The student identifies several textual features and authorial choices, including anaphora, alliteration, metonymy, metaphor, rhyme, biblical allusion, tone, imagery, and narrative structure, supported by quotations and line references. However, the analysis often names features without closely explaining how they work, and some interpretations are not fully developed or convincingly evaluated. The student does not consistently connect the analysis to the thesis about greed and social injustice, particularly when shifting between war profiteering and racial segregation or claiming that the poems offer a solution. The student should explain how specific choices convey the human cost of injustice and how exposing manipulation relates to resistance.
