1. STAARS for analyzing rhetoric
Subject
one word – literal subject
Thematic Statement
What the writer says about the subject up to this point – one complete sentence
Attitude
Tone; what the writer feels about the subject – 3 tone words
Audience
To whom is the passage addressed?
Rhetorical
Strategies
Choose one and cite it from the text (diction, imagery, language, irony, metaphor, organization, syntax, allusion, symbol, figurative language, point of view, tone (attitude), logos, pathos, and ethos, detail, satire)

2. TEAR write a paragraph explaining how the rhetorical strategy you chose contributes to the meaning of the passage following the format below
T Thematic Statement -- including a TAG (title, author, genre) E Evidence -- incorporate quotations from the text in a sentence which restates what you will explain; do not quote an entire sentences from the text; find the integral part of the sentence – the example of the literary element A Analysis – explain how this strategy contributes to meaning of the overall passage R Response – Your response (without using first person) to the passage

3. How to expand professional and academic writing Show, Don’t Tell
a. Give SPECIFIC examples/evidence of the idea or argument. (And another example, and another example, and another. The more examples, the more
connections you have to explain.)
i. TELLING: David is like Adam
ii. SHOWING: David follows Jennifer in rebelling when he accepts
Margaret’s oatmeal cookies and later when he bites the apple at Lover’s Lane, making David similar to Adam who followed Eve in rebelling and who was tempted by food.
b. Add “because” after telling statements
ii. SHOWING: David is like Adam because he accepts the temptation of Margaret’s oatmeal cookies the way Adam accepts the apple from Eve.

4. How to expand professional and academic writing Explain and Analyze your Examples/Evidence: Formula…
i. Give example/evidence
1. David is like Adam because he accepts the temptation of Margaret’s oatmeal cookies.
ii. Explain what point the example/evidence makes or demonstrates
1. Because he is tempted, David is a similar character to Adam.
iii. Explain how the example/evidence works as a part of the bigger idea or story
1. This similarity in the actions of Adam and David, both in being tempted and rebelling, lead to the conflict in both stories.
iv. Explain how the example/evidence relates, works with, or connects to other examples you have given
1. This role in the conflict of rebelling sets David beside Jennifer in the film just as Adam is set beside Eve in the story. Both David and Adam are following a woman in breaking the rules.
v. Explain how the example/evidence proves or supports your thesis
1. This similarity in action and conflict further proves that Gary Ross has reused characters from the original story.
vi. Repeat for each example/evidence

5. How to write a Short Close Reading Analysis
1. You will generally be answering the question: How does the author’s use of stylistic and structural techniques impact or create meaning?
2. Remember RACED
a. Restate and answer the question (1 sentence)
b. Cite evidence from the text (at least 3)
i. Always introduce your quote by mentioning the author by LAST NAME
ii. Ex: Eighner writes, “I think it a sound and honorable niche,” (pg. 1, “On Dumpster Diving”).
c. Explain WHAT each citation means in context AND HOW each citation helps prove your answer (2-3 sentences PER citation minimum)
d. Draw conclusions: So what is the ultimate take-away? Why does what the author did work? (1-2 sentences)
3. Avoid 1st person (I think, I feel) and 2 nd person (you can see, you get a sense). Use 3rd person and use a formal mode of language (One can infer, the reader can conclude that, etc)

6. AP Literature Essay Steps
Intro:
3. Connect your evidence back to your topic (connect your chosen device to how it functions)
1. Hook with a big idea connected to the meaning/message in the text
4. Repeat steps 2 and 3 until you have thoroughly proven your point
2. Summarize reading briefly, hitting only what connects to meaning/message
5. Conclude your paragraph by connecting topic explored to deeper meaning/message
3. Thesis: Must address prompt AND connect devices to meaning
6. Begin next paragraph, following steps 1-5; repeat until all parts of your thesis have been explored and analyzed
Ex. Fitzgerald’s hyperbolic use of detail, nonlinear and flashback narration, and hopeful symbolism build up a tragically heroic Jay Gatsby whose dreams and ambitions are as big as America itself.
Conclusion:
1. Conclude in big picture:
Body Paragraphs (one per thesis point):
Ex: Ultimately, Fitzgerald’s novel is a satire that exposes of the tragic beauty of the American Dream.
1. Begin with a topic sentence that connects device to its function (whatever the prompt is asking you to look at)
2. Sum up main points (restate topic sentences)
Look back at your thesis—your topic sentence should be about how one of the devices in your thesis functions (Ex. Fitzgerald uses carefully placed and strategically revealed details to characterize Gatsby as both an ordinary man of humble beginnings and a grand hero.)
3. Leave reader with a pithy takeaway-why does this matter? What does it teach us about life, the universe, and everything?
Ex: Fitzgerald leave us with a final truth, that while the American Dream is a grand ambition that motivates us to dream bigger and do more, it can also crush us if we dream far bigger than we have room to grow.
2. Illustrate your point, embedding direct textual evidence in with your analysis

7. Analyzing Evidence Fill-in-the-Black Help
(Claim one-- should be a part of your thesis!) because (reason(s) why). For example, (evidence supporting reason why). In (text), (the author) writes, “Direct quote that demonstrates evidence,&”(pg.__). This examples illustrates the idea that______ because_______. Another example is that (evidence supporting reason why). In (text), (the author) writes, “Direct quote that demonstrates evidence,”; (pg.__). This example illustrates the idea that______ because_____. Finally, (evidence supporting reason why). In (text), (the author) writes, ”Direct quote that demonstrates evidence,” (pg.__). This examples illustrates the idea that______ because_______. Together, these examples help establish the idea that______. The relationship between (evidence/examples) is __________. The examples work together to_____ This relationship helps prove that (part of your thesis) because ________. Obviously this is very repetitive but like training wheels, this tool is not meant to be used forever. Once you have internalized the process of analyzing evidence, you will want to use other tools to help vary your syntax and add style to the structure above.

8. Analyzing Evidence Graphic Organizer