1. Journal Format Start by putting your name and the journal # in the upper left hand corner. Also include what time the class meets (mornings/afternoons) No MLA format on journals. Start by putting your name and the journal # in the upper left hand corner. Also include what time the class meets (mornings/afternoons) No MLA format on journals. Retype the question in bold and single space it, so as to remind yourself what you’re answering. Retype the question in bold and single space it, so as to remind yourself what you’re answering. Skip down a line and begin your answer. Skip down a line and begin your answer.

2. Answering the Question Always begin with your topic claim and make sure it directly answers the question. Always begin with your topic claim and make sure it directly answers the question. Example: Choose the protagonist from either story and explain why the protagonist must change (as well as how s/he changes). Example: Choose the protagonist from either story and explain why the protagonist must change (as well as how s/he changes). Wrong: Mrs. Loisel is the protagonist in the story. (Doesn’t answer the question.) Wrong: Mrs. Loisel is the protagonist in the story. (Doesn’t answer the question.) Right: Mrs. Loisel changes as a result of having to give up her dreams of wealth and ease; instead she must learn to accept what life offers her, even if it’s painful and hard.

3. Evidence to Prove Your Point Following the topic sentence, you should provide evidence in the form of quotes, paraphrases, or ideas. Following the topic sentence, you should provide evidence in the form of quotes, paraphrases, or ideas. One method to do this is to introduce an idea followed by specific evidence, i.e., a chunk. One method to do this is to introduce an idea followed by specific evidence, i.e., a chunk. Example: (idea) Mrs. Loisel begins the story as a daydreamer with some rather misplaced priorities. (evidence) For example, although she settles “for a marriage with a minor clerk in the Ministry of Education,” she continually daydreams about a bigger apartment, hordes of servants, and men who fawn over her. Example: (idea) Mrs. Loisel begins the story as a daydreamer with some rather misplaced priorities. (evidence) For example, although she settles “for a marriage with a minor clerk in the Ministry of Education,” she continually daydreams about a bigger apartment, hordes of servants, and men who fawn over her.

4. Multiple Chunks The topic sentence might be followed by about three chunks, with the chunks organized in emphatic order, from least important to most important. Or they might be arranged chronologically to mimic the story’s development. The topic sentence might be followed by about three chunks, with the chunks organized in emphatic order, from least important to most important. Or they might be arranged chronologically to mimic the story’s development.

5. Common Errors Avoid using past tense to explain the story. Instead renarrate the story in literary present tense. Avoid using past tense to explain the story. Instead renarrate the story in literary present tense. The title of a short story goes in quotes, not italics. Italics is for book titles. The title of a short story goes in quotes, not italics. Italics is for book titles. Drop “I feel,” “I think,” “I believe.” Instead just state your thought. Drop “I feel,” “I think,” “I believe.” Instead just state your thought. Avoid generalizing about the story. Provide specific evidence from the text and use quotes too. Avoid generalizing about the story. Provide specific evidence from the text and use quotes too. Very important: Don’t summarize the plot; rather, analyze it. Instead of telling us what Mrs. Loisel does, tell us what her actions mean or show. There’s a good overview of this on our home page marked “Plot Summary vs. Analysis.” Very important: Don’t summarize the plot; rather, analyze it. Instead of telling us what Mrs. Loisel does, tell us what her actions mean or show. There’s a good overview of this on our home page marked “Plot Summary vs. Analysis.”