1. Close Reading Quotes
W2f Explanation

2. Tricks of the Trade Give context before the quote
Author
Text
Topic
(if 2nd detail) Connection to first detail
Use only as much of the quote as is absolutely needed
Punctuate properly, including citation
Connect the quote to the evidence statement of the paragraph
Pull key words for your connection
Address the whole quote

3. Mrs. B’s Example— Problem-Solution Outline
Claim: If America wants her children to become leaders, students should be encouraged to pursue their interests and strengths rather than a fixed curriculum.
Evidence 1: The American education system is trapped by a tradition of fixed curriculum.
Detail 1: “It loves not realities and creators, but names and customs” (Emerson 1841).
Detail 2: Many believe we shouldn’t fix what isn’t broken.
Detail 3: “I am ashamed to think how easily we capitulate to badges and names, to large societies and dead institutions” (Emerson 1841).

4. Mrs. B’s Example— Draft of Body Paragraph 1
Currently, the American education system is trapped by a tradition of fixed curriculum, courses and skills which all students are required to take, regardless of special interests or needs. This enforced tradition should not surprise educators and citizens; as Emerson (1841) explains, “[Society] loves not realities and creators, but names and customs.” Despite the changing reality of our world—new technology, new global interactions, new health crises—our government continues to force the same curriculum on all students; after all, common curriculum is part of our American “customs,” encouraged by famous “names” in our national history. Many citizens agree with continuing common curriculum, either afraid to try new strategies or believing, as the common saying goes, “If it ain’t broke, don’t fix it.” Nor are educators free of blame; too many agree to the tradition, “…easily [capitulating] to badges and names” (Emerson, 1841) because those “badges and names” hold power over their jobs. It is far easier to say yes to government mandates than to risk losing one’s job, even when better alternatives exist.

5. Mrs. B’s Example— Draft of Body Paragraph 1
Transition
Claim Connection
Key Words
Citation
Quote Context
Currently, the American education system is trapped by a tradition of fixed curriculum, courses and skills which all students are required to take, regardless of special interests or needs. This enforced tradition should not surprise educators and citizens; as Emerson (1841) explains, “[Society] loves not realities and creators, but names and customs.” Despite the changing reality of our world—new technology, new global interactions, new health crises—our government continues to force the same curriculum on all students; after all, common curriculum is part of our American “customs,” encouraged by famous “names” in our national history. Many citizens agree with custom, either afraid to try new strategies or believing, as the common saying goes, “If it ain’t broke, don’t fix it.” Nor are educators free of blame; too many agree to the tradition, “…easily [capitulating] to badges and names” (Emerson, 1841) because those “badges and names” hold power over their jobs. It is far easier to say yes to government mandates than to risk losing one’s job, even when better alternatives exist.

6. Practice—Together
Claim: If America wants her children to become leaders, students should be encouraged to pursue their interests and strengths rather than a fixed curriculum.
Evidence 1: The American education system is trapped by a tradition of fixed curriculum.
Evidence 2: No two students are the same.
Detail 1: There are multiple modes of learning.
Detail 2: “If a man does not keep pace with his companions, perhaps it is because he hears a different drummer” (Thoreau, 1845).

7. Practice—Partner or Solo
Revisit your poster project paragraph. Revise to add:
Context
Citations
Close reading of key words
* If working with a partner, choose just one paragraph to revise.