Prompt: HOW HAS ADAM'S RELATIONSHIP WITH RUTH CHANGED OVER THE COURSE OF THE STORY?

1. Prompt:HOW HAS ADAM'S RELATIONSHIP WITH RUTH CHANGED OVER THE COURSE OF THE STORY? Do NOW!  With your partner, organize the pieces of text, in your envelope, to create what you believe is the most effective paragraph When you are finished, leave your paragraph displayed on your desk

2. The Analytical Paragraph How to write a great paragraph

3. What does analytical mean? Analytical: • adjective • relating to or using analysis or logical reasoning. • To analyze is to take apart and dissect in order to interpret  • To break a whole down to its parts *Literary Analysis is the process by which the reader carefully studies and reports about some literary element of the text. • It is argumentative in nature because it is based upon interpretation and opinion. 

4. Why would I need to write an analytical paragraph? • You are given a question that asks you to analyze theme, point of view, setting, character development, etc. in a specific piece of literature or non-fiction. • What should the structure look like? • Topic Sentence • Introduce/set up context of quote • Quote from story • Analysis and explanation of quote • Concluding Sentence

5. T-Topic Sentence T:  topic sentence • It tells your reader what the paragraph is about; lays out the main point of the paragraph. • It should contain two things: • Story title of the piece being analyzed in quotation marks (short stories) or italics (novels) • Should make a claim or argue something.  • Ex: The author uses imagery to create a specific mood.  • Ex: The point of view of the passage affects Allen's character. *In this case, your story title will be “The Last Leaf” and your main point or claim will be the theme you came up with.

6. Topic Sentence-Example • By the end of April Morning, Adam’s relationship with Ruth has changed because he now feels sure that he will never love anyone else as much as he loves her. CHECK IT: Does it lay out the main point for the whole paragraph?  Is it a general statement? Does it contain the story title and what the paragraph will prove?

7. I-Introduction of the quote- I: Introduction of the Quote • Set up the readerfor your example with the context of the scene you are using as evidence • What is happening in the text in the pages where your quotation is found in the story? • Which characters are speaking? • What action is happening? • (This should make your reader understand the "why" of your evidence) • DO NOT SUMMARIZE the entire plot here • Should be 1-2 sentences

8. Introduction of Quote-Example By the end of April Morning, Adam’s relationship with Ruth has changed because he  now feels sure that he will never love anyone else as much as he loves her. Earlier in the book, Adam knew that Ruth loved him and that he was fond of her as well, but he thought he might find someone else that he liked even more. Adam thinks about how he fell intensely in love with another girl, but only for a short time.  CHECK IT: Does this provide context that sets up the quote about to be introduced? Is it 1-2 sentences? Is it a summary of the story? 

9. Q-Quote Q:  The Quote (also known as evidence or support) • Must SPECIFICALLY SHOW and SUPPORT the claim you make in the topic sentence  • Does it clearly fit your argument? Is it logical? Is it specific enough evidence? • Must be properly embedded into your sentence; NO DANGLING QUOTATIONS! • Should be NO MORE than a sentence or part of a sentence (the longer the quote, the more unfocused it could become!) • Must have an internal citationafter it. • MLA Internal Citation Rules = Author’s last name and page number in parentheses. • “Sample quote” (Orwell 2).

10. HOW CAN I EMBED MY QUOTE SUCCESSFULLY? • Introduce the quotation using a speaker and a comma. • In chapter 2, George says, "I can't believe this happened to me" (Smith 4). • Replace the comma with the word "that" before the quotation. • Sheri conveys to her best friend Lauren that "Tiffany is such a fake" (Jones 5). • Introduce a quotation using a complete sentence and a colon before it. • Bill was extremely nervous to ask out Susie: "W...w...will you go out with me?" (Miller 54).  • Work the quoted passage into the syntax of your sentence. • Anna later confessed that her worst fear was "losing her best friend" (Johnson 23).  • You can also quote dialogue. • The two twins bickered: "'I saw the candy bar first. It's mine!' cried Timmy. 'No way,' snapped Jimmy, 'I saw it first!'" (Benson 6). 

11. Quote- Example By the end of April Morning, Adam’s relationship with Ruth has changed because he  now feels sure that he will never love anyone else as much as he loves her.Earlier in the book he knew that Ruth loved him and that he was fond of her as well, but he thought he might find someone else that he liked even more. Adam thinks about how he fell intensely in love with another girl, but only for a short time.   Adam then describes his feelings for Ruth and explains his response to her: “I had never fallen in love with Ruth in just that way, but then neither had the feeling I had for her dwindled. It remained on kind of an even keel [...]. So after thinking about it, I nodded and said, Yes, I thought I loved her as much as I would ever love any girl” (Fast 201).  CHECK IT: 1. Does the quote use a signal phrase or signal sentence? 2.  Is there an internal citation after the quote? 3. Is the quote less than 4 lines?

12. A-Analysis of the quote A: The Analysis of the Quote • Explains in your own words how your evidence supports your topic sentence. • Should use SPECIFIC WORDS and PHRASES from the quote to show how your quote/evidence supports your main idea or claim presented in the topic sentence. • Do NOT just restate the quote or summarize plot from the story. • Should be 2-4 sentences.

13. Analysis - Example By the end of April Morning, Adam’s relationship with Ruth has changed because he  now feels sure that he will never love anyone else as much as he loves her.Earlier in the book he knew that Ruth loved him and that he was fond of her as well, but he thought he might find someone else that he liked even more.  Adam thinks about how he fell intensely in love with another girl, but only for a short time.  Adam then describes his feelings for Ruth and explains his response to her: “I had never fallen in love with Ruth in just that way, but then neither had the feeling I had for her dwindled. It remained on kind of an even keel [...]. So after thinking about it, I nodded and said, Yes, I thought I loved her as much as I would ever love any girl” (Fast 201).  Clearly, Adam’s experience in the war changed him. After the chaos of his first battle, Adam now appreciates the “even keel” of his comfortable and meaningful connection with Ruth. He has experienced a great loss in the death of his father, so now he is grateful for things that feel constant and will not go away. He appreciates the way his feelings for Ruth have not “dwindled,” and he realizes that he does not need to look for someone else who will be a better match for him. When Adam tells Ruth that he will never love another girl more than he loves her, he is basically promising her that he will eventually want to marry her even if he is not ready now. • CHECK IT: • Does the blue text explain the quote used? • Does it analyze specific words or parts of the quote (pink text)? • Does the blue text relate back to the topic sentence?

14. C-Concluding Sentence C: Concluding sentence or "Clincher" sentence • Should wrap up the paragraph by restating the main idea presented in your topic sentence in other words • Should reinforce your analysis  • Should answer the question: "So what?" • Should have a cadence that brings the paragraph to a close

15. Conclusion-Example By the end of April Morning, Adam’s relationship with Ruth has changed because he  now feels sure that he will never love anyone else as much as he loves her.Earlier in the book he knew that Ruth loved him and that he was fond of her as well, but he thought he might find someone else that he liked even more.  Adam thinks about how he fell intensely in love with another girl, but only for a short time.  Adam then describes his feelings for Ruth and explains his response to her: “I had never fallen in love with Ruth in just that way, but then neither had the feeling I had for her dwindled. It remained on kind of an even keel [...]. So after thinking about it, I nodded and said, Yes, I thought I loved her as much as I would ever love any girl” (Fast 201). Adam’s experience in the war has changed him. After the chaos of his first battle, Adam now appreciates the “even keel” of his comfortable and meaningful connection with Ruth. He has experienced a great loss in the death of his father, so now he is grateful for things that feel constant and will not go away. He appreciates the way his feelings for Ruth have not “dwindled,” and he realizes that he does not need to look for someone else who will be a better match for him. When Adam tells Ruth that he will never love another girl more than he loves her, he is basically promising her that he will eventually want to marry her even if he is not ready now.   This change in Adam’s feelings about Ruth is one example of a bigger change in his whole character; he is now much more serious and more appreciative of the things and people around him. CHECK IT: Does the red text conclude the paragraph ? Does the red text leave the reader with a better understanding of the topic?

16. So, How many sentences should my analytical paragraph be? • 6 MINIMUM- • Topic Sentence (1 sentence) • Introduction of the quote (1-2 sentences) • Quote with citation (1 sentence) • Analysis of quote- (2-4 sentences) • Conclusion Sentence (1 sentence)

17. Where will I ever have to use this paragraph? • All body paragraphs in formal essays • Written or essay response on a test • Keystone constructed responses • SAT timed essay • Other courses: social studies, sciences, math classes

18. Quick quiz!(Number your paper from 1-10 and take the quiz) • What must immediately follow any quote you lift from another text? • What two things must go in the internal citation? • How many sentences of analysis should your paragraph have? • T/F? A writer can start a sentence with a quote from the text. • Which sentence should mention the title and the main idea of the paragraph? • What does Analysis mean? • What part of the paragraph comes before the quote/evidence? • T/F? A good analytical paragraph summarizes the plot of the story. • T/F? The topic sentence can be a statement of fact. • Which sentence should remind the reader of the main idea in different words? • A = Internal citation • A = Author's last name + # • A = 2-4 • A = False • A = Topic sentence • A = to break something down • A = introduction of context • A = False, False, False!!! • A = False • A = Conclusion/Clincher

19. What to do Now? • Take another look at your “The Last Leaf” Theme essay (I will hand yours back to you) • Choose ONE body paragraph to rewrite using this new format (TIQAC) • Highlight the paragraph you chose to revise on your original essay • Retype your paragraphin a separate Word document and print out • Will use this draft of your paragraph for peer-evaluation tomorrow – due tomorrow! *This draft, along with your final draft tomorrow will be graded!

20. Day 2:writing the analytical paragraph

21. GOOD THEME? BAD THEME? • Some people are different on the outside, and they have a good heart. • This awkward and poorly worded. It also includes 2 unrelated ideas and is confusing.

22. Better! • Some people are different on the outside, and they have a good heart. • Even though people may seem different, they can do unexpected things. • A person’s outward appearance does not always determine their heart.

23. GOOD THEME? BAD THEME? • Never give up on someone. • This is written in second person with an implied (you) as the subject. It simple and not specific to the story.

24. Better! • Never give up on someone. • People who never quit on others can make a positive impact. • Even in the worst circumstances, a true friend will never give up on someone.

25. GOOD THEME? BAD THEME? • Hope is powerful. • This is too general and broad to be proven with a story.

26. Better! • Hope is powerful. • When individuals lose hope, they lose the will to live. • Hope can inspire people to fight in even the most dire circumstance.

27. Review activity: give this paragraph a letter grade      In his story, "The Tell-Tale Heart," Poe's economic style of writing is a key instrument in creating a chilling mood. His use of short, quick sentences and sharp, staccato phrases generates a suspenseful atmosphere for the reader and almost evokes a sense paranoia in his main character. For example, at the beginning of the story, the narrator is explaining why he truly came to hate the "old man" whom he eventually murders. The narrator says, "I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! Yes, it was this! One of his eyes resembled that of a vulture -- a pale blue eye with a film over it. Whenever it fell upon me my blood ran cold, and so by degrees, very gradually, I made up my mind to take the life of the old man, and thus rid myself of the eye forever" (Poe 2). It is easy to see that Poe used short, repetitive sentences and choppy diction to capture the rapid thoughts of a twisted mind. By writing "I think it was his eye. Yes, it was this!" it is almost as if the narrator is trying to convince himself, which adds to his sense of manic paranoia. Poe uses these quick and scattered thoughts not only to establish the narrator's insane character, but also to set an eerie mood. He even uses sporadic punctuation with random dashes and exclamation marks which reinforce the idea of insanity. Clearly, Poe made effective use of style and word choice to impact the reader right from the start.

28. -T Review activity: give this paragraph a letter grade -I  In his story, "The Tell-Tale Heart," Poe's economic style of writing is a key instrument in creating a chilling mood.His use of short, quick sentences and sharp staccato phrases generates a suspenseful atmosphere for the reader and almost evokes a sense paranoia in his main character. For example, at the beginning of the story, the narrator is explaining why he truly came to hate the "old man" whom he eventually murders.The narrator says, "I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! Yes, it was this! One of his eyes resembled that of a vulture -- a pale blue eye with a film over it. Whenever it fell upon me my blood ran cold, and so by degrees, very gradually, I made up my mind to take the life of the old man, and thus rid myself of the eye forever" (Poe 2).It is easy to see that Poe used short, repetitive sentences and choppy diction to capture the rapid thoughts of a twisted mind. By writing "I think it was his eye. Yes, it was this!" it is almost as if the narrator is trying to convince himself, which adds to his sense of manic paranoia. Poe uses these quick and scattered thoughts not only to establish the narrator's insane character, but also to set an eerie mood. He even uses sporadic punctuation with random dashes and exclamation marks which reinforce the idea of insanity. Clearly, Poe made effective use of style and word choice to impact the reader right from the start. -Q -A -C

29. Peer-evaluation workshop • Today, we are going to trade your analytical paragraph with a partner and have them peer-evaluateit. • Once we trade, you will read through your partner's paragraph and answer questions while you evaluate it. • Be honest and give good constructive criticism! • Don't try to be nice to your partner by not pointing out things that need revised or changed.  • Remember to always be respectful, but offering good constructive criticism is vital to the learning process. The more honest you are, the more you are helping your peer!)

30. Instructions for peer-evaluation • Trade your new paragraph with a partner • Write your name on the bottom of your peer's paragraph • Carefully read through your partner's paragraph one time without making any marks or comments • Answer the questions while you evaluate your partner's paragraph • Correct your partner’s new paragraph based on the new paragraph format we have been using (TIQAC) and use the proofreading marks included in your packet • Offer goodand honest suggestions on their paper as far as the structure of the paragraph

31. Questions to answer during peer-evaluation(15 minutes) • Is the theme mentioned in the topic sentence? Is the theme one word? (it shouldn’t be) • Is the topic sentence strong, concise, and easy to read or confusing? • Does he/she have a specific quote/passage from the story that illustrates this theme? • Is the quote more than a sentence? • Does he/she introduce and/or set up the context of the quote beforehand? • Does he/she include an internal citationafter the quote? (last name and page #) • Does he/she embed the quote into his/her writing with a signal phrase or set up sentence? • Does he/she analyze and explain the quote and how it illustrates the theme in 2-4 sentences of analysis? Does the analysis ACTUALLY ANALYZEspecific parts of the quote? • Does he/she have a concluding sentence that ties the paragraph up and relates it back to the topic sentence?

32. What about style?(10 minutes) • Do all of the sentences have a subject + verb and express a complete thought? (No fragments or run-ons) • Does he/she avoid all personal pronouns? • First person – I, me, my, we, us, our, ours; Second person – you, your, yours • Does he/she vary the sentence beginnings and structures? • No 2 sentences should start the same way • Vary sentence types (simple, compound, complex, compound-complex) • Does he/she include TRANSITIONAL WORDS/PHRASES to connect ideas and help the sentences logically flow smoothly from one to the next.  • Does he/she utilize strong word choice (no cliché terms, no weak verbs, no informal language)? • Does he/she use a consistent verb tense • When writing about literature, you should use SIMPLE PRESENT or SIMPLE PAST tense (usually simple past is preferred) • Are all words spelled correctly? Are there any homonym errors? (its vs. it's, their vs. they're)

33. Final draft • Return your peer's paragraph with your marks/comments/suggestions on it. • When you receive your paragraph back, go back into your word document and make any your final revisions and edits. • Print out a final clean copy to turn in for evaluation. • Create the following packet and staple in this order • ORIGINAL ESSAY (on top) + DRAFT OF ANALYTICAL PARAGRAPH (with peer's marks on it) + FINAL DRAFT OF PARAGRAPH • Turn in!

34. Works Cited • https://lauriemorrisonwrites.com/2015/03/teaching-analytical-writing-the-tiqa-paragraph/ • http://www.mazzurco.com/Rosas_Class_Site/Analytic_Paragraph.html