Body Paragraph and Embedding Quotes

1. Body Paragraph and Embedding Quotes

2. Embedding Quotations in a Sentence

3. Each piece of quoted material in a paragraph must have a transition that gives the context and background for that quote.

4. Embedding quotations using transition helps quoted material flow naturally and coherently into your paragraph.

5. Example (transition is in bold):Although Ralph was elected leader, he was not the unanimous choice because “thechoirraised their hands” when Jack’s name was put to a vote (Golding 23).

6. Embed your quotes into your analysis to provide for highest level embedded elements. • The author juxtaposes “the Eucharist and cotton candy” to highlight the disparity and hypocrisy between religious convictions and practice (1).

7. When written properly, the reader should not be able to hear where the quotation marks are when the sentence is read aloud.

8. A properly embedded quotation creates a seamless transition from the background information to the quoted material.

9. When done poorly, the transition is choppy, incomplete, and predictable.

10. Poor example: This is shown by “Jack’s in charge of the choir” (23).

11. The prior example does not make sense when read aloud. Every sentence in a paragraph must make sense, regardless of whether or not it contains quoted material.

12. You may need to change words within your quote so that the sentence is grammatically correct and is coherent.

13. When changing words in a sentence indicate the change by placing brackets [ ] around the change in the word or the changed word.

14. Changing Words Original: “I always thought that nobody understood me.” Change Pronouns for Consistency. Esther Hansen felt that when she came to the United States "nobody understood [her]” (3). • The author has changed “me” from the original source to “her” to keep it in the third person.

15. Changing Words You may also use brackets to make an editorial statement or clarification within a quote. As in: • My grandmother always said "dream about a [friendly] dog and you'll see an old friend soon." • "The reporter was unsuccessful in his attempt to get a statement from [former] Secretary of Defense Donald H. Rumsfeld."

16. Changing Words Another reason to use brackets in quotes is to add a word, prefix, or suffix in order to fit the quote into your sentence. In the statement below, the [ing] is added so the sentence will flow. • I tried to make dish mild enough for everyone, but my idea of "add[ing] Cayenne pepper to taste" was not the same as my friend's idea.

17. Changing Words • You can also use brackets to change the tense of a phrase in a quote so it will fit into your sentence: • In Thomas Jefferson's time there was definitely a notion that “a little rebellion now and then [was] a good thing." • Remember, you want to pick a tense and stick with it throughout the entire paper (present or past).

18. To omit words in the middle of a long quote, use ellipses (…)

19. Example: Jack exerts his forcefulness and “[Piggy] [is] intimidated by …the offhand authority in [his] voice” (21).

20. How to create a good transition into a quotation:

21. give background and context for all quoted material -- what is happening, who is speaking

22. only use the most important part of the quote (for a short paper, ideally less than 10 words)

23. 3) read your sentence aloud--can you “hear” the quotation marks? You shouldn’t.

24. change word tense if necessary, and omit unnecessary words and phrases; use ellipses and brackets to indicate your changes

25. BODY PARAGRAPHS • Body paragraphs in a literary analysis essay should include three parts: • A topic sentence • Concrete details (from the text) to support the topic • Original commentary that explains how the chosen details support the topic sentence and tie back to the thesis

26. TOPIC SENTENCE • A topic sentence is a one-sentence summary of the main idea of the paragraph. • It functions like a mini-thesis within the body paragraph. • In a literary essay, it should identify the device or technique that will be discussed, and the effect of that device/technique.

27. CONCRETE DETAILS • “Concrete details” are also known as examples or specifics from the original text. • They serve as the evidence to prove that the analysis in the paper is correct. • They can appear as direct quotes or indirect references to the text being analyzed. • In order for them to be used effectively, they must be put into context before commentary about them is offered.

28. ORIGINAL COMMENTARY • Original commentary is the explanation provided by the writer. It takes the concrete details and explains how they prove the topic sentence is correct. • The more specific your original commentary is, the more effective and convincing it will be. • Avoid I, me, my, you, your statements here.

29. ASSEMBLING THE PARTS When you have articulated a topic sentence, included the concrete details smoothly and correctly, and provided commentary that explains how the details prove your topic sentence and thesis to be correct, you have assembled all the parts of a complete body paragraph. A transition to the next body paragraph will be necessary, and may appear as the last line of this paragraph or as the first line of the next paragraph.

30. ORGANIZING THE BODY Organizing the body paragraphs within the essay can depend on the intended effect as well as what is most logical/easiest to follow. Consider the following options: • In order of effectiveness (least to most effective) • In the same order that they appear in the text (chronological order) • Grouping details by literary or rhetorical device/technique.

31. JANE WHO? • Jane Schaffer developed a writing pattern that many students are taught. This pattern was originally intended to help struggling writers organize their thoughts and make sure that all the necessary components to a good paragraph/essay were included in student writing.

32. TIME TO MOVE ON? • The Jane Schaffer writing format is not something you should follow forever. Think of her format like training wheels; once you can ride the bike (ie write the essay) without the training wheels, it is no longer necessary to use them. However, if you take them off before you can ride (write) well, it is possible you will crash.

33. SHE’LL BE WITH US IN SPIRIT • The bottom line is, Jane Schaffer format is not necessarily the standard of good writing, but the PARTS she insisted that students include are all important. Therefore, as juniors you should not feel limited to using only her format, but you should not forget to include all the things you were taught to include.

34. Paper Dissection, cont. • Take out the group outline/thesis dissection page. • You will be meeting in the same groups you had Monday. • Complete #1-4 (all people should have done one and have done one for someone else) • Focus on whether or not the analysis and commentary make sense. • Give feedback on peer sheet and on paper. • The goal of this activity is to give you and idea about where you are heading, what you are doing well, and what needs support and commentary.

35. BPRevision • Use this time to quietly revise your body paragraphs from your in-class write. • Make sure quotes are embedded well. • Ensure your commentary is relevant, identifies the satirical device and EXPLAINS how to it is being used and for what purpose. • Begin rewriting your sentences to remove “to be” • Is, am, was, had been, are, were, were being, be, being