Es say 2 Tutor Review

1CloseAnalysisandUsingQuotations.docx

Home >Computer Science homework help >Es say 2 Tutor Review

Close Analysis and Using Quotations

Close Analysis

It is very important that you provide close analysis throughout your paper. It is a necessary requirement to develop your central argument and support your main ideas. Focus on significant passages and break them down to analyze them.

You'll need to refer to and occasionally quote parts of the text to develop/support your ideas. Quotations should be followed by commentary that makes it clear to readers how the quote is significant and how it relates to your idea.

There are examples of this kind of analysis in my posts in the discussion threads and in the example essay posted in the module.

Using Quotations

The "Corralling Quotations" handout is great for explanations and examples of when to use quotations, how to integrate them into your sentences, and how to cite them.

Plays

Most of the time, you will quote characters in the play. Sometimes, stage directions are significant and can be quoted and analyzed. When quoting stage directions, indicate in your signal phrase (your words before the quote) that you are quoting stage directions.

If you are quoting a passage with multiple characters' speeches (you still need a signal phrase; avoid simply inserting a quote without integrating it), indent the speeches and include the character's name in capital letters followed by a period before the speech.

Examples:

· The stage directions point out that a " look of pain crosses BIFF'S face" (15; Act 1).

· Linda comforts Willy in his anxiety:

LINDA. Oh, don't be foolish

WILLY. I know it when I walk in. They seem to laugh at me.

LINDA. Why? Why would they laugh at you? Don't talk that way, Willy. (23; Act 1)

Poems

There are a number of different ways to integrate quotes from the poems. The signal phrase (your words introducing the quote) you use will depend on where and how you are using the quote. Sometimes you need to attribute a quote to a speaker in the poem, sometimes the poet, and sometimes the poem as a whole. Here are some examples:

· The child-speaker responds, "They are both gone up to the church to pray" (line 4).

· Blake calls it "the dismal shade / Of Mystery" (lines 13-14).

· In "The Lamb," however, there is an immediate answer to the questions, in the second stanza: "Little Lamb I'll tell thee" (line 11).

Fiction

You can attribute the narrator's words to the narrator, but more often you will integrate the narrative into your sentences without mentioning the narrator(see first example below). Attribute a character's words to the character himself. Refer to what the author does only when making a point about her moves or choices as the author of the story (see the fourth example below). Again, where and how you are using the quote will determine what signal phrase you use. Here are some examples:

· The "mental bubble" is the only place Julian feels free of "the general idiocy of his fellows" (O'Connor).

· In possession of her leg, Pointer scornfully exposes what is at the core of her identity: "And I'll tell you another thing, Hulga ... you ain't so smart. I been believing in nothing ever since I was born!" (O'Connor).

· The Misfit's myopic conclusion that the world is "off balance" both describes and fails to grasp the mystery (493).

· O'Connor begins with the symbol of the hat to frame the anxiety of the mother's relationship with Julian.

Citations

Use line numbers in parenthetical citations for poetry, and use page numbers for parenthetical citations for fiction. For prose plays, like Death of a Salesman, use the page number followed by a semicolon and other identifying information (the act and speech numbers, in our case).

Corralling Quotations.pdf -------------------------

Using Secondary Sources

Purpose in Using Sources

Your central argument (which includes all of your main ideas) determines how you look at secondary sources. Sources do not provide you with ideas; instead, they help you develop your ideas. They do this in a number of different ways depending on what your purpose is.

· You can use a source for its argument or claim: This might be the overall argument or a specific idea or interpretation. You can support that argument or claim, criticize it, or build upon it.

· You can use a source for information it presents: This can be information about the author, a literary movement, a theory, etc. This information should be relevant to your point and it should be information that’s not common knowledge.

· You can use a source for a concept it presents: Concepts are larger ideas that can be applied in different contexts (to different texts).

Integrating Sources

Depending on how and where in your paper you’re using the secondary source, you can integrate it with less focus or more focus.

· A brief allusion to the source:

Example using a source on "The Lesson":

Critics such as Janet Ruth Heller consider social criticism as being at the heart of Miss Moore’s lesson.

· A paraphrase of a passage in the source:

Example using a source on "The Lesson":

Melanie A. Marotta looks at Sylvia’s lesson as a tripartite coming to knowledge which culminates in her anger upon understanding class structure (Marotta).

· A direct quotation of the source:

Example using a source on Trifles:

Holstein attributes an assertiveness and combativeness to the women’s “choice of silence”: “their final refusal to speak rings with the power of intention and choice” (Holstein).

Signal Phrases

The signal phrase is the phrase you use to lead into a quote, paraphrase, or summary. You always need a signal phrase, even if it consists of just the author’s last name and a signal verb (“suggests,” for example).

You might need to include other information to clarify what you are quoting or paraphrasing and to clarify how the source is relevant.

Examples of various signal phrases, some with less information and others with more information about the source:

· Marotta suggests that …

· Belenky, an expert on human development and associate research professor at the University of Vermont, identifies …

· In her study of women’s epistemology, Mary Belenky shows that …

· In Women’s Way of Knowing, a study of women's epistemology, Mary Belenky outlines …

Scholarly Source Criteria

Your secondary sources must be scholarly sources. The following information will guide you to the research and provide details for determining whether or not a source is scholarly.

Library Catalog and Databases

You need to use the library catalog Links to an external site. (for books and ebooks) and the library databases Links to an external site. (for articles) for scholarly sources. In most cases, you will not be able to find them using Google or another website. Google Scholar and certain other websites work well for searching for scholarly sources, but most of the results generated there provide only the title and a summary of the article, not the article itself.

For secondary sources on literature, use the Literature Resource Center Links to an external site. database and the Academic Search Complete Links to an external site. database. There is also a wealth of information and resources in the English 110 Research Guide Links to an external site. prepared by our librarian.

Scholarly Sources

Scholarly articles are published in scholarly/academic journals. The library databases via our library website give you access to these journals.

Look for the following features to determine whether or not an article is scholarly:

· the title of a scholarly article is usually straightforward and reflects the content of the article

· the author’s name and affiliation (a university, for example) are provided

· articles in the databases: an abstract (summary of main ideas) is included before the article

· scholarly articles are longer than popular magazine articles

· they contain no images; may contain charts and graphs

· they always include research and provide sources/references.

If the article doesn't meet these criteria, it's probably not a scholarly article.

-------------------

Essay 2 Checklist

What Is Expected in Your Paper

In addition to have a tutor review your paper, review it yourself a few times. Pay particular attention to the following elements; these are what I focus on when I am grading your paper:

Structure and Organization

· In your introduction, you need a relevant and intriguing opening (lead-in), relevant context for your topic and argument, and a focused thesis that expresses the central argument of the paper.

· Make sure the body paragraphs are logically organized (a sequence that makes sense according to your thesis). There should be a logical reason why your first paragraph is first, second paragraph second, etc. Use appropriate transitions that show how the body paragraphs are related to each other in idea. Avoid saying simply “First,” “Second,” and the like.

· Make sure each body paragraph has a topic sentence that expresses the paragraph’s main idea (the point you are making in that paragraph). Each body paragraph should focus on only one main idea, and all sentences in the paragraph should relate to that main idea.

· Use the “Essay Outline Template” (posted in the Handouts folder) to check that your essay has structure, an appropriate introduction and thesis, topic sentences that express your main ideas, and an interesting conclusion.

· Review the “Literature Essays” powerpoint.

Argument

· Make sure you have a clear and focused argument in response to the prompt. Ask yourself, What is my thesis arguing? Is it an arguable claim? Does it indicate what the focus of my analysis throughout the essay will be?

· Avoid several different claims in your intro. You should have one central claim in your intro that is expressed in a focused thesis statement.

· In the body of your essay, make sure you have clear main ideas that develop the argument in the thesis.

Support

· Support your ideas with passages from the text (provide citations). Interpret and analyze passages, and explain your points.

· Avoid excessive plot summaries (what happens). Tell readers what happens in the story only when needed as context for a point you are making. The focus and emphasis should be on your point, not on what happens in the story.

· Review the handouts and analysis and using quotations.

· Review the handouts on using, integrating, and citing secondary sources.

· Use secondary sources effectively. A source must be used for its argument/claim, information, or concept. Briefly allude to a source, paraphrase it, or quote it directly.

· Make sure you use three scholarly sources. Every source in your Works Cited page must be used in your essay itself. Follow MLA guidelines to cite sources in the essay and in the Works Cited page . MLA documentation and formatting guidelines can be found at the MLA Style Links to an external site. resource at Purdue OWL (Online Writing Lab).

Grammar and Language

· Proofread to check the grammar and language is suitable for an academic essay. Read it aloud to yourself a couple of times.

· Avoid weak sentences. Each sentence should make a relevant and worthwhile point. Ask yourself, What point am I making in this sentence?

· Avoid awkward sentences (cumbersome to read).

· Vary sentence structures.

· Use transitions within the paragraphs for coherence. The paragraph should flow smoothly from sentence to sentence, and sentences should clearly be related to each other.

Length & Quotation Percentage

· A complete essay is at least 1500 words (not counting the Works Cited page)

· A complete essay must use three scholarly secondary sources.

· More than 20% quotation is too much. Turnitin’s Originality Report (in red) tells you how much quotation you have. Remember, you can overwrite a submission as long as the due date hasn’t passed.

· Please note: A paper that does not meet the word count or does not use three scholarly sources will not receive a passing grade.

Secondary Sources