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Primary Sources: Analyzing Text Documents. “Wax On; Wax off”. Document #1 .
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Document #1 Heya, Tom—it’s Bob from the office down the hall.Good to see you, buddy. How’ve you been?Things have been OK for me… Except that I’m a zombie now.I really wish you’d let us in. I think I speak for all of us when I say I understandWhy you folks might hesitate to submit to our demands. But here’s an FYI: you’re all gonna die screaming…
Document #1 All we want to do is eat your brains.We’re not unreasonable; I mean, no one’s gonna eat your eyes. All we want to do is eat your brains.We’re at an impasse here; Maybe we should compromise: If you open up the doors,We’ll all come inside and eat your brains.
Document #1 I don’t want to nitpick, Tom, but is this really your plan? To spend your whole life locked inside a mall?Maybe that’s OK for now, but someday you’ll be out of food and guns—And then you’ll have to make the call. I’m not surprised to see you haven’t thought it through enough.You never had the head for all that “bigger picture” stuff. But, Tom, that’s what I do, And I plan on eating you slowly…
Document #1 All we want to do is eat your brains.We’re not unreasonable; I mean, no one’s gonna eat your eyes. All we want to do is eat your brains.We’re at an impasse here; Maybe we should compromise: If you open up the doors,We’ll all come inside and eat your brains.
Document #1 I’d like to help you, Tom, in any way I can.I sure appreciate the way you’re working with me!I’m not a monster, Tom... well, technically, I am.I guess I am…
Document #1 I’ve got another meeting, Tom— Maybe we could wrap it up.I know we’ll get to common ground somehow.Meanwhile I’ll report back to my colleagues who are chewing on the doors; I guess we’ll table this for now. I’m glad to see you take constructive criticism well.Thank you for your time; I know we’re all busy as hell. And we’ll put this thing to bed when I bash your head open…
Document #1 All we want to do is eat your brains.We’re not unreasonable; I mean, no one’s gonna eat your eyes. All we want to do is eat your brains.We’re at an impasse here; Maybe we should compromise: If you open up the doors,We’ll all come inside and eat your brains.
Where do we begin? (Level One Level Two)
Heya, Tom—it’s Bob from the office down the hall. Good to see you, buddy; how’ve you been? Things have been OK for me, except that I’m a zombie now. I really wish you’d let us in. I think I speak for all of us when I say I understand why you folks might hesitate to submit to our demand—but here’s an FYI: you’re all gonna die screaming… All we want to do is eat your brains. We’re not unreasonable; I mean, no one’s gonna eat your eyes. All we want to do is eat your brains. We’re at an impasse here; maybe we should compromise: If you open up the doors, we’ll all come inside and eat your brains.I don’t want to nitpick, Tom, but is this really your plan—to spend your whole life locked inside a mall? Maybe that’s OK for now, but someday you’ll be out of food and guns—and then you’ll have to make the call. I’m not surprised to see you haven’t thought it through enough—you never had the head for all that “bigger picture” stuff. But, Tom, that’s what I do, and I plan on eating you slowly…I’d like to help you, Tom, in any way I can. I sure appreciate the way you’re working with me! I’m not a monster, Tom... well, technically, I am. I guess I am…I’ve got another meeting, Tom; maybe we could wrap it up. I know we’ll get to common ground somehow. Meanwhile I’ll report back to my colleagues who are chewing on the doors—I guess we’ll table this for now. I’m glad to see you take constructive criticism well. Thank you for your time; I know we’re all busy as hell.And we’ll put this thing to bed when I bash your head open…
APARTY Author:Who wrote / created this document? How do you know? What do you know about this person or organization? What is this author’s point of view? How could what you know affect how you process this document? Place & Time:Where and when was this produced? How do you know? Why does this matter? How might this affect your analysis of the document? Audience:For whom was this document created? How do you know? How might this affect your analysis of the document? Reason:Why was this document created? What did the author hope would happen as a result? What did they want? The Main Idea:If you were to reduce this document to a short simple sentence or two, what would it say? Note: this is not the same as explaining what this document is about. What is it saying? Yeah: So What?Why is this source important? What is there to be learned from analyzing it? To put it another way, why did your teacher have you read or examine this?
Show Me (Prove It) Medium or Weak Inferences Strong Inferences
Document #2: blog Post • I've got time to think about the beauty of a thousand variations of the beating of a wing, of a hummingbird suspended in the aspic of the world, moving slower than molasses, as I’m off to catch the girl who is falling off the bridge. And I'm there before she knows it—I’ll be gone before she sees me. Got my hand around her waist; I pull her back to safety. By the time she knows what’s happened, there’ll be someone else who needs me, ’cause time keeps dragging on, and on, and on. Time keeps dragging on.
Document #2: blog Post • I've got time to think about my past as I dodge between the bullets—how my life was so exciting before I got this way. How long ago it was—now I never can explain—by the clock that's on the tower, or the one that's in my brain. And I'm there before you know it, I'll be gone before you see me, and I'd like to get to know you, but you're talking much too slowly. And I know you wanna thank me, but I never stick around, ‘cause time keeps dragging on, and on, and on.
Document #2: blog Post • And you say the time goes rushing by, • but it seems so slow to me. • And you see a blur around you fly, • but it takes too long, • it seems so slow to me. • Time keeps dragging on.
Document #2: blog Post • I wish I'd never gone into my lab to experiment that night, before lightning flashed around me, and time changed speed. Now I got try to be so patient until calamity will strike, because when things change in an instant it’s almost fast enough for me. And I'll be there before you know it—I’ll be gone before you see me. Do you think you can imagine anything so lonely? And I know you'd really like me, but I never stick around, ‘cause time keeps dragging on, and on, and on, and on, and on…
Document #2: blog Post • And you say the time goes rushing by, but it seems so slow to me. And you see a blur around you fly, but it takes so long, it seems so slow. And you say the time goes rushing by, but it seems so slow to me. And you complain I'm gone before you blink your eye, but it takes so long—it seems so slow to me. And you say the time goes rushing by, but it seems so slow to me. And I want to be there when you laugh or cry, but it takes too long, it seems so slow to me. • Time keeps dragging on.
Compare & Contrast using APARTY Author:Who wrote / created this document? How do you know? What do you know about this person or organization? What is this author’s point of view? How could what you know affect how you process this document? Place & Time:Where and when was this produced? How do you know? Why does this matter? How might this affect your analysis of the document? Audience:For whom was this document created? How do you know? How might this affect your analysis of the document? Reason:Why was this document created? What did the author hope would happen as a result? What did they want? The Main Idea:If you were to reduce this document to a short simple sentence or two, what would it say? Note: this is not the same as explaining what this document is about. What is it saying? Yeah: So What?Why is this source important? What is there to be learned from analyzing it? To put it another way, why did your teacher have you read or examine this?
The Federalist Papers Federalists #10 & #51
