence,

       This night, so tranquil now, will not go hence

Unroused by winds, that ply a busier trade

Than those which mould yon cloud in lazy flakes,

Or the dull sobbing draft, that moans and rakes

Upon the strings of this Æolian lute,

                Which better far were mute."

Sapphic Ode

The  sapphic stanza is attributed to the poet Sapho from Greece, in 6 BC.  It comprises a four-line stanza of varying numbers. A sapphic stanza is created with the Greek language in mind, so it might be more difficult for an English reader to understand it. When written in English, writers use stressed and unstressed syllables. 

There are some contemporary sapphic poems though. Notable ones like:  Sapphics for patience  by  Annie Finch ,  Dusk: July by  Marilyn Hacker , and  Buzzing affy by  Adam Lowe .

An example of a sapphic poem written in English is this excerpt from  The Craftsman:

" Once, after long-drawn revel at The Mermaid,

He to the overbearing Boanerges

Jonson, uttered (if half of it were liquor,

Blessed be the vintage!)

Saying how, at an alehouse under Cotswold,

He had made sure of his very Cleopatra,

Drunk with enormous, salvation-contemning

Love for a tinker."

Rudyard Kipling

Horatian or Irregular Odes

The Horatian Ode was developed as a deliberate echo of the lyrical poetry of Greek originals. But unlike the pindaric Ode, it was not made for public performance. It was designed for small group recitations and even personal reading. 

The Horatian ode was named after the famous poet Horace. 

His first collection covered a range of subjects including love, friendship, wine, morality, and patriotism. These Odes are considered by English-speaking scholars as pure literary works. 

Horatian Odes are intimate and reflective. These are some Odes created with the Horatian style: 

• Ode to the confederate dead by  Allen Tate , 
• Ode to Solitude  by  Alexander Pope,
• Ode To Duty  by  Williams Wordsworth.

This is what a Horatian Ode looks like. An excerpt from  Ode To Duty  by  Williams Wordsworth:

"Stern Daughter of the Voice of God!

O Duty! if that name thou love

Who art a light to guide, a rod

To check the erring, and reprove;

Thou, who art victory and law

When empty terrors overawe;

From vain temptations dost set free;

And calm'st the weary strife of frail humanity!"

When to Use Odes

It is just right to add here that an Ode can be the perfect Valentine's gift. An ode is a great way to celebrate someone or something you love. It does not cost much but still requires your time and heart to perfect. 

You can also write an Ode as a creative essay to publish and show your craft. 

Check out this step-by-step guide on how to use an AI generator to write your own country song .

How to write an ode poem (step-by-step guide)

The following are four easy steps you can use to write your own ode:

Choose a Subject for your ode

Brainstorm possible subjects for your Ode.   If you are aiming at humor, use an everyday object. But if you want to evoke strong emotions, choose something or someone you are passionate about.

Write a comprehensive description of your object. To help you spur your creativity, you can place an image of the object in front of you, or you can do that  mentally 

Are you struggling to come up with the perfect title for your new song? Look no further than an AI song title generator . These tools can help you generate catchy, memorable titles that will grab your listeners' attention.

Choose Ode Poem Format & Structure

Different odes have different structures and formats.

Choose your preferred structure, based on the effect you want to achieve.

Use a Pindaric structure for formality, the Horatic form for intimacy and the irregular form for freedom.

Write your ode

Use the following steps to create a poetic masterpiece:

• Introduce your subject 
• Give your subject praise/thanks.
• Address your subject directly and employ adjectives in your sentences. 
• Bring your words to life with verbs, use repeated lines for emphasis. 
• Express your strongest feelings for your subject and why, use short striking lines.
• For structure, each stanza should contain 10 lines. 

Revise and edit

When you’re finished with your piece, take some time away from it.

And then as with any piece of writing, proofread it for grammatical and formatting mistakes. 

One tip to improve your editing is to read/sing it out loud to correct awkward phrases. 

How to write an Ode Poem: Template & Worksheet

          To: –-----------------------

                          (Add topic)

(Describe your subject using a comparative [make a comparison with its kind])

(Describe using a simile [make vivid comparison with something of a different kind])

(Describe using a metaphor [Comparisons between things that are otherwise unrelated; As brave as a lion, Drowning in work])

(Describe using a personification [attribute to something human/vise versa; Lightning danced across the sky, the sun smiled down at us])

 Oh, –---------------------- How I adore you.

        (Add subject name)

Below is an example of what your Ode might turn out after using this worksheet. Picking the first object that comes to mind, I will write an Ode to my hair brush.

"To My hair brush, 

You come most handy for brisk grooming,

Bristles, soft to the touch,

A pacifier to my scalp,

Each stroke illuminating every strand of hair,

Oh Hair brush, how I adore you."

If you noticed, I used an everyday object, and this gave the verse a tinge of humor. Praising regular objects is an effective way to write hilarious Odes..

What is the Ode Poem Generator?

To create an Ode quickly, you can use an Ode poem generator. Although using softwares will not let you exercise your creativity, they do not hamper it either. You can always edit the generated Ode to suit your subject's personality. 

Ode poem generators also help you save time and churn out as many poems as possible in a few minutes. 

Once you've become familiar with writing odes, why not challenge yourself to write a sonnet? With the help of an AI sonnet generator , you can create a beautiful poem about any topic, from love to nature to politics. 

How to use an ode poem generator?

Most AI poem generators are simple to use. 

You will receive a prompt to fill in dialog boxes with simple information about your object. 

Upon filling these boxes, your poem will be generated as soon as you hit the  Submit button. 

Check out this guide on how to use an AI bio generator to write the perfect bio. 

Ode Poem Examples

Famous odes.

Ode To A Nightingale  by  John Keats

Ode On A Grecian Urn by  John Keats 

Ode On Melancholy  by  John Keats 

Ode On intimations of Immortality From Early Recollections Of Childhood  by  Williams Wordsworth 

Ode To The West Wind  by  Percy Bysshe Shelley 

• Our Mission

How to Make Poetry Writing Fun

Enjoyment opens the door to learning, and teachers can use this engaging eight-step process to encourage students’ interest in poetry.

The ode is one of the oldest poetic forms, dating back to ancient Greece, where they were used to celebrate athletic achievements, gods, emotions, or worthy people. The 19th-century British Romantic poets widened the focus, celebrating subjects as diverse as songbirds and autumn. In the 20th century, Nobel laureate Pablo Neruda famously wrote odes about everyday objects and concepts: socks, tomatoes, sadness, french fries, etc.

Students Can Write About Almost Anything, and So Can You

For my grade 6 performing arts class, I wanted to make interdisciplinary connections to the literature and language studies of Homer’s The Odyssey.  As my other middle school grades were all doing poetry recitals and writing, the ode seemed to be the obvious choice. I abandoned any idea of using classical or 19th-century odes; their strict forms and archaic language would be too intimidating. Neruda was our role model.

I started the unit by having the students select a Neruda ode to learn how to recite . The absurd, emotional, entertaining, and imaginative odes captivated the students.  You can write a poem about a lemon? You can celebrate “broken things”?

For the second part of the unit, the students had to write their own ode. This was the first year I’ve ever had students worry that they didn’t know how to write poems. It’s worth noting that the pandemic may have limited middle school students’ exposure to poetry, as schools have had to make choices about what to teach online.

So it’s now doubly important to model the process yourself. Teacher participation in the process will inspire your students and help you appreciate the challenges of what you are requiring. I wrote “Ode to My Water Bottle” as an example and then used the poetry-writing sequence below (which can be applied to any poetic form).

8 Steps for Writing and Sharing Poems

1. Pick a subject for your poem based on something you love. My students chose to celebrate the following subjects: high heels, bonsai trees, pork buns, pencils, books, chipmunks, cars, their bed, toasters, and the Marvel antihero Deadpool. The students loved the random, eclectic variety of each other’s choices.

2. Use an ideas-planning frame to brainstorm language and phrases.  Having time to accumulate ideas is essential. As I work in an international baccalaureate school, I used the conceptual language of form (what is it?), function (how does it work?), change (how does it change you?), and perspective (think from the object’s point of view). The goal is to collect as many ideas as possible. I use the analogy of panning for gold: You have to sift through a lot of mud.

3. Build poetic sentences in a notebook.  I don’t jump right into the poem. Instead, I have the students take ideas and craft rich sentences about their subject, focusing on figurative language. Students often come to the poetic writing process without an appreciation of the craft that goes into it. I teach them that the thesaurus is their new best friend . Breaking down the poetic process into manageable chunks reinforces transferable literacy skills. Once well practiced, these steps can be sped up.

It’s important to make time for your students to share their sentences, celebrate great imagery, and give each other feedback. Making this a regular event also slowly acclimates the students to the idea of sharing their own writing in a safe space for literary feedback.

4. Shape sentences into an ode form.  I select my favorite poetic sentences, and I show the students how to assemble them into verses. This is where I teach the students what a line break is and why they exist. With Neruda as our ongoing model, there is no requirement for a strict form, rhyme, or particular rhythm or meter—elements that are part of the wider literature curriculum. Instead, the only requirement is that the ode truly celebrates the subject with enthusiastic statements.

5. Edit for additional inclusion of figurative language and phrases.  The final writing stage is editing, which is when a poem’s potential can be truly realized. After all, poets spend a long time deliberating over word choices. So this is when I give specific feedback to every student, using the comment feature on Google Docs.

6. Practice reciting to friends, groups, or the class. Sharing the odes in pairs and small groups and finally the whole class was a great way to utilize those newly gained recital skills. Reading a poem aloud always catches little errors or changes, so it’s worth some last-minute time to make final edits.

7. Address students’ nervousness about sharing their work.  While the students were confident reciting Neruda’s odes, there was a noticeable decline in recital skill when it came to their own work. The students said they were nervous because this was their work, their words, their ideas. With this in mind, we had a lesson to practice in our performance space and learn how to use the microphone properly while still wearing masks.

8. Celebrate success!  We shared our work with the school community, and the parents were delighted by the range of odes, the creative use of language, and the students’ enthusiasm. Writing odes is certainly an approach I will use again and also with different grades, as odes can easily be used with much younger or older students. If you still need convincing, read “ Ode to Teachers ,” by Pat Mora.

Composing Effective Writing Assignments

Invisible text for formatting

Resources for Teaching Writing

Course & assignment design, examples of effective writing assignments.

• Scaffolding Writing to Support Student Learning
• Creating Assignments for Miami Plan Capstone Courses
• Teaching Literature Reviews
• Using Threshold Concepts to Design Assignments and Courses
• Teaching Grammar Rhetorically 
• Structuring Purposeful Group & Team Work
• Mentoring Graduate Writers

Feedback & Assessment

• Using ePortfolio Assignments 
• Giving Feedback to Writers
• Facilitating Meaningful Online Discussions
• Engaging Students in Effective Peer Response

Teaching Online and with AI

• Providing Online Writing Support
• Integrating AI to Guide Learning

Writing is a valuable educational tool for learning. In the classroom, writing can help students grapple with and understand content more deeply and help students learn disciplinary ways of knowing and communicating. For instructors, writing can help evaluate students’ understanding of course content, and help assess students’ prior knowledge and gauge how well they’re understanding current material.

In this resource, we provide some recommendations based on best practices in writing studies research to help you compose meaningful writing assignments that promote deep learning. You can also view our companion resource “Scaffolding Writing to Support Student Learning” to see more ideas on how to scaffold and teach writing day-to-day in your courses.

Before we get started, we encourage you to pull up the writing assignment you are reworking, or to open a new document as you plan a brand new assignment. Take some notes as you read through each step and engage with our questions. Planning course assignments is a learning activity just like any other that benefits from writing about it.

Recommendations for Composing Effective Writing Assignments

• Identify your learning goals for the course. We often assign writing because we think we should, or because that’s how we were taught in school, or for some other reason unrelated to the purpose of the course. But sometimes writing, or more likely the type of writing we assign, isn’t the best way for students to learn, achieve, and demonstrate learning of course goals. Therefore, we suggest you start at the end by first identifying your course goals; then consider how you could use writing to achieve and assess those goals. Defining your goals and then aligning assignments to those goals leads to assignments that are targeted and cohesive within your course. (In this process, you may also find that writing isn’t the best way to assess your learning goals; yet read on, because writing has many other uses.)
• Explicitly articulate the audience for an assignment. Oftentimes students will write assignments with their teacher in mind as the audience, even as they will write for a broad array of audiences in the workplace. To encourage your students to explore the real power and impact of the writing they will do in the world, consider more explicitly identifying audiences in each of your assignments. Will a CEO be reading this business memo? Concerned parents in a school district? Eligible voters across an entire county with various interests? A important first section in an assignment prompt can be articulating audience, even if that’s asking students to identify and describe audiences themselves. 
• Differentiate between declarative and procedural knowledge in your course. When determining course goals, remember that there are two types of knowledge: declarative knowledge (knowing “about” something, such as what the various parts of a microscope are) and procedural knowledge (knowing “how to” do something, such as actually using the microscope during a lab). Procedural knowledge tends to lag behind declarative knowledge. Knowing about something doesn’t necessarily mean that you know how to do something with that knowledge. Declarative knowledge is often learned through reading and lecture. Procedural knowledge requires practice, and if complex, requires practice of the component parts while building to the whole, with ongoing feedback and additional practice of those parts. It can be helpful to determine which kind of knowledge you want students to learn in your course, and then which assignments can teach which specific knowledge. Consider using this declarative and procedural knowledge worksheet as a place to get started.
• problem-focused activities
• critical thinking skills
• case studies
• synthesized reviews of literature
• assigned positions 
• real world applications

Consider reframing your writing assignments to more closely appear as one of these tasks.

• Name assignments to illustrate the goals and genre . In line with the above, research also indicates that giving your assignments relevant, descriptive names (rather than “Paper 1”) can improve students’ disciplinary knowledge and knowledge transfer. For example, “Company Stakeholder Analysis” or “Marketing Change Plan” to get at some of the more specifics of what the assignment entails and is about.
• Think about how many assignments you have in the course, and how long students will need to complete this writing assignment. A lot of faculty organize their courses into units or modules, with a set number of weeks for each. Keeping in mind the kinds of declarative and procedural knowledge you wish students to learn, take stock of how many units and assignments you have overall, and think about how long students will need to complete your desired writing assignment. To do so, also consider what component skills students will need to require each task, and how much class time you might need to devote to those skills. Check out this backwards planning worksheet to help keep track of skills, tasks, and assignments in your course as you plan.
• Explain expectations clearly. Research shows that providing clear expectations can improve student engagement and the quality of their final product (Anderson et al 2016). Clear expectations can include identifying the purpose of the assignment, how it relates to other assignments/other courses, audiences for the assignment, grading criteria, and more. Try to include clear expectations in every assignment for improved clarity and to help students meet your expectations. You can even ask students to help write and codify instructions with you, helping provide them with agency in the process. 

Economics 344: Country Report Project

Created by: Dr. Ling Shao , Assistant Teaching Professor

Context from Faculty

ECO 344 is a general elective for economics major, but it is a required course for International Studies major and International Business minor. Therefore, students enrolled in the course come from a variety of majors besides economics. They have varied levels of preparedness in math and economics training. For this reason, the course is not heavy in math. Instead, it focuses on presenting essential international trade and international macroeconomic theories in a relatively simple way. The Country Report Project (CRP) is created so that students can apply their learning of these theories to real world data and policy discussions.

The CRP is a series of assignments closely tied to the weekly content of the course. I chose this format over a single big project after learning about the merits of scaffolding. Students will have a country to work on. Depending on the number of students, it can be done individually or as a group. The country will either be assigned by the instructor or be decided by students themselves. It works well in both face-to-face and online classes. I used the CRP in Fall 2019, Spring 2020, and Summer 2020.

Sample Assignment for Economics 344

Module 1 | discussion.

For this discussion, please decide on a country that you are interested in and use the World Trade Organization (WTO) database to look at actual data on your country’s exports and imports.

Discuss the following questions based on your country’s data:

• Does your country run a surplus or deficit in total merchandise trade? How about the balances on certain smaller categories of merchandise trade such as agriculture and manufactures?
• Please include a data table in your discussion with exports and imports side by side to support your responses.

Module 2 | Discussion

For this discussion, please continue to use your country’s trade data that you have obtained. You will discuss winners and losers from trade based on your country’s top exports and top imports. Relate it to the specific-factors model. In addition, you can share any knowledge of your country’s attitude toward trade and comment if it makes sense from an economic perspective. Any trade protests you have witnessed or read about you can share as well.

This discussion will be completed through a video recording:

• 2 - 3 minutes
• Must show yourself
• You can use a few powerpoint slides if it helps make your discussion easier to follow, but it is not required.

Please respond to at least two videos from your classmates. Comment on the substance of the discussion with a critique, a question, a suggestion, or anything you see fit.

Module 3 | Discussion

For this discussion, you will discuss your country’s tariff policy. Please visit the World Trade Organization’s website. From the homepage, click “WTO membership” box in the upper middle. Find and click on the country of your interest. On the country page, please click on the pdf link under “Tariff profile” on the lower left side. Please respond to the following questions and include a screen capture of the pdf in your discussion:

• In the summary box at the top of the pdf, what is the country’s average MFN tariff rate in the most recent year?
• How does the MFN tariff compare to other summary tariff stats (e.g., final bound, trade weighted average)?
• In part A.2 of the pdf, find the product group that has the highest MFN tariff. What is that product group’s share of imports? Who do you think benefits from the tariff on the product? Who do you think is hurt by the tariff?

You must also respond to at least two posts from your classmates. Comment on your impression of their country’s tariff policy and whether their response to the winners and losers of tariff makes sense or not.

Module 4 | Discussion

Below are a few tariff case studies:

• History of U.S. Steel Protectionism
• Welfare Cost of U.S.-China Trade War

Module 5 | Discussion

For this discussion, please decide on a country (excluding the U.S.) that you are curious about and explore the history of its exchange rate policy using this paper. Click on the red PDF icon to access the paper. Please discuss the following questions:

• How many different exchange rate regimes does your country have over time?
• Select one regime change and provide some historical background on this change.
• What is the current exchange rate policy in your country?
• How has your country’s currency been performing against the U.S. dollar in the past year?

You must also comment on at least two posts from your classmates.

Module 6 | Discussion

In this discussion, you will select a country (other than the U.S.) and get exchange rates and inflation data from the International Monetary Fund (IMF). Then you will use the data to rest if relative PPP holds between your country and the U.S. Then discuss the following questions using the data:

• Compare your country’s inflation rates to the U.S.
• Briefly summarize how your country’s currency has been performing against the dollar over time.
• Test to see how well relative PPP holds up using the data from your country and the US.

You must also respond to at least one post from your classmates. Comment on whether the data looks right or not, and whether their understanding of relative PPP is correct or not.

Module 7 | Discussion

For this discussion, imagine you are an advisor from the International Monetary Fund and you are assigned to advise the central bank of an emerging economy on macroeconomic policy issues. Some research beyond the textbook may be necessary. Please discuss the following in a video (must show yourself; dress properly; use of PPT and visuals allowed; 3 - 4 minutes):

• What data would you collect about this economy to help you make recommendations?
• What exchange rate policy would you suggest, fixed or floating? Why?
• Would you recommend the country open up its capital market (e.g., stock market) to foreign investors or not? Why?
• If the central bank wants to know whether or not it can use monetary policy to influence domestic economics, what would you say?

Please vote for your favorite advisor (other than yourself) by posting a reply. Explain briefly what made you decide to vote for him/her.

Module 8 | Discussion

For this discussion, you will select a country (other than the U.S.) to explore its current account.

Current Account Data:

• Go to IMF BOP data site
• Click on the table titled “1. Balance of Payments Analytic Presentation by Country”
• In the country drop-down menu, select your country
• Is the current account in surplus or deficit in recent years? Any trends?
• Out of TB, NFIA, and NUT, what seems to be the determining factor of your country’s CA outcome? Is this consistent with your country’s development and income status? Why?

You must also respond to at least one post from your classmates. Please comment on whether their data analysis is correct or not and the explanation provided makes sense or not.

Economics 347: Economics of Developing Countries Analysis

Created by: Dr. Janice Kinghorn , Teaching Professor & Assessment Director

Context from the HCWE

This assignment breaks down a complex semester-long analysis into more manageable parts, by having students focus on one or two concepts they are learning each week as they build to the full analysis. The assignment explains the purpose/objectives of the assignment, specifies an audience and genre, provides detailed instructions, and describes explicitly how economists think and write so that students can practice and model those disciplinary ways of knowing.

Sample Assignment for Economics 347

The objective of this project is to allow you to apply ideas and concepts we discuss in class to a specific context - a developing country. Through completing the steps in the project you should gain a better understanding of:

• The usefulness of standard development indicators for understanding the economy of a country
• The difficulties in finding and using standard development indicators in low income countries
• The process of generating hypothesis about development by examining data
• How economists use theory to better understand development experiences
• How economists use evidence to make arguments
• How to communicate like an economist

Students will choose a developing country to work on during the semester and complete a series of assignments, mostly memos, applying what we talk about in class to that country. Through that process I expect students to become experts on their particular country and thus be able to develop a thesis about economic development and write a strong argumentative essay using economic theory to make an argument supported by evidence by the end of the term.

The implied audience for the memos and the final paper is the U.S. ambassador to that country. Remember that the ambassador is busy so it is your job to provide just enough, and never too much information. The communication should be concise, easy to read, and clearly convey your point. More detail on how to write a business memo is at http://www.fsb.miamioh.edu/fsb/content/programs/howe-writing-initiative/HWI-handout-memo.html . Another source on how to write a business memo is here.

General Notes: In the assignments I often ask you to describe. Economists tend to describe by using graphs and tables. As you are learning the field of economics, I want you to follow this convention. Of course your graphs and tables must be correct, clearly labeled, your source data must be cited in a way the reader can easily find it, and they must be original. Excellent graphs and tables will clearly communicate to the reader without making the reader work too hard to understand your point. The objective is not to demonstrate to the instructor that you found the requested data - I’m assuming you did that - rather to make a clear point with that data.

I will assume that you mean everything you write. Be careful that you don’t use generalizations for stylistic reasons that you can not back up. Be careful of using vague words that you can not define. For example, “country X’s growth rate was huge” would be more appropriately written as “country X’s growth rate averaged 6% over the past ten years”.

I expect all data and claims to be sourced (APA style). Remember that I am trying to teach you to write like an economist, so in this project I’m not only concerned that you know things, but that you can appropriately write about them.

General Grading Criteria : Most assignments, unless otherwise specified, will be graded based on:

• Is the memo on time, complete, and conforming to requirements?
• Is the memo professional - free of errors, easy to read, shows evidence of thoughtful tailoring to the audience
• Is the work properly cited?
• Do the claims demonstrate that the student can accurately apply the course concepts?
• Does the application go beyond formulaic to add to an understanding of the country’s experience?

Assignment 1: Millennium Development Goals

Choose a country, which must be approved by your instructor. You must choose a low or middle income country, NOT a high income country. See http://data.worldbank.org/about/country-and-lending-groups#High_income (Links to an external site.). to check and see if your country is high income. You must choose a country with a population of greater than five million. You may not choose a country in which you have lived. You may not choose a country in which war, political instability, or other political factors make the economic situation highly atypical (your instructor will make the judgement about which countries to exclude for this reason). No more than 3 people may choose the same country, and you may benefit from discussing your country with others who are also doing research, but your assignments must be entirely your own. See the shared Google doc linked under the assignment to “sign up” for a country.

Once you have received approval for your country, investigate how well that country achieved the Millenium Development Goals. 1. Choose two goals that you would argue were a success for that country. a. Describe why you can claim they were successful (with evidence) and b. how they were successful (find at least one credible, high quality source). 2. Describe two that they still need to work on, and give evidence for your claim. You might find it helpful to consult http://mdgs.un.org/unsd/mdg/Host.aspx?Content=Data/snapshots.htm .

Assignment 2: Income

• Describe the income, over time, and in context of your country. In class we discuss ways to measure income, so in this assignment I will not specify which you are to use, but you must justify why you chose the measure you did. You must use a professional looking graph that you have created (not copied from the internet) to communicate. You will need to choose what is meant by over time and in context. We will talk about this in class, but in general I want you to make your description meaningful by the inclusion of time and context.
• Describe the HDI for your country, and comment on the individual components. Pick one other indicator of development that is interest to you, not income or the components of HDI, and describe it for your country. The United Nations publishes data on the HDI at http://hdr.undp.org/en/data .

Assignment 3: Models of Development

We discussed models of development in chapters 3 and 4. Choose two of the models and discuss why they might be applicable to the development experience of your country. This is different from the other assignments because it asks you to apply models to the situation of the country that you have been learning about. To make your argument about applicability you will likely want to use historical experiences, as you are discussing change over time or historical conditions that have an effect on the country today. This assignment may require more library research than the others. In your final paper you will need to use theory to make an argument, so this is an opportunity to try that out. You do not need to stick with what you write for this assignment in your final paper, but you may do so.

Be sure your argument does not rely on “economist x writing in journal y thinks this model is applicable”, rather I want you to make the arguments and provide the evidence yourself. Note that the argument and evidence does not need to be complex - but it does need to be specific, and evidence does need to back up the argument. Because this assignment may be difficult, please discuss with with me if you are having difficulty. This is a great time to come to office hours to brainstorm ideas. You may also want to reach out to the business librarian at this point to help you find high quality resources for background research. You can find more information at https://libguides.lib.miamioh.edu/ECO347 .

Assignment 4: Poverty and Inequality

Describe the level of poverty and inequality in your country using standard measures of income and multidimensional poverty (UNDP has this data) that we discussed in class. Do you see any indication that there is a kuznets curve? What are the characteristics of those living in poverty (gender, ethnic origin, age, etc.)?

Assignment 5: Demographic Situation

a. Create a population pyramid for your country. The U.S. Census has this data at https://www.census.gov/data-tools/demo/idb/informationGateway.php. If your excel skills are a bit rusty you can find tutorials on the web. One is at https://www.census.gov/data-tools/demo/idb/informationGateway.php. b. How may the demographic situation in your country affect development? I have not specified what I mean by “demographic situation” so you have some latitude to choose which concept/measure from our class discussion is relevant for your country. You will need to be sure and describe (see the notes above for hints on how economists describe) the situation and make an argument connecting it to development. Note that I have also not specified how you must define “development”, so you will have to make that decision thinking about our discussion at the beginning of the term, but be sure you are intentional both in your work and in your communication.

Assignment 6: Thesis Statement

Develop a thesis about economic development in your country. Unlike the other assignments, the product is not a memo, but a one-sentence thesis. In the prior assignments you were asked to explain something that is straightforward once you did the research to find the “facts”. This assignment is different in that it asks you to take your understanding of “facts” and develop an argument by using what you know about the country and what you know about the theory of development. The following examples may get your thinking started:: country x can improve development indicator y by taking z action, country x is underdeveloped because of action y, X is a binding constraint on development of country y. A thesis is a statement of an argument. A good thesis:

• Tells the reader how you will interpret the significance of the subject matter under discussion.
• Serves as a road map for the paper; tells the reader what to expect from the rest of the paper.
• Is usually a single sentence that presents your argument to the reader in a nutshell (for this assignment you are required to submit a single sentence).

For more help with writing a good thesis see this handout from the Howe center http://miamioh.edu/hcwe/handouts/thesis-statements/index.html . You are also encouraged to take advantage of the consultations available at the center. More information is at Howe Writing Center . Note that all students in this class may use the Howe Center for Business Writing, even if you are not an FSB student. If you have not looked at the resources our business librarian has put together when you were doing assignment 3 you may want to do so now. See https://libguides.lib.miamioh.edu/ECO347 . Assignment 6 will be graded based on how many times it takes you to get it right. If you submit an excellent thesis on the first try, you will get full credit. If you are asked to revise your thesis you must submit the first thesis and the revision. The more time it takes for you to get it right, the lower the grade, however you may not write the paper until you get this right.

Assignment 7: Draft

Submit a complete draft of your paper. A complete draft will 1. Have all parts complete (bibliography, footnotes, etc.) 2. Be well proofread (it should not by any means be your first draft). Details of the paper are below. For information about how to properly cite an idea or a direct quote see here. You must make sure you are fully aware of Miami’s policy on plagiarism  and take steps to prevent it. Please also review the FSB’s interpretation of the Miami policy.

Assignment 8: Peer Review

Peer review at least two students’ papers. The peer review will happen in class and you will receive instructions about what I want you to do. This assignment asks you to report on your learnings from that exercise. Write a memo describing 1. two pieces of feedback you received on your paper and how you will respond to them. Note that you do not have to accept the feedback, but if you choose not to make changes based on feedback please note your reasoning. Also describe 2. Two pieces of feedback you gave to each of two classmates and why you think this feedback would make their paper more effective.

Assignment 9: Final Paper

Your final paper should be no more than 1500 words (strictly enforced) not including bibliography (APA style) and good papers are often less. I will not specify a minimum number of sources but your sources should be sufficiently diverse so that you are confident you have an understanding of multiple perspectives and your arguments and evidence are properly sourced. I will check your sources - that is, I will find them and evaluate their quality, so be sure your citations provides enough information that I can easily find them, and make sure you are comfortable with their quality (do you know who the author is? Is the author qualified? Is the argument/evidence subject to peer review or editorial review?)

The format of the paper should be an argumentative essay - you will make an argument, supported by evidence, to substantiate your thesis. More information about this type of writing can be found  here .

Because this paper is the culmination of your semester-long effort to apply class material to your country it should be grounded in theories and concepts we used in this class. A paper which may be otherwise excellent but does not reflect the learning in this class this term will not be accepted.

Rubric for Assignment 9 Final Paper

Assignment 10: Class presentation

The audience for the presentation is your classmates. Your objective is to teach them something about development by showing them how a concept we discussed is class applies to your country. Parts of the presentation are:

• Background: give the class enough information about your country so that they can understand the argument you will make, but they do not necessarily need to know everything about the country that you have learned - be strategic in what you want to share.
• Problem/thesis: Share with the class what your thesis is, and also why it is important (what is the larger development issue that is at stake)
• Argument: Clearly make your argument in a way your classmates will easily follow
• Evidence: Convince your classmates that you are correct

Your presentation should be no longer than ten minutes, and you should expect to answer questions. You are expected not only to give a professional presentation but also be professional during your classmates’ presentations. That means your demeanor should indicate to the speaker that you are interested, you should not come in late while someone is speaking, you should occasionally raise your hand to ask questions.

Rubric for Assignment 10 Class Presentation

Due Dates: Fall 2019

A late assignment is an inferior assignment, thus you will receive a 20% reduction per day for an assignment submitted past the due date. Please see Canvas for updated due dates.

History: Dear Reader Memo

Created by: Dr. Erik Jensen , Associate Professor of History

The Dear Reader memo, sometimes called a Writer’s Note, is an assignment developed by Nancy Sommers, Harvard Writing Project , that establishes communication between the writer and the instructor and/or peers (whoever will read the draft) about the state of the draft and the writer’s perceptions of it, both positive and negative, and provides an opportunity for the writer to ask the reader for specific advice. A Dear Reader memo gives the writer an opportunity to reflect on their writing process and in later drafts often includes information about what was revised and why. Instructors should provide a prompt explaining what they want students to include in their memo and should also assign some points or other incentive for completing it.

Sample Assignment

Submit a “Dear Reader” memo (maximum 250 words) at the same time as the draft and a new “Dear Reader” memo at the same time as the final version, but always as a separate document to its own location on Canvas.

The memo for the draft is your opportunity to tell me and your peer reviewer the three aspects of your draft that you are most concerned about, so that we can focus our attention and comments on those three things in particular. (For instance, you might wonder if your organization makes sense, or you might wonder about some particular pieces of evidence that you use.) Your peer reviewer and I will comment on other areas, too, if we see problems and issues in your draft, but your memo should highlight three areas, in particular.

The memo for the final version is your opportunity to tell me how you’ve incorporated my feedback and that of your peer reviewer into this final version. You should highlight specific revisions that you’ve made. You can also use this memo to justify your reasons for not making certain changes that I or your peer reviewer may have recommended, but with which you disagreed.

• Due with your peer-reviewable draft on Tuesday, November 17, by class. Submitted either entirely via Canvas, or by hard copy in class and via Canvas (if we are face to face).
• Due with your polished final draft by Tuesday, December 8, at 5:00pm. Submitted electronically, via Canvas.

History 111: Primary Source Analysis Essay

Created by: Dr. Lindsay Schakenbach Regele , Robert H. and Nancy J. Blayney Assistant Professor of History

This is a scaffolded writing assignment for the class HST111 Survey of American History I. It's intended to introduce students (usually students who are new to history as a discipline) to primary source analysis and thesis-writing in the historical discipline. I created several pre-paper assignment deadlines to get students thinking about their document ahead of time and enable me to help students work through any interpretive issues they were having. Also, I allow students to select their own document to hopefully spark feelings of curiosity and ownership.

Sample Assignment for History 111

*Please read through the assignment description, guidelines and rubric. Following this information, there is a timeline for completing the assignment.

Primary sources form the base that supports historians’ reconstructions of the past. Historians are always trying to discover both the meaning and the significance of a piece of historical evidence. By meaning, we are trying to reconstitute what that document might have meant (or how it might have been understood) by the historical actors in that era. By significance, we attempt to relate how that evidence contributes to a particular interpretation of the past.

This assignment will give you practice in interpreting historical evidence . A good document analysis will focus upon both the text itself (with attention to the specifics and nuances of language used) and the context (the broader picture of the history of that period that informs the document. Never will simply describing what happened be sufficient as an historical interpretation of a document. No outside research is needed for this, just a familiarity with the material in your textbook.

Choose ONE primary source document from your Voices of Freedom book.

In 3-5 double-spaced pages, address the following sets of questions:

• Who wrote the document, and for whom was it written? What does this suggest about the point of view reflected in the document and any potential biases?
• Why was the document written, and how does the style/structure help or hinder its purpose?
• What do the document's author, audience, and style tell us about the historical context in which this document was produced?
• What other kinds of sources would you want to examine to corroborate the document’s claims and understand its context?

Begin your essay with a sentence or two about the author, the date and title of the text, the occasion for which the text was written, and the general subject of the document. If the author's identity is unknown, try to determine as much as you can about the type of person who was responsible for the production of the document. If the document was written after the events it describes, explain what impact that might have had on its construction.

In your introductory paragraph, present a brief summary of your interpretation of the author’s perspective, method, and purpose in writing the text. Your introduction should include a thesis statement that makes an argument about the document’s significance for understanding that period of American history (a good thesis statement requires evidence to support, and could be argued against).

In the body of your essay, you may find that the most efficient and effective way to discuss and analyze the text is to move step by step through the text. After all, that is how the author intended the text to be read or heard. As you present the points that the author makes (offer quotations from the text as evidence for your discussion), you will construct your own analysis, building and developing your interpretation as your essay progresses. Give yourself time to revise your essay, so that you can go back through the essay and refine your interpretation.

In your essay, use the simple past tense to describe what the author wrote: this serves to remind both you and your readers that the author wrote for an audience of his/her contemporaries. Whenever possible, use sentence constructions with the active voice rather than passive voice. Active verbs reiterate the author’s active role in creating the text and the argument, and they encourage you to make connections and draw conclusions about the author and the text.

The essay will be graded according to the following rubric*:

• Builds on the preparatory work you’ve done /100
• Makes a cogent thesis statement /50
• Demonstrates an understanding of the document's main points by successfully answering the questions /200 (50 points for each question)
• Supports the thesis statement with clearly written and well-organized evidence from the documents /200
• Total /500 *Please see the sample essays for what a “cogent thesis statement” and “well-organized evidence,” etc., look like.

In order to help you prepare your essay, I’m asking you to do some work ahead of time. This will help ensure that you understand both the assignment and the document you’ve chosen. It will also allow me to intervene if there are major questions or misunderstandings about the documents. (I expect you to struggle with them a little bit—Primary sources are difficult!)

• Before September 11 , select your document and read through the examples of successful essays that I’ve posted
• On the Canvas discussion board, post your selection and answer the questions that follow the document., DUE Friday, Sept. 11
• Look through other students’ posts, and post 5-7 sentences reflecting on your thoughts after reading other students’ choices and if you would like to change the document you have selected (which you are permitted to do) DUE Friday, Sept. 18
• Upload your answers to the assignment questions (Word document; these can be in draft note form), DUE Friday, October 16
• Upload final primary source analysis essay (Word document), DUE Friday, November 6

History 198: Continuity/Change Essay

I focused extensively in this course on creating a writing-feedback-rewriting framework. HST 198 (“World History since 1500”) engaged students at all levels of the curriculum, both majors and non-majors. I developed a scaffolded approach to the writing assignments that followed this template:

• A best-effort draft
• “Dear Reader” memo for the draft
• Peer review memo about your partner’s draft
• Polished final draft with “Dear Reader” memo for the polished, final draft in which the writer addresses instructor comments on the draft as well as peer reviewer’s comments

Note: I used this framework for all three courses I taught during the same semester—HST 198 (“World History since 1500”), HST 331 (“Nineteenth-century Europe”), and HST 410 (“Twentieth-century Germany”). Each of these classes, which I taught all in one semester, has two or three writing assignments. I’ve provided one sample for HST 198 below.

Sample Assignment for History 198

• Due as a peer-reviewable draft on Tuesday, November 17, by class. Submitted either entirely via Canvas, or by hard copy in class and via Canvas (if we are face to face).
• Due as a polished final draft by Tuesday, December 8, at 5:00pm. Submitted electronically, via Canvas.

Why am I having you write this Essay?

This assignment hones your ability to present a clear argument that is supported by evidence and written in a manner that is accessible to people who may have a limited background in the subject matter. This is a job skill. Whether submitting grant proposals for a non-profit organization or assessing business models for a consulting firm, an ability to write thoughtfully and persuasively will serve you well.

By prompting you to examine the explicit, implicit, and perhaps even unconscious arguments, assumptions, and experiences represented in the five texts for our course, this essay also encourages you to do the historian’s work of interpreting and presenting a vision of the past. This is an unavoidably subjective enterprise, and it makes your engaged and critical reading of these texts so important.

Other than in its expanding size and power, the general nature and purpose of the state has not changed that much over the past five hundred years. Based on your readings and comparison of The Death of Woman Wang, The History of Mary Prince, Abina and the Important Men, Spider Eaters, and The Origins of the Modern World, do you agree or disagree? Why?

The Process

In a well-organized essay of around 2,000 words (roughly 7 pages, double-spaced), answer the question based on your reading of the five assigned texts from this course. You must include at least fourteen (14) direct quotations from the texts, with at least four (4) coming from Spider Eaters; at least four (4) coming from The Origins of the Modern World; and at least two (2) coming from each of the three remaining texts. Explain each quotation’s relevance to your larger argument.

Since this is an historical essay, use dates in order to provide the necessary context for a given quotation, event, or trend. You should cite the source of the quotation in a footnote or an endnote. Here’s an example:

In Chapter 5, Robert Marks argues that transformations in economic production led to the emergence of new forms of identity, noting that "industrialization created new social classes, especially the urban working class and the capitalist class."[1] (This example also highlights the fact that you should introduce every quotation.) For subsequent quotations that come from the same source as the preceding quotation, do this.[2]

Focus on the prompt. Your answer to it constitutes your thesis, which your entire essay should then seek to support. If a piece of information does not advance your thesis, do not include it. You can just as easily write an "A" paper that disagrees with the prompt as one that agrees with it. The skill, clarity, and integrity with which you craft your argument determines your grade.

• No quotation should be longer than 40 words (i.e. NO block quotations).
• Introduce each quotation so that the reader knows who has written the words that appear within the quotation marks and can put those words in context.
• Always underline the title of a book, like this, or place it in italics, like this.

The Audience

Provide enough background information so that a person will understand the logic of your argument and the relevance of your examples even without having read any of the five texts in question.

Academic Integrity

If you are strapped for time before the final version is due, *request an extension,* which in this case might mean asking for an Incomplete for the semester. An “I” is far preferable to a conviction for academic dishonesty. Know the policies stated in the student handbook regarding academic integrity. For this assignment, you should not use any source other than the assigned text (in paper or e-book format) and the in-class discussions. If you have any questions at all about what is appropriate to use, please see me.

Grading (and Peer-Review) Rubric

• Is the thesis clear, and does it address the prompt?
• Does the introductory section provide a “roadmap” that succinctly summarizes the author’s main points and organization of the essay?
• If the essay acknowledges the opposing argument, is that acknowledgment brief and concluded with a reiteration of the thesis?
• What pieces of evidence support the argument?
• What types of evidence might be missing?
• Does the author include at least the minimum number of quotations, and does the author effectively frame each one to show how it supports the argument?
• Does the essay stay focused on its thesis and adhere to its organizational roadmap?
• Are transitions between the paragraphs smooth, and does each paragraph have a topic sentence and clear focus?
• Does the essay have a forceful conclusion?
• Are the quotations, dates, and historical context accurate? Are words and names spelled correctly? Peer reviewers: Circle anything that looks suspicious, so that the author knows to double check it.
• Has the author written clearly – avoiding repetition, using comfortable vocabulary, and employing passive voice only where it makes sense to do so?

History 331: Power Essay

I focused extensively in all three courses [taught during one semester] on creating a writing-feedback-rewriting framework. I developed two or three writing assignments in each class. The three courses—HST 198 (“World History since 1500”), HST 331 (“Nineteenth-century Europe”), and HST 410 (“Twentieth-century Germany”)—engaged students at all levels of the curriculum, both majors and non-majors. For all three classes, I developed a scaffolded approach to the writing assignments that followed the same template:

Sample Assignment for History 331

By prompting you to make an argument about which sets of forces you think had the greatest impact on people’s lives during a particular period of time, this essay also emboldens you to “do history,” which entails interpreting, presenting, and supporting with evidence your vision of the past.

The state (governments, judicial systems, laws, national and local bureaucracies) shaped people's lives in the 19th century more profoundly than did broader cultural, social, economic, or environmental forces or non-state institutions. Based on do you agree or disagree? Why?

In a well-organized essay of around 3,000 words (roughly 10-11 pages, double-spaced), answer the question based on your reading of The Transformation of the World, The Communist Manifesto, and A Doll’s House. You must include at least fourteen (14) direct quotations from The Transformation of the World, at least eight (8) of which must come from the last nine chapters (Chapter XI through the Conclusion), and from five different ones among those last nine. In addition, you must include at least three (3) direct quotations from The Communist Manifesto and three (3) from A Doll’s House. Explain each quotation’s relevance to your larger argument.

In Chapter VII, on "Frontiers," Osterhammel seems to downplay the pervasiveness of territorial acquisitions, when he writes, "In nineteenth-century Europe, especially outside Russia, colonial landgrabs on a large scale became a rarity."[1] (This example also highlights the fact that you should introduce every quotation.) For subsequent quotations that come from the same source as the preceding quotation, do this.[2]

Provide enough background information so that a person will understand the logic of your argument and the relevance of your examples even without having read The Communist Manifesto, A Doll’s House, or The Transformation of the World.

• What pieces evidence support the argument?
• Are they the strongest pieces of evidence

References: 1. Jürgen Osterhammel, The Transformation of the World: A Global History of the Nineteenth Century, trans. Patrick Camiller (Princeton, NJ: Princeton University Press, 2014), 323. 2. Ibid.,115.

HST 410: Dictatorship Essay

Sample assignment for history 410.

• Due as a peer-reviewable draft on Tuesday, November 19, by class. Submitted either entirely via Canvas, or by hard copy in class and via Canvas (if we are face to face).

The individual motivations for cooperating with, opposing, or simply tolerating the Nazi and East German regimes were broadly similar. Based on your reading of Kershaw and Funder, do you agree or disagree? Why?

When you are looking at cooperation, opposition, or toleration/submission, you will want to consider an array of motivations, including patriotism, peer pressure, familial ties, material desire, longing for greater rights, obedience, and so on. Our class discussions will play a central role in helping us to think through these motivations.

In a well-organized essay of around 3,000 words (roughly 10-11 pages, double-spaced), answer the question based on your reading of The End and Stasiland. You must include at least sixteen (16) direct quotations, eight (8) of which must come from Kershaw and eight (8) of which must come from Funder. Draw these quotations from different chapters throughout both works, rather than from just a single chapter or section. Explain each quotation’s relevance to your larger argument.

In his discussion of the role of Jews during the Revolutions of 1848, Elon notes the multi-generational nature of this involvement when he writes, "An older generation of Jewish militants found a role as well." [1] (This example also highlights the fact that you should introduce every quotation.) For subsequent quotations that come from the same source as the preceding quotation, do this.[2]

Provide enough background information so that a person will understand the logic of your argument and the relevance of your examples even without having read The End or Stasiland.

References: 1 . Amos Elon, The Pity of It All: A Portrait of the German-Jewish Epoch , 1743-1933 (New York: Picador, 2002), 163. 2. Ibid.,197.

Gerontology 354: Rhetorical Analysis

Created by: Dr. Kate de Medeiros, Professor & O'Toole Family Professorship

For this undergraduate class, students work on a final persuasive paper based on a controversy of their choice over the course of the semester. I wanted them to read carefully to see how written language can be used to set a tone, to subtly persuade, to speak with authority, to leave one with a certain emotion, and so on. They first complete the rhetorical analysis on controversy articles from the “Opposing Viewpoints” database. After they write their draft, they use the same rhetorical analysis steps to provide a peer review on a classmate’s paper.

Sample Assignment from Gerontology 354

A critical part of writing well is learning to read with a discerning eye. A rhetorical analysis is a close reading of someone else’s work where you pay very close attention to not only what the writer says, but how the writer uses language – word choices, sentence structures, opposing arguments, tone, arguments structure, and others – to convey their point.

• Navigate to the “Opposing Viewpoints” database via the library’s website. Here is a brief video that shows you how to do this in case you are not familiar.
• Select a topic that is different than your own but is related to aging.
• Read the viewpoint essay for the topic you selected. Write or paste the title of the essay here, as well as the url.
• Who is the intended audience of this piece? How do you know? I am not asking you to simply guess based on the title, but see if there are subtle ways that the author conveys this.
• What is the purpose of the piece – the thesis? Either copy a sentence that you believe is the thesis or rephrase in your own words.
• What is the effect the author intends to have on readers? How do you know? Include “evidence” in your response (e.g., copy a sentence, some phrases – whatever makes your case.)
• What are the main arguments that the author uses to support his/her case? (You can cut and paste sentences from the text or explain in your own words.) Does the author bring up counter-arguments? (You can cut and paste sentences from the text or explain in your own words.) Overall, how effective would you say the author’s arguments are? Please explain your response.
• Does the author support his/her argument with additional information or data? Please give examples. How believable/reliable is that data? Please explain.
• Overall, what feelings are you left with after reading the piece (e.g., anger, sadness, outrage, etc.) Since emotions in a text are a direct result of the specific words, among other things, find words in the essay that contribute to your feelings.
• Another effective strategy that writers use is varied sentence length. Focus on one paragraph in the essay. How long are each of the sentences? Is there any relationship you see between sentence length and the message and/or emotions conveyed? Explain your answer and provide support.
• After reading this, what, if any, of the literary devices would you apply to your own work? What literary devices in this piece would you not apply to your own work. Please explain.
• In your opinion, was the essay a good piece of writing? Why or why not? (There is no right answer but be sure to support your response with clear examples and/or explanations.)

Gerontology 602: Theory Project

Created by: Dr. Jennifer Kinney , Professor and Director of Graduate Studies

Sample Assignment for Gerontology 602

At this point in the semester you have a good overview of gerontology (in large part on de Medeiros, 2017) and are beginning to read a variety of genre (journal articles, encyclopedia entries, book chapters) written for an academic gerontology audience. Over the remainder of the semester you will continue to learn about gerontological theory and its application. During this time, in addition to your assigned out-of-class reading and our class sessions, you will complete a theory project. For this project, you will explore a specific gerontological concept that you are particularly interested in/that will be most helpful to you as you prepare to be a gerontologist. Specifically, you will document the development of the concept in gerontology and its theoretical underpinnings. You will complete the project in specific steps, and receive feedback/be evaluated on each step of the project. For several of the steps you will revise your work based on the feedback you get from your peers and/or me, and incorporate the feedback into a revision that is included in the final step of the project. At the end of the semester you will present an overview of your paper to the class.

Specific instructions for each step of the project (1-8) are listed below.

Step 1: Your Initial Idea

Pick a contemporary concept in gerontology in which you are particularly interested. If a topic does not immediately come to mind, you might think about: 1) your previous work with/on behalf of older adults; 2) what interested you when you were applying to graduate school; 3) new interests that have emerged through your classwork, GA work, and other experiences and/or an area that you would like to learn more about. For Step 1, please turn in the following:

• List the top 1- 3 ideas or concepts that you have learned from your prior knowledge/experience related to gerontology.
• For each of the concepts listed, how does your prior knowledge relate to what we have read so far or what you are interested in learning more about?
• What do you need to know (e.g., more theories, applicable examples) to gain more insight into the concept/theory that you are most interested in?

Step 1 of your theory project is due during week 4 of the semester and is worth 5 possible points (2% of the written theory project, which is worth a total of 210 points).

Step 2: Identifying and Reflecting on Your Topic

Last week, I asked you to start thinking about a topic you'd like to explore. Now I am asking you to commit to that topic.

• Step 2 Product: Write a 1-2 paragraph description of what concept you plan to explore, and why you chose that concept. The audience for this concept description is me— your course instructor/a gerontology faculty member. Because of the audience, this should be well thought out and well written. You will get feedback from me about your concept description and should take this feedback into account when you complete Step 3.
• How much of your topic relies on your previous learning or experience?
• What new information/perspective do you hope to gain through your topic?
• How do you hope to apply your topic to your future work in the GTY program?
• What additional challenges will you need to face (e.g., mastering a new literature, changing previous ways of thinking) to accomplish your goal for this project?

Your concept description and reflection (in one document) is due during week 5 of the semester and is worth 15 possible points (7% of the written theory project, which is worth a total of 210 points).

Step 3: Contemporary Thinking on Your Topic

• Step 3 Product: For three of the sources (i.e., articles or book chapters) you identified, prepare a summary. You can either prepare a 1-page narrative summary for each source, or you can use a modified version of the Howe Writing Center matrix (similar to the one we have used in class).

Regardless of the format you choose, your summary should include definition of the key concept(s); what lens/perspective/theory the authors use to contextualize and/or ground the concept; and the purpose, major points/findings, and what you learned from each source. The audience for the summary(ies) is primarily yourself and your instructor/consultant who will give you feedback about your ideas (as opposed to the quality of your writing). Be sure that your ideas/writing are clear enough that another reader can understand what you are saying.

Your summary(ies) and the three sources are due during week 7 of the semester and is worth 30 possible points (14% of the written theory project, which is worth a total of 210 points).

Step 4: Looking Back/Historical Influences

• Step 4 Product: Prepare one combined summary for the three sources you identified. In contrast to your summaries from Step 3, which could be in the form of an narrative for each source or a modified version of the Howe Writing Center matrix (either one matrix per source, or one matrix with all three sources), the focus of your Step 4 summary should be how the articles “talk” to one another (e.g., how your concept developed from the earliest to the most recent article, the gerontological lens/perspective/theory used in each source, the commonalities and discrepancies across the three sources), and it should be in the form of one narrative or one matrix for all three sources. The summary (whether it is a narrative or matrix) can address the following topics:
• definitions of the concept
• how the concept is used in the conceptualization/research
• strengths and weaknesses in how the concept is defined/used
• suggestions to improve how the concept is conceptualized/measured

Note: the above topics are suggestions; you should modify them to address the points you want to make in your paper.

The audience for the summary of historical sources matrix is primarily yourself and your instructor/consultant who will give you feedback about your ideas (as opposed to the quality of your writing). Again, make sure that your ideas/writing are clear enough that another reader can understand what you are saying.

Your summary of historical sources is due during week 9 of the semester and is worth 30 possible points (14% of the written theory project, which is worth a total of 210 points).

Step 5: Constructing your “Story”

• Step 5 Product: Develop a “blueprint” of the story you want to tell your audience, which is other scholars in gerontology. This blueprint can take the form of a traditional outline, a “forensic or concept map," or any other format that “works” for you. Although you should keep in mind that the audience for your final paper is other scholars in gerontology, the audience for the blueprint is yourself and your instructor/peers who will give you feedback about your ideas.

Your blueprint is due during week 10 of the semester and is worth 30 possible points (14% of the written theory project, which is worth a total of 210 points).

Step 6: Putting it all Together

• Step 6 Product: Develop your blueprint into a 5-10 ish- page paper. This academic paper should be written for other gerontology scholars. The purpose of this paper is to explain the evolution of gerontological thinking about your concept, with an emphasis on the lenses/perspectives/theories that informed this thinking, and for you to speculate (in an informed way) about how this concept will continue to develop in gerontology.

Your paper is due during week 12 of the semester and you should bring a copy to class, where a peer will be assigned to give you feedback. Your draft is worth 40 possible points (19% of the written theory project, which is worth a total of 210 points).

Step 7: Peer Review

• Step 7 Product: You will be assigned as a peer reviewer for one of your classmates. Carefully read the draft of their paper, and provide written feedback. You will be given specific guidelines for the feedback. Your peer feedback is due during week 13 of the semester and is worth 20 possible points (10% of the written theory project, which is worth a total of 210 points).

Step 8: The Finish Line

• Step 8 Product: Using the feedback you received, prepare, revise and finalize your paper. Your final paper is due during exam week. Your final paper is worth 40 possible points (20% of the assignment, which is worth a total of 210 points).

Step 9: Final Oral Presentation

• have an appropriate powerpoint presentation that uses minimal text and instead uses engaging graphics/images when appropriate.
• be well rehearsed so that it sounds confident but not scripted.
• final paper. Remember, we as an audience do not need to know everything. Instead, you should present a coherent story of why your concept matters.

NOTE: The presentation must not exceed 12 minutes. I will cut you off at the 12 minute mark. It is important to be mindful of other people's time so staying within the allotted time is key.

The presentation will occur during the last week of classes and will be worth a total of 25 possible points.

Gerontology 702: Weekly Synthesis Assignment

The synthesis exercise was based on our observation that students had a tendency to summarize literature, not synthesize ideas. Through this exercise, I wanted to force students to read two very different articles to come up with a synthesis that somehow brought together key ideas from both. We did this weekly. Although difficult for them at first, they gradually became more comfortable with and proficient at synthesizing literature as the semester progressed.

Sample Assignment for Gerontology 702

I borrow this definition of a literature "synthesis": "Synthesis writing is a form of analysis related to comparison and contrast, classification and division. On a basic level, synthesis requires the writer to pull together two or more summaries, looking for themes in each text. In synthesis, you search for the links between various materials in order to make your point." A synthesis is not just a mere summary. It is an integrated analysis whereby you should demonstrate not only that you read and understood the readings, but also that you can pull key points together in some cohesive way. The readings will often not be obviously related. However, find a way to be true to their essence while also using them to build a new observation or idea.

synthesis: Article 1 and 2

Your synthesis should be at least 2 paragraphs long.

Avoid using block quotes (taking large chunks of direct text in quotations.) Everything should be in your own words with proper citation using APA formatting.

You should demonstrate a deep reading and understanding of some major points.

Bring these points together to pull together something related to gerontology.

Remember, this is a theory course. You should not focus on methods, on study design, findings, or anything outside of theory.

Use only the articles assigned for that week. Do not bring in outside readings or sources.

Gerontology 702: Reverse Genealogy Assignment

I found that students, even doctoral students, were not reading critically. This assignment came about during the Fellows program with relation to understanding how to build on past work when writing an article, especially in the literature review. I wanted students to clearly see what the “bones” of an article looked like by looking at its foundation – the references. It was very successful. Students were surprised to see the connections between the articles cited and the final article, which they were given after completing this exercise.

Attached is a reference list for a gerontology article. Using only this list, attempt to make sense of what the article is about and what are the major influencing literatures cited. Pay close attention to details such as: what journals are cited, what "classic" works (if any) are included, whether there are topics that you could group together, what authors are cited. You do not need to upload this — you can have hand drawn diagrams or notes if that is easier. Be prepared to discuss during class.

Gerontology 705: Genre Analysis

Sample assignment for gerontology 705.

The purpose of this activity is to explain the conventions of a particular sub-genre of gerontological writing (e.g., abstract, introduction, method, discussion) and relate these conventions to the work that the genre does for the gerontologists who use it. The main question the analysis should address is why the genre takes the shape(s) that it does given what gerontologists are trying to accomplish when they use that genre. Doing this type of analysis for different genre will enable us to: 1) articulate what that genre “looks like” in gerontology and 2) be able to more successfully create documents in that genre.

After you have carefully engaged with the exemplars/examples from the genre, identify their commonalities using the categories and questions of analysis identified by Sojna Foss (2018) as a starting point:

• What conditions (situations) call for this genre?
• What prompts this sort of document to be written?
• What is the exigence—the need or reason for a given action or communication?
• Who usually creates this genre—people doing what?
• What sort of content (substance) is typically contained in this genre?
• What do these texts tend to talk about or say?
• Is there information that is typically present (or not present) in these texts?
• What form does this sort of genre take and what does it look like (length, page layout, color, font)?
• How are its parts organized?
• What language does it use?
• Are there specialized terms?
• How are references/citations used in the text?
• What “moves” (e.g., transitions, signposting) are made?
• What tone/voice does it take (formal, informal, dense, light; passive, active)?
• What elements make this genre what it is?
• What are the common denominations of the genre (for example, what makes a resume a resume?
• For each characteristic you identify in 1-3 above, you might ask “If I took out this characteristic, would it still be recognizable as this genre?”

Your analysis should “tell the story” of the genre, including how what the genre needs to accomplish leads to the shape it typically takes; how this genre is most often used; and the features that your analysis indicates are required; features that appear to be optional. A good analysis includes a clear explanation of who uses the genre and for what purpose(s), conclusions based on comparison of several exemplars/examples of the genre; accurate assessments of the genre’s key elements; a clear organizational structure that includes a logical progression through the elements of the genre that your analysis highlights.

The source for the genre analysis guidelines: Foss, Sonja K. 2018. Rhetorical Criticism: Exploration and Practice 5th edition . Long Grove, IL: Waveland

Resources/Further Reading

• Anderson, P., Anson, C. M., Gonyea, R.M., & Paine, C. (2016). “How to create high-impact writing assignments that enhance learning and development and reinvigorate WAC/WID programs: What almost 72,000 undergraduates taught us.” Across the Disciplines, 13(4). DOI: https://doi.org/10.37514/ATD-J.2016.13.4.13
• Hyland, K. (2013). Writing in the university: Education, knowledge, and reputation. Language Teaching, 46(1), 53-70. 
• Swales, J. (2004). Research genres: Explorations and applications. Cambridge University Press.
• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.

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Solve system of ordinary differential equations in the Live Editor

Since R2024b

Description

The Solve ODE task lets you interactively solve a system of ordinary differential equations. The task automatically generates MATLAB ® code for your script.

Using this task, you can:

Select the form of the system of ordinary differential equations, and specify the system by writing a function using a provided template.

Specify the Jacobian, events, and initial slope.

Use an automatically selected solver or select a solver, and specify solver options such as tolerances.

Solve the ODE for a specified time interval and number of interpolation points per step.

Visualize the solutions of the ODE while the solver runs or when the solver finishes.

For more information about Live Editor tasks generally, see Add Interactive Tasks to a Live Script .

Open the Task

To add the Solve ODE task to a live script in the MATLAB Editor:

On the Live Editor tab, select Task > Solve ODE .

In a code block in the script, type a relevant keyword, such as ode . Select Solve ODE from the suggested command completions.

Solve Single ODE

Interactively solve the ODE dy dt = 2 t over the time interval [0 10] with an initial value of y ( 0 ) = 0 .

Open the Solve ODE task in the Live Editor. To define the ODE, select the dy dt = f ( t , y ) ODE type. Specify the ODE as a function handle, entering @(t,y) 2*t in the corresponding box. Then specify the initial value as a single-element vector, entering 0 in the corresponding box. Specify the initial time as 0 and start and end times as 0 and 10 .

To solve the ODE, run the task by clicking the Run current section button in the top-right corner of the task window. By default, the task plots the solution to the ODE over time after the equation is solved. To see the code that this task generates, expand the task display by clicking Show code at the bottom of the task parameter area.

Solve System of DAEs with Mass Matrix

Solve this system of first-order differential algebraic equations (DAEs) by using a mass matrix with the Solve ODE Live Editor task.

y 1 ′ = y 1 y 3 - y 2 y 2 ′ = y 1 - 1 0 = y 1 + y 2 + y 3

Rewriting the system in the form M dy dt = f ( t , y ) shows a constant, singular mass matrix on the left side.

[ 1 0 0 0 1 0 0 0 0 ] [ y 1 ′ y 2 ′ y 3 ′ ] = [ y 1 y 3 - y 2 y 1 - 1 y 1 + y 2 + y 3 ]

In a live script, create a local function and mass matrix to represent the problem.

In the same live script, open the Solve ODE task, and select the M dy dt = f ( t , y ) ODE type. Select the odefun and massmatrix local variables for the ODE function and mass matrix, respectively. Set the initial time as 0 and the initial value vector as [1 1 -2] to indicate that y 1 ( 0 ) = 1 , y 2 ( 0 ) = 1 , and y 3 ( 0 ) = - 2 . Solve the equations over the time interval [0 10] .

To solve the system, run the task by clicking the Run current section button in the top-right corner of the task window.

Related Examples

• Add Interactive Tasks to a Live Script

ODE function — System of ordinary differential equations to solve local function | function handle | function file

To specify the equations to solve, first select one of these options and then specify the corresponding function:

Local function — Select the local function from the provided list. To create a new local function, click New . A new function definition appears at the bottom of the script. Edit the function so that it returns the right side of the ODE.

Function handle — Create the function handle in the text box.

From file — Click the browse button and select the function file. To create a new function file, click New . A new function file appears. Edit the file so that the function returns the right side of the ODE, and save the file on the MATLAB path. Then click the browse button and select the file.

Additional parameters — Equation parameters array

Select Use additional parameters and then select an array of any size or data type in the workspace to specify the equation parameters. These array values can be supplied to any of the functions used for the ODE function, Jacobian, or event definition by specifying an extra input argument in the function.

For example, for an ODE function handle @(t,y,p) 5*y*p(1)-3*p(2) that uses the parameters p(1) and p(2) , specify one parameter array p = [2 3] so that the task uses the parameter values p(1) = 2 and p(2) = 3 when solving the ODE.

Mass matrix — Mass matrix matrix | local function | function handle | function file

If the mass matrix is constant, select a variable from the provided list. If the mass matrix is not constant, first select one of these options and then specify the corresponding function:

Local function — Select the local function from the provided list. To create a new local function, click New . A new function definition appears at the bottom of the script. Edit the function to define the mass matrix.

Function handle —Create the function handle in the text box.

From file — Click the browse button and select the function file. To create a new function file, click New . A new function file appears. Edit the file so that the function defines the mass matrix, and save the file on the MATLAB path. Then click the browse button and select the file.

You can also specify whether the mass matrix is singular and whether the state dependence is weak or strong.

Jacobian — Jacobian matrix local function | function handle | function file | matrix

To set the Jacobian, in the Specify advanced problem details section, click the Jacobian button. In the first list, select whether you want to specify the Jacobian as a function, a constant matrix, or a sparsity pattern.

To specify the Jacobian as a function, first select one of these options and then specify the corresponding function:

Local function — Select the local function from the provided list. To create a new local function, click New . A new function definition appears at the bottom of the script. Edit the function to define the Jacobian.

From file — Click the browse button and select the function file. To create a new function file, click New . A new function file appears. Edit the file so that the function defines the Jacobian, and save the file on the MATLAB path. Then click the browse button and select the file.

To specify the Jacobian as a constant matrix, select a variable from the provided list.

To specify the Jacobian as a sparsity pattern, select a variable from the provided list.

Event definition — Events to detect local function | function handle | function file

To set event definitions, in the Specify advanced problem details section, click the Events button. To specify the events to detect, first select one of these options and then specify the corresponding function:

Local function — Select the local function from the provided list. To create a new local function, click New . A new function definition appears at the bottom of the script. Edit the function to define the event.

From file — Click the browse button and select the function file. To create a new function file, click New . A new function file appears. Edit the file so that the function defines the event, and save the file on the MATLAB path. Then click the browse button and select the file.

You can also specify the direction of zero crossings to detect (as ascending, descending, or both) and how to respond to detected events (by proceeding, stopping, or executing a specified callback function).

Version History

Introduced in R2024b

• ode | odeMassMatrix | odeJacobian | odeEvent

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