Mr. Go Essay Analysis Exam Prep. ENG4U Page 2 of 6

Mr. Go – Essay Analysis Exam Prep. – ENG4U Page 1 of 6

ENG4U – Gr. 12 English January Exam Preparation Focus: Essay Analysis and Response to sight passage

Time: 120 mins Worth: 15% of term mark (7.5% Reading&Lit/ 7.5% Writing)

Consider this template for blocking your time:

1pm – 1:20 [15-20mins]: reading and analyzing with pencil 1:20 – 2:10 [50mins]: working on analysis questions 2:10 – 2:50 [40mins]: outline and compose written response 2:50-3pm [10mins]: proofread all responses for clarity, spelling/grammar, and depth of analysis as well as sufficient use of evidence (which is, of course, seamlessly embedded into arguments).

Notes and handouts to review: Visit generic exam prep folder and Mr. Go’s exam prep folder (http://1011eng4u05.wikispaces.com/02+Essay+Unit#handouts) – copy and paste into browser.

Some reading strategies on the exam day… - read all the questions before you begin - have a pencil (and highlighter) ready to make notes on the thesis, rhetorical devices, and the functions of each paragraph as well as stylistic use of language, tone. Also, make note of lines that are good ones to quote for the written response.

Analysis

Reread and make notes on these sheets, particularly as they apply to the essays we looked at from both Viewpoints 12 and The Act of Writing.

- “Peeling Away the Essay”, how to analyze an essay h/o - PATML (Writer’s Variables) showing the range for each variable h/o - sheet on Tone h/o - Analyzing Rhetorical Devices (strategies chart) h/o - Functions of the Paragraph h/o - Rhetorical (and poetic) devices (also see glossary of terms at the back of both textbooks (VP12) Mr. Go – Essay Analysis Exam Prep. – ENG4U Page 2 of 6

- List of Methods of Development (chronological, spatial, et al1) - revisit the modeled essays: King’s “I Have a Dream”, and Schweitzer’s “Reverence for Life”, “Get Beyond Babel”, and the practice essay posted on the wikispace

Analysis steps:

**always provide examples from the text to support your findings.

#1. The Thesis: - by beginning your analysis with a tentative thesis, this can guide your understanding of the use of various stylistic devices (which are used to promote that one major argument). Clues to find the thesis are in the title, the end of the intro and beginning of the conclusion. To determine the general supporting arguments, examine the topic and concluding sentences of each paragraph. NB: Many speeches or essays do not follow the typical five-paragraph format, so these suggestions may not directly apply.

Once you have gathered the gist of the main and sub-arguments, rephrase the thesis in your words using the formula and parallel structure (i.e., the grammatical symmetry of a sentence): O(pinion) + (because) a, b, and c (reasons).

For example in Nelson Mandela’s “Inaugural speech” the implied thesis is as follows:

With [the South African citizens’] help, a more unified nation can be established by acknowledging the unity of the nation, by moving past old resentments, and by building toward a more optimistic, hope-filled future.

**Remember not to respond using direct quotations (in this question only) and avoid beginning with “the thesis of this essay is…”

For the following, always provide examples from the text to support your findings.

#2. Tone: (use ADJECTIVES, refer to the list on back of Analyzing an Essay sheet): avoid generic ones such as “serious” or “persuasive”. Use adjectives that specifically point to an attitude presented by the essayist: inspiring, impassioned, critical (when pointing out fault). Be sure to explain how the prevalence of a certain word or phrase promotes a particular attitude (tone).

#3. Rhetorical Devices: remember that rhetoric is the art of stylized language. When we identify the rhetorical devices, we must point out what lines the essayist uses and WHY he/she uses the device (e.g., to add highlight an idea, to draw connections between ideas, to prompt

1 Et al: latin for “and others”. Mr. Go – Essay Analysis Exam Prep. – ENG4U Page 3 of 6 readers thoughts about a certain subject, to draw on readers’ past knowledge, and point out a certain issue). Define the term, match direct example (quotation with cited paragraph) to the definition, and finally explain how the device helps enhance the argument (if possible, link back to thesis) in some way.

Q: Which rhetorical devices match the purposes listed above?

For example: In Mandela’s inaugural speech, he uses the simile that compares South Africans to the jacaranda and mimosa trees which are “rooted” (Mandela 435) in the soil just as the citizens ought to be bound to a unified nation.

Writing

Evaluation Criteria: □ thesis clearly laid out (Opinion is distinct from author and definitively agrees/disagrees with question or settles on one specific idea + several subargts) Opinion □ topic sentences are clear, in depth □ arguments explore issue at hand with depth and strong insights □ intro ¶ moves from broader issue to specific ideas □ thesis guides the reader Argu Organiza- □ Body ¶(s) is/are well-organized with (several) arguments, proof, explanation ment tion □ transition words and phrases help to guide reader through ideas □ conclusion ¶ begins with reworded thesis and moves to an insight or universal observation about issue (perhaps an extension to future considerations) □ accurate, sufficient, and relevant examples used □ quotations are seamlessly embedded into analysis (use of [ ] to alter for Evidence syntactical/grammatical compatibility with analysis) □ all quotations’ paragraphs cited - e.g., “…..” (¶ 2) Writ- Clarity of □ thesis formulated in parallel structure □ diction and phrasing employed are sophisticated but does not confuse ing Expres- intended meaning sion □ appropriate transition phrases used to guide reader through ideas/arg’ts Use of □ spelling and sentence structure is grammatically sound (and does not interfere with intended meaning) standard □ responses in third person (no “I”, “we”, “our” even in quotations) [ ] are used English to alter quotation where necess. □ punctuation is correct and used purposefully □ diction is sophisticated (no “things”, “stuff”, “big”, “bad” or colloquial language/slang) □ no short forms (/=or, &=and) or contractions □ title of essay is enclosed in “ “ quotation marks □ author’s surname is referred to Mr. Go – Essay Analysis Exam Prep. – ENG4U Page 4 of 6

□ rhetorical devices are used in response to highlight, make memorable and Use of enhance the thrust of the argument stylistic □ punctuation is used to great effect devices □ title captures essence of main arguments in a creative manner (employs allusion, alliteration, metaphor or poetic device)

Responding well to an exam question requires a little bit of planning and a lot of reflection of how your own reading and experiential past connects to the question being posed and the themes that arise from the sight passage itself. The more broad your reading repertoire, the better chance you have of doing well on this section. To prepare, read and listen to the major print and other media sources: (Star, Globe, Post, CBC online, CNN, BBC) to stay on top of current events and broaden your knowledge base. Many good opinion essays can be found in the Opinions section of the Toronto Star and the Comments section of the Globe and Mail. Practise searching for rhetorical devices (create a bank of examples for yourself), paragraph functions, and see if you can identify PATML.

Reread and make notes on these:

- GERRC paragraph h/o – for body of response (not intro/concl); how to embed quotations - Feedback sheets (poetry, on essays) h/o for common stylistic errors

On the exam day:

Use the prewriting stage to jot down a set of notes and cull (gather) like-ideas into groups that will form the three main arguments that form the basis for your own thesis. Try using some of the rhetorical devices to enhance your work – draw attention to, create a tone or elicit a mood from your reader(s), to highlight or strengthen a point. Of course, all your arguments should stem right back to the thesis you’ve chosen (Opinion + reasons a, b, and c).

Ex: Torontonians should be more wary of its energy consumption because the consequences point to global warming which leads to a number of disasters, the least of which is animal extinction; many communities around the world have less and are able to make use of the land, and ______. (fill in a third example using parallel structure). Mr. Go – Essay Analysis Exam Prep. – ENG4U Page 5 of 6

Aim for clarity (coherence), depth (sound arguments, range of relevant examples, and appropriate collection of evidence drawn from the sight passage), and proficiency of style (use of rhetorical devices!, sophisticated diction, variety of sentence types, attention to spelling, grammar etc.).

Suggested outline for the written response:

- formulate a specific thesis first (this will serve as a guide for the entire essay). - Always aim for the keyhole structure of the essay: begin with an attention grabber (in the form of a quotation from a philosopher, writer, or other prominent thinker [aside from yourself], work to introduce the subarguments -

INTRODUCTION PARAGRAPH (1 PARAGRAPH)

- begins with an attention grabber, starts with broader considerations of the subarguments you narrow in your thesis at the end of the intro. - pose a thought-provoking question (to be answered in the conclusion)

THESIS #1 (Opinion + subarguments, a b c)

- consider the question that is posed to you and pick a definite side (agree/disagree; one issue to address)

***-be sure to make your thesis **distinct** from the site-essay author's original one. Even if the opinion parallels the author's, be sure to take your opinion in a different direction or focus on an issue not already raised by the author.

BODY PARAGRAPH(s) - [1-2 paragraphs]:

Transition from thesis to topic sentence. Mr. Go – Essay Analysis Exam Prep. – ENG4U Page 6 of 6

Body with a condensed version of the GERRC - where each Reference takes the form of argument, proof, explanation (these do not have to be separate sentences and the quotations should be embedded into the argument) - be sure to include several quotations from the exam essay. Consider drawing from current and historical events (news items), literature, and finally anecdotal evidence.

First subargument ( in THESIS) Start with strong topic sentence that outlines your first subargument, support it with direct quotations and examples as necessary.

>>transition

Second subargument ( in THESIS) Start with strong topic sentence that outlines your second subargument, support it with direct quotations and examples as necessary.

If you have space (watch word count) and time, transition to a final argument in the same fashion. Consider employing different paragraph types if you feel confident in your writing to do this (beware of sacrificing clarity, however).

Concluding statement that sums up the arguments.

THESIS #2: reworded from first thesis (often, this ends up being a stronger thesis than the first one in the intro paragraph. Consider swapping this thesis with that one).

CONCLUSION PARAGRAPH

- begin by recapping specific arguments in the paper - return to a question posed at the start of the essay - move to larger universal truths, overall insights, related issues that “spin-off” from the thesis, extensions into contemporary issues that prompt readers to consider the implications for the future