1. 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.

2. 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

3. 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)

4. 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.

5. Analyzing Evidence Graphic Organizer

6. Referencing Perspective of a Document
3 components of document reference:
Attribution (name/title of author/speaker)
Perspective(CORNPPEG to the right)
GIST (link between Perspective and topic you are writing about)
SAMPLE FORMAT:
(Attribution) as a(n) (CORNPEG), who would believe/think/act … truly was/did when he/she believed/thought/act …
EX: Bob Matthias, as an American competitor in the 1952 Olympics, who would probably be influenced by the strong anti-Communist thought during the early Cold War, truly was when he said that he just had to beat the Soviets and loved doing it.
CORNPPEG!
Class
Occupation
Religion
Nationality
Political Affiliation
Position (Title)
Ethnic Identity
Gender

7. TEA: Short Answer Response
Topic Sentence (claim) that addresses the historical thinking skill (comparison, continuity and change over time, etc.) Evidence – explicit, specific example! Analysis – explain your evidence and how it connects to the historical issue at hand.

8. Three Column Chart Linking Claims, Evidence, and Analysis
What is your defensible argument that answers the prompt?
What specific and relevant evidence supports your claim that answers the prompt?
How does your evidence prove your claim? (SHOW, DON’T TELL)

9. A.P.E.S. Short Answer Writing Strategy
Answer: provide a direct, factual answer to the question. Hint: use some wording from the question
Proof: Give one sentence of proof from the article to back up your answer. Give SPECIFIC EXAMPLES from the article.
Extension / Synthesize: Extend by explaining how your PROOF supports your ANSWER to the question.
Summary: Give a one sentence conclusion. Begin it with "In conclusion, ..." Restating your answer to the question asked.

10. “ACE IT!”
• A = Answer. You directly answer the question by identifying your historical claim. - Use specific factual information, if applicable.
• C = Cite. You briefly define/describe your claim. - Use specific factual information. - In stimulus-based questions, use a word or image component. (“snag a word/image”)
• E = Expand. You explain the choice of your historical claim in response to the question and logically connect it to relevant historical developments. “How and why your claim best addresses the intent of the question.”