Definitions of Types of Writing 3

English 10

Literary Analysis Handbook 2

DEFINITIONS OF TYPES OF WRITING 3

Narration: Narration is the sequencing of events that results in a story with identifiable structure and devices, using sensory words (“parts”) to sharpen and deepen meaning (the “whole”). Informative: Exposition is the process by which a writer explores a subject by examining its key points sequentially or by adding meaning to the subject by examining its relationship with other subjects.  Process: Process is the way in which a writer examines the chronological steps of an action or series of actions.

 Definition: Definition occurs when a writer names and explains the integral characteristics that give a subject its identity and meaning.

 Classification: Through classification, a writer explains a large category of a subject (whole) by identifying and explaining the relationship among its subgroups (part).

 Comparison/Contrast: Comparison/contrast is the process by which a writer establishes meaning for two distinct subjects by naming and explaining similarities and/or differences between the two subjects.

 Cause-Effect: Through cause-effect, a writer selects a subject and explains the forces or events shaping and/or resulting from the subject.

 Explication: Explication is a close reading of a poem or prose selection in which a writer, by evaluating the smallest units of structure of the work, explains how individual poetic and rhetorical devices contribute to the meaning of the passage.

 Analysis: A writer uses analysis by identifying key concepts and/or writing patterns and evaluating these large thematic/compositional strands throughout the piece. See argument writing below.

Arguement: Persuasion is the way in which a writer identifies and develops key points of a position/argument for the purpose of moving an audience to his or her position. 3

Research: Research is a form of informational writing in which a writer formulates a thesis, an arguable position on a subject; supports that position with documented information; and analyzes the significance of the findings.

This packet focusses on analysis of literature.

Literary Analysis Essay

Prompt:

Write a 4-5 page literary analysis paper on the epic of Gilgamesh. Use at least two secondary sources in your paper. One must be the video lecture located my website from the University of Pennsylvania’s Museum of Archeology and Anthropology. The other can be any credible source.

Paper Requirements

7 Steps Writing an Analysis Paper to…

1. Write a thesis statement and brainstorm body paragraphs. 2. Write a sentence outline. 3. Write introduction and conclusion. 4. Turn the outline into a rough draft. 5. Integrate sources into your own writing; add transitions and signal phrases. 6. Format your paper in MLA style. (cover page, headings, works cited) 7. Edit your paper. 4

These steps are explained in more detail throughout the rest of the packet. 5

Literary Analysis Rubric Name______

Focus ______(10) x1.5= ______Style (voice and tone) ______(10) x 1.5= ______ Clear and concise thesis statement with 3 subheadings that states the controlling point of paper  Uses at least 3 different methods of  Clear and concise topic sentences for each quotation integration. para. that state the supporting argument  Consistent point of view, literary present. for each part of thesis.  Objective tone: Absolutely NO FIRST  Clear and concise subtopic sentences that PERSON: (I think…, in this paper, I will state supporting points show you…) Do not write “this quote  maintains focus on thesis throughout body shows” or “this quote says” or “this paper and conclusion is about”  Maintains a formal, academic tone Organization ______(10) x 2.5=______throughout, avoids slang, abbreviations,  Introduction follows that follows the contractions, etc. suggested format in handbook packet  Uses a variety of vocabulary, content  Body paragraphs that follow specific vocabulary (i.e. instead of saying recommended outline for weaving sources “main character” say “protagonist.” Use a into text: variety of signal phrases and sophisticated a) Topic sentences transitions. i) Subtopic sentence (1) Integrated quote Conventions ______(10) x 1.5= ______(a) Explanation, elaboration,  MLA formatting discussion follows quote  Grammar usage and spelling ii) Subtopic sentence  Punctuation (including citations) (1) Integrated quote  Capitalization (a) Explanation, elaboration,  Paragraph formation discussion follows quote  Sentence formation (subject/verb agreement, tense, pronoun/antecedent  Conclusion that follows the suggested agreement, sentence fragments, run-ons) format in handbook packet  Proofreading  Proper use of signal phrases, and transitions between topics. TOTAL GRADE: ______100 Content ______(10) x 2.5= ______Comments:  Depth of analysis: writer examines the story in-depth, choosing not to focus on only surface meanings.  Relevant, well-chosen evidence is provided in the form of quotes and/or specific examples from the text and from secondary source materials.  Provide a minimum of 6-10 quotes as your evidence. Use 2 secondary sources  Thorough explanations of how each piece of evidence supports the thesis, topic, or subtopic.  No unsupported or misinterpreted information 6

Step Write a Thesis and Brainstorm Your Body Paragraphs 1

THESIS

DEFINED: The thesis statement is a statement of the purpose, focus, or main idea of the essay.

For most types of essays, the thesis is an arguable assertion. HELPFUL HINT: Much of the thesis can be pulled from There are different the assignment or essay prompt. First, search the levels of thesis assignment to find what the prompt is asking. If you look statements. hard enough, more often than not, the prompt will practically give you a thesis and save you the trouble of thinking one up. You want to look for the argument/ stand/ position stated or implied in the topic. Next, pull important/ key words and phrases from the topic that you would include in your thesis and topic sentences.

A THESIS IS A THESIS IS NOT must be a COMPLETE SENTENCE a title

takes a STAND/ ARGUMENT an announcement

makes a JUDGMENT/ INTERPRETATION an absolute fact

is the MAIN IDEA expressed in ONE SENTENCE the entire essay

First, propose an argument for your paper. Go to for tips on writing a thesis statement: https://owl.english.purdue.edu/owl/resource/545/01/

Some Examples of thesis statements… 7

A good thesis is RESTRICTED, UNIFIED, and SPECIFIC!

EXAMPLES:

Template: 8

Write a thesis and brainstorm supporting body paragraphs.

I. Thesis statement: What is the overall argument you wish to make?

______

How do you wish to make that argument? Break up your thesis into topics (mini arguments). Make sure to add them to the statement above in the same order that you discuss them.

II. Topic 1 : What do you want to argue/analyze in this paragraph that will help to support your thesis? ______

List of quotes that support your topic (with page numbers):

III. Topic 2 : What do you want to argue/analyze in this paragraph that will help to support your thesis?______List of quotes that support your topic (with page numbers):

IV. Topic 3 : What do you want to argue/analyze in this paragraph that will help to support your thesis?______

List of quotes that support your topic (with page numbers): 9

Step 2 Write a Sentence Outline

Your Title I. Introduction

a. Thesis statement you plan to prove; this statement must clearly sum up the argument for your paper and include the subtopics of your argument in the order in which you intend to discuss them. (only write the thesis; you’ll finish your intro later)

II. Write a clear and concise topic sentence which states the argument for the paragraph.

a. Subtopic sentence. Write a sentence that “sets up” the idea for your first quote. It summarizes the first supporting argument that you want to make.

i. Cited quotation.

1. Explain how the above quote proves the point you made in “a”. (Elaborate, discuss, and explain)

b. Subtopic sentence. Write a sentence that “sets up” the idea for your second quote in this paragraph. It summarizes the second supporting argument that you want to make in this paragraph.

i. Cited quotation

1. Explain how the above quote proves the point you made in “b”. (Elaborate, discuss, and explain)

III. Write a clear and concise topic sentence which states the argument for the paragraph.

a. Subtopic sentence. Write a sentence that “sets up” the idea for your first quote. It summarizes the first supporting argument that you want to make.

i. Cited quotation.

1. Explain how the above quote proves the point you made in “a”. (Elaborate, discuss, and explain)

b. Subtopic sentence. Write a sentence that “sets up” the idea for your second quote in this paragraph. It summarizes the second supporting argument that you want to make in this paragraph.

i. Cited quotation

1. Explain how the above quote proves the point you made in “b”. (Elaborate, discuss, and explain)

IV. Write a clear and concise topic sentence which states the argument for the paragraph. 10

a. Subtopic sentence . Write a sentence that “sets up” the idea for your first quote. It summarizes the first supporting argument that you want to make.

i. Cited quotation

1. Explain how the above quote proves the point you made in “a”. (Elaborate, discuss, and explain)

b. Subtopic sentence. Write a sentence that “sets up” the idea for your second quote in this paragraph. It summarizes the second supporting argument that you want to make in this paragraph.

i. Cited quotation

1. Explain how the above quote proves the point you made in “b”. (Elaborate, discuss, and explain)

Sample of Partial Outline for Perseus The Hero’s Journey of Perseus: Journey to Becoming a Hero

I. By completing the three stages of separation, initiation, and, return, Perseus undergoes a successful hero’s journey, transforming from a young and inexperienced initiate into a true hero.

II. First, Perseus went through the separation phase of the hero’s journey. In this first stage of the hero’s journey, the hero must separate from childhood and the security of his known world in order to venture out into the unknown.

a. The first stage of separation is the “call to adventure.” This occurs when Perseus is “called to adventure” from his home and the protection of his family. He is called by the villainous King Polydectes who needs money that Perseus does not have.

i. “I would go anywhere on earth; I would even kill the horrible Gorgon Medusa in order to prove my loyalty and my courage” (Rosenburg 200).

1. This may have been a blunder on Persues’s part, as he makes this offer in a show of youthful and naïve exuberance. The King does not care however, and takes Perseus up on his offer, commanding him to go, certain it will bring Perseus’s death. Perseus is left with no choice and thus begins his journey.

b. Another part of the “Separation” phase is when Perseus meets his mentor, Zeus, and his companions, Hermes and Athena, whose job it is to help him on his way.

i. “Far-seeing Zues observed, with fatherly pride, his mortal son’s courage. This young man had the potential of a hero….Therefore, Zeus summoned the two immortals who could help his mortal son”(200). 11

1. In the myth, Perseus’s literal father, Zeus, does act as the protecting power of destiny, looking down from above as a guide to him. He sends Athena and Hermes, who also take on some of the mentorship roles as his companions. Typical of the companion archetype, they provide Persues with the amulets that he needs to defeat Medusa, winged sandals, Hermes’ leather bag, the helmet of invisibility, and the mirrored bronze shield. They give these to him with valuable advice about how to use them, and then accompany him on to Medusa’s lair.

III. The second phase of Joseph Cambell’s hero’s journey is known as Initiation. Initiation occurs after the hero leaves the known world…

Step 3 Write Your Introduction and Conclusion

Introductions and conclusions are like funnels. The intro’s focus moves from broad to specific and is reversed in the conclusion. Keep this in mind as you write. You may want to write your conclusion after your rough draft is complete.

Introduction 12

a. Use “STArt” for the first sentence of any introduction. In the first sentence, state the Title (underline if handwritten, italicize if typed), the Author (if there is one), the right verb, and it and a broad summary of the topic, stated in an interesting way.

b. Write a summary that creates a transition from the above to the thesis statement by providing necessary contextual or background info. It should create a smooth transition to the thesis statement. This part may take up several sentences.

c. Optional: Follow (or include in) the summary a quotation that supports the first sentence but may also more specifically move you closer to the topic of your thesis. In the next sentence, interpret the quote if necessary.

d. End the introduction with the thesis statement you plan to prove; this statement should include the subtopics you wish to cover in the order in which you intend to discuss them.

Conclusion

a. Briefly summarize the thesis and the major sub points. Try starting with the phrase “By the end of the story…”

b. Broaden your focus with a general view of the work. Perhaps offer the reader a “big picture” of the overall importance of the work. Try using the phrase, “but more importantly”. This will force you to look at the bigger picture.

c. End with a “clincher,” a sentence that provides closure. It may echo the hook from your intro in some way. Do not use first person, unless you use it in the collective (we, us).

Sample Introduction 13

In his book The Hero with a Thousand Faces (T), Joseph Campbell (A) explains (p) the archetypal journey of a hero; he claims that all literary heroes follow a similar path, one of growth brought about through hardship (s).Campbell believes that all heroes, literary and real-life, must endure struggle in order to become the hero. This process is broken down into the three stages of separation, initiation, and return. By the return stage, the potential hero or initiate has come into his true role as a mature, capable hero. There are thousands of examples of this paradigm that exists throughout literary history. Some of the oldest are those found in myths. One in particular is that of Perseus, the ancient Greek hero who goes on a journey to kill the monstrous Gorgon, Medusa, in order to save his honor. Throughout the stages of the journey he faces hardships that redefine his character and mold him into the famous hero that he becomes. By completing Campbell’s three stages of separation, initiation, and return, Perseus undergoes a successful hero’s journey, transforming from a young and inexperienced initiate into a true hero. (Thesis)

Sample Conclusion

By the end of the story, Perseus has completed a successful hero’s journey. He left the security of home and traveled into the dangers of the unknown, completed his mission and returned to society as a changed man. Perseus killed Medusa and returned with her head as a hero. More importantly, however, he gained self-worth. He learns that he is more than a poor subject; he is the son of a god and a savior to society. From this myth we can all learn that the only goals that are truly impossible are the goals that we convince ourselves are out of reach.

Step 4 14

Turn Your Outline into a Rough Draft

 Remove outline formatting  Fix margins to 1”  Add introduction and conclusion  Break apart any “large” paragraphs into smaller ones  Integrate your quotes (step 5)

Once you have written your outline and introduction, you can then begin the process of turning your outline into a rough draft. It’s easy! At this point, your essay is essentially written; all you have to do is remove the outline formatting, and add your introduction and conclusion.

Your introduction, each of your topics, and your conclusion should form a paragraph each. There is an exception to this rule however. If the subtopics of your topic are developed enough, then they can become their own individual paragraphs. If you separate a subtopic into its own paragraph, then you may have to modify the subtopic sentence to make sure it connects back to the topic. Let’s take a look at an example of this:

Normally, you would just remove outline formatting and this would become the first body paragraph of your essay (after your intro). In this example, however “a” and “b” are long enough to turn into two separate paragraphs. Some advice: Keep “a” with the topic sentence, but split “b” off into its own paragraph.

Avoid Dropped Quotes

Split large paragraphs into smaller ones. Here is what the outline on the previous page looks like in paragraph form: 15

First, Perseus went through the separation phase of the hero’s journey. In this first stage of the

Topic hero’s journey, the hero must separate from childhood and the security of his known world in order to (“I.”) venture out into the unknown. The first stage of separation is the “call to adventure.” This occurs when Subtopic Perseus is “called to adventure” from his home and the protection of his family. He is called by the (“a”)

villainous King Polydectes who needs money that Perseus does not have. Perseus comments, “I would

go anywhere on earth; I would even kill the horrible Gorgon Medusa in order to prove my loyalty and

my courage” (Rosenburg 200).This may have been a blunder on Persues’s part, as he makes this offer in

a show of youthful and naïve exuberance. The King does not care however, and takes Perseus up on his

offer, commanding him to go, certain it will bring Perseus’s death. Perseus is left with no choice and

thus begins his journey.

Another part of Separation is “meeting the mentor”; this happens when when Perseus meets

his mentor, Zeus, and his companions, Hermes and Athena. When Zues looked at Persues he “observed,

with fatherly pride, his mortal son’s courage. This young man had the potential of a hero….Therefore,

Zeus summoned the two immortals who could help his mortal son”(200). In the myth, Perseus’s literal

father, Zeus, does act as the protecting power of destiny, looking down from above as a guide to him. He

sends Athena and Hermes, who also take on some of the mentorship roles as his companions. Typical of

the companion archetype, they provide Persues with the amulets that he needs to defeat Medusa,

winged sandals, Hermes’ leather bag, the helmet of invisibility, and the mirrored bronze shield. They

give these to him with valuable advice about how to use them, and then accompany him on to Medusa’s

lair.

The next phase of the Hero’s Journey is known as “Initiation”. It…

Subtopic (“b”) Notice the subtopic is now its own paragraph. This sentence now serves 2 purposes. It acts as a topic sentence and a subtopic by connecting back to the original topic of “Separation” to let the reader know that we haven’t moved on from that topic yet. 16

Step 5 Integrating Sources into Your Writing

NEVER just drop a quoted passage into your paper. Whenever you include a paraphrase or direct quotation of another writer in your paper, combine or connect it to your own words. This is called “integrating” the quotation. There are FOUR main ways to integrate quotations.

4 Methods

1. Introduce the quotation by writing a FULL sentence and a COLON . The quotation that follows should also be a full sentence.

Ex. Richard Wright explains his reasons for writing: “I was striving for a level of expression that matched those of the novels I read” (135).

Ex. The King asks for presents from his subjects, but Perseus explains that he is too poor to contribute: “I have no family wealth to offer you” (72).

2. Introduce the quotation by using an intro/explanatory PHRASE ending in a VERB and a COMMA.

Ex. To describe his childlike consciousness, Wright explains, “Each event spoke with a cryptic tongue. And the moments of living slowly revealed their coded meanings” (79). Ex. Ashamed, Perseus comments, “I have no family wealth to offer you” (72).

3. Incorporate the quotation into your sentence WITHOUT any punctuation. Often the word THAT will precede quote.

Ex. As Bob realizes he has been swindled, he hopes he “will one day be able to exact revenge on Mr. Big” (Abbot 119).

Ex. Perseus fears that “he has no family wealth to offer” (72).

4. Use SHORT passages from text—only a FEW WORDS—and embed them in your sentence.

Ex. Thoreau argues that people blindly accept “shams and delusions” as the “soundest truths,” while regarding reality as “fabulous” (83).

Ex. Perseus was poor and had “no family wealth” to his name and therefore has to offer his “services” in order to prove his loyalty to the king (72). 17

Signal Phrases

Words we can use to:  Comment on the author’s craft. o Example: Here, the author claims that telling small lies can have severe consequences.  Comment on a character’s thoughts, words, or actions.  Integrate quotes. o Example: Perseus expresses his hatred for the king when he remarks, “gaze upon this for the last time” (56).

Acknowledges Defines Points out Adds Delineates Posits Admits Denies Presents Advances Discloses Proposes Affirms Discounts Purports Agrees Disputes Reasons Alludes Documents Recounts Argues Explains Reflects Asserts Expresses Refutes Attests Extrapolates Reiterates Characterizes Grants Relates Chronicles Highlights Remarks Claims Hypothesizes Replies Comments Illustrates Reports Compares Implies Responds Concludes Indicates Reveals Concurs Insists States Confirms Maintains Submits Contends Narrates Suggests Contrasts Negates Supports Creates Notes Theorizes Declares Observes Writes Emphasizes Refers Verifies

TRANSITIONS______18

DEFINED: To transition is “to pass from one form, state, style, idea, or place to another.” When writing an essay, there are two places where transitions are important.

TYPES OF TRANSITIONS: There are a couple of different types of transitions. There are transitions from one paragraph to another: paragraph-to-paragraph transitions. There are also transitions from one sentence to another within a paragraph: internal transitions. Once you have determined your overall organizational structure, these are things to keep in mind so that you, as a writer, signal to your reader how the argument is advancing.

1. Paragraph-to-Paragraph Transitions: Transitions between paragraphs often require more than one word or one phrase. While the suggestions that follow are useful between paragraphs, keep in mind that the transition is being revealed throughout the topic sentence. After the introduction of an essay, every subsequent paragraph needs a signal revealing the logical advancement. The topic sentence of a paragraph should signal a shift to another phase of your topic. You should, therefore, make your train of thought clear to the reader by showing the relationship between the new phase and the phase discussed in the preceding paragraph.

Ways to transition between paragraphs:  pronouns that refer to an idea mentioned earlier

 repetition of a key word or term from the preceding paragraph

 direct reference to the preceding idea, perhaps by means of a summarizing phrase

 connective – transitional expressions EXAMPLE: Lastly, Link Deas shows courage when he stands up in defense of a black man and a black woman, Tom and Helen Robinson.

2. Internal Transitions: As you are writing your paragraph, remember that each sentence should connect to the preceding one, continually advancing your argument as established by the thesis and topic sentences.

Ways to transition within a paragraph?  First, what kind of signal is needed? Are you adding an idea, giving an example, etc.?

 Then, what word or phrase is most appropriate for the specific topic? 19

TYPE OF SIGNAL WORDS TO USE to signal an addition in addition, furthermore, moreover, also, equally important to signal an example for example, for instance, thus, in other words, as an illustration, in particular to signal a suggestion for this purpose, to this end, with this object to signal emphasis indeed, truly, again, to repeat, in fact to signal granting a point granted that, although, though, even though, while it may be true, in spite of to signal a summary in summary, in conclusion, therefore, finally, consequently, thus, accordingly, in short, in brief, as a result, on the whole to signal the development of a sequence Value sequence: first, second, secondly, next, last, finally Time sequence: then, once, after, afterward, at last, meanwhile, in the meantime, immediately, soon, at length, when, yesterday, today, tomorrow, thereafter Space sequence: above, across, under, beyond, nearby, nearer, opposite to, adjacent to, in the foreground, in the background to signal a relationship Similarity: similarly, likewise, in like manner Contrast: in contrast to, however, but, still, nevertheless, yet, conversely, not withstanding, on the other hand, on the contrary, at the same time, while this may be true, otherwise, instead Cause and Effect: consequently, because, since, therefore, accordingly, thus, hence, due to, as a result, so to link similar ideas or add an idea again, also, and, another, besides, equally important, further, furthermore, in addition, in the same way, likewise, moreover, then, too 20

EXAMPLE Body Paragraph with Internal Transitions in Bold:

Lastly, Link Deas shows courage when he stands up in defense of a black man and a black woman, Tom and Helen Robinson. For example when Bob Ewell, a drunken good-for- nothing, starts to harass Helen Robinson after the conclusion of the heated trial, Helen is afraid to walk to work because he follows her all the way down the public road. Link, her boss, decides to step in and protect Helen by threatening Bob Ewell: “Now hear me, Bob Ewell; if I hear one more peep outa my girl Helen about not bein’ able to walk this road I’ll have you in jail by sundown” (286). It takes great courage for a white man to help out a black person, let alone a black woman. As a result of his courage, Bob Ewell stops harassing Helen and life goes on as usual. Equally important is when Link stands up for Tom Robinson in front of the whole courtroom. He defends Tom’s honor in court, which takes a lot of courage, it also leads to him being kicked out of the courtroom immediately afterwards. In defense of Tom, Link explains, “I just want the whole lot of you to know one thing right now. That boy’s worked for me for eight years an’ I ain’t had a speck o’trouble outa him. Not a speck” (222). Link defends both Tom and Helen at the most suspenseful and dangerous times of the story, which adds up to tremendous courage. It shows that maybe courage is contagious; perhaps one good deed does lead to another. Sooner or later the courage will build enough to make an actual difference—in this case against racism. Overall, Link Deas shows true courage as he stands up and defends Tom and Helen Robinson against one of Maycomb’s most spiteful residents.

Step 6 21 MLA Format

Helpful Sites:  https://owl.english.purdue.edu/owl/resource/747/05/ (Everything you need to know MLA formatting complete with examples. GREAT site!)

 http://www.bibme.org/mla/book-citation (MLA online citation maker)

Summary of “MLA Formatting”:  MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities.

General Guidelines

 Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper.  Double-space the text of your paper, and use a legible font (e.g. Times New Roman). Whatever font you choose, MLA recommends that the regular and italics type styles contrast enough that they are recognizable one from another. The font size should be 12 pt.  Leave only one space after periods or other punctuation marks (unless otherwise instructed by your instructor).  Set the margins of your document to 1 inch on all sides.  Indent the first line of paragraphs one half-inch from the left margin. MLA recommends that you use the Tab key as opposed to pushing the Space Bar five times.  Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor's guidelines.)  Use italics throughout your essay for the titles of longer works and, only when absolutely necessary, providing emphasis.

Formatting the First Page of Your Paper

 Do not make a title page for your paper unless specifically requested.  In the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date. Again, be sure to use double-spaced text.  Double space again and center the title. Do not underline, italicize, or place your title in quotation marks; write the title in Title Case (standard capitalization), not in all capital letters.  Use quotation marks and/or italics when referring to other works in your title, just as you would in your text: Fear and Loathing in Las Vegas as Morality Play; Human Weariness in "After Apple Picking"  Double space between the title and the first line of the text.  Create a header in the upper right-hand corner that includes your last name, followed by a space with a page number; number all pages consecutively with Arabic numerals (1, 2, 3, 4, etc.), one-half inch from the top and flush with the right margin. (Note: Your instructor 22

or other readers may ask that you omit last name/page number header on your first page. Always follow instructor guidelines.)

Here is a sample of the first page of a paper in MLA style:

Works Cited Page Basic rules 23

 Begin your Works Cited page on a separate page at the end of your research paper. It should have the same one-inch margins and last name, page number header as the rest of your paper.  Label the page Works Cited (do not italicize the words Works Cited or put them in quotation marks) and center the words Works Cited at the top of the page.  Double space all citations, but do not skip spaces between entries.  Indent the second and subsequent lines of citations by 0.5 inches to create a hanging indent.  List page numbers of sources efficiently, when needed. If you refer to a journal article that appeared on pages 225 through 250, list the page numbers on your Works Cited page as 225-50. Note that MLA style uses a hyphen in a span of pages.

Novielli 4

Works Cited

Alcock, Leslie. Arthur’s Britain. New York: St. Martin’s Press, 1971.

Ashe, Geoffrey. Britannia. British History Club. 22 Feb. 2004

Ashe, Geoffrey. The Discovery of King Arthur. London: Guild Publishing, 1985/

Barber, Richard. King Arthur. Great Britain: The Boydell Press, 1961.

Boyles, Joseph W.C. and W.J. Livingston. In Search of Britain’s Lost King. Birmingham-

Southern College. 24 Geb. 2004 http://panther.bsc.edu/~arthur/>.

Caerleon Net. 24 Feb. 2004 . 24

Step 7 Edit Your Paper

Writing about Literature: RULES TO REMEMBER

 Use MLA style. Visit this site for all the details, including a sample paper; o https://owl.english.purdue.edu/owl/resource/747/01/  Correctly format citations. Author’s last name and page number(s) of quote must appear in the text: Ex. Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263). Ex. Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

 Write in Present tense : “When Perseus returns with this new perception of himself, he takes matters into his own hands…” Okay to use in this case: “Earlier in the story, Perseus was foolish”

 Omit First and Second Person pronouns (NO I, me, my you, us) o That means eliminate “I believe, I think, In my opinion, etc.

 Integrate quoted passages into your sentences  Follow each quote with your explanation/elaboration: o It is obvious… *Clearly… Here, so-and-so… *This illustrates… **Try not to use the term “quote” in essay

 Keep quoted passages short—1 to 2 sentences 25

o pick out the strongest parts and use ellipse (. . .) to indicated omitted words if necessary—do NOT use ellipse at beginning or end of passage o Ex: The narrator shows her belief that landscape can affect the human when she says that “the sound of that tinkling brook . . . filled my heart with a strange melancholy” (Cho 107).

 If you must use passages that runs more than 4 typed lines, follow Block quote format

 Use [Brackets] to add words to a quote, modify the verb, or clarify a pronoun. o Ex. The narrator is grateful for the separation that Nature gives him from the battle, and “conceive[s] Nature to be a woman with a deep aversion to tragedy” (Cho 100). o Ex. Gilgamesh tears “at his hair proclaiming, ‘You [Enkidu] were like my brother!’”

 Quotation within a Quotation: If you are copying dialogue from a source, start with standard quotation mark and then use single quote to go around words of dialogue: o Gilgamesh tears “at his hair proclaiming, ‘You [Enkidu] were like my brother!’”  Punctuate titles correctly: o Books, plays, movies = italics or underline The Kite Runner or The Kite Runner o Short stories, poems, chapter titles= quotation marks: “Ghosts”  Make sure to use transitions. Use them at the beginning of each paragraph and then internally, within the paragraphs. 26

Peer Editing Your name: Your partner’s name:______Introduction: 1. Does the intro start with a Taps sentence? Circle: Yes or No

2. Does the quote that follows flow with this idea or does it feel like an awkward change of subject? Circle: flows smoothly or awkward

3. Does the rest of the intro flow smoothly? Yes or no

4. Underline the thesis statement in your partner’s paper.

5. List the 3 subheadings of thesis here: ______,______,______(if you can’t find them, then they may not be clearly stated).

6. Now, quickly scan the body paragraphs, are those 3 sub-headings clearly visible in the topic sentence? Yes or No?

7. Are the 3 subheadings discussed in the same order that they are listed in the thesis statement?

Body Paragraphs: 1. Underline the topic sentence in your partner’s paper.

a. Is it clear and concise? In other words, can you clearly understand what the writer intends to argue in this paragraph? Circle one: Yes or no

b. If you circled no, then how would you suggest to change the wording to make it better?

c. Does the author truly focus on that throughout the paragraph or is it slightly misleading?

2. Now skip to the bottom of your paragraph and write a squiggly line under the concluding sentence.

a. Does it sum up the topic, and possibly bring a new, but related awareness to the topic?

3. Underline your first subtopic sentence. Now circle the transition word in it.

a. Does this sentence provide a lead-in by summing up BRIEFLY the point the author is about to make through the use of the quote (or paraphrase)?

4. Highlight the quote and the means by which the author connected it to a greater sentence.

a. It should not stand alone. Circle the method the author used to connect it to a greater sentence: Attribution (He comments, ), Colon connecting the quote to the subtopic, integrating it into the flow of a complete sentence.

5. Underline the explanation/elaboration/discussion of the quote.

a. Does this explanation THOROUGHLY explain how the quote proves the topic sentence? Yes or no?

6. Double underline any signal phrases/words. Is it the same one that the author used in the other subtopics. Is it generic? Generic signal phrases/words include: This [quote ]shows, this [quote] means. If it is generic , suggest a better one from the list and put parentheses around it.

7. Now, continue reading the rest of your partner’s paper, looking for these same types of errors. Note any errors or suggestions in colored ink. 27

Conclusion: 1. Did your partner summarize the main idea of the paper?

2. Did your partner end with a general view of the topic, offering the reader a “big picture” of how the essay

is important? Yes or No

3. If so, what was the “big picture” they offered? Does it seem off topic?

Another Sample Thesis: Author Harper Lee uses characters like Mrs. Dubose, Atticus Finch, and Link Deas to persuade the reader that average people can perform courageous acts.

Another Sample Body Paragraph Outline

I. Lastly, Link Deas shows courage when he stands up in defense of a black man and a black woman,

Tom and Helen Robinson.

a. For example when Bob Ewell, a drunken good-for-nothing, starts to harass Helen Robinson after

the conclusion of the heated trial, Helen is afraid to walk to work because he follows her all the

way down the public road. Link, her boss, decides to step in and protect Helen by threatening Bob

Ewell.

i. “Now hear me, Bob Ewell; if I hear one more peep outa my girl Helen about not bein’

able to walk this road I’ll have you in jail by sundown” (286).

1. It takes great courage for a white man to help out a black person, let alone a

black woman. As a result of his courage, Bob Ewell stops harassing Helen and

life goes on as usual.

b. Equally important is when Link stands up for Tom Robinson in front of the whole courtroom. He

defends Tom’s honor in court, which takes a lot of courage, it also leads to him being kicked out

of the courtroom immediately afterwards

i. “I just want the whole lot of you to know one thing right now. That boy’s worked for

me for eight years an’ I ain’t had a speck o’trouble outa him. Not a speck” (222).

1. Link defends both Tom and Helen at the most suspenseful and dangerous times

of the story, which adds up to tremendous courage. It shows that maybe courage

is contagious; perhaps one good deed does lead to another. Sooner or later the

courage will build enough to make an actual difference—in this case against 28

racism. (Concluding Sentence) Overall, Link Deas shows true courage as he

stands up and defends Tom and Helen Robinson against one of Maycomb’s

most spiteful residents.

Another Sample of Turning Your Outline into a Rough Draft

Previous outline transformed into paragraph formatting.

Ewell; if I hear one more peep outa my girl Helen about not bein’ able to walk this road I’ll have you in jail by sundown” (286). It takes great courage for a white man to help out a black person, let alone a black woman. As a result of his courage, Bob Ewell stops harassing Helen and life goes on as usual. Equally important is when Link stands up for Tom Robinson in front of the whole courtroom. He defends Tom’s honor in court, which takes a lot of courage, it also leads to him being kicked out of the courtroom immediately afterwards. In defense of Tom, Link explains, “I just want the whole lot of you to know one thing right now. That boy’s worked for me for eight years an’ I ain’t had a speck o’trouble outa him. Not a speck” (222). Link defends both Tom and Helen at the most suspenseful and dangerous times of the story, which adds up to tremendous courage. It shows that maybe courage is contagious; perhaps one good deed does lead to another. Sooner or later the courage will build enough to make an actual difference—in this case against racism. Overall, Link Deas shows true courage as he stands up and defends

Tom and Helen Robinson against one of Maycomb’s most spiteful residents.