WEB POETRY PROJECT Final Steps      Student name________________________________

Assignment: Produce an Electronic Anthology using poems from the Web poetry sites:

You are an editor of poetry anthologies at a Web book publisher, Lakeside Electronic Publishing (a new Millennial enterprise!). Your managing editor has asked you to compile an anthology of 12-15 poems on the Web that you consider especially good ones -- the kind that do especially well the things that poetry is meant to do.

Your anthology should have a meaningful unity in its variety. It might be a collection of Northwest poems, love poems, dream poems, blues poems, or baseball poems; poems by living African American women or poems by dead white guys; sonnets, ballads, narrative poems -- choose one of these categories, or make up your own unifying principle and check with me. (Don't make the category too narrow or obscure.)

To make a selection, you need more poems than you'll eventually use. So find at least 20 good poems in your chosen category (always noting Web locations, author, title, and date of publication). When you have 20 or so, select 12-15 of them and put them in an order that makes sense. You might even decide to organize them in 3 different ways -- chronologically, in subcategories, or in a sequence that leads the reader's imagination from the beginning to the end of your electronic book. KEEP ALL NOTES AND ANY COPIES OF POEMS THAT YOU MAKE.

Write a brief bio for each selected poem's author.

Compose a table of contents that displays the title of the book, your first name and last initial -- 'Ann J., Editor' -- and the list of your selected poem titles.

Draft, carefully revise, and meticulously edit an introduction to your anthology (around 800-1000 words). Here you will explain your editorial choices -- why these particular poems make a meaningful, interesting, excellent collection of literary art. This essay will, of course, be detailed in its references to the poems you've chosen.

Your electronic anthologies will be published on the Web.

Note to teachers:
    Not only are computers and the Internet irrelevant to most of the important work in English; they can also interfere with it. So the daily endeavors of English teachers and their students should be protected from the Great Electronic Invasion. Nonetheless, where the particular capabilities of computers and of the Web can be used to meet genuine instructional needs, they should certainly be exploited. Please see full remarks on the project description page.
    Assessment was based on the quality of each student's search process and written introduction.
   Please contact me via the Lakeside website if you have suggestions for revising this project.
judy lightfoot 12/9/99
This project is copyrighted, © 2000