Lopez, Debbie

Analysis Artifact

The artifact that I will be elaborating on for the analysis category is a poem analysis I

completed for my AP Spanish Language and Literature class during my senior year. The artifact

is called an analysis poetico and the poem that I selected is called “A Julia Burgos” by Julia de

Burgos. This poem was written in the 20th century by a well known Hispanic writer named Julia

de Burgos. The poem was published during the modernist times and was used as a way for the

author to express her thoughts on feminism and societal norms. For this assignment, I analyzed

the main theme, secondary themes, and the motive of the poem.

This artifact fits the analysis category because based of the text, I analyzed what the

themes and purpose of the poem were. To begin with, I had to analyze the reason the author

wrote the poem, which is the main theme of the poem. For this poem the main theme was “La

Dualidad De Ser” which means the duality of being. In the poem the author speaks to a second

person who represents herself in the way that society expects her to behave. She points to this

second character as a hypocrite that is untrue to herself. Meanwhile, the poetic voice is the

author in her authentic character. That is why the theme of the story is the duality of being,

because the author is two different characters in the same person. The secondary themes for

the poem were interpersonal relationships. The relationships in the poem are between the

author and herself and the author and the rest of society. The motive for the poem is to criticize

the ordinary life that women lived in society, the author presents an internal battle and finds

herself captive to the expectations of society. She refers to herself as her own enemy stating

that the world surrounding her is who owns her. The poem is utilized by the author to express

her unhappiness with society and to depict the struggle within her own person.

The student learning outcome that I demonstrated in this artifact is critical thinker. In

order to analyze the poem efficiently I made conclusions based on connections to other pieces
of literature. I did this through carefully reading and analyzing specific lines and details that

revealed the author’s intent for the poem. Based on the evidence I extracted from the text, I

determined the theme, secondary theme, and motive of the poem. I was a critical thinker

because I was able to support my conclusions with logical and textual evidence from the poem.

Additionally, I gathered and examined the lines of the poem through different points of view,

which led me to determine its meaning and motive.

Through this analysis artifact I improved my method of gathering and examining

evidence that support my conclusion, which will be an important skill to apply in future projects. I

learned to break down text, in order to gather details that will support the claims I make. I can

utilize such skills in the work field. For example, I am interested in a career in data analysis for

the Air Force, which will require the perfected skill of breaking down data to examine and make

conclusions upon it.