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9
th
Magnet Literature/Composition Reference Manual

Analysis:
Annotating Text.3
Characterization.3
Character Development4
Critical Reading/Thinking Strategies5
Grammar:
Commas8
Fragments..10
Parallelism..10
Pronoun/Antecedent agreement10
Run-on sentences..11
Subject/Verb agreement..11
MLA:
Cheat Sheet..14
Works Cited Page.15

Persuasive Essay Techniques:
Ethos, Logos, Pathos.........16

Poetry:
Analysis..18
Iambic pentameter.19
Literary Terms19

Powerful Presentation Skills:
Audience..22
Common Mistakes22
Etiquette..22
Information22


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Research:
Credible and Valid information..23
Notecards..23
Plagiarism..24

Writing (in order of performance rather than alphabetical):
Ditch the book reports its time for analysis!.................................................................25
Stages of Writing.25
Expository Organizing/Writing Graphic..26
Persuasive Organizing/Writing Graphic..27
Thesis/Claim Statement in Literary Analysis28
Thesis/Claim Statement in Persuasive Papers28
Topic Sentences28
Support (evidence) ..29
Quotations, Paraphrases, Summaries.30
Lead-ins.32
Dead Words34
Transitional Words34
Editing Checklist..35

Appendix:
Character Map.36
SOAPSTone.37
Sociogram...38
Helpful Websites39


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Annotating Text

Using Post-Its (sticky notes), mark the following information. Place a Post-it at each
occurrence. Make sure to write a note on the Post-it for the reason you are annotating.(i.e.
emerging theme: loyalty). These will help you to read more closely which will aid you when
creating the draft of your essay.

Theme looks like a theme is developing
Vocabulary any words that you do not know
Character description direct and indirect references to characters (make sure to note the
character)
Questions things you dont understand or seem confusing or something you like to ask the
author


Defining Characterization

Characterization is the process by which the writer reveals the personality of a character. A
method of characterization is revealed through direct characterization and indirect
characterization.

Direct Characterization tells the audience what the personality of the character is.
Example: The patient boy and quiet girl were both well mannered and did not disobey their
mother.
Explanation: The author is directly telling the audience the personality of these two children. The
boy is patient and the girl is quiet.

Indirect Characterization shows things that reveal the personality of a character. There are five
different methods of indirect characterization:
Speech
What does the character say? How does the character speak?
Thoughts
What is revealed through the characters private thoughts and feelings?
Effect on others toward the character.
What is revealed through the characters effect on other people? How do other characters feel or
behave in reaction to the character?
Actions
What does the character do? How does the character behave?
Looks
What does the character look like? How does the character dress?
TIP #1: Use the mnemonic device of STEAL to remember the five types of indirect
characterization
TIP #2: Use indirect characterization to analyze visual media: Film: Look at how the character
dresses and moves. Note the facial expressions when the director moves in for a close-up shot.
Drama: Pay attention to the way that the characters reveal their thoughts


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Character Development
Character development shows the multitude of traits and behaviors that give the literary
character the complexity of a human being. The amount of character development affects the
quality of the story:
A flat character is not fully developed; we know only one side of the character.
A round character is fully-developed, with many traits--bad and good--shown in the
story. We feel that we know the character so well that he or she has become a real person.
Character development is a continuum with perfectly flat characters at one end and very
round ones at the other. Every character lies somewhere on this continuum. Round
characters are usually considered an indication of literary quality.
A character foil is often flat, even if the protagonist is round.
The amount of change in a character over the course of the story also affects its quality:
A static character is one who does not experience a basic character change during the
course of the story.
A dynamic character is one who experiences a basic change in character through the
events of the story. This change is internal and may be sudden, but the events of the plot
should make it seem inevitable.
There is also a continuum of character change in a story, with very static characters at
one end, and very dynamic ones at the other. Every character lies somewhere on this
continuum. Dynamism in the protagonist is usually considered an indication of quality,
but many characters have only the mild amount of change which can be expected from
growing and maturing from day to day.
A character may thus be round and dynamic, round and static, or flat and static. A flat
character cannot usually be dynamic, because you do not know enough about the flat
character to notice a change. If a character seems flat and yet seems to change, it is usually
because the characterization is not well written.
Character Dynamic Static
Round
Considered the best type of character
development. Usually the protagonist.
Development is considered well-
done. Often found in
protagonists in books for
younger children.
Flat
Characters cannot be dynamic and flat,
because in a flat character we do not know
enough about them for them to recognize a
change. If a flat character seems to change, it
is usually due to poor writing.
In very simple books, or in fairy
tales, the protagonist may be flat
and static. Also appropriate for
minor characters in other books.

Source: teacherweb.com/CA/.../Glossary-of-Literary-Terms-12th-Grade.pdf
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Characteristics of Critical Readers
They are honest with themselves
They resist manipulation
They overcome confusion
They ask questions
They base judgments on evidence
They look for connections between subjects
They are intellectually independent
Ask yourself the following questions as you read:
What is the topic of the book or reading?
What issues are addressed?
What conclusion does the author reach about the issue(s)?
What are the author's reasons for his or her statements or belief?
Is the author using facts, theory, or faith?
Facts can be proven
Theory is to be proved and should not be confused with fact
Opinions may or may not be based on sound reasoning
Faith is not subject to proof by its nature
Has the author used neutral words or emotional words?
Critical readers look beyond the language to see if the reasons are clear
Be aware of why you do, or do not, accept arguments of the author
Source: http://www.studygs.net/crtread.htm

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7 CRITICAL READING STRATEGIES
1. Previewing: Learning about a text before really reading it.
Previewing enables readers to get a sense of what the text is about and how it is
organized before reading it closely. This simple strategy includes seeing what you can
learn from the headnotes or other introductory material, skimming to get an overview of
the content and organization, and identifying the rhetorical situation.
2. Contextualizing: Placing a text in its historical, biographical, and cultural contexts.
When you read a text, you read it through the lens of your own experience. Your
understanding of the words on the page and their significance is informed by what you
have come to know and value from living in a particular time and place. But the texts you
read were all written in the past, sometimes in a radically different time and place. To read
critically, you need to contextualize, to recognize the differences between your
contemporary values and attitudes and those represented in the text.
3. Questioning to understand and remember: Asking questions about the content.
As students, you are accustomed (I hope) to teachers asking you questions about your
reading. These questions are designed to help you understand a reading and respond to
it more fully, and often this technique works. When you need to understand and use new
information though it is most beneficial if you write the questions, as you read the text for
the first time. With this strategy, you can write questions any time, but in difficult academic
readings, you will understand the material better and remember it longer if you write a
question for every paragraph or brief section. Each question should focus on a main idea,
not on illustrations or details, and each should be expressed in your own words, not just
copied from parts of the paragraph.
4. Reflecting on challenges to your beliefs and values: Examining your personal
responses.
The reading that you do for this class might challenge your attitudes, your unconsciously
held beliefs, or your positions on current issues. As you read a text for the first time, mark
an X in the margin at each point where you feel a personal challenge to your attitudes,
beliefs, or status. Make a brief note in the margin about what you feel or about what in the
text created the challenge. Now look again at the places you marked in the text where you
felt personally challenged. What patterns do you see?
5. Outlining and summarizing: Identifying the main ideas and restating them in your
own words.
Outlining and summarizing are especially helpful strategies for understanding the content
and structure of a reading selection. Whereas outlining reveals the basic structure of the
text, summarizing synopsizes a selection's main argument in brief. Outlining may be part
of the annotating process, or it may be done separately (as it is in this class). The key to
both outlining and summarizing is being able to distinguish between the main ideas and
the supporting ideas and examples. The main ideas form the backbone, the strand that
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holds the various parts and pieces of the text together. Outlining the main ideas helps you
to discover this structure. When you make an outline, don't use the text's exact words.
Summarizing begins with outlining, but instead of merely listing the main ideas, a
summary recomposes them to form a new text. Whereas outlining depends on a close
analysis of each paragraph, summarizing also requires creative synthesis. Putting ideas
together again -- in your own words and in a condensed form -- shows how reading
critically can lead to deeper understanding of any text.
6. Evaluating an argument: Testing the logic of a text as well as its credibility and
emotional impact.
All writers make assertions that they want you to accept as true. As a critical reader, you
should not accept anything on face value but to recognize every assertion as an argument
that must be carefully evaluated. An argument has two essential parts: a claim and
support. The claim asserts a conclusion -- an idea, an opinion, a judgment, or a point of
view -- that the writer wants you to accept. The support includes reasons (shared beliefs,
assumptions, and values) and evidence (facts, examples, statistics, and authorities) that
give readers the basis for accepting the conclusion. When you assess an argument, you
are concerned with the process of reasoning as well as its truthfulness (these are not the
same thing). At the most basic level, in order for an argument to be acceptable, the
support must be appropriate to the claim and the statements must be consistent with one
another.
7. Comparing and contrasting related readings: Exploring likenesses and differences
between texts to understand them better.
Many of the authors we read are concerned with the same issues or questions, but
approach how to discuss them in different ways. Fitting a text into an ongoing dialectic
helps increase understanding of why an author approached a particular issue or question
in the way he or she did.

Source: http://www.salisbury.edu/counseling/new/7_critical_reading_strategies.html

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GRAMMAR
Commas:

Rule 1
To avoid confusion, use commas to separate words and word groups with a series of three or more.
Example:
My $10 million estate is to be split among my husband, daughter, son, and nephew.
Omitting the comma after son would indicate that the son and nephew would have to split one-third of the estate.
Rule 2
Use a comma to separate two adjectives when the word and can be inserted between them.
Examples:
He is a strong, healthy man.
We stayed at an expensive summer resort. You would not say expensive and summer resort, so no comma.
Rule 3
Use a comma when an -ly adjective is used with other adjectives.
NOTE: To test whether an -ly word is an adjective, see if it can be used alone with the noun. If it can, use the comma.
Examples:
Felix was a lonely, young boy.
I get headaches in brightly lit rooms. Brightly is not an adjective because it cannot be used alone with rooms; therefore, no
comma is used between brightly and lit.
Rule 4
Use commas before or surrounding the name or title of a person directly addressed.
Examples:
Will you, Aisha, do that assignment for me?
Yes, Doctor, I will.
NOTE: Capitalize a title when directly addressing someone.
Rule 5a
Use a comma to separate the day of the month from the year and after the year.
Example:
Kathleen met her husband on December 5, 2003, in Mill Valley, California.
Rule 5b
If any part of the date is omitted, leave out the comma.
Example:
They met in December 2003 in Mill Valley.
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Rule 6
Use a comma to separate the city from the state and after the state in a document. If you use the two-letter capitalized form
of a state in a document, you do not need a comma after the state.
NOTE: With addresses on envelopes mailed via the post office, do not use any punctuation.
Examples:
I lived in San Francisco, California, for 20 years.
I lived in San Francisco, CA for 20 years.
Rule 7
Use commas to surround degrees or titles used with names. Commas are no longer required around Jr. and Sr. Commas
never set off II, III, and so forth.
Example:
Al Mooney, M.D., knew Sam Sunny Jr. and Charles Starr III.
Rule 8
Use commas to set off expressions that interrupt sentence flow.
Example:
I am, as you have probably noticed, very nervous about this.
Rule 9
When starting a sentence with a weak clause, use a comma after it. Conversely, do not use a comma when the sentence
starts with a strong clause followed by a weak clause.
Examples:
If you are not sure about this, let me know now.
Let me know now if you are not sure about this.
Rule 10
Use a comma after phrases of more than three words that begin a sentence. If the phrase has fewer than three words, the
comma is optional.
Examples:
To apply for this job, you must have previous experience.
On February 14 many couples give each other candy or flowers.
OR
On February 14, many couples give each other candy or flowers.

Source: http://www.grammarbook.com/punctuation/commas.asp


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Fragments:
Fragments are incomplete sentences. Usually, fragments are pieces of sentences that have become
disconnected from the main clause. One of the easiest ways to correct them is to remove the period
between the fragment and the main clause.
Example:
Fragment: North Cobb offers many and varied classes. Such as art, orchestra, band, drafting, and English.
Possible Revision: North Cobb offers many and varied classes, such as art, orchestra, band, drafting, and
English.
Source: http://writingcenter.unc.edu/handouts/fragments-and-run-ons/

Parallelism:
Parallel structure means using the same pattern of words to show that two or more ideas have the same
level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel
structures is with the use of coordinating conjunctions such as "and" or "or."
Example:
Mary likes hiking, swimming, and bicycling.

Mary likes to hike, to swim, and to ride a bicycle.

Mary likes to hike, swim, and ride a bicycle.

Source: https://owl.english.purdue.edu/owl

Pronoun/Antecedent:
Because a pronoun REFERS to a noun or TAKES THE PLACE OF that noun, you have to use the correct
pronoun so that your reader clearly understands which noun your pronoun is referring to.
If the pronoun takes the place of a singular noun, you have to use a singular pronoun.
Example:

If a student parks a car on campus, he or she has to buy a parking sticker.
(INCORRECT: If a student parks a car on campus, they have to buy a parking sticker.)
Remember: the words everybody, anybody, anyone, each, neither, nobody, someone, a person, etc. are
singular and take singular pronouns.
Neither of the girls brought her umbrella.
(INCORRECT: their umbrellas)
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Run-Ons
Run-ons, comma splices, and fused sentences are all names given to compound sentences that are not
punctuated correctly. The best way to avoid such errors is to punctuate compound sentences correctly by using
one or the other of these rules.
1. Join the two independent clauses with one of the coordinating conjunctions (and, but, for, or, nor, so, yet),
and use a comma before the connecting word.
_________________________, and _________________________.
He enjoys walking through the country, and he often goes backpacking on his vacations.
2. When you do not have a connecting word (or when you use a connecting word other than and, but, for, or nor,
so, or yet between the two independent clauses) use a semicolon (;).
__________________________;_____________________________.
He often watched TV when there were only reruns; she preferred to read instead.
or
__________________________; however,____________________.
He often watched TV when there were only reruns; however, she preferred to read instead.
So, run-ons and fused sentences are terms describing two independent clauses which are joined together with no
connecting word or punctuation to separate the clauses.
INCORRECT: They weren't dangerous criminals they were detectives in disguise.
CORRECT: They weren't dangerous criminals; they were detectives in disguise.
INCORRECT: I didn't know which job I wanted I was too confused to decide.
CORRECT: I didn't know which job I wanted, and I was too confused to decide.

Source: https://owl.english.purdue.edu/owl/resource/598/02/


Subject/Verb Agreement:

Basic Principle: Singular subjects need singular verbs; plural subjects need plural verbs.
1. When the subject of a sentence is composed of two or more nouns or pronouns connected by and, use a
plural verb.
She and her friends are at the fair.
2. When two or more singular nouns or pronouns are connected by or or nor, use a singular verb.
The book or the pen is in the drawer.
3. When a compound subject contains both a singular and a plural noun or pronoun joined by or or nor, the verb
should agree with the part of the subject that is nearer the verb.
The boy or his friends run every day.
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4. Doesn't is a contraction of does not and should be used only with a singular subject. Don't is a contraction of
do not and should be used only with a plural subject. The exception to this rule appears in the case of the first
person and second person pronouns I and you. With these pronouns, the contraction don't should be used.
He doesn't like it.
They don't like it.
5. Do not be misled by a phrase that comes between the subject and the verb. The verb agrees with the subject,
not with a noun or pronoun in the phrase.
One of the boxes is open
The people who listen to that music are few.
The team captain, as well as his players, is anxious.
The book, including all the chapters in the first section, is boring.
The woman with all the dogs walks down my street.
6. The words each, each one, either, neither, everyone, everybody, anybody, anyone, nobody, somebody,
someone, and no one are singular and require a singular verb.
Each of these hot dogs is juicy.
Everybody knows Mr. Jones.
Either is correct.
7. Nouns such as civics, mathematics, dollars, measles, and news require singular verbs.
The news is on at six.
Note: the word dollars is a special case. When talking about an amount of money, it requires a singular verb, but
when referring to the dollars themselves, a plural verb is required.
Five dollars is a lot of money.
Dollars are often used instead of rubles in Russia.
8. Nouns such as scissors, tweezers, trousers, and shears require plural verbs. (There are two parts to these
things.)
These scissors are dull.
Those trousers are made of wool.
9. In sentences beginning with there is or there are, the subject follows the verb. Since there is not the subject,
the verb agrees with what follows.
There are many questions.
There is a question.
10. Collective nouns are words that imply more than one person but that are considered singular and take a
singular verb, such as group, team, committee, class, and family.
The team runs during practice.
The committee decides how to proceed.
The family has a long history.
My family has never been able to agree.
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In some cases in American English, a sentence may call for the use of a plural verb when using a
collective noun.
The crew are preparing to dock the ship.
This sentence is referring to the individual efforts of each crew member. The Gregg Reference Manual provides
excellent explanations of subject-verb agreement (section 10: 1001).
11. Expressions such as with, together with, including, accompanied by, in addition to, or as well do not change
the number of the subject. If the subject is singular, the verb is too.
The President, accompanied by his wife, is traveling to India.
All of the books, including yours, are in that box.

Source: https://owl.english.purdue.edu/owl/resource/599/01/









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MLA Citation Cheat Sheet

TIPS
Look at title page to find:
o True title of book/ encyclopedia/ dictionary
o Author
o Publishing company These can also be found on the back of title page
o City published in

Source: www.cnusd.k12.ca.us/cms/lib/.../17675/MLACitationCheatSheet.doc
Type
In-Text Citation
Works Cited Entry
Book with 1
author
(Last name Pg.#)

(Pyles 89)

Authors Last Name, First Name. Title of Book. City of Publication:
Publisher, Copyright Year.
Pyles, Thomas. The Origins and Development of the English Language.
2
nd
ed. New York: Harcourt Brace Jovanovich, Inc., 1971.
Book with 2-3
authors
(Last names Pg.#)

(McCrum, Smith, and
Johnson 45)
Authors Last Name, First Name, Author Name, and Author Name. Title
of Book. City of Publication: Publisher, Copyright Year.
McCrum, Robert, William Smith, and Robert Johnson. The Story of
English. New York: Penguin Books, 1987.
Book with
editor only
(Last name Pg.#)

(Craig 104)
Editors Last Name, First Name, ed. Title of Book. City of Publication:
Publisher, Copyright Year.
Craig, Patricia, ed. The Oxford Book of Travel Stories. Oxford: Oxford
UP, 1996.
Internet (Last name or article
title if no author)

(Sherman)

("Everything You
Ever Wanted to Know
About Ice Cream)
Authors Last Name, First Name (if given). "Title of Web Page you
looked at." Title of the Site (aka homepage). Date of last update. Date
of Access <URL>.
Sherman, Chris. "Everything You Ever Wanted to Know About Ice
Cream." The Ice Cream How-To Site. 4 Sept. 2004. 31 Oct. 2010
<http://searchenginewatch.com/searchday/article.php/3398511>.
"Everything You Ever Wanted to Know About Ice Cream." The Ice
Cream How-To Site. 4 Sept. 2004. 31 Oct. 2010
<http://searchenginewatch.com/searchday/article.php/3398511>.
Encyclopedia (Last name or article
title if no author)
(Posner)

(Romance
Languages)
Author of Article (if given). "Article Title." Title of Encyclopedia.
Edition. Year.
Posner, Rebecca. Romance Languages. The New Encyclopaedia
Brittannica: Macropaedia. 15
th
ed. 1987.
Romance Languages. The New Encyclopaedia Brittannica:
Macropaedia. 15
th
ed. 1987.
Dictionary ("Word looked up")
(Sonata)
[No page number
needed]
"Word looked up." Title of Dictionary. Edition. Year.
Sonata. The American Heritage Dictionary of the English
Language. 4
th
ed. 2000.
15

Sample MLA Works Cited List (Daly)



Daly 7


Works Cited

Besthoff, Len. Cell Phone Use Increases Risk of Accidents, but
Users Willing to Take the Risk. WRAL.com. Capitol
Broadcasting, 9 Nov. 1999. Web. 12 Jan. 2001.
Farmers Insurance Group. New Survey Shows Drivers Have Had

Close Calls with Cell Phone Users. Farmers. Farmers

Insurance Group, 8 May 2000. Web. 12 Jan. 2001.

Haughney, Christine. Taking Phones out of Drivers Hands.

Washington Post 5 Nov. 2000: A8. Print.

Ippolito, Milo. Drivers Sentence Not Justice, Mom Says. Atlanta
Journal-Constitution 25 Sept. 1999: J1. eLibrary Curriculum.
Web. 12 Jan. 2001.
Layton, Lyndsey. Legislators Aiming to Disconnect Motorists.

Washington Post 10 Dec. 2000: C1+. Print.

Lowe, Chan. Cartoon. Washington Post 22 July 2000: A21. Print.

Pena, Patricia N. Patti Penas Letter to Car Talk. Cartalk.com.

Dewey, Cheetham, and Howe, n.d. Web. 10 Jan. 2001.

Redelmeier, Donald A., and Robert J. Tibshirani. Association
between Cellular-Telephone Calls and Motor Vehicle Collisions.
New England Journal of Medicine 336.7 (1997): 453-58. Print.
Stockwell, Jamie. Phone Use Faulted in Collision. Washington

Post 6 Dec. 2000: B1+. Print.

Sundeen, Matt. Cell Phones and Highway Safety: 2000 State
Legislative Update. National Conference of State Legislatures.
Natl. Conf. of State Legislatures, Dec. 2000. Web. 27 Feb. 2001.
Violanti, John M. Cellular Phones and Fatal Traffic Collisions.

Accident Analysis and Prevention 30.4 (1998): 519-24. Print.



Source: Diana Hacker (Boston: Bedford/St. Martins, 2006).
This paper has been updated to follow the style guidelines in the MLA Handbook for Writers of
Research Papers,
7th ed. (2009).
Heading is centered.



List is alphabet-
ized by authors
last names (or by
title when a work
has no author).




First line of each
entry is at the left
margin; extra
lines are indented
1
2''.





Double-spacing is
used
throughout.





Abbreviation
n.d. indicates
that the online
source has no
update date.
16

Ethos, Pathos, and Logos

Ethos, Pathos and Logos are modes of persuasion used to convince audiences. They are also referred to as the three
artistic proofs (Aristotle coined the terms), and are all represented by Greek words.
Ethos or the ethical appeal, means to convince an audience of the authors credibility or character.
An author would use ethos to show to his audience that he is a credible source and is worth listening to. Ethos is the Greek word
for character. The word ethic is derived from ethos.

Ethos can be developed by choosing language that is appropriate for the audience and topic (also means
choosing proper level of vocabulary), making yourself sound fair or unbiased, introducing your expertise or
pedigree, and by using correct grammar and syntax.

Pathos or the emotional appeal, means to persuade an audience by appealing to their emotions.
Authors use pathos to invoke sympathy from an audience; to make the audience feel what what the author wants them to feel. A
common use of pathos would be to draw pity from an audience. Another use of pathos would be to inspire anger from an
audience; perhaps in order to prompt action. Pathos is the Greek word for both suffering and experience. The words empathy
and pathetic are derived from pathos.

Pathos can be developed by using meaningful language, emotional tone, emotion evoking examples,
stories of emotional events, and implied meanings.


Logos or the appeal to logic, means to convince an audience by use of logic or reason.
To use logos would be to cite facts and statistics, historical and literal analogies, and citing certain authorities on a subject.
Logos is the Greek word for word, however the true definition goes beyond that, and can be most closely described as the
word or that by which the inward thought is expressed, Lat. oratio; and, the inward thought
itself, Lat. Ratio. (1) The word logic is derived from logos.
Logos can be developed by using advanced, theoretical or abstract language, citing facts
(very important), using historical and literal analogies, and by constructing logical
arguments.
In order to persuade your audience, proper of Ethos, Pathos and Logos is necessary.
17

Examples of Ethos, Logos and Pathos:
Example of Ethos:
"I will end this war in Iraq responsibly, and finish the fight against al Qaeda and the Taliban in Afghanistan. I will rebuild our
military to meet future conflicts. But I will also renew the tough, direct diplomacy that can prevent Iran from obtaining nuclear
weapons and curb Russian aggression. I will build new partnerships to defeat the threats of the 21st century: terrorism and
nuclear proliferation; poverty and genocide; climate change and disease. And I will restore our moral standing, so that America is
once again that last, best hope for all who are called to the cause of freedom, who long for lives of peace, and who yearn for a
better future."
Democratic Presidential Candidate Acceptance Speech by Barack Obama. August 28th, 2008.
Example of Pathos:
"I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from
narrow jail cells. And some of you have come from areas where your quest -- quest for freedom left you battered by the storms
of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work
with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go
back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this
situation can and will be changed."
I Have a Dream by Martin Luther King Jr. August 28th, 1963.
Example of Logos:
"However, although private final demand, output, and employment have indeed been growing for more than a year, the pace of
that growth recently appears somewhat less vigorous than we expected. Notably, since stabilizing in mid-2009, real household
spending in the United States has grown in the range of 1 to 2 percent at annual rates, a relatively modest pace. Households'
caution is understandable. Importantly, the painfully slow recovery in the labor market has restrained growth in labor income,
raised uncertainty about job security and prospects, and damped confidence. Also, although consumer credit shows some signs
of thawing, responses to our Senior Loan Officer Opinion Survey on Bank Lending Practices suggest that lending standards to
households generally remain tight."
The Economic Outlook and Monetary Policy by Ben Bernanke. August 27th, 2010.

Source: http://pathosethoslogos.com/

18

Analyzing Poetry
Diction, syntax, format, etc. in a poem has been specifically selected by the poet. Every tittle is
important. The author is sending you a message. Read and reread the poem. Ask and answer
questions while you read.
Questions for Analyzing Poetry
(from The Elements of Writing About Literature and Film by Elizabeth Mc Mahan, Robert Funk and Susan Day.
Longman Publishing, 1998)
Can you paraphrase the poem?
Who is the speaker (persona) in the poem? How would you describe this persona?
What is the speakers tone? Which words reveal this tone? Is the poem ironic?
What heavily connotative words are used? What words have unusual or special meanings? Are any
words or phrases repeated? If so, why? Which words do you need to look up?
What images does the poet use? How do the images relate to one another? Do these images form a
unified pattern (a motif) throughout the poem?
What figures of speech are used? How do they contribute to the tone and meaning of the poem?
Are there any symbols? What do they mean? Are they universal symbols or do they arise from the
context of this poem?
What is the theme (the central idea) of this poem? Can you state it in a single sentence?
How important is the role of sound effects, such as rhyme and rhythm? How do they affect tone and
meaning?
How important is the contribution of form, such as rhyme scheme and line arrangement? How does
form influence the overall effect of the poem?



Source: http://www.uta.edu/faculty/kulesz/Poetry%20Analysis.htm


19

Iambic pentameter a type of meter in poetry, in which there are five unstressed syllables and five stressed
syllables. Example: "I am a pirate with a wooden leg,"
See the Folger Library (almost everything Shakespeare) for further clarification.
http://www.folger.edu/eduLesPlanDtl.cfm?lpid=692

Figurative language
Convey meaning that goes beyond the literal meaning of words
Term Definition Example
Personification

A figure of speech giving
human characteristics to
an animal, thing, idea, or
other inanimate object

The box of chocolates
called to me from the
kitchen.
Metaphor

An implied comparison
between two unrelated
things
My summer was
becoming a box of
chocolates melting in the
sun.
Simile

A direct comparison
between two unlike
things, often connected
by like, as, or than
Life is like a box of
chocolates
Hyperbole An extravagant or
excessive exaggeration

It will take me ten years
to eat that huge box of
chocolates.
Onomatopoeia The use of words to imitate sounds is called
onomatopoeia.
Bang, pop, hiss, sizzle
Alliteration Alliteration is the repetition of a consonant
sound at the beginning of words.
sweet smell of success
Allusion reference to a previous work When Charles lost his job he acted like Scrooge and
wouldnt buy anything.
Apostrophe When an inanimate object or absent person
is addressed as if the person or object would
respond.

O, Romeo, Romeo, wherefore art thou, Romeo?
Pun A humorous play on two or more meanings
of the same word or on two different words
with the same sound

One of the cleverest and most morbid poems comes
as a joke from a fatally-stabbed Mercutio, who stops
joking to explain that tomorrow you shall find me
a grave man. Grave means serious, but here it also
alludes to his imminent death.
Imagery Language that appeals to the senses. The crimson liquid spilled from the neck of the white
dove.

The bells chimed 2 o'clock.

His socks, still soaked with sweat from Tuesday's P.E.
class, filled the classroom with an aroma akin to that
of salty, week-old, rotting fish.
20



Symbolism A person, place, or object which has a
meaning in itself, but suggests other
meanings as well. Things, characters and
actions can be symbols.
Water is a symbolic cleanser

Green lights tells you it is your turn to go.

A bell may signal the beginning of the school day.

Oxymoron A figure of speech that is a combination of
seemingly contradictory words.
Parting is such sweet sorrow
Paradox A situation or statement that includes two
parts, both of which are true but seem to
contradict each other.
A paradox is different from an oxymoron
because it contains contradictory words
that are separated by one or more
intervening words.
Juliet says, Was ever a book containing such vile
matter so fairly bound?"



Conflict
Conflict is what triggers the action in the story.
Some common conflicts in literature:
Person vs. person
Person vs. nature
Person vs. self
Person vs. society
Person vs. machine


Irony
Form of speech used to convey the opposite of the actual meaning of the words.
3 types:
Verbal speakers message is far different than the usual meaning of the words. For example, a teenager
might tell his mother, I just love cleaning up my room.
Situational developments are far from what is expected.
Dramatic the audience knows more than the characters


Setting
When and where the story takes place.

Mood
Mood is the emotions that you feel while you are reading.
Ex: sad, joyful, angry





21

Tone
Tone is the attitude that an author takes toward the audience, the subject, or the character. Tone is conveyed
through the author's words and details. Has anyone ever said to you, "Don't use that tone of voice with me?" Your
tone can change the meaning of what you say. Tone can turn a statement like," You're a big help!" into a genuine
compliment or a cruel sarcastic remark.

Point of View
Perspective from which a story is told.
3 types:
1
st
person events are told by a character in the story who uses his or her own words. Narrator will use I,
me, and my
Ex: I knew it was risky, but I was willing to take that chance.
2
nd
person narrator addresses the reader directly using you and we
Ex: You knew it was risky, but you were willing to take that chance.
3
rd
person narrator uses he, she, and they
- 3
rd
person omniscient narrator may see and know everything, even the thoughts of the characters
- 3
rd
person limited narrator tells the events from the perspective of one character, focusing on this
characters thought and feelings.


Foreshadowing
Clues or hints of what is to come.

Idioms
Common phrases or sayings whose meanings could not be understood by individual words.
Ex: bakers dozen
Cold war
Break a leg
Between a rock and a hard place
Drop someone a line
Excuse my French
Fire someone
Hit the sack
Keep an eye out

Theme
The message may be about life, society, or human nature. Themes often explore timeless and universal ideas and
may be implied rather than stated explicitly. Here are some more points to consider:
Does the title suggest the theme? Does the main character change in a significant way?



22

Powerful Presentation Skills:

Audience
the most important element of the presentation is knowing your audience. Are you speaking to
an intellectual crowd? Is the audience small children? Maybe your peers? Dont take your
audience for granted. Ask yourself why do they want to listen to me? Tailoring
the presentation for your audience can make the difference between success and failure.

Common Mistakes
1) winging it Think you know your material and you can just stand up and talk about it? Well, either you will stammer or talk
fast. In either case, your message will be lost and your audience will feel you are inept.
2) Dont read your presentation. Take notes, but dont look at them often - just when you need them.
3) If you have a powerpoint, talk about the slides, but dont read them. Your audience can do that themselves, and they will
feel you are wasting their time.
4) If you have created a powerpoint, dont use complete sentences (unless its a quote). Make bullet points and discuss these
with your audience.

Etiquette
1) ALWAYS thank the person who introduced you. It is a nice segue and it demonstrates polish.
2) ALWAYS thank your audience for listening. This is a nice way to end and it reflects well on you.
3) If anything goes wrong, demonstrate confidence. Remember, the audience doesnt know your script so they probably wont
notice that anything is amiss.

Information
1) Include a relevant story. This intrigues the audience and keeps them engaged.
2) Try to incorporate some humor in your presentation. This can make your presentation memorable. Be careful though, dont
overdo this element.
3) Help your audience remember your key points by stating them multiple times in a variety of ways or sharing a story.
4) If you have created a powerpoint, dont use complete sentences (unless its a quote). Make bullet points and discuss these
with your audience.

23


Credible and Reliable Sources

1. Is the author a recognized expert?
2. Is the author unbiased?
3. Does it appear in a credible source? (E-library, Galileo, Galenet)
4. Is it in a reputable collection of criticisms, such as Contemporary Literary
Criticism or Opposing Viewpoints?
5. Is it found in the reference section of the school or public library?
6. Has it been recommended by the teacher?
7. Is the source current or out-of-date for your topic?
8. Is the information well-documented or referenced?


Note Cards
While writing note cards from sources, keep these guidelines in mind:
Write only on the front of cards.
Address only one idea per card.
Write the appropriate slug from the working outline at the top of the index card to indicate the subject.
Write the first item given on your bibliography card (authors name, editors name, or article title) on the bottom
of the card.
Use quotation marks for exact quotations.
Give exact page number(s) for print sources.

Note: The teacher may require you to write n. pag. to indicate no pagination for sources that do not have pages (e.g., the
Internet).

Generic Example of a Note Card:











Actual Note Card Example 1: Direct Quotations












1. Use a slug (tells what the note is about) from the preliminary outline to describe the content of the note card.
2. Use quotation marks to indicate a direct quotation.
3. Use ellipsis points* to indicate that words have been omitted.
Slug from Working Outline
(Main idea of the card)
Quote or paraphrase from the source is written on the
body of the card. Be sure to use quotation marks for
direct quotations, and quote the original exactly as it
appears, using exact spelling and punctuation.
Anglo-Saxon Life
Illness and disease remained in constant
residence. Tuberculosis was endemic, and so
were scabrous skin diseases of every kind:
abscesses, cankers, and scrofula. . . . Lepers. . .
[lived] on the outskirts of villages and cities.

1
3
4
5
2
24

4. Use square brackets or interpolation* to indicate that a word has been changed from the original.
5. Write the authors last name and the exact page with no comma. If there is no author, use the first item on
your bibliography card (editor, article title, book title).

Actual Note Card Example 2: Paraphrasing
Read the original passage that follows. The source of this passage is the essay "Is TV Brutalizing Your Child?" by
Eliot A. Daley in Freedom of Dilemma. Notice how the information contained in the passage is transferred to the note
card.

Original Passage:
Through television, our children's lives are inundated with death and disaster one moment, trivia and banality the
next, cemented together with the sixty-second mortar of manipulation and materialism. In the matter of violence
alone, their formative years are bathed in blood. Writers have amply documented the depressing statistics: The TV
stations of one city carried in one week 7,887 acts of violence. One episode of a western series garnished Christmas
night with 3 homicides. Between the ages of 5 and 14, your children and mine may, if they are average viewers,
witness the annihilation of 12,000 human beings.

Note card with a paraphrase and a direct quotation:













Plagiarism

Writers facts, ideas, unique phraseology, and sentence structure should be regarded as their property. Any person
who uses a writers ideas without giving due credit through documentation is guilty of plagiarism.
1. Document both paraphrases and direct quotations.
2. Use quotation marks for directly quoted material.
3. Do not use more than three words in succession from the original source.

In deciding whether or not to document, ask this question:
Is this information common knowledge that a mature reader would most likely know?
If the answer to this question is yes, do not document it.
If the answer to this question is no, document it.


Source: Cobb County Resource Guide; www.cobbk12.org/.../cobbcurriculum/.../ResearchGuide1Document.doc

Amount of violence on TV
Children grow up seeing too much violence on
TV. Statistics depressing re the prevalence of
TV violence. Between the ages of 5 and 14,
your children and mine may, if they are average
viewers, witness the annihilation of 12,000
human beings.

25

WRITING

Plot Summary and Analysis

A summary is the brief description of the plot of literature. In a summary, you will tell your reader what the story is
about.

Contrarily, an analysis of literature usually dissects one aspect of the piece and explains how it affects the whole. An
analysis assumes that the reader is already familiar with the plot or is written such that the plot is irrelevant to the
readers understanding of the analysis.



Analysis is about breaking something into its pieces to learn how its pieces fit together into a whole.
To learn about and prevent diseases, doctors analyze bodies, looking at organs and bodily functions: They analyze the
skeletal and muscular systems, the organs of digestion and sight, and the cellular processes of those different systems and
organs. Once doctors understand how these different parts fit together, they can start questioning how a change in one part
affects the other parts, how (for example) a disease of the liver affect stomach functioning.

Source: http://dept.lamar.edu/writingcenter/pdf/summary%20vs%20analysis.pdf

Stages of Writing

Brainstorm think about the topic. What do you know? What do you need to know? Do you
need to narrow or broaden the topic? Just jot down as many ideas as possible.
Research look at various CREDIBLE and RELIABLE sources. Check out different points of view.
You want to be thorough. Be careful to stay relevant. This is a great place to change your topic, if
you choose.
Prewriting get your ideas on paper, not necessarily in an organized fashion. This is not the
drafting stage. Now that you have brainstormed and researched, compare what you have and
what you need.
Draft now start to write in complete sentences. Remember that you always need an
introduction and conclusion, and you will need to support any claims. This first draft is a way for
you to talk with yourself about the topic and get your thoughts on paper. And, always, always
include textual evidence to support your claims.
Revising this is the stage in which you look at your paper by pretending you know nothing
about the topic. Read it and see if it makes sense. Does your organization need to change? Do you
need to add clarification? Have you written too much so now your point is muddy? Can the
reader get lost? Change it!
Editing now go through your paper and check for spelling and grammar. Make sure you have
followed all the MLA rules.
Proofread look over your paper again. Does it make sense? Are all mistakes corrected? Is it
perfect?
Publish print the document on just one side of the paper.

26


EXPOSITORY ESSAY ORGANIZER

INTRODUCTION
Hook: _______________________________________________________________________________
Background Information: _______________________________________________________________
_____________________________________________________________________________________
Three pieces of supporting evidence: Body 1 ________________________________________________
Body 2 ________________________________________________
Body 3 ________________________________________________
Thesis (what you will prove subject + attitude + reasons):
____________________________________________________________
_____________________________________________________________________________________

Body #1
Topic Sentence ________________________________________________________________________________
Evidence #1 __________________________________________________________________________
Details: 1 ____________________________________________________________________________
2 ____________________________________________________________________________
3 ____________________________________________________________________________
Quote: ______________________________________________________________________________
_____________________________________________________________________________________
Explain how quote supports reason: _______________________________________________________
_____________________________________________________________________________________
Conclusion sentence: ___________________________________________________________________
Body #2
Topic Sentence __________________________________________________________________________
Details: 1 ____________________________________________________________________________
2 ____________________________________________________________________________
3 ____________________________________________________________________________
Quote: ______________________________________________________________________________
_____________________________________________________________________________________
Explain how quote supports reason: _______________________________________________________
_____________________________________________________________________________________
Conclusion sentence: ___________________________________________________________________
Body #3
Topic Sentence __________________________________________________________________________
Details: 1 ____________________________________________________________________________
2 ____________________________________________________________________________
3 ____________________________________________________________________________
Quote: ______________________________________________________________________________
_____________________________________________________________________________________
Explain how quote supports reason: _______________________________________________________
_____________________________________________________________________________________
Conclusion sentence: ___________________________________________________________________
_____________________________________________________________________________________
CONCLUSION
Restate thesis: ________________________________________________________________________
Summarize your evidence: 1 ______________________________________________________
2 ______________________________________________________
3 ______________________________________________________
Extend, go beyond, larger meaning: ________________________________________________

Adapted from: projectwritemsu.edu
27


Graphic Organizer Persuasive Essay
I
n
t
r
o
d
u
c
t
o
r
y

P
a
r
a
g
r
a
p
h

Introduce the issue or topic in a way that will capture the readers attention (quote, anecdotal
story, rhetorical question, etc ):
Thesis Statement (should contain your position on the issue & your arguments):

Transition to body of essay:

1
s
t

B
o
d
y

P
a
r
a
g
r
a
p
h

First Argument (reason for your position)


Evidence that supports your argument (detail)


Evidence that supports your argument (detail)


Transition into the next paragraph

2
n
d

B
o
d
y

P
a
r
a
g
r
a
p
h

Second Argument (reason for your position)


Evidence that supports your argument (detail)


Evidence that supports your argument (detail)


Transition into the next paragraph

3
r
d

B
o
d
y

P
a
r
a
g
r
a
p
h

Counterargument (What those who disagree say)
Their position
Reasons for their position


Evidence that supports their argument


Why their evidence isnt persuasive


Transition into the next paragraph

4
t
h

B
o
d
y

P
a
r
a
g
r
a
p
h

Final your most powerful argument (reason for your position)
Evidence that supports your argument (detail)


Evidence that supports your argument (detail)


Transition to your conclusion

C
o
n
c
l
u
d
i
n
g

P
a
r
a
g
r
a
p
h

Restatement of position


Summary of reasons


28

Clincher (possibly a call to action / rhetorical question)


Source: www.myteacherpages.com/.../persuasive_graphic_organizer

THESIS STATEMENTS IN LITERARY ANALYSIS PAPERS

*The thesis statement is one of the (if not the) most important parts of your
paper -think of it as the foundation of a houseif your foundation is weak and
poorly constructed, what do you think happens to the house?

*The thesis statement is the announcement of your analytical argument that you
intend to make and prove in the duration of your paper. It is a road map for the paperit tells the reader what to expect from the
rest of the paper.

*It should be placed somewhere in the Introduction of your paperMany like to put it as the last sentence(s) of their Intro which
is fine.

*Successful thesis statements provoke thought and should read beautifully.

*Your thesis statement should include two parts: WHAT and WHY.

*WHAT: What claim are you making about the text?
*WHY: Why should we care? Why is your claim important? Your thesis should
answer the so what? question.


THESIS STATEMENT IN PERSUASIVE PAPERS

An argumentative paper makes a claim about a topic and justifies this claim with
specific evidence. The claim could be an opinion, a policy proposal, an evaluation,
a cause-and-effect statement, or an interpretation. The goal of the argumentative
paper is to convince the audience that the claim is true based on the evidence
provided.

Your thesis statement should be specificit should cover only what you will discuss in your paper and should be supported
with specific evidence.
The thesis statement usually appears at the end of the first paragraph of a paper.
Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have
discussed in the paper.

A thesis statement is an assertion, not a statement of fact or an observation.
Fact or observation: People use many lawn chemicals.
Thesis: People are poisoning the environment with chemicals merely to keep their lawns clean.
A thesis statement is "a basic argument that clearly articulates what the thesis or is expected to demonstrate

Topic Sentences

The topic sentence of a paragraph expresses the single main idea the writer wants to communicate to the reader.
All the other sentences in a paragraph explain the topic sentence.
It keeps the writer on track as they write.
It helps the reader understand the message of the paper.

Source: www3.d93.k12.id.us/media/144709/topic%20sentences.ppt
29

Evidence/Support
Textual evidence is absolutely crucial in all analytical papers, which are the only papers you will write from this point
on. For every point you make, you must back it up with support (textual evidence). In other words, you cant just
make a statement and expect the reader to take your word for it; you must show the reader how you got to that point.
So, your paper will probably be formatted as such:
Topic sentence: [One of your observations that stems from the thesis]
Evidence: [A quote or descriptive paraphrase/summary of an example].
Commentary: [How your evidence relates to your thesis controlling
idea]
Evidence: [Further quote or summary]
Commentary: [Relate to thesis]
Evidence: [Additional info.]
Commentary: [Relate to thesis]
Concluding Sentence: Rephrases your main idea/observation.

Very important no more than 10% of your paper can be quotations, paraphrases, or summary.
A majority of your paper needs to be analysis, your thoughts!


Source: http://writingcenter.unc.edu/handouts/evidence/


30



























Differences in Quoting, Paraphrasing and Summarizing

Quotation Paraphrase Summary
Difference Difference Difference
Matches the source word for
word.

You use the sources words.

Exact same length as the source,
unless you follow the rules for
adding or deleting material from a
quote.
Matches the source in terms of
meaning.

You use your own words.

Approximately the same length,
though often shorter than the source.
Sums up the central point of the
source.

You use your own words.

Much shorter than the source.
Purpose Purpose Purpose
To provide credibility for what you
are saying (you support your point
by quoting an authority).

To get someones exact words
(when HOW someone said
something is as important as WHAT
they said).
To get down the meaning of
someone elses words when:
1. Their exact words are not
important
2. Their exact words are not
appropriate (style too dense or
too simple for example) or
useful (what they emphasize is
different from what you want to
emphasize).

To show that you have command of
the material (not a slave to the
original authors word).

To shorten a section from the
source that is too long to quote.

To demonstrate
comprehension
(independent assignment).
To get down the gist of
someone elses work.

To avoid unnecessary details
when the main point is all you
need.

To show that you understand
what the source is saying.

To refresh the readers memory if
they have read the source.

To give your audience a general
introduction to the source.
How to How to How to
Copy the sources words exactly.

There are special rules for
capitalization and punctuation within
quotes. See Writing Lab for handouts
or a tutor for help.

Cite it according to whatever style
your instructor requires (e.g. MLA)
Carefully read the section of the
source you are going to paraphrase.
Put it away and write down in your
own words what the source is saying.
Then go back and check to see if you
missed anything.

Cite it just like a quote.

Appears on Works Cited page.
Carefully read the section of the
source you are going to
paraphrase. Put it away and write
down the main point(s) of the
source. Do not be a slave to the
sources organizationyou decide
what the main points
are.

First sentence: [John Doe]s
essay [Wild Gift] states that...




31

Need Some Help Figuring Out When & What to Cite?


When should you cite? What needs to be cited?



Did you
think of Yes
it?



No









Is it common
knowledge?
Yes





No





Cite it. Do not cite it.





Anothers
Yes

words?




No
Quote and
cite it.






Anothers
Yes

ideas?




No





Do not cite it. Cite it.


What is Common Knowledge?

Common knowledge includes whatever an educated person would be expected to know or could locate in an ordinary encyclopedia and does
not need to be cited. For example:

Easily observable behavior (Heat makes people tired in the summer; puppies display tremendous energy)
Commonly reported facts (Oranges contain vitamin C; Napoleons army was decimated by the winter march on Moscow during the War of
1812)
Common sayings (You are what you eat; Look before you leap)
Information easily found within general reference sources (Franklin D. Roosevelt was born on January 30, 1882)

But beware: while common knowledge need not be cited, specific expression of common knowledge must be identified. For example, you
may mention without citation, as above, that Napoleons army suffered ruinous losses during the winter march on Moscow. However, if your
source says, Napoleons army froze in droves as it struggled toward Moscow, you must use quotation marks and cite the source of those
words if you include them. Therefore, if you use someones words, you must quote and cite them, even if they contain an idea that is common
knowledge.

(From The Plagiarism Handbook by Robert A. Harris (Pyrczak Publishing, 2001)
32

Lead-ins

You are expected to include a variety of quotes in your analysis paper. Readers should be able to move from your own words to the words you quote from a
source without feeling a jolt. Avoid dropping a quotation or summary into the text without warning. To keep a paper reading smoothly, all quotations must
have a lead-in, so pay particular attention to this information

There are 3 different types of lead-ins:
1. Somebody said lead-in
2. Blended lead-in
3. Sentence lead-in

The lead-in links the quotation to what surrounds it in the context of the paper. If a quote is just dropped into a sentence without a proper lead-in, it is you a -
you guessed it - a dropped quote.

Here is an example of a dropped quote (DO NOT DO THIS):
Although the bald eagle is still listed as an endangered species, its ever-increasing population is very encouraging. The bald eagle seems to have
stabilized its population, at the very least, almost everywhere (Sheppard n.pag.).

Instead do this:
Although the bald eagle seems to have stabilized its population, it is still listed as an endangered species (Sheppard 96).

Dropped quote (DO NOT DO THIS):
There has been a de-emphasis in the importance of grammar instruction in the modern classroom. Many teachers seem to believe rules stifle
spontaneity (Agee 10).

Instead do this:
Because many teachers seem to believe rules stifle spontaneity, there has been a de-emphasis in the importance of grammar instruction in the
modern classroom (Agee 10).

Lead-in Explanations

Somebody said lead-in: This type of lead in is most frequently used. It is the weakest lead-in so it does not need to be overused. The authors name is used
to introduce the quote.

Example: Jane M. Agee comments, Many students who would not have attempted college even seven years ago are not coming into universities
through junior colleges (10).

Blended lead-in: This type of lead-in provides flexibility to the writer. The writer chooses the part of the quote necessary for his paper and blends it
smoothly into the rest of the sentence.

A comma before the quotation is not needed unless the structure of the sentence normally calls for one. The sentence must, however, read as a complete
statement, without being awkward.

Capitalization and punctuation of the original quotation may be changed to fit the grammatical structure of your sentences.

Example: State universities are serving a broader student population than ever before by admitting students from junior colleges and through
special remedial programs where students who do not meet entrance requirements are admitted on probation (Agee 10).

Sentence lead-in: This is an effective lead-in where the sentence prior to the quote leads directly to the following sentence. It is almost an introduction to
the quote.

This lead in is followed by a colon.

Example: Agee insists that English instruction on the college level will not be improved until educations examine the situation realistically:
Public school teachers, professors of English Education, students, and state leaders need to sit down together and evaluate the current realities
before any real progress can be made (10).

Something to remember .
Do not use the authors name as a possessive and then make reference with a personal pronoun
NOT THIS: In Steinbecks novel, he says, There grew up governments in the world, with leaders, with elders (266).

BUT THIS: In the Grapes of Wrath, Steinbeck comments, There grew up governments in the world, with leaders, with elders (266).



33

Parenthetical Documentation - MLA

What is Parenthetical Documentation?
It is a way to let people know where your information came from. Whenever you use material that you got from another source, you must let your audience
know immediately where it came from, right after your use it. MLA interacts with the works cited list, as each reference cited MUST match to a
bibliography on the Works Cited page.

Why should you use it?
It lets your reader know that you want to make clear to them which ideas and words are someone elses. If you dont cite sources, you are committing
plagiarism.

When do I have to do it?
Direct quotations
Paraphrased quotations (these are quotes whose words you have changed somewhat)
Statistical Data (numbers about things)
Original ideas that are attributed to someone else, even if you put them in your own words.

How do I do it?
You can use parenthetical documentation. Parenthetical means (parenthesis).

General Guidelines:
There must be an entry on the list of works cited for every source cited in your paper. So, there must be a match between your documentation and
the sources listed on the Words Cited page.
Place a parenthetical reference as close as possible to the information it documents usually at the end of a sentence.
The ( ) come before the period. (Smith 62).
If you use the authors name in a sentence, do not repeat it in the parentheses. If the authors name does not actually appear in your sentence, you
must include it in the parentheses.
If you dont have an author, use the first thing that you wrote in the bibliography this is usually the article title. Put article titles in quotation
marks.
Working with Internet ----- The Internet DOES NOT have page numbers. You have page numbers when you printed out your article, but the
Internet article itself doesnt have page number. So, write (n.pag.) when documenting internet articles.

Sometimes the author of your article quotes someone else. In that case:
Use qtd.in if your author quotes someone else
Put the abbreviation qtd.in before the source you cite. Your lead-in should name the person quoted because the indirect source will not appear in
the Works Cited page. (qtd. in Agee 10).


Author NOT Named in Quote
The central argument of the essay is that teaching a slave to read and write was teaching a slave to not be a
slave, that education and slavery were incompatible with each other (Douglass 74).

Author Named in a Blended Quote
Frederick Douglass in Learning to Read and Write argues that literacy was tantamount to his freedom saying,
I wish to learn how to write, as I might have occasion to write my own pass (74).

Two or More Authors NOT Named Quote
Literacy cannot be monolithic, unchanging, and dictated by the few over the many for there is no single
literacy, instead a multiplicity of practices and values (Collins & Blot 3).

Unknown Author and Internet Source (Article Title Only)
The state continues to perpetuate an ideological monopoly over those that do not have the resources to enact
change themselves (State Problems n.pag.).

Secondary Source Quoting Someone Else
Mina Shaughnessy says, No education can be total, it must be continuous (qtd. in Bartholomae 419).

Internet Source
The hope of GIS 140 is to foster the idea that learning and knowledge and experience are more than just
rubrics, rote, numbers, syllabuses, tests, grades, and graduation requirementsthat learning and knowledge
are fundamentally interconnected, intertextual, personal, political, cultural, and mutually enhancing (Chang n.pag.).

Source: waltonhigh.typepad.com/.../lead_ins-and-parenthetical-documentation.doc

34


DEAD WORDS

a lot almost big feel fine fun get
good got great just like lots maybe
nice pretty really small so something
stuff that things think very well

due to the fact all contractions

1
st
person 2
nd
person

Transitional Words/Phrases

For continuing a common For opening a paragraph
line of reasoning: initially or for general use:
consequently admittedly
clearly, then assuredly
furthermore certainly
additionally granted
and no doubt
in addition nobody denies
moreover obviously
because of course
besides that to be sure
in the same way undoubtedly
following this further unquestionably
also generally speaking
pursuing this further in this situation
in the light of the... it is easy to see that at this level

To change the line For the final points of
of reasoning (contrast): paragraph or essay:
however finally
on the other hand lastly
but
yet

35

Editing Checklist
1. MLA heading in top left corner? ________

2. Student last name and page number in header, right side? _________

3. Is there a title? Is the title creative? __________________________________

4. Is the title centered, no bold, no underline? _____________________________

5. Does the title contain the novels title? Can only be used by author of book. _________________________

6. Double spaced? _________

7. One inch margins on all four sides of paper? _________

8. 12 point, Times New Roman? __________

9. Is there a thesis statement? ________________

a. Is the thesis statement strong? ____________________________

10. Are there topic sentences? __________________

a. Do all the topic sentences relate to the thesis statement? _______

11. Is there too much summary and not enough analysis? _____________

12. Does the paper make logical sense to you as you read back through it? _______

13. Is the paper structured properly? ___________________

14. Does every quotation have a source? _________

15. Is the source cited correctly? (author pg) _________________

16. Is it written in 3
rd
person? No you, me, your, we, and us. ____________

17. Is there slang? ______________

18. Are there contractions? ____________

19. Are the quotations formatted correctly? ______________

a. somebody says lead-in
b. blended lead-in
c. sentence lead-in

20. Quotes not first sentence of paragraph? _______________

21 Works cited page? _____________


36

Appendix








37


SOAPSTone

SOAPSTone is a method to help you analyze a passage and/or a piece of prose. Get used to following the format, it
will help you as the years go by.


S- SPEAKER- Who is the speaker? It is not enough just to tell the name but to also define characteristics of the
speaker. What can you say about the speaker based upon the references in the text? Look at actions, thoughts,
and how other characters respond to the speaker.

O- OCCASION- What is the occasion? Be sure to discuss and record both the larger occasion, that is those ideas
and issues that must have made the speaker think about this incident, as well as the immediate occasion.

A- AUDIENCE- Who is the audience? To whom is this passage/text directed? It is not enough to say: Its for
anyone to read. It is a free country. You will want to identify a particular audience by describing its
characteristics.

P- PURPOSE- What is the purpose of the passage/text? The purpose could be a purely personal one, e.g., to
assuage guilt, to boast, to give praise. But it could also be directed at the audience in which case you will
have to decide what the message is and how the author wants this audience to respond.

S- SUBJECT- What is the subject? You should be able to state/decipher the subject in a few words or a couple
quick phrases.

TONE- What is the tone? Try to chose a description of the tone that fits the piece as a whole. You must also
include specific words or phrases from the text and explain how they support your statement.
Tone Words
A list of tone words is one practical solution for providing a basic tone vocabulary. An enriched vocabulary enables students to use more
specific and subtle descriptions of an attitude they discover in a text. Include such words as:
Angry sad sentimental
Sharp cold fanciful
Upset urgent complimentary
Silly joking condescending
Boring poignant sympathetic
Afraid detached contemptuous
Happy confused apologetic
Hollow childish humorous
joyful peaceful horrific
allusive mocking sarcastic
Sweet objective nostalgic
Vexed vibrant zealous
Tired frivolous irreverent
Bitter audacious benevolent
dreamy shocking seductive
restrained somber candid
Proud giddy pitiful
dramatic provocative didactic



38

Sociogram

What is it?
A sociogram is a visual representation of the relationships among characters in a literary text. Students can make
use of pictures, symbols, shapes, colors, and line styles to illustrate these relationships.

Assignment:
Create a sociogram that connects one protagonist and other characters

What does it look like?

1. Protagonists name will be placed in the center of the page.
2. Surround protagonist with the names of four other characters. Consider that the style and size of lettering you
choose is important in representing each character.
3. The amount of space between the central character and all other characters should represent the closeness or
distance of that relationship.
4. Choose at least one symbol to represent each character, including your central character. The pictures must be
in color, and you may draw them by hand, use clip art, or cut pictures from a magazine.
5. Use lines from the protagonist to each of the other characters. The style and thickness of your lines should
indicate the quality of the relationship between the other characters
Direction: For instance, the connection might only go one way. Someone may have a relationship with
the protagonist, but he/she does not feel that the relationship is reciprocal.
Connectors: jagged line, wavy line, thick line, solid line, broken line, symbolic line, etc.

6. Near the name and picture for each secondary character, you must include an explanation of your choices. Why
did you choose that particular font, color, graphic, distance etc.? The symbolism explanation paragraph should use
complete sentences and adhere to the rules of grammar, word choice, and punctuation.

39



Helpful Websites:


http://www.quickanddirtytips.com/education/grammar
Quick grammar tips.

http://writing.wisc.edu/Handbook/Transitions.html
Useful website to aid with transitional words and phrases.

http://www.uky.edu/ArtsSciences/Classics/Harris/rhetform.html
Developed and maintained by Robert Harris, a professor of English at Southern California College and
Ross Scaife, associate professor of classics at the University of Kentucky. The glossary permits Boolean
searching

http://www.mla.org/
The MLAs home page. Provides the only authorized online access to the MLA style guidelines for
documenting sources on the World Wide Web.

http://www.researchpaper.com/

Provides topics, ideas, writing tips, discussion groups, and help to students for school related projects.
Website content partners are Macmillan and Publishing company and Purdue University.

http://www.ucc.vt.edu/stdysk/stdyhlp.html
Provides tips for students on taking notes, setting priorities, managing time, reading and proofreading
techniques, editing lecture notes, and writing term papers. Maintained by the Division of Student Affairs at
Virginia Tech University.

http://www.english.uiuc.edu/cws/wworkshop/index.htm

The University of Illinois Writers Workshop has online writing tips, reference souces, and a useful grammar
handbook.

http://owl.engish.purudue.edu/
Online writing lab from Purdue U niveristy.

http://www.bartleby.com
A collection of full-text literature (plays, poetry, prose, novels) that may be donloaded free of charge for
educational purposes. All converted materials are in the public domain.

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