1. Comparative Essay Recommendations 2014

2. You are in charge of your own writing. As seniors, you are ready to take responsibility for your own growth as a writer. This involves three things:  Knowing your strengths and weaknesses  Knowing where the bar is set:  knowing the rubric  Taking action to improve your writing:  setting goals, working to achieve those goals, reflecting based on feedback, and setting new goals  putting in the time I can coach you, but only you can do it.

3. My Recommendations – Argument:  Plan a structured argument:  organize your ideas with an outline before writing.  Each section of your paper (not each paragraph) MUST begin with a clear sub-argument helping prove your main argument.  Thesis must be a strong argument answering how and why/so what? Think deep and narrow, not broad and undefined.  Put the author in your argument. Be aware of the works as crafted by an author throughout your essay

4. My Recommendations – Context, Logic and Support  Provide clear context for every piece of support.  Introduce characters the first time you mention them;  explain what is happening and when  Use clear lead-ins for every quotation providing context.  Transitions:  Use meaningful and natural (not formulaic) transitions to guide the reader through your argument. Otherwise you are left with a collection of fragmented thoughts, not a persuasive well- crafted argument.  USE your support. Don’t support drop.  You’ve chosen these quotations for a reason. Explore them/interpret them/analyze them fully.

5. My Recommendations – Introductions and Style  Introductions: Avoid opening with 2-3 vague and general sentences not clearly connected to the works or your argument. Use your introduction to clearly and concisely…  introduce the work(s) and any characters mentioned in the thesis;  define terms;  state your thesis.  Use proper terms when discussing conventions. Don’t be careless. Understand what you are writing about.  Use active voice rather than passive.  Edit your writing to achieve conciseness…cut, cut, cut!!  Read aloud. Does it sound clear? If not, revise until it does.

6. Essay Structure  Main Thesis: must be making a strong argument…not just a statement.  Paragraph after intro begins with the first point you will argue to prove your main thesis. Lead-in (providing context) + quotation, then ANALYZE/DISCUSS the quotation (not just paraphrase) to prove this point. Continue until finished.  If you change topics, begin a new paragraph.  When finished arguing point one, begin a paragraph with your NEXT point you’ll argue to prove your main thesis. Lead-in (context) + quotation, then ANALYZE/DISCUSS the quotation to prove this point. Continue until finished.

7. Thesis Examples  Strong: Sophocles and Marquez both use images of blood to highlight the conflict between their protagonists’ interests and the society’s values.  A statement or observation, not an argument: Chekhov chooses to use the private setting of the cherry orchard to portray a personal financial crisis for Liubov’s family, in contrast to Marquez’s choice to use a public setting of the marketplace to depict the events that led up to Santiago’s murder. So what? Not yet an argument…

8. More Thesis Examples  Relatively strong: Anton Chekhov and Gabriel Garcia Marquez both use symbols to emphasize traits of their characters that are imperative to the central conflicts, thus heightening the fundamental tension in their works.  Statement, not argument: While different in setting, Anton Chekhov’s The Cherry Orchard and Gabriel Garcia Marquez’s Chronicle of a Death Foretold are strikingly similar in their development and exploration of the motif of family honor.

9. Avoid Passive Voice. Besides leading to wordiness, it takes the authors out of your argument.  Through Liubov’s tone when talking about the orchard, the audience is provided with an insight into …. Better (active voice): Chekhov uses Liubov’s tone when talking about the orchard to provide the audience with an insight into…  The Vicario house is depicted as a typical Latin American home… Better (active voice): Marquez depicts the Vicario house as a typical Latin American home…

10. If you have trouble identifying passive voice, wordiness, or other style issues in your writing…  Use Word’s Grammar and Style function Word 2010:  Click on "File" menu  Select "Options" on left hand side of screen  Select "Proofing" on left hand side of screen  Under 3rd option, "When correcting spelling and grammar in Word", look for "Writing Style." Next to it is a dropdown box that says "Grammar Only." Change to "Grammar and Style". Then click "Settings." (Look through list of style and grammar errors and check off those you want it to mark.) Older Word: Grammar and Style: Options  In both cases, check boxes for problems you are having (passive voice, wordiness, etc.)

11. Transitions: The Glue That Holds Your Paper Together And helps your reader follow the logic of your argument

12. Transitions  Establish logical connections between sentences, paragraphs, sections of paper  Key to good transitions: they highlight connections between corresponding paragraphs by referencing relevant material from previous ones  Often only takes a few words to draw these connections  Readers need stepping stones/sign posts to follow your logic

13. Weak transitions  Do not clarify the logic of your argument  Often these are formulaic:  Overall  In conclusion  For example  On the other hand  To summarize  Therefore  In this way  Hence  Thus  For instance  In addition

14. Examples ORIGINAL: Love in this novel only fulfills social obligations, not the needs of the lovers. “Contract of love” indicates love as a business transaction or legal entity rather than something emotional. With this phrase, Marquez emphasizes what this society lacks. In addition, as the narrator explains the relationship between Santiago and Maria Alejandrina Cervantes, he writes… REVISED: Marquez presents another example of love as a duty rather than a pleasure when the narrator explains the relationship….

15.  ORIGINAL: Marquez reminds the reader that while humans may be superior to other animals, it takes surprisingly little for one as powerful as Santiago to be gutted like a rabbit. In The Cherry Orchard Chekhov incorporates money as a motif… REVISED: Marquez reminds the reader that while humans may be superior to other animals, it takes surprisingly little for one as powerful as Santiago to be gutted like a rabbit. While Marquez uses entrails as a motif to demonstrate the frailty of the human body, Chekhov incorporates a different sort of motif, that of money, to focus specifically on the frailty of the Ranevsky family’s social status.

16. Types of Transitions  Transition words or phrases: All the way from “and” and “but” to “nevertheless” and “on the other hand”: but don’t just stick them in…make sure they clarify logic of argument  Repetition of key words and phrases: these can help the reader move from one paragraph to the next and one sentence to the next  Pronoun reference: pronouns naturally connect ideas because they refer to something earlier in the text. BUT: it must always be VERY CLEAR what the pronoun refers to. Otherwise it is an UNCLEAR PRONOUN REFERENCE (U.P.R.)

17. Integrating Quotations  Lead-ins MUST provide clear context and must avoid run- ons and comma splices. CORRECT THE ERRORS  Schlink uses an indifferent tone to show how Berg has left Hanna’s control, writing, “She stayed behind, the way a city stays behind as a train pulls out of a station”(Schlink 88).  Michael recounts, Hanna “hit me across the face with [the narrow leather belt that she wore around her dress]” (Schlink 55)

18. Support Dropping  Not using or under-using your support.  At the end of Act 4, Chekhov further creates a sense of ambiguity in the last words and actions of the character Firs: “No strength left, nothing left, not a thing…Oh, you. You young flibbertigibbet. [Lies there, no longer moving]” (chekhov 385). (Where is your interpretation of the text? Missing.) The fate of Firs is left for the audience to interpret, leaving it wondering what happens….

19. Be Concise  Vigorous writing is concise.  A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts.  Make every word count.

20. Wordy Concise  the question as to whether vs. whether  there is no doubt but that vs. no doubt  used for fuel purposes vs. used for fuel  he is a man who vs. he  in a hasty manner vs. hastily  this is a subject which vs. this subject  His story is a strange one. vs. His story is strange.

21. Grammar and Punctuation errors you should no longer be making…  Fragments  Comma splices  Incorrect apostrophe use (not knowing the difference between possessives and plurals)  Run-ons  If you are making these errors and want to learn how to correct them, go to Purdue OWL or University of North Carolina Writing Center and learn how to correct them (linked to my web page).

22. Other Common Problems to Work On  Incorrect semicolon use  Incorrect verb tense (use present tense in lit. papers)

23. Reflection and Goal Setting  In comparison to your last essay, is your grade better or worse? Why do you think this is?  What was challenging about this essay?  What went well in this essay?  What could you have done even better?  Based on the feedback you received, what are your goals for your Written Assignment, and how will you know if you have achieved them?