1. Analytical Writing Guide

2. In this Powerpoint 1.Prompt dissection 2.Thesis writing 3.Topic sentences 4.Quote selection 5.Quote integration 6.Specific quote analysis 7.Concluding sentences

3. Basic Steps 1.Dissect the Prompt 2.Make a List 3.Annotate 4.Elaborate on the list 5.Write detailed thesis 6.Draft BASIC outline 7.Write 8.Edit

4. Dissect the Prompt 1.Cross out any information that is not important. 2.What is it asking you to do? (Explain, elaborate, compare/contrast, analyze, connect, etc.) 3.With what is it asking you to do that task? 4.How will you do it? 5.Make a list!

5. Dissect the Prompt Read the following soliloquy from Act I, Scene II, and write a well-written essay in which you explain a central theme of this passage in terms of the conflict present.

6. Dissect the Prompt Read the following soliloquy from Act I, Scene II, and write a well-written essay in which you explain a central theme of this passage in terms of the conflict present.

7. Dissect the Prompt Read the following soliloquy from Act I, Scene II, and write a well-written essay in which you explain a central theme of this passage in terms of the conflict present.

8. Dissect the Prompt Read the following soliloquy from Act I, Scene II, and write a well-written essay in which you explain a central theme of this passage in terms of the conflict present.

9. Dissect the Prompt Read the following soliloquy from Act I, Scene II, and write a well-written essay in which you explain a central theme of this passage in terms of the conflict present.

10. Make a List Read the following soliloquy from Act I, Scene II, and write a well-written essay in which you explain a central theme of this passage in terms of the conflict present. I need to: - Identify a central theme - Identify the conflict present - Explain how they are connected

11. Dissect the Prompt In Hamlet a character who appears briefly, or does not appear at all, is a significant presence. Write an essay in which you show how such a character functions in the work. You may wish to discuss how the character affects action, theme, or the development of other characters.

12. Dissect the Prompt or In Hamlet a character who appears briefly, or does not appear at all, is a significant presence. Write an essay in which you show how such a character functions in the work. You may wish to discuss how the character affects action, theme, or the development of other characters. I need to: - Identify a character who appears briefly - Explain how that character affects action, theme, OR development of other characters - Discuss how this is important/significant

13. Thesis Writing Thesis statement is an assertion, not a fact or an observation o Assertion (n.): Something stated or declared positively/emphatically o Fact/Observation: People use many lawn chemicals. o Thesis: People are poisoning the environment with chemicals merely to keep their lawns clean. For now, a thesis statement should be ONE detailed sentence Comes last in your introductory paragraph You are arguing something! Take a stand!

14. Thesis Writing Weak (Broad noun + Weak Verb + Vague/evaluative adjective/noun) The playshowsmadness. Stronger (Specific noun + Active Verb + Assertive predicate) Shakespeare’s soliloquys in Hamlet assert that madness is a fragile state from which man struggles to resist. Strongest (Specific noun + Active Verb + Assertive predicate + Summary of evidence) The mournful diction and allusion to Greek tragedies in Shakespeare’s Hamlet soliloquys assert that madness is a fragile state from which man struggles to resist.

15. Thesis Writing Make these theses into the strongest theses possible! Be creative. Group 1: Tacos are the best. Group 2: Huckleberry Finn is about racism. Group 3: Hamlet’s uncle is mean. Group 4: Branagh’s adaptation is better than Tennant’s. When you are done, label the following parts of your thesis: (Specific noun + Active verb + Assertive predicate + Summary of evidence)

16. Thesis Writing Reminders Use action verbs One sentence Be specific No quotes in the thesis (leave the analysis for body paragraphs) Last sentence of introduction

17. Topic Sentences First sentence in a body paragraph Introduce the topic of the body paragraph Mini-thesis (except they tend to peak into the analysis) Sometimes use transition words

18. Topic Sentences Weak Hamlet’s soliloquys have mournful diction. Stronger Hamlet’s soliloquys utilize mournful diction to establish a chaotic mood. Strongest The mournful diction in Hamlet’s soliloquys establish his suicidal and self-deprecating tendencies that add to the chaos of the rest of the play.

19. Quote Selection 1.Use your topic and/or prompt to create a list for what you are searching for in an annotation 2.Use a cursory annotation to find potential chunks of evidence 3.Decide what you are actually trying to say and which quotes apply best 4.Cut down the quote to it’s bare bones 5.Never use quotes to “tell the story,” only use them to further your analysis

20. Quote Selection The mournful diction in Hamlet’s soliloquys establish his suicidal and self-deprecating tendencies that add to the chaos of the rest of the play. Looking for: -Mournful words -Suicidal/self-deprecating language -Chaotic language

21. Quote Selection Looking for: -Mournful words -Suicidal/self-deprecating language -Chaotic language “O, what a rogue and peasant slave am I!” (II.ii.577) “O, that this too, too sullied flesh would melt,/Thaw, and resolve itself into a dew” (I.ii.133-134) “But I am pigeon livered and lack gall” (II.ii.604) “To be or not to be- that is the question” (III.i.64) “O, from this time forth/My thoughts be bloody or be nothing worth!” (IV.v.69)

22. Quote Selection Looking for: -Mournful words -Suicidal/self-deprecating language -Chaotic language “O, what a rogue and peasant slave am I!” (II.ii.577) “O, that this too, too sullied flesh would melt,/Thaw, and resolve itself into a dew” (I.ii.133-134) “But I am pigeon livered and lack gall” (II.ii.604) “To be or not to be- that is the question” (III.i.64) “O, from this time forth/My thoughts be bloody or be nothing worth!” (IV.v.69)

23. Quote Selection Looking for: -Mournful words -Suicidal/self-deprecating language -Chaotic language “rogue” “peasant slave” (II.ii.577) “To be or not to be” (III.i.64)

24. Quote Citation Comes directly after the end quote unless you have more than one quote from that line/page in the same sentence- then the citation comes at the end of the sentence. Citations ALWAYS come after the end quote and before punctuation. Quoting Shakespeare o (Act.Scene.Line) o Use Roman numerals for act (Caps) and scene (lowercase) o Use Arabic numerals for lines o (III.ii.132-133)  Act 3, scene 2, lines 132-133

25. Quote Integration Give context to the quote (Introducing the quote) o What is going on in the text when this quote is said? o Why are YOU using this quote? Never use a quote in the first sentence in a paragraph (except for hooks in the intro) Quotes should never stand alone, they should always be “cushioned” by YOUR words The only time it is acceptable to use a quote in the last sentence is if you are using 2-3 words as part of your transition sentence Use brackets ([]) to replace words to make the quote flow into the sentence

26. Quote Integration “to be or not to be” 1.In Act III, scene I, Hamlet begins his famous solilquy with “to be or not to be” (III.i.64). 2.Hamlet’s inquiry whether “to be or not be” (III.i.64) reveal his fragile psyche. 3.When Hamlet questions whether “to be or not to be” (III.i.64) the audience is reminded of his lack of self-worth. 4.Hamlet’s internal struggle on whether “to be or not to be” (III.i.64) causes chaos for those around him.

27. Quote Integration At your table, brainstorm 4 different ways to integrate the following quotes: “ rogue” “peasant slave”

28. Specific Quote Analysis Typically comes directly after the quote integration Talk about the specific words in your quote Two parts o Explain your interpretation of the quote o Connect the quote back to the topic/prompt Hamlet’s internal struggle on whether “to be or not to be” (III.i.64) causes chaos for those around him. Hamlet’s desire to “not be” reflect his disconnect to the reality of his sporadic mood. This disconnect makes Hamlet act recklessly, breaking down the already fragile state of the relationships around him.

29. Specific Quote Analysis Try to apply SQA to the integrated quote you and your table used.

30. SQA Reminders State something other than obvious! Take risks! Use words from the quote in your analysis Connect it back to topic/thesis ALWAYS Don’t talk about the plot!

31. Concluding/Transition Sentence Summarize or finalize your argument (you should be synthesizing two SQAs) Give your audience a definitive end to your paragraph Answer “So What?” Transition to the next point

32. Concluding/Transition Sentence Because of the mournful word choice, the chaos of the play is verbalized through Hamlet’s personal struggle. While the mournful words in Hamlet soliloquys create a budding chaos, the Greek allusions dramatize that chaos. The mournful word choice creates a foundation of chaos on which the Greek allusions, also present in Hamlet’s soliloquys, build.

33. Analytical Writing Reminders A strong thesis/topic sentence lends to a strong analysis  Make it specific! 2-6 word quotes Cushion your quotes with your words Connect your quote analysis back to your thesis/topic Synthesize your two SQAs and transition in a concluding sentence Get over talking about plot Always answer the questions “WHY?” “HOW?” and “SO WHAT?” You have to take risks to reap the reward!

34. Basic Outline 1.Topic Sentence 2.Integrate quote #1 3.Specific Quote Analysis 4.Integrate quote #2 5.Specific Quote Analysis 6.Concluding/Transition Sentence

36. Make a list Read the following soliloquy from Act I, Scene II, and write a well-written essay in which you explain a central theme of this passage in terms of the conflict present. When annotating, I’m looking for: -Central Theme -Conflict

37. Annotate Look for short phrases (2-4 words) and individual words that add to your analysis. DO NOT LOOK AT LARGE CHUNKS. Decide on TWO literary elements that contribute to your list. Here are some common ones: -Diction -Syntax -Imagery -Similes/Metaphors

38. Elaborate on the List Central Theme  Humanity is corrupt Conflict  Hamlet’s mother too quickly forgot about the love for his father and married his uncle Literary Elements o Imagery  Corruption/immorality “’tis an unweeded garden” (8) “incestuous sheets” (29) o Allusion  Greek Tragedy “Like Niobe, all tears” (21) “no more like my father/Than I to Hercules” (25)

39. Write a Detailed Thesis Read the following soliloquy from Act I, Scene II, and write a well-written essay in which you explain a central theme of this passage in terms of the conflict present. The corruption of humanity is shown in Hamlet’s soliloquy about his too quickly married mother from Act I, Scene ii through imagery of immorality and allusions to Greek tragedy.

40. Basic Outline 1.Imagery of Immorality 1.Quote (8) 2.Quote (29) 2. Allusions to Greek tragedies 1.Quote (21) 2.Quote (25) 3.Conclusion

41. Write Reminders: Spend at least 10-15 minutes annotating/planning Don’t forget the organizational power of topic sentences Quotes DON’T speak for themselves NO 1 st or 2 nd person! You are better at analysis than you think!