A method of organizing & analyzing evidence P.I.Q.U.E.

Pique (verb): to interest or inspire My curiosity was piqued by your intriguing use of evidence.

P.I.Q.U.E. is an acronym to help you remember how to present your evidence and analysis in any writing situation. P = POINT I = INTRODUCE THE EVIDENCE Q = QUOTATION U= UNPACK THE QUOTATION E = EXPLAIN THE CONNECTION BETWEEN THE QUOTATION AND THE POINT

P = POINT: What is the point you will be trying to make by using this piece of evidence? First, write your topic sentence. A topic sentence essentially tells readers what the rest of the paragraph is about Every topic sentence will have a topic and a controlling idea. The controlling idea shows the direction the paragraph will take. Example:Topic Sentence: There are many possible contributing factors to global warming. The topic is "global warming" and the controlling idea is "contributing factors." Topic Sentence: Graduating from high school is important for many different reasons. The topic is "graduating from high school" and the controlling idea is "many different reasons." Then narrow down the topic to the specific piece of evidence you are using. This is your main point. This is also called an “assertion.”

I = Introduce the Evidence All evidence needs to be contextualized. Introducing evidence helps remind the reader what is going on in the story. It also helps your writing flow. Context sets up where, when, and under what circumstances this quotation was spoken or written. Which character is speaking? What is going in the plot? Where is the character when he/she is speaking? Use your “Sentence Starters” handout for ideas. I = Introduce the Evidence

Q=Quote and Cite your Evidence Provide an MLA formatted citation for your evidence. The author’s last name appears in parentheses after the quotation followed by a period. “Quoted Text” (Ishiguro 15). You can set off a quotation from your context by using a colon. Example: According to Tom Sipher, there is a simple solution to the perceived crisis of American education: “Abolish compulsory-attendance laws and allow only those who are committed to getting an education to attend” (Sipher 3).

Q = Quote and Cite your Evidence Embed the quotation with your own sentence. Example: A solution to the perceived crisis of American education is to “Abolish compulsory-attendance laws and allow only those who are committed to getting an education to attend” (Sipher 3).

Q = Quote and Cite your Evidence Embedding quotes may require you to slightly edit the quotation so it is grammatically correct. Use ellipses surrounded by brackets to omit unnecessary words [. . .] Put brackets [ ] around words you have to change or add to the original quote. Only make changes that do not detract from the original meaning of the quotation. Example: A solution to the perceived crisis of American education is to “Abolish compulsory-attendance laws and allow [students] who are committed to getting an education to attend” (Sipher 3). Q = Quote and Cite your Evidence

Q=Quote and Cite your Evidence If your quotation is long, you must BLOCK QUOTE it. If your quote is longer than four full lines, follow these steps: Type your intro to the quote. Type a colon after the intro. Hit “enter” before typing the quote. Do NOT use quotation marks. Your citation looks like this  quoted text. (Ishiguro 60) Select the quotation by highlighting it. Move the curser tab ½ inch on the left side. Type enter (do not tab the next line) and write your analysis. Maintain double-spacing.

U=Unpack the Quotation NEVER use a quotation without analyzing it Pick your quotation apart so you explain how this piece of evidence supports your thesis statement/topic sentence Do NOT use the phrase “this shows that” or “this quotation shows”

U=Unpack the Quotation What literary techniques are being used? Characterization Point of view Imagery Setting Metaphor Irony Symbolism Diction Conflict

E=Explain the Link to the Thesis The evidence has to connect to the essay’s main thesis/topic sentence. But you must make these connections. How does the evidence and the analysis support your overall argument? This is a good time to use a transition to link back to your point.

E=Explain the Link to the Thesis Questions to consider: Ask “Why is this important?” Ask “How do you know this?” Ask “What technique is being used?” Ask “SO WHAT?”