LOVE & HATE Literary Analysis, Researching, & Using MLA Style

Essay2LoveandHateLiteraryAnalysisinMLA3-4pagesPacket2021-1.pdf

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Essay 2: Literary Analysis in MLA

love |ləv| noun 1 an intense feeling of deep affection: babies fill parents with intense feelings of love | their love for their country. • a deep romantic or sexual attachment to someone: it was love at first sight | they were both in love with her | we were slowly falling in love. • (Love)a personified figure of love, often represented as Cupid. • a great interest and pleasure in something: his love for football | we share a love of music. • affectionate greetings conveyed to someone on one's behalf. • a formula for ending an affectionate letter: take care, lots of love, Judy. 2 a person or thing that one loves: she was the love of his life | their two great loves are tobacco and whiskey. • Brit. informal a friendly form of address: it's all right, love. • (a love) Brit. informal used to express affectionate approval for someone: don't fret, there's a love. 3 (in tennis, squash, and some other sports) a score of zero; nil: love fifteen | he was down two sets to love.[apparently from the phrase play for love (i.e., the love of the game, not for money); folk etymology has connected the word with French l'oeuf ‘egg,’ from the resemblance in shape between an egg and a zero.] verb [ with obj. ] feel a deep romantic or sexual attachment to (someone): do you love me? • like very much; find pleasure in: I'd love a cup of tea, thanks | I just love dancing | [ as adj., in combination ] (-loving) : a fun- loving girl.

hate |hāt| verb [ with obj. ] feel intense or passionate dislike for (someone): the boys hate each other | he was particularly hated by the extreme right. • have a strong aversion to (something): he hates flying | [ with infinitive ] : I'd hate to live there. • [ with infinitive ] used politely to express one's regret or embarrassment at doing something: I hate to bother you. • [ no obj. ] (hate on) informal express strong dislike for; criticize or abuse: I can't hate on them for trying something new. noun intense or passionate dislike: feelings of hate and revenge. • [ as modifier ] denoting hostile actions motivated by intense dislike or prejudice: a hate campaign. DERIVATIVES hatable |ˈhātəbəl| (also hateable)adjective ORIGIN Old English hatian (verb), hete (noun), of Germanic origin; related to Dutch haten (verb) and German hassen (verb), Hass ‘hatred.’

Topic: In a number of the literature selections in this focus, love appears to hold a tie to happiness while hate is linked to violence and unrest. A)What is revealed about the nature of the connections between love and happiness and hate and violence? [explanatory] B) Also, show in at least two or more selections of your choice from this focus where and how the line between love and hate appears to be a thin one, perhaps even nearly imperceptible. [process informational] Love appears in passionate, intense form in both the selected stories by Carver and Alvarez and in Lorde’s poem. On the other hand, Sheehan’s poem and the ancient list of hateful things from Shōnagon almost seem to diminish or trivialize hate, especially when we think of past stories we have read by Ruflin, Jackson, and Poe or the kind of hatred Sullivan writes about. C) Is hate easier to trivialize or to make fun of than love? [persuasive] D) Lastly, which of the two, love or hate, from the selections you have read this semester so far appears to be the more impenetrable mystery? [persuasive]

Requirements: • 3-4 pages from Introduction to Conclusion

• Formal Outline as page 1

• Must reference at least 3 of the readings from FOCUS B

• Must reference at least 1 of the videos from FOCUS B

• Sources cited in MLA (format, in-text citations, & Work Cited page)

• Essay shows conscientious editing and proofreading

• Student’s original analysis and work

Step 1: The Rhetorical Situation Fill out the questions below to help you consider the most important aspects of your essay. What is the topic of this essay?

Does it have multiple parts? If so, how many?

Highlight the verbs in the topic questions and underline the nouns.

Which nouns are key words that tell what you are supposed to be writing about?

Which verbs are cue words that tell you what kind of writing you need to do (i.e. descriptive, explanation, cause &

effect, argumentation, compare & contrast)?

What kind of essay is this? What does this essay need to focus on to fulfill the genre?

Your audience may disagree with you as they read your essay. What is you strategy to convince your audience that

the points you will make are true, factual, or at minimum valid ?

What kind of argument does the audience expect from you on an abstract topic like this? (ethos, pathos, or logos)

What will not impress the audience or what will ‘turn them off’ of your argument?

What is the purpose of LITERARY ANALYSIS?

Which pieces of literature from this focus would work best for this kind of essay?

Are there any ‘outside’ resources that could be helpful for this essay? What are they?

What is your plan of attack for this essay? Write out the steps you are going to take. Refer to this strategy if you lose

your focus, have doubts, or get stuck during the writing process.

Step 2: Discovering/ Prewriting There are many different kinds of prewriting techniques and exercises to choose from to begin getting your ideas down. Whatever you choose it should fit with the way you think and the kind of essay you are writing. Here is a chart to help you pull your ideas out if you are having trouble starting.

LOVE HATE

Any evidence

from the

readings to

support this?

Got

some

proof

for all

this

talk?

Step 2: Discovering/ Prewriting (yep, some more) There are many different kinds of prewriting techniques and exercises to choose from to begin getting your ideas down. Whatever you choose it should fit with the way you think and the kind of essay you are writing. Here is a chart to help you CAPTURE great ideas from the class debates.

What’s the point?

What was the evidence used?

Where did it come from?

Where could this help my essay

(which point A, B, C, or D)?

DEBATE IDEAS

Step 3: Organizing with an Essay Map Carefully study the essay map below. Use this set up for Essay 2 if you are struggling getting organized. A blank essay map is provided for you also if you want to try out your own plan for this essay.

Last Name 1 Student Name Course Section Instructor Assignment Attempting Due Date

Formal Outline I Intro Thesis Statement: II. Body Paragraphs A. Question answer 1. Love and Happiness example 2. Hate and Violence/Unrest example B. Question answer 1. Literature Source example 2. Literature Source example C. Question answer 1. Support for first reason 2. Support for second reason D. Question 1 answer 1. Literature Source example 2. Literature Source example

III. Concl Concluding Statement:

Last Name 2 Student Name Course Section Instructor Assignment Attempting Due Date

Student’s Title

Last Name 3

Last Name 4

Last Name 5

Works Cited

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Sdjkddalkdjalkdjdjalkdldaldldldjlkdaldjklakjsd

Ajdkladjakjdskldakldskldaldjaddjaldjaldakldjaskl

Jadakdaskldjakldjkaldjkldadkaldjlakdjal

Adljkasdjakldjakdakldksdakldjakldlkdjalkdjakdjal

sdakldjkaldaskldaskldaklj

Conclusion: A. Restatement of thesis or summary B. Advice, warning, caution, or value C. Present day status or prediction

Body Paragraph 4: Question D

A. Topic Sentence B. Support 1. Literature Source example 2. Literature Source example C. Sentences of Analysis D. Transitional Sentence

Body Paragraph 2: Question B A. Topic Sentence B. Support 1. Literature Source example 2. Literature Source example C. Sentences of Analysis D. Transitional Sentence

Body Paragraph 3: Question C

A. Topic Sentence (because … 1-2 reasons) B. Support 1. Support for first reason 2. Support for second reason C. Sentences of Analysis D. Transitional Sentence

Introduction: A. Attention Grabber B. Background Information C. Transitional Sentence D. Thesis Statement

Body Paragraph 1: Question A A. Topic Sentence (requires use of contrast) B. Support 1. Love and Happiness example 2. Hate and Violence/Unrest example C. Sentences of Analysis D. Transitional Sentence

A blank essay map is provided for you also if you want to try out your own plan for this essay:

Last Name 1 Student Name Course Section Instructor Assignment Attempting Due Date

Formal Outline I Intro Thesis Statement: II. Body Paragraphs III. Concl Concluding Statement:

Last Name 2 Student Name Course Section Instructor Assignment Attempting Due Date

Student’s Title

Last Name 3

Last Name 4

Last Name 5

Works Cited

Step 3: Organizing with an Informal Outline

How would an informal outline for this essay look using the prewriting you have generated. Use this page to

create an informal outline (you can find information on informal outlining and example outlines in the Bedford

book and in The Holy Grail Study Guide).

Question A: My Answer:

What examples will I need to prove my answer?

Question B: My Answer:

What examples will I need to prove my answer?

Question C: My Answer:

What examples will I need to prove my answer?

Question D: My Answer:

What examples will I need to prove my answer?

Phase 3: Organizing with a Formal Outline

How would a formal outline for this essay look using the informal outline you have generated and what your

essay map requires. Use this page to create a formal outline (you can find information on formal outlining and

example outlines in the Bedford book and in The Holy Grail Study Guide).

I. Introduction Thesis statement: II. Body A. Your first point 1. First example 2. Second example B. Your first point

1. First example

2. Second example

C. Your first point

1. First example

2. Second example

D. Your first point 1. First example 2. Second example III. Conclusion Concluding statement:

Step 4: Drafting without Training Wheels & Creating the Works Cited Page and In-text Citations Use the graph below to write out the references page resources provided to you in class and any two resources you have found. Use

the MLA chapter in the textbook to determine the kind of resource by category you are attempting to cite, pay atten tion to how the

example is laid out, and then, mirror what you see using the information for the sources you have. After identifying the majo r parts

of the citation, be sure to look closely and fix any errors with punctuation, capitalization, italics if needed. Use the smaller column on

the right to write out the resulting in-text citation for each entry. I’ve included an example below with the page number I referred to

in Bedfords.

My Resources

Category/ Kind of Source

Works Cited page entry

In-text Citation

Short story

from an

edited book

Example

#35 on page

638

Jackson, Shirley. “The Lottery.” Backpack Literature: An Introduction to Fiction, Poetry, Drama, and Writing, edited by X.J. Kennedy, Dana Gioia, and Dan Stone, Pearson, 2020, p.265-272

Example #16 on page 606

(Jackson 265)

Step 5: Revising Checklist Part 1 (for You Use All by Yourself Because You Are a Brilliant and Exceptional Grownup) YOU’VE GOT THIS!!!

Instructions: Use your pencil to make corrections. Remember, this paper is a work in progress. You are not done writing! Look for ways to improve what you’ve already written. Check off each step AFTER it has been completed.

_____ 1. Read the paper out loud.

Does it make sense? _____ Have words been left out? _____

_____ 2.Highlight the sentence or parts that state your main idea at the beginning of your paper.

_____ 3. Reread your introduction (lead) or selected section. Does it draw the reader in, making him/her want to keep reading? YES MAYBE NO

_____ 4. Draw a line through information that doesn’t support your main idea (anything off topic) (topic sentence or thesis). _____ 5. Add information if you feel additional points need to be made or if your details are too general or not thorough. _____ 6. Details should be in a logical order that makes sense. Use your formal outline to keep yourself on track. _____ 7. Paper should end well --- not stop suddenly or drag on too long. Does your conclusion leave the reader satisfied? _____ 8. Replace overused words with words that are more descriptive and accurate (like, so, then, etc.). _____ 9. Find any word repeated more than once.

Draw an X through each occurrence. Replace the repeated words with a synonym or dump it if possible. Too many I’s, then’s, and’s, etc. can kill your writing.

____ 10. Draw an X through is, are, was, were. Try to replace most of these with more descriptive verbs.

____ 11. Underline the words/phrases that are descriptive and create a vivid, clear image. If you can’t find many, add descriptive words (adjectives).

____ 12. Highlight all transitions. Make sure they tie ideas together and are used correctly. ____ 13. NTSSBWTSWIEP: Draw a box around the first word of every sentence. No two

sentences should begin with the same word in each paragraph when possible since this creates redundancy. NTPBWTSW: No two paragraphs should begin with the same word.

____ 14. Make sure you have a variety of sentence patterns. Sentence patterns include: basic, compound, complex, and compound-complex. You can review the “Basic Sentence Structure” handout and the “Bike How Sentences Work” Indie Lecture for more about this.

Combine some sentences with a comma and conjunction (and, but, or).

____ 15. Read the paper out loud one more time. Are you satisfied with what you’ve written? YES MAYBE NO Does the paper show originality and individuality or could this have been written by anybody?

YES MAYBE NO

Take a

DEEP

breath.

Step 5: Revising Checklist Part 2 (for You Use All by Yourself Because You Are a Brilliant and Exceptional Grownup) YOU’VE GOT THIS!!!

REVISION CHECKLIST WORKSHOP & PEER REVIEW

TOOLS NEEDED:

⎯ 2 COPIES OF YOUR CURRENT ROUGH DRAFT

⎯ 1 PENCIL

⎯ 3 DIFFERENT COLORED HIGHLIGHTERS

⎯ YOUR FOCUS AND BRILLIANCE

INSTRUCTIONS: Use this checklist to review and assess 1 of the copies of your rough draft. During the revision process, you are checking for problems with structure, organization, and the logic of your ideas, which contribute to coherence in writing. You will also check for the appropriateness of your topic to the actual assignment and the order of your main points and supporting details, your transitions and the repetition of key words and phrases. Once you have completed a step, continue on to the next step until you have completed the revision process and have notes on what to revise for homework.

STEPS: Set Up

⎯ 1. Number the paragraphs in the left margin.

⎯ 2. I have 6 paragraphs. YES NO Not sure

⎯ 3. Each first line of my paragraphs is indented ½ inch.

⎯ If NO, add a → to the left of the line missing an indent.

⎯ 4. Highlight the FIRST and the LAST sentence of each paragraph.

⎯ 5. Count the number of sentences in each paragraph. Write the number of sentences for each paragraph at the end of the last sentence in the right margin. Circle the number. How many are needed at minimum in a college level paragraph? _______Are there paragraphs in which they are fewer sentences than the minimum. Put a sad face next to those paragraphs for now.

STEPS: Introduction

⎯ The first sentence I highlighted generally introduces the topic of my essay in 1- 2 sentences.

⎯ My background information is at least 3-4 sentences long and connects directly to the general subject

⎯ I have a TRANSIOTNAL SENTENCE:

⎯ It begins with a transitional word or phrase.

⎯ It tells the reader why this topic is important to real life or at least important enough for a conversation.

⎯ The last sentence I highlighted explains summarizes my answers to the 4 topic questions.

The last sentence I highlighted:

⎯ Shows how I will explain how people connect love and hate to other things

⎯ Explain how there is a thin line between love and hate

⎯ Argues why hate easier to trivialize or to make fun of than love or vice versa

⎯ Argues why either love or hate is the more impenetrable mystery Take a

DEEP

breath.

STEPS: Body- Paragraph 1

⎯ The first sentence I highlighted answers one of the topic questions from this essay.

⎯ I have a really great example that uses about 2-3 sentences to be explained

⎯ (*If my examples lead to separate conclusions, I will need separate analysis.)

⎯ I explained what this information all means inconsideration of the purpose of this paragraph

⎯ I explained the importance of this information to my audience

⎯ I explained the lesson learned, result, judgement, or drew a conclusion on this information

⎯ The last sentence I highlighted starts with a transitional word or phrase.

⎯ The last sentence I highlighted summarizes the point of this paragraph.

⎯ The last sentence I highlighted ALSO previews the next point in my next paragraph.

STEPS: Body- Paragraph 2