PLANNING THE CRITICAL / ANALYTICAL RESPONSE TO TEXT Thoughtful and focused planning leads to a well- organized and perceptive essay that has insightful evidence supporting a sophisticated thesis statement. Topic Question: Discuss the idea(s) developed by the text creator about an individual’s response to the conflict between illusion and reality. IDENTIFYING & DEFINING KEY WORDS . Begin by defining and/or brainstorming ideas regarding all significant words in the topic. 1. _________________________________________________________________ _________________________________________________________________ ________ 2. _________________________________________________________________ _________________________________________________________________ ________ 3. _________________________________________________________________ _________________________________________________________________ ________ 4. _________________________________________________________________ _________________________________________________________________ ________ 1
Transcript
PLANNING THE CRITICAL / ANALYTICAL RESPONSE TO TEXT
Thoughtful and focused planning leads to a well-organized and perceptive essay that has insightful evidence supporting a sophisticated thesis statement.
Topic Question:Discuss the idea(s) developed by the text creator about an individual’s response to the conflict between illusion and reality.
IDENTIFYING & DEFINING KEY WORDS .
Begin by defining and/or brainstorming ideas regarding all significant words in the topic.
your paper. Use the key concepts in the assignment topic.
2. Turn your controlling idea into a guiding statement.
4. Refine this statement into a working thesis. This is just to get you started. Get writing! You will be able to refine your thesis later.
CONSIDER:How do you wish to LIMIT THE TOPIC? Possibilities include:
● narrowing the conflict of key topic #1 (how does it affect character behaviour etc.)● narrowing the reaction linked to the role of key topic #2● identifying the outcome of topic #1 + topic #2.
Introduction
1. Begin with a motivator: (Hook, Quote, Anecdote . . .
2. Thesis Statement: a concise declaration of your position on a topic. Use the following
sentence stem to begin your thesis statement:
The author wants the reader to learn (discover) that . . ._________________________________________________________________________________________________________________________________________________________________________________________________________
3. Refer to the work of literature you'll be referring to and the name of its author.
5. The last sentence of this paragraph must also contain a transitional "hook" which
moves the reader to the first paragraph of the body of the paper. Transitional sentence:
Use this sentence stem: “One example of [essay topic ] is [body paragraph #1 topic].”
Body Paragraph 1 = FROM / CONFLICT:Consider:
● How does the topic affect the protagonist;
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● Explore the initial conflict and explain how it reflects the topic;● Establish physical, psychological, historical, social settings and the circumstances that
lead to the conflict.● Where is the character coming FROM?● For your Body Paragraphs, use the acronym: P.(C+P).D - Topic Sentence - Introduce
Evidence - Quote - Discussion
Organization of Paragraph – P. (C+P).D.T
P - Topic Sentence
C - Intro to evidence: Sentence to expand on the idea to discuss in your body paragraph.
P – Quote/ EvidenceRemember:Ideas without proof/support = personal opinion (in an essay this gets a very low mark).
Support without point/idea = plot summary only (in an essay this gets a very low mark).
D- Discussion: Now you need to explain how your quote supports your idea. What does your evidence reveal about the idea you are trying to convince your reader of? Explain how your proof/support relates to the body paragraph topic & controlling idea, which in turn should also relate back to your thesis, which should also relate back to the essay question.
T - Transition into next piece of evidence.
C - Intro to evidence #2
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P- Quote/Evidence
D - Analysis
T - Transition into next piece of evidence.
C- Intro to evidence #3
P – Quote/Evidence
A - Analysis
T - Transition into next paragraph. To transition into the next body paragraph you must write a concluding sentence. This sentence can simply restate the topic of your paragraph or it can be a transitional sentence.Consider this sentence stem for a transitional sentence:One example of [essay topic key words] is [next body paragraph topic]
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Quotation Integration: Your quote must be “contextualized.” This means that
you must provide the context of what is happening at the time of your chosen
support, as well as the speaker and to whom is he/she is speaking.Remember too
that you must embed your proof/support from the text into your own writing.
Here is an example:
When sharing the news of the latest edict regarding the mandatory wearing of the yellow star Elie’s father words, “So what. It’s not lethal, offers the reader a foreshadowing of the tragic events to follow.
**See your separate handout on “Integrating Quotes” for more thorough details.
Body Paragraph 2 THROUGH / REACTION:THROUGH: Consider
●How the protagonist reacts in connection to the topic as the conflict intensifies;
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●The influence others have on the protagonist;
●What factors interfere with the protagonist resolving the conflict;
●The protagonist’s attempts to resolve the conflict and connect these actions clearly with the topic;
●What is the character going THROUGH? Or How does the character REACT to his/her CONFLICT?
Organization of Paragraph – P.(C+P).D. T
P - Topic Sentence
C - Intro to evidence #1
P – Quote/Evidence
D - Discussion
T - Transition into next piece of evidence.
C- Intro to evidence #3
P- Quote/Evidence
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D- Discussion
T - Transition into next paragraph.To transition into the next body paragraph you must write a concluding sentence. This sentence can simply restate the topic of your paragraph or it can be a transitional sentence.Consider this sentence stem for a transitional sentence:One example of [essay topic key words] is [next body paragraph topic].
Body Paragraph 3 TO / OUTCOME : Consider
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●Where the most significant reflection of the conflict occurs;
●Explore and support whether the protagonist resolves or fails to resolve the conflict;
●Determine whether the character changes; does he / she grow? Achieve
realization? Experience an epiphany, which results in enlightenment?
●Make a clear connection between the resolution and the topic;
●Where does the character move TO or What is the OUTCOME of the character’s
conflict?
Organization of Paragraph – P. (C+P).D.T
P - Topic Sentence
C- Intro to evidence #1
P- Quote/Evidence
D- Discussion
T - Transition into next piece of evidence.
C - Intro to evidence #2
P – Quote/Evidence
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D - Discussion
T - Transition into next piece of evidence.
C - Intro to evidence #3
P – Quote/Evidence
D - Discussion
CONCLUDING SENTENCE:End your paragraph with a concluding sentence that reasserts how your paragraph contributes to the development of your thesis as a whole.
Conclusion
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In this paragraph you must:
Re-state the thesis
Summarize the key ideas of each of the body paragraphs
Closing statement (clincher / universal appeal of your thesis).
REFINE YOUR THESIS
Now that you have thoughtfully planned the direction of your essay – where the protagonist is coming from, going through and how s/he ultimately resolves or fails to resolve the conflict – you have all of the information you need to refine your working thesis.
Remember, the thesis needs to:1. Address the key words in the essay question
2. Set a manageable limit on the topic – what idea, specifically, will you be discussing about the key topics in the essay question?
a. Consider using another universal idea in your thesis – empathy, compassion, identity, isolation, disillusionment, limitations, self-awareness etc.)
3. Suggest the organization of your paper – from, through, to.
Transitional devices are like bridges between parts of your paper. Transitional devices are words or phrases that help carry a thought from one sentence to another, from one idea to
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another, or from one paragraph to another. And finally, transitional devices link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.Here is a list of some common transitional devices that can be used to cue readers in a given way.To Add:and, again, and then, besides, equally important, finally,
further, furthermore, nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.)
To Compare:whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, balanced against, vis a vis, but, although, conversely, meanwhile, after all, in contrast, although this may be true
To Prove:because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any case, that is
To Show Exception:yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes
To Show Time:Immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second, etc.), next, and then
To Repeat:in brief, as I have said, as I have noted, as has been noted
To Emphasize:definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation
To Show Sequence:first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon
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To Give an Example:for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration, to illustrate
To Summarize or Conclude:in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have said, hence, therefore, accordingly, thus, as a result, consequently
Characterization and Tone Words
Characterization WordsWords that can be used to describe a character (notice the emphasis on the emotional /psychological traits rather than physical traits)
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Acquisitive Flamboyant Pessimistic
Ambivalent Flippant Pious
Anguished Gracious Pragmatic
Apathetic Gullible Progressive
Ardent Hypocritical Prudent
Arrogant Indifferent Radical
Belligerent Inhibited Regressive
Compassionate Inquisitive Resigned
Conciliatory Insolent Resourceful
Condescending Intimidating Selfless
Candid Mediocre Sullen
Cynical Nostalgic Vain
Despair Pensive Vulnerable
Exuberant Persistent
Tone WordsTone can be described as an attitude. The writer evokes a certain tone in his/her writing to illustrate the emotions of the character to the reader.
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Allusive Facetious Petty
Bantering Factual Pretentious
Benevolent Impartial Restrained
Burlesque Incisive Sardonic
Clinical indignant Satiric
Colloquial Inflammatory Scornful
Complimentary Informative Sentimental
Contemptuous Insipid Sombre
Contentious Ironic Sublime
Detached Irreverent Sympathetic
Didactic Learned Taunting
Diffident Moralistic Turgid
Disdainful Mock-heroic Urgent
Dramatic Objective Vibrant
Effusive Patronizing Whimsical
Elegiac Pedantic
ASSIGNMENT & ASSESSMENT CHECKLIST
INTRODUCTORY PARAGRAPH
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1) Hook (use one of the following)⇫ quotation
⇫ rhetorical question
⇫ interesting fact
⇫ metaphor / simile
⇫ anecdote
2) Universal Exploration of the topic ⇫ key word topic #1
⇫ key word topic #2
3) Source ⇫ title of text
⇫ author’s name
⇫ genre (novel, short story, modern drama)
4) Thesis⇫ answer the topic question
⇫ outline your focus
5) Body Paragraph Topics⇫ introduce the 3 organizational pieces that will limit the body paragraphs in the text
which support your thesis
6) Transitional Sentence
FOR EACH BODY PARAGRAPH (full explanation of two to three examples from the text)⇫ begin with a topic sentence
⇫ briefly introduce one incident of the text which supports your thesis
⇫ explain how this part of the text connects to each part of the topic question
⇫ provide 2 - 3 specific textual quotations or examples
⇫ analysis follows each piece of evidence
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⇫ quotations are integrated properly (see handout)
⇫ transitions between ideas are present
EDITING CHECKLIST: Choice and Correctness⇫ Did I use full sentences?
⇫ Did I check verb tenses? (Verb tense choices and changes should be intentional! otherwise you should be writing in present tense)⇫ Did I vary my sentence length?
⇫ Did I use academic diction?
⇫ Did I replace repeated words with synonyms?
⇫ Did I apply capitalization and punctuation rules?
⇫ Did I avoid contractions? (For example, write can not instead of can’t)
⇫ Did I avoid absolutes? (For example, “never, always”)
⇫ Did I avoid cliché and colloquial expressions? (over used expressions)
⇫ Did I avoid the use of the pronouns “I, you, we”?
⇫ Is my language and writing style formal? (not like how we would speak in everyday conversation)
EDITING CHECKLIST: Thought & Understanding - Supporting Evidence⇫ Did I avoid sweeping generalizations in the body paragraphs?
⇫ Did I outline specific examples of character behaviour, experiences, thoughts etc. that occur or exist in the literature ?⇫ Did I use specific details from the story to prove my thesis?
⇫ Did I clearly and explicitly connect to the topic and the text?
⇫ Did I skilfully incorporate quotes from the story into sentences that contain my own words?
