Writing Terms Review : the analytical paragraph

1. Writing Terms Review: the analytical paragraph Structure and Content

2. Introductory Paragraph Body Paragraph Body Paragraph What is an analytical paragraph? Concluding Paragraph

3. Each analytical paragraph includes: • A topic sentence • Textual truths • Concrete details / Textual evidence • Commentary / Analysis • A concluding sentence The Basics

4. Informs the readers what the paragraph is about • First sentence(s) of the paragraph • It must be something that can be argued for or against • For example (from a piece of writing about human nature in Lord of the Flies): One of the most potent allegories in this novel is that of World War II, and the leaders during World War II who had opposing ideologies and motives. Topic Sentence

5. This comes out of your head • It is your analytical response to the text (Do not summarize the text for me – I’ve read it!) • A specific reason to support your argument • Non-fiction example (From “What makes us moral” by Jeffrey Kluger): People have the ability to be both innately good and bad (TS). In many instances, good qualities are reinforced through group mentality. …concrete detail from the text (quote) to follow • Fiction example: In many ways the children on the island are meant to represent World War II leaders. Jack is characterized as a deliberate parallel to Adolf Hitler. … concrete detail from the text (quote) to follow • These are thoughtful and arguable textual truths AND set up the evidence that should be coming next to reinforce them Textual truth

6. The purpose for including evidence is to PROVE WHAT YOU ARE ARGUING (You can’t just say Jack is Hitler, you must prove it with your evidence and how you argue it) • Integrate quotes from the text • Paraphrase examples from the text Concrete Detail / Textual Evidence

7. Evidence must be purposefully and professionally integrated showing knowledge of the text’s features. • You can integrate text in many ways: • Refer to the author(s) [last name(s) only!] • Refer to the name of the text(s) • Accurately refer to the genre of the text (novel vs. book vs. play, etc.) • Use terminology to describe different parts/print features of the text, keeping in mind the different genres of text we will examine – terms like excerpt, prologue, epilogue, preface, foreword, afterword, appendix, caption, illustration, headline, introduction, conclusion, body, chapter, vignette, stanza, verse, lyric, etc. Integration of text

8. Technique for integrating quotes: TLQ: Transition, lead-in, quote (citation). • In contrast, Ralph appears to share qualities with the well-liked Allied leader FDR when he says, “We need to have an assembly” (Golding 57). • For instance, when Ralph is approached by the officer at the end of the novel, “he [weeps] for the end of innocence" (Golding 198). *Transitions help to organize the order and purpose of the examples/quotes you are providing in your writing. *Lead-ins help to establish context for your examples/quotes, or, EVEN better, establish what you are aiming to prove with your quote/example. Integration of text

9. Explore and establish the relevance of the concrete detail/textual truth and/or evidence with original thoughts in relation to your topic sentence/thesis/prompt (It can’t just be random.) • There are MANY ways to do this. Here are some: Commentary/Analysis

10. Consider the author’s diction. Why does he or she use this word/phrase? Does the word/phrase have a special connotation? Is it a charged word/phrase? How does this choice of word/phrase help to reflect the author’s message? (LANGUAGE ANALYSIS) • If the essay is about rhetoric (persuasion), explain the general purpose of the persuasive strategy referenced. (LANGUAGE ANALYSIS…more to come on this in a few weeks) • Connect to literary terms whenever possible. Consider how one event foreshadows another, or how a metaphor’s meaning is particularly relevant to the message the author is conveying. (TERMINOLOGY AWARENESS) Generating commentary

11. Address the author’s message. He or she wrote the text for a reason – what is that reason? (THEMATIC AWARENESS) • How will the reader/intended audience likely feel or react to the quote/ paraphrased example? (Be careful here – don’t speculate too much). (AUDIENCE AWARENESS) • Is there any evidence in the text to counter what is explained in the concrete detail? (DETECTING POTENTIAL BIAS) • What is not stated in the corresponding quote or paraphrased example, but is rather implied? (SUBTEXT) • Don’t just analyze what characters say; analyze how they interact with each other. (CONTEXT) • All concrete details in the same paragraph should support the same topic sentence, but they should not be interchangeable, or your commentary will grow stale quickly. There should be a progression of ideas within each paragraph as well as the essay as a whole in order to keep moving forward toward the next level of insight. (DEVELOPMENT) Generating commentary

12. Hitler is infamous for his inhumane treatment of Jews and other disadvantaged groups during the Holocaust, as well as the propaganda he used to get the Nazis on his side. Jack similarly targets the weaker individuals on the island, such as Piggy, Simon, and the littleuns. He also tantalizes his followers (the hunters), with the promise of meat and survival, while Hitler is correspondingly well-known for his powerful, manipulative speeches that scapegoated the Jews as a supposed way to return Germany to glory. The allegorical parallel of Jack to the most evil dictator ever to live is an obvious representation on Golding’s part of the ultimate darkness that potentially exists in the hearts of humans. Example of commentary

13. Last sentence in a body paragraph • Sums up the purpose of that paragraph as it relates to the thesis and the textual truths/concrete details discussed • Might be similar to TS but should show a new level of insight • Might need to be more than one sentence • For example: The characters in Lord of the Flies who bear similarities to World War II leaders remind the reader that human nature is filled with extreme opposites. Concluding sentence(s)

14. A Chunk refers to the combination of a Concrete Detail/Textual Truth connected to sentences of Commentary/Analysis within a body paragraph. (TT + CD + CM) • It is advisable to have at least two chunks in a body paragraph, more as needed to make the point you need to make in that paragraph. • Formula: TS (may be more than one sentence), however many TTs/CDs/CMs you need to make your point, and then CS (may be more than one sentence). Chunk-y

15. Do not say “I think” or “In my opinion” or “This quotations says” • Keep asking yourself “So what?!” (and how does this matter) to make sure you are analyzing, not summarizing • Avoid contractions (i.e. cannot instead of can’t) to keep it formal Tips for analytical writing: Upgrading language

16. Improve diction – Get rid of redundancies and vague words, and choose precisely connoted words to help you get your meaning across as powerfully and as efficiently as possible • Ex. of redundancy: on the other hand though, • Vague/Dead words: very, really, stuff, thing, a lot, it, they, good, bad, large, interesting, etc. • Improve syntax – Don’t write choppy sentences but don’t always use long, complex sentences; variety in sentence length can be used deliberately for impact • Improve sentence starters – Don’t always follow a typical subject-verb pattern (this is…). • Try to start with an adverb: “Unfortunately,…” • Try to start with a prepositional phrase” “In the minds of many Americans…” Tips for analytical writing: Upgrading language