Homework: Review Coordination and Subordination Ideas in RR

1. Your Essay 2 revisions and edits are due. We will cover in depth Chapter 14: Emphasize Key Ideas as part of self-editing exercise on your essays on Monday. Here is what you need to do to prepare your essay:

Work on using one of the coordination or subordination techniques to revise your thesis statement. Your essay prompt demands you to have a complex idea in which you are showing how multiple characters' views relate to each other. Therefore, your thesis should have one of the following forms:

• , FANBOYS
• a semi-colon that combines two related ideas
•    ; conjunctive adverb (or trans phrase), 
• subordinating conjunction + IND, IND  
• IND +  ,   + subordinating conjunction + IND

2. Do the Breaking Down Metaphor handout on Canvas, as well as read the poem "Escape Hatch"

Consistent Perspective

One of the weakest language shifts involves the change from third person to first or second. We've discussed this issue a few times.

• Sentence to sentence, you need to maintain the same subject when discussing the same subject. If you start a thought with "our" or "Albert" you must stick to that subject until the thought is complete, even in the next sentence. Shifting from "We love to take walks. You are amazing" is really disconcerting. 

• "You" is most effectively used as the subject when giving advice or directions (such as when you are writing a process-oriented paper on How to Make Chocolate Chip Cookies. Yum!)

Time is also very important. You screw time when you shift verb tenses, within a sentence or from sentence to sentence! 

• In literary analysis, you write in the 3rd person simple present (Albert walks. Klara states). Doing so will allow you to much more cleanly express flashback using key transitional words or phrases or the simple past tense.

• Albert goes on a worldwide search for his father, and ends up in the South Pacific. To find his father, he must work as first mate to a slave trader named Jack Lewis. Albert compromises his ethics to seek the truth of his father. 

That dirty, sinful word 'syntax' needs consistency, too. 

• Active voice construction is the first key. Your writing in Active Voice is benefited by a consistent verb tense, coincidentally. Why? Because the "simple present" forces you to scrap all worthless verb constructions for the easiest. You get down to "subject + verb" construction. 

• Passive voice:  linking verb + by/with + subject  (The boy was bitten by the dog.)

• In listy sentences, or in multiple sentences in which list ideas, you should also follow the same order and form (137-39).  

• Order: in multiple sentences or compound sentences, make sure the sentences that go together follow "subject, verb" structure. If one of the actions changes to "verb, subject" then you have a shift.

• Form: Pay attention to the verb forms and types. If you have an action verb, the next verb construction should be an action verb. Your goal is to get those verbs to match in form and "type."  
• Linking verbs (to be or to have verbs) are a great clue.  
• When the verb form changes drastically over a sentence or two, you've got an issue.

Basic Editing Skill: Diagram your sentences to test for most grammar issues

1. Underline the subject of the sentence

2. Circle the verb

3. Box or bracket or cross out (with a pencil or your mind!) all the other words

Supplemental strategies:  

• Write DEP above dependent clauses and IND above the complete sentences. 
• Draw a vertical line ( |  )  between each end punctuation to isolate and edit individual sentences.
• Edit by BACKWARDS READING. Start with the last sentence in the paragraph. Then the second to last, then the third, and so on.... 
• Use the space bar to separate a paragraph from the rest. Even spacebar each sentence so they stand alone on a line. 

A Writing Mechanic's Issues

1. Don't use "etc." and other Latin abbreviations (343) because they are tonally too casual.

2. Acronyms: only used widely-known acronyms. As RR notes, if you are using a less unfamiliar acronym you need to introduce the whole title first, with the acronym in parentheses.

• Bourdain studied at the Culinary Institute of America (CIA), the premier cooking school in the USA.  [See what I did there?!?}

3. Salutations can be used with proper names, when logical. 

• Unless the character goes by "Miss Sophie," you would call her Sophie--never Ms. Sophie.  However, Mrs. Rasmussen is also Anna Rasmussen--never Missus Rasmussen.

4. With numbers, the general rule is to spell out all numbers one-hundred and below. Along with rule four, you also have rule five dealing with numbers:

5. If a number starts off a sentence, write out that number. Fourteen-hundred and seventy-five is a large number, isn't it?

6. Stay numerically consistent. If you make the minor error of stating 3 out of four dentists agree, you should really be arguing that 3 out of 4 dentists agree. 

7.  As the book notes, numbers used as part of modifying phrases can be in number form, not spelled out.

• He hired an editor to get the 500-pound monkey off his back. The editor, though, was not five-hundred pounds, nor a monkey.

8. To italicize, or not to italicize, that is A question. However, you should never have to make it THE question.

•  Longer, "complete" texts such as books, albums, TV shows, movies, plays, magazines, newspapers, and even websites should be italicized. 

• However, the Bible and the Constitution are not italicized (348). Legal document titles are never italicized. 

9. Also, do not italicize (or bold, or underline) the title of your own essay. Use capitalization rules, instead.

10. Go beyond spellcheck. Use spellcheck, but don't rely on it. Spellcheck doesn't catch homonyms (there, their, there're | it it's | to two too | here hear!)

11.  Plurals versus (not verses) Possessives.  The apostrophe (') is used for ownership. You cannot tack on an -s or -es to a word to make that word own the next word. 

• What do I do with Jerry's throw [rug]? Do all Jerrys throw left-handed?

12. Capitalize proper nouns, like character names. Real people names. Business names. Titles of sources.

• There is a difference between giving Johnny cash and giving Johnny Cash away.

13. Commonly misspelled words: look for them versus assuming you have tight verses. Check 356-57 in RR, but also go to a dictionary for words you are unsure of.

14. Hyphens are not dashes. Hyphens are used with compound words, between prefixes and suffixes (360). 

15. Hyphens are also important to use when you are formatting your essay. If there is too much white space at the end of a line and you have long word, try to split that word up at a natural syllabic break to avoid the empty, or too short, line.

For Wed., 10/29:

1. Work on revisions based on workshop. Revisions due on Monday.

2. Read chapter on Mechanics in Rules for Writers (341-366). Also, read up on Shifts (135-) and Emphasis (141-) and Variety (152-).

Workshop: Looking for Larger Ideas in Terminology Used

For Every Essay: Defining Beliefs and Norms

• Are the words belief, norms, value, or variances of those words (normal behavior, ideology, etc.) show up in the essay draft? Where can the writer use more contextualizing of their ideas in terms of these larger terms? Which topic sentences seem to be the strongest in claiming something about a belief or a normal behavior? 

For those whose essays focus on ideas about gender roles:

• What type of terminology does the writer use that deepens our understanding of what each gender role is?

• How is a Marstal woman's role defined? What are a woman's duties or obligations to her family, to her town?
• How is a Marstal man's role defined? What are a man's duties or obligations to his family, to his town? 

• Do they discuss any ideas of hierarchy, power structure, or any similar concept? What could they add to their paper, whether they address the male to female power structure or not?

For those whose essays focus on ideas about spirituality:

• What types terms are used that deepen our understanding of how Marstallers view religion?

• Do they categorize different types of faith? How could they further clarify any differences in views of faith using classification? 

• By gender, by occupation, by family history? By individual character?

• What is the "ends" of faith in the eyes of Marstallers? In other words, what is the purpose of religious faith and what is the purpose of "atheistic" faith?

• If a character doesn't believe in the church, what does he or she seem to believe in--and why? 

• Who is life lived for? Does the writer address that question at all, in regards to Marstallers and individual characters? 

For those whose essays focus on ideas about war:

• Does the writer address this question: Why do Marstallers participate in wars, and do their views change over time or remain fairly consistent? 

• What reasons do they have as far as nationalism/patriotism? Do they use these terms and others that relate to the purpose? 

• Do they address Denmark's neutrality in the World Wars? What more can they add about the ideology of Marstallers that come from their town's and country's want to stay out of these wars? 

• Do they interpret their characters' mindsets about war? What terms most strike you as appropriate descriptions of war, as seen through characters' eyes?

For Monday, 10/27:

1.  You are to attach at least one Organizing Character chart, completely filled out, to the back of your Essay 2 draft. You can download the chart template from our Canvas page. If you have problems doing so, make sure to email me ASAP (Saturday and Sundays are my weekends, so I won't check my mail as much, and waiting around until Monday just shows bad time management and a lack of effort--which all go against course participation grade...yup.)  (20 points)

2. Also, attach your Word Bank, filled out with at least 10 relevant words in each category. (10 points)


3. Essay 2: complete draft of at least 2.5 pages. Any essays that are less than 2.5 pages in length in our required formatting will not be accepted and will be treated under the Late Policy until meeting requirements. (part of 150 points for Essay 2 overall grade)


The goal of these assignments is to understand the importance of PROCESS in writing an essay. Writing coherent, depthful, developed, stylistically amazing essays includes much pre-writing critical thinking of ideas and organization of thoughts and outlining of an essay and and and and before writing a complete draft.

Introductions

Purpose of Literary Analysis Introductions

1. Identify and explain the subject and what you are topically analyzing
2. Introduce the guiding analysis examples in your subject text
3. Introduce your ideas==>your argument and reasons
• thesis and subtopic claims
4. By doing #3, organize the body paragraphs by giving the order of your thesis statement claims

General Introduction Structure: 

1. Hook: opening sentence(s) of essay that sets up your topic==>something thematically connected 

2. Put the hook in context for thesis topic: transition from topic to specific subject matter

• Provide  background information on thesis subject

• Name the author and subject matter and/text that you are analyzing

• Contextualize the subject matter (the book, in this case) based on essay prompt's purpose

• Thematic summary==> how does the subject text fit the topic? What's its individual view/place on the larger topic?

• Introduce and define main characters (analysis examples) used in analysis -- what are you going to break down with regard to these characters? 

3. Then transition to the Thesis Statement and subtopics that body paragraph explores

• The most effective writing can combine #2's behaviors 

General Hooks

The purpose of a hook is to draw your reader in to what you have to say. You don't want the hook to sound too broad and anonymous. You want to one of the general hooks below in a creative, but thesis-connected way: 

1. Relevant quote  (something that not only relates to the topic, but your point of view of the subject matter)

2. Personal anecdote (in 3rd person analysis, the only time "I" is 'allowable'). What type of family dysfunction do you have that fits the same type of situation. 

3. Provocative and relevant question

4. Specific Example that fit your subject ==> In 2014, what is a relevant example that relates to your subject text and the themes you will analyze in your essay? 

5. Relevant fact: particularly one that sets the tone and allows you to explore the fact specifically as it relates to your thesis.

HW for 10/15: Typed Introductions

1. Essay 2 Introductions

• 6-8 sentences (1/2 to 2/3 of a page)
• Make sure to bold thesis statement
• Make sure to underline your subtopic sentences: the points will you make in body paragraphs based on your thesis statement

2. Read RR chapter on Wordiness

Introductions: Structure and Content

Purpose of Literary Analysis Introductions

1. Identify and explain the subject and what you are topically analyzing
2. Introduce the guiding analysis examples in your subject text
3. Introduce your ideas==>your argument and reasons
• thesis and subtopic claims
4. By doing #3, organize the body paragraphs by giving the order of your thesis statement claims

General Introduction Structure: 

1. Hook: opening sentence(s) of essay that sets up your topic==>something thematically connected 

2. Put the hook in context for thesis topic: transition from topic to specific subject matter

• Provide  background information on thesis subject

• Name the author and subject matter and/text that you are analyzing
• Contextualize the subject matter (the book, in this case) based on essay prompt's purpose
• Thematic summary==> how does the subject text fit the topic? What's its individual view/place on the larger topic?

• Introduce and define main characters (analysis examples) used in analysis -- what are you going to break down with regard to these characters? 

3. Then transition to the Thesis Statement and subtopics that body paragraph explores

• The most effective writing can combine #2's behaviors 

General Hooks (p.26 in RR)

The purpose of a hook is to draw your reader in to what you have to say. You don't want the hook to sound too broad and anonymous. You want to one of the general hooks below in a creative, but thesis-connected way: 

1. Relevant quote  (something that not only relates to the topic, but your point of view of the subject matter)

2. Personal anecdote (in 3rd person analysis, the only time "I" is 'allowable')

3. Provocative and relevant question

4. Specific Example that fit your subject ==> In 2014, what is a relevant example that relates to your subject text and the themes you will analyze in your essay? 

5. Relevant fact: particularly one that sets the tone and allows you to explore the fact specifically as it relates to your thesis.

HW for Monday, 10/13

1. Work on Thesis Statement and Introduction for Essay 2

2. Read We, the Drowned, through part III, “The Sailor” (up to page 547)    

Literary Analysis using Argument Strategies

Two rhetorical strategies that are relevant to making an argument (whether in a speech debate or in a argument essay or in a tete a tete with your parents or your friends or complete strangers...) are also really great when doing literary analysis.

In a literary analysis, you can frame these strategies as how to discuss characters:

• Point Out Common Ground: if there is something within the larger argument that characters agree with, it is effective to make explain views they all share (and cite those views to support the claim).  

• Start with the largest thematic connection. What do the characters agree on, idea wise? What does that tell you about what they value as a whole, then?

• Acknowledge Differing Viewpoints:  use a change in direction transitional word/phrase (however, while, although, in contrast, …) to identify where characters don't agree.

• In your claims (topic sentences and reasoning sentences), start off with the larger thematic view--not the specific passage.

• For instance, if two characters are arguing over religion. Start of your analysis by laying out their contrasting views of religion, and then support with textual evidence.

HW for 10/8

1. What are two cultural topics that you find discussed within the setting of Marstal? Which characters are involved, and what are the strongest passages that support your understanding of Marstal?

• Define the general Marstal worldview on each topic. 

• Also, define individual mindsets of Marstallers who discuss these topics. 

2. Read 5c-d (76-78) and 6 (84-95) in Rules for Writers for a further understanding of how to focus on your ideas in writing an analytical/argumentative essay. 

Knowing Other Worldviews: Gender Construction

There is a very interesting map on the Washington Post website that gives a brief historical, worldly perspective of Gender. 

How can such a map help your critical thinking about gender, and thus, about understanding more about various world views? 

• What are gender roles? 

• A gender role is a theoretical construct in the social sciences and humanities that refers to a set of social and behavioral norms that, within a specific culture, are widely considered to be socially appropriate for individuals of a specific sex. Socially accepted gender roles differ widely between different cultures. Proponents of gender role theory assert that observed gender differences in behavior and personality characteristics are, at least in part, socially constructed, and therefore, the product of socialization experiences; this contrasts with other models of gender that assert that gender differences are "essential" to biological sex. Gender differences exist in almost all societies. With differences in the norms adopted, this suggests that gender differences are, at least partly, influenced by culture.^[1]

Cultural Analysis of Marstal: gender roles as a subtopic of "way of life"

• What are different general roles in Marstal, and where are those roles constructed--based on the textual evidence? (Such a question is multilayered, of course)

Cultural Analysis of Marstal: other subtopics of "way of life"

• What are other cultural topics that are discussed within the novel? (We have started to discuss culture, already, in a more probative light.) 

Active Reading: Setting Up Support for Essay 2

Essay 2, which will be handed out next week since we are behind in having a thorough discussion of the text, will focus on analysis of the setting and how Marstal, Denmark, evolves over the years. 

The main question, though, is the following: What is a larger portrait of "what life means" represented through one or two main characters' lives--in reflection of life at sea, of technological advances,  and/or of war?


Relevant Topical Questions and Points to Make in Such a Case:

1. What happens to characters based on their way of life? (This is such an umbrella question that you can come up with many more once you isolate a few answers.)

2. How do the main characters feel about Marstal and what commentary do they make about life there? How does it evolve over time, for the character?  (Understanding and exploring characterization leads to insight into themes about the larger world.)

3. What physical changes in Marstal happen in the 100 years or so? What mindset/worldview changes happen in that time?

4. What doesn't change, physically, about Marstal? What other things don't change--mindsets, norms and beliefs? Specify.

A Certain Type of Person With A Certain Mindset In a Certain Kind of World

Authors craft worlds, similar to ours, in in the physical setting there is a chance for us to interpret a set of norms and beliefs held by characters. In each place, larger cultural points of view can be looked at as a common "worldview."  Within that worldview, each character has their own mindset--just as we do in our real world.  To find thematic understanding of what is being said about a place, you have to analyze the connections between people and place. Here are a following ways to start:

• How does an author portray the place? Does the narrator seem to like/dislike the place? 

• Who are the main characters; how are they characterized; what happens to them? How do they view the setting?

Characterization: the intended view an author wants the reader to get about a character...

• Appearance – how you physically describe them; what you emphasize about their looks

• Language – how they talk and what they talk about; accent, dialect, references they make, length of sentences …

• Behavior – define by actions, how they interact with other characters; how they treat themselves 

• Internal & External Thoughts – providing a character’s rationale for actions help shape the reader’s view