2. Why do we have to use quotes?  Everything you write is an argument. Yes, everything. No matter what you are writing, you are claiming that your opinion is accurate and what is on the paper is true.  It is not enough to just have an opinion – you need to be able to back up that opinion with evidence.  This is true in English class, Science class, Social Studies, and life in general!

3. “I know I have to use quotes, but I don’t know how to do it!” Things to remember…  You can’t isolate quotes and just “hang them out there”  You must not leave the reader to fill in the blanks!  You need to explain why you have chosen the quotes that you have chosen.  To do this, you must successfully use the CQC method…

4. First, you need a thesis statement: Your thesis statement must clearly reflect something that you are going to prove. For example, say this was my assignment: Write a paragraph in which you explain how the author uses the exposition of “The Most Dangerous Game” to establish mood. My thesis could look something like: The author establishes a sinister and tense mood during the exposition of the story through the character’s dialogue. This is what I will prove

5. No “I”! When writing anything (other than your personal memoirs or a work of fiction) you must use the formal third person voice. This means you may not use “I”, “You”, “We” or any other first or second person pronouns. The only exception to this is if you are quoting directly from another source.

6. Examples: NO  I think the theme of “The Most Dangerous Game” is… YES The theme of “The Most Dangerous Game” is… NO  You can see that the author show us … Yes The reader can see that the author show his audience…

7. I’ve got my thesis, now what? Prove what your thesis statement says!  How?  CLAIM– make your point  QUOTE—provide evidence that supports the point you just made  COMMENT– explain how the evidence you just offered proves your claim. Answer the question: so what?

8. CLAIM – make a statement! Although we often think that the quotes or examples we choose to back up our thoughts speak for themselves, they usually don’t. We know what we are thinking, but the reader doesn’t. Your job is to provide the reader with context, a frame of reference, for the evidence (quote) you are going to provide. This should indicate who is involved in the quote, why this happened, what is going on in general, when this is all happening (in terms of the story), and/or where this is all taking place.

9. Quote To clarify: a “quote” is any word or words you take from a piece of writing. It does NOT have to be dialogue. Dialogue – The characters are speaking: "The old charts call it `Ship-Trap Island,"' Whitney replied." A suggestive name, isn't it? Sailors have a curious dread of the place. I don't know why. Some superstition--“ Narration – The narrator is speaking: Desperately he struck out with strong strokes after the receding lights of the yacht, but he stopped before he had swum fifty feet. A certain coolheadedness had come to him; it was not the first time he had been in a tight place. Either of these is a Quote

10. Quote (continued) When choosing a proper quote to support your topic sentence (and this is ALL about supporting the thesis), it is important to choose wisely. A. Choose quotes that expand upon your main point (the thesis) and allow for elaboration or analysis (in other words, pick quotes about which you have something to say.) B. Avoid quotes that simply repeat what has already been said.

11. Comment (THE ANALYSIS)  This is the most important part of the paragraph because it is where your ideas come into play.  This is where you explain to the reader why you think the quote you have chosen supports your point—thus, proving it! A. The comment portion must clearly explain the connections that you see. Remember that the reader may not see this connection—your job is to make it as clear as possible! B. During the comment portion, be sure NOT to simply re-state what the quote says. Also AVOID phrases like "this quote shows,” “this proves that,” etc. C. Give your reader the “SO WHAT?” What is the point of the quote? You need to make this clear to the reader.

12. Example - BAD The author establishes a sinister and tense mood during the exposition of the story through the character’s dialogue. Whitney and Rainsford discuss the bad reputation of the island. Whitney says, "The place has a reputation--a bad one” (215). This quote shows that the island is known for being bad. Thesis Claim Quote Comment Note how this quote only repeats what you already said. It does not actually explain or analyze anything.

13. Example - GOOD: The author establishes a sinister and tense mood during the exposition of the story through the character’s dialogue. When Rainsford and Whitney discuss the island, the reader feels a growing sense of tension. Whitney recounts a conversation he had with the captain of the ship. The captain tells Whitney, “This place has an evil name among seafaring men” (215). Here, the author is showing how even the captain, who is normally fearless, is becoming nervous around the island. Thesis Claim Quote Comment This example actually does explain how the “sinister” and “tense” mood is created. You’ve shown the reader exactly what you were talking about.

14. Now, it’s your turn…