Writing Packet - 1 -
Ms. Waite Room 344 Writing Packet - 2 -
The process of analysis involves breaking something into its component parts, examining those parts, and through examination, arriving at a deeper understanding of the whole. In literature it is inquiring what something means and how this meaning is constructed. Analytical thinking is one of the most common human activities, and is the type of thinking one is asked to do most often in academia, work, and life.
1. SUSPEND JUDGMENT: Before judging literature students should seek to understand its intrinsic qualities. In other words, going beyond what it says to what it means. Avoid either or thinking; “I love it!” or “I hate it!” Such thinking is emotional; avoid these emotional, personal reactions; they say more about a person’s biases, tastes and experiences rather than the quality of the literature. Do not oversimplify; instead, evaluate the writer’s techniques, purpose, style and voice and then move to a judgment about the work.
2. MAKE THE IMPLICIT EXPLICIT: Look beyond the surface. Calculate the implications, the deeper understandings inherent in great literature. Always ask “WHY?” Why did the writer choose these words, sentence types, images, metaphors? What do the patterns mean? Why is there a sudden shift in tone, tense, voice? Your responses to questions like these are inferences. You are making the implicit (hidden or underlying meaning) explicit. This is the heart of analysis.
3. DEFINE SIGNIFICANT PARTS AND THEIR RELATIONSHIPS: In addition to inferences a significant aspect of analysis is dividing literature into parts in order to understand the whole. “HOW?” How do the elements or strategies relate to each other? Identifying the strategies is not analysis. Rather, discussing how the elements give the whole meaning, reflecting on how the strategies help the author to achieve purpose…this is analysis.
4. LOOK FOR PATTERNS: Authors utilize a magnitude of methods to create patterns. Repetition, in various forms, word similarity, rhyme, sudden lack of rhyme, any changes in point of view, mode, tense, pacing, types of diction, parallelism and much, much more. Additionally, do not miss anomalies, things that do not appear to belong or do not fit. These anomalies may also reveal significant meaning.
5. REFORMULATE QUESTIONS AND ANSWERS: After each how and why complete with responses; look again and once more, ask how and why? Do not settle for your first response; repeat your questioning again and again. What does this image mean? Why does it seem to contradict my earlier understanding? Why are all the verbs in past tense? What is the author attempting to convey with these Writing Packet - 3 -
details? Why are the ideas so abstract? Why no concrete details? Is there a pattern I’m missing? If so what might that mean?
Throughout your academic career, you'll be asked to write papers in which you compare and contrast two things: two texts, two theories, two historical figures, two scientific processes, and so on. "Classic" compare-and-contrast papers, in which you weight A and B equally, may be about two similar things that have crucial differences (two pesticides with different effects on the environment) or two similar things that have crucial differences, yet turn out to have surprising commonalities (two politicians with vastly different world views who voice unexpectedly similar perspectives on sexual harassment).
In the "lens" (or "keyhole") comparison, in which you weight ‘A’ less heavily than ‘B,’ you use ‘A’ as a lens through which to view ‘B.’ Just as looking through a pair of glasses changes the way you see an object, using ‘A’ as a framework for understanding ‘B’ changes the way you see ‘B.’ Lens comparisons are useful for illuminating, critiquing, or challenging the stability of a thing that, before the analysis, seemed perfectly understood. Often, lens comparisons take time into account: earlier texts, events, or historical figures may illuminate later ones, and vice versa.
Faced with a daunting list of seemingly unrelated similarities and differences, you may feel confused about how to construct a paper that isn't just a mechanical exercise in which you first state all the features that ‘A’ and ‘B’ have in common, and then state all the ways in which ‘A’ and ‘B’ are different. Predictably, the thesis of such a paper is usually an assertion that ‘A’ and ‘B’ are very similar yet not so similar after all. To write a good compare-and-contrast paper, you must take your raw data—the similarities and differences you've observed—and make them cohere into a meaningful argument. Here are the five elements required.
Frame of Reference: This is the context within which you place the two things you plan to compare and contrast; it is the umbrella under which you have grouped them. The frame of reference may consist of an idea, theme, question, problem, or theory; a group of similar things from which you extract two for special attention; biographical or historical information. The best frames of reference are constructed from specific sources rather than your own thoughts or observations. On the AP Literature Exam, you may be asked to compare two poems of similar topics, or two poems by the same writer. You have a limited amount of time to choose pertinent areas of comparison and explain HOW and WHY these areas are significant.
Grounds for Comparison: Let's say you're asked to compare two poems on significant historical figures. You may choose to examine the time periods in which the figures lived. Or you may choose to examine the poetic techniques each poet utilized and how the techniques contributed to the poets’ attitude Writing Packet - 4 - about the figures. Why these particular techniques? The rationale behind your choices, the grounds for comparison, lets your reader know why your choice is deliberate and meaningful, not random. For example, in a paper comparing the effects of acid rain on two forest sites, your choice of sites is less obvious. A paper focusing on similarly aged forest stands in Maine and the Catskills will be set up differently from one comparing a new forest stand in the White Mountains with an old forest in the same region. You need to indicate the reasoning behind your choice.
Thesis: Grounds for comparison anticipates the comparative nature of your thesis. As in any argumentative paper, your thesis statement will convey the gist of your argument, which necessarily follows from your frame of reference. But in a compare-and-contrast, the thesis depends on how the two things you've chosen to compare actually relate to one another. Do they extend, corroborate, complicate, contradict, correct, or debate one another? In the most common compare-and-contrast paper—one focusing on differences—you can indicate the precise relationship between ‘A’ and ‘B’ by using the word "whereas" in your thesis:
Whereas both Wordsworth and Dunbar both utilize writers they both admire as subjects of their sonnets to examine the nature of their countries’ societal ills, Wordsworth perceives Milton as a wise mentor, capable of guiding his ailing country out of darkness while Dunbar’s perception of Douglass is larger in scope, more like a raging hurricane on a calm sea.
Whether your paper focuses primarily on difference or similarity, you need to make the relationship between A and B clear in your thesis. This relationship is at the heart of any compare-and-contrast paper.
Organizational Scheme: Your introduction will include your frame of reference, grounds for comparison, and thesis. There are two basic ways to organize the body of your paper.
In text-by-text, you discuss all of A, then all of B. In point-by-point, you alternate points about A with comparable points about B.
If you think that B extends A, you'll probably use a text-by-text scheme; if you see A and B engaged in debate, a point-by-point scheme will draw attention to the conflict. Be aware, however, that the point-by- point scheme can come off as a ping-pong game. You can avoid this effect by grouping more than one point together, thereby cutting down on the number of times you alternate from A to B. But no matter which organizational scheme you choose, you need not give equal time to similarities and differences. In fact, your paper will be more interesting if you get to the heart of your argument as quickly as possible. Thus, a paper on two evolutionary theorists' different interpretations of specific archaeological findings might have as few as two or three sentences in the introduction on similarities and at most a paragraph or two to set up the contrast between the theorists' positions. The rest of the paper, whether organized text- by-text or point-by-point, will treat the two theorists' differences. Writing Packet - 5 -
Linking of A and B: All argumentative papers require you to link each point in the argument back to the thesis. Without such links, your reader will be unable to see how new sections logically and systematically advance your argument. In a compare-and contrast, you also need to make links between A and B in the body of your essay if you want your paper to hold together. To make these links, use transitional expressions of comparisonsimilarly, and contrast ( moreover, likewise, on the contrary, conversely, on the other hand) and contrastive vocabulary (in the example below, Southerner/Northerner).
As a girl raised in the faded glory of the Old South, amid mystical tales of magnolias and moonlight, the mother remains part of a dying generation. Surrounded by hard times, racial conflict, and limited opportunities, Julian, on the other hand, feels repelled by the provincial nature of home, and represents a new Southerner, one who sees his native land through a condescending Northerner's eyes.
Copyright 1998, Kerry Walk, for the Writing Center at Harvard University
ADVANCED PLACEMENT ESSAYS: HELPFUL HINTS 1. Don’t present yourself as an immature writer
AP readers see beyond handwriting to the larger issues of style and content, but handwriting can reflect problems. Is the handwriting so excessively large or small that it is difficult to decipher? Is the handwriting excessively florid? If you have poor, difficult to read handwriting, strive to be certain the writing is clear enough to read. AP readers must grade 20+ essays an hour and your handwriting may affect attentiveness. Don’t make it difficult for the reader to “see” your thinking. Brief, scant responses are the worse error you can make as the AP reader is left with no way to evaluate your ability.
2. Avoid those serious errors, which will mark you as an unprepared writer.
A very serious error is repeated comma splices – running Writing Packet - 6 -
two independent clauses together without a conjunction and with only a comma. (Run-on sentences omit the comma and present the same problem.) Another serious error is repeated occurrences of sentence fragments. Spelling errors are serious, but a few are acceptable; too many may cost you points. Spelling errors combined with a lack of sentence control are more apt to count against you. Errors of usage – e.g., affect/effect – affect how the readers evaluate your language competence.
3. Write sentences that are smooth, flowing, clear, sensible; avoid short, choppy sentences.
Proofread to ensure that you have not omitted words that render sentences unclear or nonsensical. Proofread to make sure that your wording is not so confused, awkward, or ineffective that the reader cannot figure out what you are saying. Sentences which are sharp, precise, and clear but which at the same time show complexity characterizewriting the best. Sentences whose structures enable you to express intricate, layered understandings effectively will mark you as a mature and capable writer. A fluent, clear style is a primary characteristic of higher- level writing. Use sentence variety to develop a more sophisticated style.
4. Pay attention to organization and content: THE MOST IMPORTANT ISSUES.
Respond exactly to the question asked. The literature and questions are logical and focused. Your answer is in the question. Accept that guidance; interpret and illustrate the question Keep your focus clear throughout your essay; make certain the thoughts are in a logical sequence that is continually connected to the focus, thus yielding a unified essay. Use specific details both to offer commentary and Writing Packet - 7 -
interpretation about the literary piece and to support and illustrate your points. Explain through examples and comments on the details of the text. Plan to spend about five minutes brainstorming, and structuring your response; then write from your outline or list of ideas. Think through you whole answer before you begin. Once you begin writing, try to maintain a continuous, logical, and focused flow. You may have new insights as you proceed, but try to connect continually where you began, where you are, and where you are going with your central idea.
Loose and Periodic Sentences Two sentence patterns are of major importance:
The Loose Sentence The Periodic Sentence
Every sentence in the English language will fit into one of these categories or will be a combination of both. Once you understand the two patterns, you can write any kind of sentence you like without the slightest fear of going astray.
You can master these patterns easily if you first get a grip on one important principle: The principle of the basic statement (main idea).
The following are basic statements:
1. Bells rang. 2. Love is blind. 3. The cat scratched Sally. 4. John gave his mother flowers. 5. The teacher considered him a good student. Writing Packet - 8 -
THE LOOSE SENTENCE: This sentence is a basic statement with a string of details added to it.
Basic statement: Bells rang. Loose sentence: Bells rang, filling the air with their clangor, startling pigeons into flight from every belfry, bringing people into the streets to hear the news. Basic statement: The teacher considered him a good student. Loose sentence: The teacher considered him a good student, steady if not inspired, willing if not eager, responsive to instruction and conscientious about his work.
THE PERIODIC SENTENCE: In this sentence, additional details are placed before the basic statement. Delay, of course, is the secret weapon of the periodic sentence.
Basic statement: John gave his mother flowers. Periodic sentence: John, the tough one, the sullen kid who scoffed at any show of sentiment, gave his mother flowers. Basic statement: The cat scratched Sally. Periodic sentence: Suddenly, for no apparent reason, the loveable cat scratched Sally.
THE PERIODIC (INTERRUPTIVE): In this sentence, additional details are added inside the basic statement: Basic statement: Love is blind. Periodic sentence: Love, as everyone knows except those who happen to be afflicted with it, is blind.
THE COMBINATION: In this sentence, additional details are added before and after the basic statement. Writing Packet - 9 -
Note: Once you have learned to recognize and use the two major sentence patterns, you can forget about adhering to them strictly. You can combine elements of both if you wish. Suppose you are working with a short, simple sentence--A sentence reduced to the barest basic statement: John was angry. Note: This short sentence may sound exactly right inside your paragraph--just short enough and sharp enough to have the force you want. In that case, leave it alone. But perhaps that nagging inner ear tells you that it isn't quite right; it needs something. Thus, you make it a shade more periodic: Periodic: John was suddenly, violently angry. Or you make it even more periodic: John, usually the calmest of men, was suddenly, violently angry. Or you decide to add detail at the end: John, usually the calmest of men, was suddenly, violently angry, so angry that he lost control completely. Now the sentenceboth is periodic and loose. You could shake it up still more by moving some of the detail up front: Combination of periodic and loose: Usually the calmest of men, John was suddenly, violently angry, so angry that he lost control completely. Taken from THE LIVELY ART OF WRITING by Lucille Vaughan Payne
Framed Sentences and Paragraphs Writing Packet - 10 -
Introduction: On the following pages are various sentence and paragraph frames designed to aid students focus their analysis of literature, or to practice writing in academic voice. Included are examples; the hope is, ultimately, after utilizing these frames, students will become comfortable expressing interpretations of literature and employ their own voice and style to do so.
Comparison Frame ______by______and______by______(name of work) (Author) (name of work) (author) are similar in that they both______, but while______is______, (similarity) (work) (differences) ______is …… (analysis) (work) Sample Night by Wiesel and Life is Beautiful directed by Benigni are similar in that they both expose the horrors of the Jewish Holocaust, but while Night’s tone is bleak and hopeless, Life is Beautiful depicts a more heartening, tone; relaying the universal truth about human resilience.
One Sentence Summary Frame In ___ by ____, first______then______and______(Title) (Name of author) (Events) ______finally______One quotation that I especially like from (Name of work) is”______Because it means______(Analysis/Explanation)
Framed Theme Statement The theme in______by______is______. Specifically,______(work) (author) (quote) implies______Additionally,______. (verb) (analysis) (further analysis) The following quote, “______” Demonstrates the______theme by ______. (verb) (Extension of analysis)
Example Theme Statement In chapter 2 of Hurston’s Their Eyes Were Watching God, the theme concerns the complex nature of coming of age. Specifically, Janie, the protagonist in the narrative, grows Writing Packet - 11 - from an innocent, naive girl, “Aw, aw! Ah’m colored!”, unaware of her ethnicity and even confused about her name; into a young woman in search of self actualization. Hurston’s description of Janie’s sexual awakening, “It had caused her to come and gaze on a mystery… What? How? Why?” includes both probing diction and profound metaphor. “It was like a flute song forgotten in another existence…” The diction reminds the reader of the awesome power of sexual awakening while the metaphors reflect the beauty of self-awareness. Ultimately, “the flute song,” soft, harmonious, “the chant of the visiting bees,” and the bee “sinking into a bloom” combine to remind the reader of the strength and beauty of a life tackled with passion. The life cycle, reflected in Janie’s sudden awareness, and Nanny’s concern for Janie’s future, is thoughtfully explored in this chapter.
Framed Tone Statements In Chapter____ of ______by______the tone (Title) (Author) is______. Phrases like”______” and “______” (tone word) (quotation) (quotation) help create the (adjective) tone. At times the tone shifts and becomes ______
(tone word) phrases like”______” and “______” help the reader see the shift. (Quotation) (Quotation) Ultimately, the tones in these chapters reveal (the author’s) purpose/meaning______. (Statement of meaning)
Framed Statement of Meaning (Focus Syntax)
(Author’s Name) (Title of Work) has multiple purposes; the most significant being to ______the concept of ______. (Author’s) use of (active verb) (Your analysis) ______sentences illustrates______. Ultimately, (author’s) poem (Type of syntax) (Your analysis) explores______, especially evident in her use of the following “______.” (meaning/analysis) (quote) This choice of ______reflects______. (Syntax style) (Your analysis) Example Nellie Wong’s “When I Was Growing Up” has multiple purposes; the most significant being to purge her self-hate. The first lines of Wong’s poem, which utilizes a declarative sentence Writing Packet - 12 - followed by an interrogative sentence, “I know now that I once wanted to be white. Why? Do you ask? Let me count the ways.” Facilitates Wong’s honest, gut-wrenching revelations of ugly, revolting emotions she struggled with as she came of age. The repetition of the adverbial clause, “When I was growing up,” emphasizes the detrimental effects of racial hatred, especially when self-directed. The adverbial clauses, launching intricate, complex sentences, unabashedly reveal Wong’s harsh, painful childhood memories. Additionally, repetitive complex sentences creates an irate, punishing tone which leads the reader to appreciate Wong’s personal growth from a self- hating, insecure girl to a self-aware, powerful woman.
Below is another frame, which also focuses on syntax:
The purpose of “Author and title of the work” is to ______. (active verb) Sentences like “______” illustrate a ______tone reflecting______. (quote) (tone description) (your analysis) At times (Author’s) style shifts and his/her syntax becomes______. His/her (syntax description) purpose, to______becomes (adjective) creating ______. (active verb) (Your Analysis) Ultimately, Wong’s need to ______is echoed in (adjective) and (adjective) syntax. (purpose) Reflecting…………. (Analysis)
Framed Voice Paragraph In _____ Title______, ____Author______’s voice is best described as______and______. The (adjective) (adjective) phrases______and______. Along with the (Quotation) (Quotation) ______(images/language/diction/literary technique) used (descriptive word) (choose one) provide the reader with______. (verb) (meaning)
Example In “Race Politics” by Luis Rodriguez, the speaker’s voice is best described as bitter and sarcastic. Passages like “we entered the forbidden line of hate” and “plenty reason to get my brother by the throat.” Along with violent diction used to describe the “punching,” “cutting,” “vomiting” and “lacerated” boys provide the reader with an empathetic understanding of the disease of racism. Writing Packet - 13 -
Framed Assertion Statement ______is a story concerning______. (name of story/title) (theme) ______utilizes______to illustrate______(author) (literary technique) (Restated theme)
Example Assertion with Evidence and Commentary
(Assertion)“The Demon Lover” is a story concerning the past and how it impacts the present. Bowen utilizes imagery to illustrate the recursive nature of our lives. (Evidence) “She remembered him with such dreadful acuteness that the twenty-five years since then dissolved like smoke and she instinctively looked for the weal left by the button on the palm of her hand.” (Commentary)The protagonist, Mrs. Draper, remembers her old lover as cruel and distant. The image of the imprint he left on her skin with his button reflects her lover’s strength and brutality. This relationship, although 25 years in the past, continues to haunt Mrs. Draper and magnifies her timid nervous nature. Bowen’s use of imagery reveals her conviction that our past affects our present.
Framed Meaning Statement (Focus Subject/Poetry)
In “__Title___” by _Author____ the subject concerns______. (Description of subject) The poet utilizes ______to illustrate his/her message. For example “______” (poetic technique) (verb) (quotation) which means______. The most powerful lines in the (analysis) poem, “______” further emphasize the message………. (further analysis)
Example
In “I Too” by Langston Hughes the subject concerns the discrimination and prejudice of White Americans towards Black Americans. The poet utilizes extended metaphor Writing Packet - 14 -
to illustrate his message. For example “They send me to eat in the kitchen when company comes” which means the whites, ashamed by blacks, isolate and segregate their “darker brother.” The kitchen represents the laws that segregated Blacks in the early to mid 20th century. The dining room symbolizes freedom to participate fully in American society. The most powerful lines in the poem, ”They’ll see how beautiful I am….”And “I too sing America.” further emphasize the message of racial pride and equality, suggesting that in time, White America will see the errors they have made by segregating Blacks and make amends for their actions.
Writing an Analytical Essay Analytical Essays Make arguments
Contain a thesis (an assertion about the meaning or significance of the text)
Give reasons and support to convince readers that the interpretation is plausible and valid Introduction of analytical essays contain: Attention getter (Hook)
Introductory/opening sentences
Thesis statement
Forecast statements So how do you write a good thesis? Introduce the piece and author
Be clear and precise
Capture the main ideas, arguments or observations
Indicate the order of the essay
Pull from the question
Uses mature diction (word choice) EXAMPLE :In Tom Jones Fielding uses contrasting diction, and understatement to depict the sensitive, compassionate, devout voice of Mr. Allworthy. Writing Packet - 15 -
Body paragraphs should be logical as well as inventive and well supported. They should have: Topic sentence
Evidence
Support
Interpretation of evidence
Assertion evidence commentary
Present argument/idea/insight/interpretation
GO TO THE TEXT for SUPPORT
Explain, precisely what the quoted material means and why and
how they support your point.
EXAMPLE : Mr Allworthy’s compassionate voice is portrayed through gentle, pleasant diction. Words like “sweet,” innocence” and “beautiful” used to describe an abandoned infant, convey to readers Allworthy’s empathetic nature. Furthermore, Mr. Allworthy exhibits a maternal response to the infant; further reinforcing in the reader a belief that Allworthy’s voice is kindhearted and compassionate.
DO NOT LET QUOTED WORDS OR PHRASES SPEAK FOR
THEMSELVES. YOUR READER MAY HAVE A COMPLETELY
DIFFERENT INTERPRETATION!!!!!!!
Transitional words and sentences Conclusions of analytical essays Summary of points made
Restate of thesis
Intensified insight
Food for thought EXAMPLE: Thus, through diction, understatement and imagery Fielding deftly crafts the kind, gentle voice of Mr. Allworthy. Through Mr. Allworthy’s voice Fielding depicts his belief that men can be as maternal and nurturing as women.
Writing a Thesis (Sometimes a Statement) Writing Packet - 16 -
Thesis: The main argument of an academic/analytical essay. May be one sentence but could be 2-3.
Example A: “Born in the USA” by Bruce Springsteen, uses repetition and metaphor to illustrate the desperate voice of a Vietnam veteran. Springsteen’s anthem, often perceived as a rousing paean to patriotism, is really a provoking criticism of the Vietnam War. Example B : In “Born in the USA” by Bruce Springsteen the speaker’s voice is frustrated, angry and sad. This despairing voice illustrates Springsteen’s theme in the song, an exploration of the futility of war, specifically the incomprehensible purpose of the Vietnam War. Introducing the piece and the author: In the poem “__” (poet’s mane)… In the novel___ (novelist’s name) In the story “__” (Author’s name) The (name of work) by (author’s name) Supporting a Thesis Statement: Body paragraphs should include all the following elements but they do not have to follow the order below.
Assertion: a sentence or two that relates the text you cite as evidence, to your thesis. Example: Springsteen uses metaphor to depict a hopeless, defeated voice.
Evidence: Quotes which support your assertion and relates to your thesis For example, “You end up like a dog that’s been beat too much.” To Explain Quotes Use the Following: In other words… The author alludes… The use of repetition in”….” manipulates… This generates… The author suggests… This exemplifies… The word(s)__implies This reveals… The phrase __indicates From this we can infer…. The simile—captures the notion that… Writing Packet - 17 -
Commentary: Connects the assertion to the evidence and reflects on why the author made this particular choice: What is the author working on? What literary technique (s) does he/she employ? How does the technique reveal meaning or character? What is the author arguing? Observing? Is the argument/observation about humanity, society or life in general? Example: The comparison made between the speaker and an abused dog suggests a person who has surrendered to the evils of an unfeeling, cruel society. Like an abused dog, this person is wary often responding to others in ferocious fear as a method of self- protection. Additionally, the song refers to “the shadow of the penitentiary” reminding the reader of the many psychological issues Vietnam Veterans faced upon return to the USA. These issues, “shadows” led many veterans down a criminal path to the “penitentiary.” The speaker’s mention of the penitentiary and comparison of himself to a dog reflect a desperate, resigned voice. This voice is a blistering indictment on the treatment of Vietnam veterans upon return to the USA.
Sample Thesis Statements In Red Jacket’s “Lecture to a Missionary,” the author uses ethical appeals and sarcasm to effectively convey his view of Americans as ethnocentric, hypocritical, and territorial while employing a gentle, peaceful tone.
In his Speech to the Virginia Convention, Patrick Henry captures the true meaning of an American, someone who is passionate, strong and willing to sacrifice for freedom; utilizing metaphor, emotional and ethical appeals and mythological allusion.
Sample Assertions Red Jacket perceived Americans as deceptive and hypocritical. He uses a sarcastic tone to depict his feelings. Henry feels that freedom without a struggle is an illusion. He utilizes a mythological allusion to Circe in Homer’s Odyssey to illustrate his point. Sample Commentary An American is somebody willing to give anything and everything for freedom. Using rhetorical questions such as “Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery?” he leads the reader to an understanding that Americans must sacrifice, peace and life to get rid of chains placed on them by their enemy, the Writing Packet - 18 -
British. Henry’s speech is persuasive, speaking to traditional American ideals, life, freedom and the pursuit of happiness.
Red Jacket exercises ethical appeal and sarcasm, “You have got our country, but are not satisfied, you want to force your religion upon us.” Red Jacket alludes to the history of the USA, colonists left England in order to escape religious persecution and find religious freedom in the “new land;” he appeals to the missionaries’ sense of morality when he sarcastically reminds white settlers of their history. Red Jacket spotlights the duplicitous colonists’ actions, replicating the British actions on the Indian people. Red Jacket’s paradoxical, sarcastic but gentle tone motivates the reader/listener to join Red Jacket’s outrage. Additionally, his contradictory tone reveals poignant yet paradoxical emotions in the reader/listener; both shame and guilt interlaced with despair and empathy for the mistreatment and exploitation of Native peoples in the emerging American democracy.
Writing Verbs Introduction: Improving diction, choosing sophisticated active verbs, will improve student writing immensely. The list below is intended as a tool for students. Memorizing and using the verbs below correctly is definitely a step towards mature, academic writing.
Verb Types Definitions Verbs Accentuate: To make a feature of something more noticeable intended to To emphasize a syllable, word, or phrase when reflect saying it to stress or give importance to emphasis Emphasize: Writing Packet - 19 -
something Accentuat Highlight: to draw attention to something, or e make something prominent or noticeable Emphasiz Amplify: To make larger, or stronger e To make something written fuller, clearer Highlight Amplify Verbs for Infer: to derive as a conclusion from facts or premises understandin Imply: to express or indicate indirectly; what g inference you read between the lines Signify: to be significant; to have something as Infer a particular meaning Imply Allude to: To mention something or somebody Signify briefly, but in some way make clear by other Allude means who or what is being referred to (good for all types of allusion Suggest Suggest: to bring or call to mind by logic or association; to make evident indirectly Verbs that Provoke: to make somebody feel anger or exasperation; To stimulate or cause an emotional indicate a reaction debate or Stir: To move someone to action cause Evoke: To bring to mind a memory or a feeling; to cause a particular emotion or feeling powerful Rouse: To cause someone to move into a emotion more active state Incite: To cause (usually controversially) specific actions or feelings Provoke Stir Evoke Rouse Incite Verbs that Advocate: to support or speak in favor of something indicate Support: To be in favor of something, a support for a cause, a policy, or organization Writing Packet - 20 - position (Use Promote: To encourage the growth or when proving a position development of something in a paper with evidence Defend: To protect someone or something; from text) EX. In the last chapter of A Passage to represent and speak on behalf of someone India, Emerson or something; to resist attacks advocates for Indian Corroborate: to give or represent independence from evidence of the truth of something Britain.) Endorse: To formally approve; to give public support or approval Advocate Confirm: to verify the truth or validity Support Substantiate: To confirm that something Promote is true or valid Defend Argue: To give reasons for an opinion to Corrobora prove or support; to persuade someone to do te something Endorse see Confirm Substanti ate Verbs that Exemplifies: to illustrate by example show or Explores: To make a careful investigation or study; to examine demonstrate Renders: To portray something in art, literature or music Exemplifi Reveals: To expose; to disclose, to make es visible Explores Captures: To describe or represent Renders something, esp. something fleeting or Reveals intangible, in a lasting medium such as Captures painting, writing, sculpture, etc. Conveys Conveys: To communicate something and Depicts make it known Exposes Depicts: To describe or portray something Portrays in words; to show something in art (sculpture, painting, photograph) Exposes: To uncover something in order for Writing Packet - 21 -
it to be seen; to cause someone to have a personal or enlightening experience Portrays: to depict; to represent; to demonstrate Verbs that Generate: To bring something into existence, to produce express Awaken: To make alert or vigilant; to wake emotional or up from a sleep or altered state intellectual Recall: To bring something back to mind; To bring somebody’s attention or thoughts back to reaction: an ongoing matter Energize: To infuse with energy and power; Generate to cause something to become vigorously Awaken Involve: to include as a necessary element; to capture someone’s whole attention; To make Recall someone as a part of an ongoing effort Energize Involve Verbs that Desires: to want something strongly, a longing for something indicate Expects: To demand or anticipate want: something; To believe something is likely to (instead of the writer happen wants the reader to …..use one of the Hopes: To have a wish for words below) Longs: To have a strong desire or need for Desires Struggles: To try very hard; to make a Expects great effort to achieve or obtain Hopes Trust: A confidence or belief in someone or Longs something Struggles Wish: To have a strong desire for something Trust Yearns: to want somebody or something Wish Craves: To have a strong desire for Yearns something Crave Covet: To have a strong desire to possess Covet something that belongs to someone else
Verbs that Argue: To express disagreement; to give reasons for an opinion and support it; to discuss in all Writing Packet - 22 - indicate aspects; to persuade Asserts: To state something as being true, to statement; powerfully, emphatically reveal your power and instead of influence Claims: To say without proof or evidence that says, use: something is true; To demand something officially that has somebody has a right to or owns Contends: To argue or claim that something is Argues true; To compete for something; to fight Asserts or struggle; To debate or dispute with Claims somebody Declares: To state something in a plain emphatic Contends way; to make an official or formal announcement Declares about someone or something Discusses Discusses: To talk about a subject with others; to Discloses consider a particular topic in speaking or writing Discloses: To reveal something that has been Expresses kept a secret; to reveal something that has been Implies covered or hidden Insists Expresses: To state thoughts or feelings in Reasons words; to convey meaning States Implies: To make something understood without stating it correctly; To involve something as a Allege necessary part or condition Avows Insists: To state or demand something firmly and steadfastly Reason: To think logically or use rational thinking; To formulate or resolve through rationality; to persuade through the use of rational thinking States: To express something in spoken or written words; to declare something officially Alleges: To state or assert something, especially in accusation; to put something forward as a reason or excuse for actions Avows: To state or affirm something as fact Verbs to Employ: To make use of something Utilize: To make use of or find a practical use for choose something instead of Exercise: To make use of a right or responsibility, to be a cause of serious worry or concern use: Apply: To make use of something to achieve a certain result; to be relevant to somebody or Writing Packet - 23 -
something Exploit: To take selfish or unfair advantage of a Employ person or situation; To use or develop something in Utilize order to gain a benefit Exercises Treats: To present or handle a subject, especially Apply in art or literature, in a particular way Manipulate: To operate, use, or handle Exploit something; To control or influence somebody in an Treats ingenious or devious way Manipulat Maneuver: To move or cause something to move e skillfully Influence: The power that somebody has to affect Maneuver other people’s thinking or actions by means of argument, Influence example or force of personality; to have the power to affect something
Prewriting Steps AP Prompts
Step one: Read the prompt carefully. Now underline the key phrases in the prompt.
Step two: Rewrite the prompt; turn it into a question.
Step three: Begin prewriting. You may cluster, brainstorm, or outline your concept of where the essay is going. (focus) In other words, what is your thesis? What points will support your thesis? Use the handouts provided or create your own. DO NOT SKIP THIS STEP!
Step four: Textual reference time!!!! Choose a minimum of 3 quotations that support your thesis. Answer the questions: How do these passages support my thesis? (assertion) “WHY” did the author make this particular choice? What is the author working on? What literary technique does he/she employ? How does the technique reveal Writing Packet - 24 - meaning or character? What is the argument that the author is trying to give you? What is the purpose? (commentary)
Step five: Write your essay.
Step six. Proof read your essay.
Transitional Words/Linking Words
To Link Events in the first place on the one hand in contrast Writing Packet - 25 - in spite of despite the although yet another additionally indeed even though nonetheless nevertheless consequently naturally similar to…is… likewise similarly however a further example in the same way in particular the opposite of…is… unlike in fact
More transitions to begin with moreover furthermore in addition naturally subsequently afterwards next still another in other words for example to explain as a result for instance further besides next consequently to describe above all
Ending transitional words in conclusion to sum up to conclude finally as one can see for these reasons in short thus therefore to summarize as aforementioned hence
Writing the Essay question on Poetry
Background Information: Expect an essay question on poetry. Writing Packet - 26 -
In the past it has been the first or the second question. It will probably be a poem that is unfamiliar to you but you may be familiar with the poet’s writing. Basically every poetry question is a variation on the following: How the poet uses poetic elements to reveal meaning Meaning will be stated as “theme” or “author’s attitude towards the subject” Poetic elements include but are not limited to: Allusions (references to well known people, places, works of art, biblical elements, mythological elements, historical elements) Diction Figures of speech (metaphors, similes, personification, hyperbole, etc.) Imagery Language Narrative pace Point of view Rhythm Rhyme Structure Syntax Tone Five Steps to a High Score
1. Read the question completely and carefully! Make sure you understand the question and what you must write. Be sure to address the poetic elements in your response. Writing Packet - 27 -
2. Read the poem all the way through at least twice. As you read, use the punctuation to create meaning. Pause when the poet wants you to pause—at commas—and stop at periods rather than at the end of each line. Paraphrase the poem to make sure that you understand what the speaker is saying. Use the paraphrase to get ideas for your essay.
3. Plan before you write. Jot a quick outline, or create a diagram to help guide your writing.
4. As you write make frequent, specific references to the poem: quote, words, phrases and lines to support your point.
5. Always proofread your essay! Writing Packet - 28 -
Tips for High Scoring Essays
Poetry Prompt Prose Prompt Open Prompt Read the prompt Read the prompt Read the prompt Read the poem Read the passage Choose a literary work Analyze Analyze Analyze Plan Plan Plan Write Write Write Proof read Proof read Proof read
1. Analyze the question. Be sure that you understand exactly what is required of you. Rephrase the question in your own words. Little words often trip test takers. Watch for the words “why” and “how.” If misread your essay could be completely misdirected.
2. Answer the question. Do exactly what you are asked to do. Address every part of the prompt.
3. Use your time wisely. You do not have to write the questions in order. Lead with your strength!
4. Start writing! You do not have ten minutes to sit around thinking about the question. Essays must be organized and well written but they also have to be answered. All three!
5. Keep writing. If you get stuck, skip a few lines and go on to another idea. Take a few deep breaths and gather your wits. Remember how bright you are and the fact that you can do this! Staring at the paper only wastes time. Return to the part you got stuck on later. Finding something to write on will boost your confidence and silence your panic.
6. Write as neatly as possible. If you make a mistake cross through once. Do not waste time blocking it out.
7. Proofread. Go on to another essay giving the one you just wrote time to sit then go back and proof read. Read carefully. Be sure what you think is there is actually there!
The Open Literature Question Writing Packet - 29 -
. The 12th grade AP literature exam always includes one open question. This allows students to choose a piece of literature that they have already read and studied and discuss it as it pertains to the prompt. The test will provide a list of texts but you are not limited to the list. . Write about a work you know well and feel comfortable discussing. . Read the prompt carefully and follow the steps below to write a successful essay Step one: Read the prompt carefully. Questions to consider: What are some of the important words in the prompt? ______
What elements of the prompt do you need to explore? Rewrite the prompt as a question. ______
Step Two Plan. Create a quick outline, jot some notes, or make a diagram.
Step Three Write your essay. Quote relevant words, lines and phrases to support your point. Be sure that you are writing analysis not summary. Be accurate. This is not a persuasive essay but you do want to convince the reader that your perspective is sound.
Generic Essay Rubric Writing Packet - 30 -
AP Literature and Composition
Exceptional A+, A, A- (9,8) Complex, original, sophisticated, varied sentence structure with few, if any, errors in usage, precise word choice Lucid diction, a joy to read, smooth flow of ideas. ON FOCUS! Logical, coherent structure which facilitates the flow of ideas. Smooth transitions, a clear control of advanced language Abundant specific support (quotes) which relates directly to the thesis or argument. Analyzes using many quotes to support opinion. Quotations are introduced smoothly with accurate explication. No quotations stand alone without support A meaty paper! Beginning—Answers the prompt in a clear direct manner. No empty sentences. Explication of diction, imagery, figurative language author’s purpose Theme and technique Close textual analysis, uses evidence to prove thesis Elegant writing style Admirable B+, B, B- (7, 6) Varied sentence structure, few errors in usage, occasional, imprecise word choice Clear prose, with few if any tense or agreement errors or awkward word choice Appropriate structure but not outstanding Accurate transitions Thesis supported, analyzes using quotes to support opinion. Some quotations may not be adequately supported ON FOCUS! Some sentences may lack support but still on focus. Addresses diction, imagery, and literary technique though only briefly or superficially Opening may be weak—responds to the question in a very brief manner; adequate Textual analysis evident but writing contains awkward phrases or verbose unnecessary sentences or words Adequate C+, C, C- (5,4) Writing Packet - 31 -
Many simple words, perhaps a few complex ideas; some imprecise or incorrect word choice. Safe and artificial but still ON FOCUS! Primarily simple and short compound sentences. Several awkward or unclear constructions, tense or agreement errors Tries to address the function of diction, imagery, literary technique but analysis may be weak, inconsistent, or incomplete. May fail to determine author’s purpose. Illogical organization, contains mostly general statements, obvious, surface analysis Quotations (if any) may be partially explained or illogical but a 4 is still ON FOCUS! Sub-Par D+, D, D- (3,2) Same weaknesses as a 4compounded with: Summary Attempts analysis but is repetitive/redundant and short-sighted Has many unsupported arguments or arguments that deal with summary rather than precise textual analysis. Transitions between quotes may be illogical or obvious. Paper fails to be analytical and fails to decipher the text’s purpose Not Acceptable F (1) Multiple minor errors and errors of major magnitude including comma splices, sentence fragments and incoherence Primarily simple phrasing, vague incorrect word choice; abundant use of clichés and filler sentences Poor arguments, repeating and stating quoted material, no analysis No attempt at logical construction One paragraph No thesis
Rubric: Extended Analysis of Major Work Writing Packet - 32 -
9, 8 7,6 5, 4 3,2 1 -Complex, original, -Varied sentence -Many simple Same -Multiple sophisticated, varied structure, few words, perhaps a weaknesses minor errors and errors of sentence structure with errors in usage, few complex as a C major few, if any, errors in usage, occasional, ideas; some compounded magnitude precise word choice imprecise word imprecise or with: including -Lucid diction, a joy to choice incorrect word -Summary comma splices, read, smooth flow of ideas. -Clear prose, with choice. -Transitions sentence ON FOCUS! few if any tense -Safe and between fragments -Logical, coherent or agreement artificial but still quotes may and structure which facilitates errors or ON FOCUS! be illogical incoherence -Primarily the flow of ideas. Smooth awkward word -Primarily simple or obvious. simple transitions, a clear control choice and short -Paper fails phrasing, of advanced language -Appropriate compound to be vague -Abundant specific support structure but not sentences. analytical and incorrect word choice; (quotes) (which relates outstanding -Several fails to abundant use directly to the thesis or -Accurate awkward or decipher the of clichés and argument. transitions unclear text’s filler -Analyzes using many -Thesis constructions, purpose sentences -Poor quotes to support opinion. supported, tense or -Has many arguments, Quotations are introduced -Analyzes using agreement errors unsupported repeating and smoothly with accurate quotes to support -Tries to address arguments or stating explication. opinion. the function of arguments quoted material, -No quotations stand alone -ON FOCUS! diction, imagery, that deal with - No analysis without support Some sentences literary technique summary -No attempt -A meaty paper! my lack support but analysis may rather than at logical -Introduction uses a but still on focus. be weak, or precise construction -One question that pertains to -Addresses superficial, textual paragraph the thesis or uses a diction, imagery, inconsistent, or analysis -No thesis question that relates to the and literary incomplete. May thesis or uses an anecdote technique though fail to determine that illustrates the point the only briefly author’s purpose. writer is trying to make -Opening may be -Illogical -Explication of diction, weak—standing organization,-- imagery, figurative alone with little contains mostly language author’s purpose relation to the general and technique topic of the essay statements, -Close textual analysis, -Textual analysis --obvious, uses evidence to prove evident but surface analysis thesis writing contains -Quotations may - Elegant writing style awkward phrases be partially or verbose explained or unnecessary illogical or may sentences or stand alone-- words hanging
Rubric (B): Extended Analysis of Major Work Writing Packet - 33 -
9,8 7,6 5.4 4, 3 1/2 -Complex, original, -Varied sentence -Many simple words, Same -Multiple sophisticated, varied structure, few perhaps a few weaknesses minor errors and errors of sentence structure with errors in usage, complex ideas; some as a 5 major few, if any, errors in occasional, imprecise or incorrect compounded magnitude usage, precise word imprecise word word choice. with: including choice choice -Safe and artificial but -Summary comma splices, -Lucid diction, a joy to -Clear prose, still ON FOCUS! -Transitions sentence read, smooth flow of with few if any -Primarily simple and between fragments ideas. ON FOCUS! tense or short compound quotes may and -Logical, coherent agreement errors sentences. be illogical incoherence -Primarily structure which or awkward word -Several awkward or or obvious. simple facilitates the flow of choice unclear constructions, -Paper fails phrasing, ideas. -Appropriate tense or agreement to be vague -Smooth transitions, a structure but not errors analytical incorrect word choice; clear control of outstanding -Tries to address the and fails to abundant advanced language. -Accurate function of diction, decipher the use of -Abundant specific transitions imagery, literary text’s clichés and support (quotes) -Thesis technique but analysis purpose filler sentences (which relates directly supported, may be weak, or -Has many -Poor to the thesis or -Analyzes using superficial, unsupported arguments, argument. quotes to inconsistent, or arguments or repeating -Analyzes using many support opinion. incomplete. May fail arguments and stating quoted quotes to support -ON FOCUS! to determine author’s that deal with material, opinion. –Assertions: -Some purpose. summary - No analysis quotations are sentences my -Illogical organization, rather than -No attempt introduced smoothly lack support but -contains mostly precise at logical construction with accurate still on focus. general statements, textual -One explication. -Addresses --obvious, surface analysis paragraph -Commentary: no diction, imagery, analysis -No thesis quotations stand alone and literary -Quotations may be without support technique though partially explained or explaining why only briefly illogical or may stand evidence was chosen -Opening may be alone--hanging -A meaty paper! weak—standing -Introduction alone with little addresses the implied relation to the question in the prompt topic of the -Explication of diction, essay imagery, figurative -Textual analysis language author’s evident but purpose and technique writing contains -Close textual analysis, awkward uses evidence to prove phrases or thesis verbose - Elegant writing style unnecessary sentences or words
Peer observation Protocol Writing Packet - 34 -
Responding to student writing as a reader
Groups of Three
Writer: Asking for feedback Participant: Giving feedback Facilitator: Helps to keep the process moving but also gives feedback
Step One: The writer reads the piece to the group (3-5 minutes) The facilitator keeps time Step Two: The participants and facilitator make initial responses using I statements . I wanted to hear more about . I wasn’t interested until the part when . I wonder about . I didn’t understand why….. happened . I was happy when I heard . I think… Step Three: The participants and facilitator ask questions about the piece of writing . Why did you decide to write about…. . What made you use that word….. Step four: The writer answers questions and responds to the feedback
Repeat process until everyone has presented! Writing Packet - 35 -