C.S.I. WRITING Do it ‘til you prove it!

WHAT DOES IT STAND FOR? C – Claim S – Support I - Interpret

WHAT DOES IT STAND FOR? C – Claim – Like a topic sentence, but really, ANY statement where you put forward a point for the first time. They should ALWAYS occur at the beginning of the paragraph. S – Support I - Interpret

WHAT DOES IT STAND FOR? C – Claim – Like a topic sentence, but really, ANY statement where you put forward a point for the first time. They should ALWAYS occur at the beginning of the paragraph. S – Support – Here is where you insert a direct quotation from the text. I - Interpret

WHAT DOES IT STAND FOR? C – Claim – Like a topic sentence, but really, ANY statement where you put forward a point for the first time. They should ALWAYS occur at the beginning of the paragraph. S – Support – Here is where you insert a direct quotation from the text. I – Interpret – This is the explanation of how your Support reflects your Claim.

WHAT DO WE USE IT FOR? We SHOULD use CSI writing in ANY paragraph where we are supporting a point with facts.

HOW DOES IT WORK? CLAIM

HOW DOES IT WORK? CLAIMtransition

HOW DOES IT WORK? CLAIMtransition“SUPPORT

HOW DOES IT WORK? CLAIMtransition“SUPPORT ” (in-text citation).

HOW DOES IT WORK? CLAIMtransition“SUPPORT ” (in-text citation). INTERPRET

EXAMPLEEXAMPLE Claim: In John Green’s The Fault in Our Stars, Hazel learns from Augustus that her sickness does not need to define who she is.

EXAMPLEEXAMPLE transition: She begins to learn this lesson upon meeting Augustus, and then going to his house to watch a movie. While there, he asks Hazel about her story. When she begins to respond with the story of her cancer diagnosis, he interrupts,

EXAMPLEEXAMPLE Claim: In John Green’s The Fault in Our Stars, Hazel learns from Augustus that her sickness does not need to define who she is. transition: She begins to learn this lesson upon meeting Augustus, and then going to his house to watch a movie. While there, he asks Hazel about her story. When she begins to respond with the story of her cancer diagnosis, he interrupts, Support: “No, not your cancer story. Your story. Interests, hobbies, passions… Don’t tell me you’re one of those people who becomes their disease

EXAMPLEEXAMPLE Claim: In John Green’s The Fault in Our Stars, Hazel learns from Augustus that her sickness does not need to define who she is. transition: She begins to learn this lesson upon meeting Augustus, and then going to his house to watch a movie. While there, he asks Hazel about her story. When she begins to respond with the story of her cancer diagnosis, he interrupts, Support: “No, not your cancer story. Your story. Interests, hobbies, passions… Don’t tell me you’re one of those people who becomes their disease ” (Green 32).

EXAMPLEEXAMPLE Claim: In John Green’s The Fault in Our Stars, Hazel learns from Augustus that her sickness does not need to define who she is. transition: She begins to learn this lesson upon meeting Augustus, and then going to his house to watch a movie. While there, he asks Hazel about her story. When she begins to respond with the story of her cancer diagnosis, he interrupts, Support: “No, not your cancer story. Your story. Interests, hobbies, passions… Don’t tell me you’re one of those people who becomes their disease ” (Green 32). Interpret: By stopping Hazel’s story of cancer, Augustus shows that life is made up of more than the hardships people face; instead, Gus asserts that who a person is can be defined by their likes and desires.

IN PARAGRAPH FORM: In John Green’s The Fault in Our Stars, Hazel learns from Augustus that her sickness does not need to define who she is. She begins to learn this lesson upon meeting Augustus, and then going to his house to watch a movie. While there, he asks Hazel about her story. When she begins to respond with the story of her cancer diagnosis, he interrupts, “No, not your cancer story. Your story. Interests, hobbies, passions… Don’t tell me you’re one of those people who becomes their disease” (Green 32). By stopping Hazel’s story of cancer, Augustus shows that life is made up of more than the hardships people face; instead, Gus asserts that who a person is can be defined by their likes and desires.

IN PARAGRAPH FORM: In John Green’s The Fault in Our Stars, Hazel learns from Augustus that her sickness does not need to define who she is. She begins to learn this lesson upon meeting Augustus, and then going to his house to watch a movie. While there, he asks Hazel about her story. When she begins to respond with the story of her cancer diagnosis, he interrupts, “No, not your cancer story. Your story. Interests, hobbies, passions… Don’t tell me you’re one of those people who becomes their disease” (Green 32). By stopping Hazel’s story of cancer, Augustus shows that life is made up of more than the hardships people face; instead, Gus asserts that who a person is can be defined by their likes and desires.

WHAT TO DO WHEN YOU NEED TO USE MORE THAN ONE QUOTATION: If you need to use more than one quotation, but you’re still sticking with the same Claim (or point), then just follow the cycle, skipping Claim the second, third, fourth, times, and moving right from your Interpret step to the transition to the next quote.

WHAT TO DO WHEN YOU NEED TO USE MORE THAN ONE QUOTATION: CLAIMtransition“SUPPORT ” (in-text citation). INTERPRET

WHAT TO DO WHEN YOU NEED TO USE MORE THAN ONE QUOTATION: CLAIMtransition“SUPPORT ” (in-text citation). INTERPRET For 2 nd, 3 rd, 4 th quotes

WHAT TO DO WHEN YOU HAVE MORE THAN ONE POINT IN THE SAME PARAGRAPH: CONTINUE AROUND THE CYCLE In this case, your 1 st Claim sentence should be like a mini thesis statement. It should list or mention all of the specific points you are going to make in your paragraph. To alter our example a bit, if we wanted to make the point that Hazel learns multiple things from Augustus, we might write: In John Green’s The Fault in Our Stars, Hazel learns many things from Augustus that help Hazel look at life in a new way. One of the things Hazel learns is that her sickness does not need to define who she is. Since we set up the entire paragraph in our first Claim sentence, following claim sentences would need to follow the same pattern. For example, after finishing our Interpretation step for this point, we might begin the next claim sentence (in the same paragraph) with Another thing that Hazel learns from Augustus…

HOW DO I KNOW WHAT TO PUT IN MY IN-TEXT CITATION?  Typically, your in-text will be the author’s last name and page number. (You know that one, right?!)  However, if there is NO AUTHOR LISTED, you should ALWAYS look at the MLA citation itself. Whatever comes FIRST in the citation is what you will use in the parentheses in your paper.  Essentially, you want your reader (ME! ) to be able to flip quickly from your in-text citations to your Works Cited page, and QUICKLY identify (by the first few words listed) which source you’re citing…  Example….

WORKS CITED Green, John. The Fault in Our Stars. New York: Dutton, Print. "Youth and society: significant Choice reviews." CHOICE: Current Reviews for Academic Libraries June 2009: Literature Resource Center. Web. 23 May 2014.

WORKS CITED Green, John. The Fault in Our Stars. New York: Dutton, Print. "Youth and society: significant Choice reviews." CHOICE: Current Reviews for Academic Libraries June 2009: Literature Resource Center. Web. 23 May 2014.

WORKS CITED Green, John. The Fault in Our Stars. New York: Dutton, Print. "Youth and society: significant Choice reviews." CHOICE: Current Reviews for Academic Libraries June 2009: Literature Resource Center. Web. 23 May For this in-text, you would use (“Youth and Society”) because it is the FIRST listed in the Works Cited citation.