Becoming an Advanced Writer

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Becoming an Advanced Writer

• (or at least better than you were)

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The Rules For Analysis Writing(reviewing the
basics)
The following guidelines should apply to all
types of analysis writingfrom out of class
prepared essays to in-class timed writings. The
key to knowing when these rules apply is to
understand your writing situation and what you
are being asked to do.
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What is Analysis?

• Analysis a detailed splitting up and examination
  of parts of a work of literature with an emphasis
  on synthesis critiquing how the parts work
  together to form meaning in a work.

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Point of View
Use third person pronouns at all times (except in
quotations) he, she, it, they . . . remember
to amend pronouns when you incorporate quoted
material into the text of your own sentences Do
not use first person (I, me, we) Never write in
my opinion or I believe etc. Do not use 2nd
person (you) point of view Never mention this
paper will show or the focus of this essay will
be etc.
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Verb Tense
Write about literature in the present
tense Literature is timelessif it exists in the
printed word it is always in the present. Every
time you read it, it exists in the present, so
write about it in the present tense.
incorrect ? When Leggatt came out of the water he
was naked.
correct ? When Leggatt comes out of the water he
is naked.
incorrect ? Macbeth had a guilty conscience after
he killed Duncan.
correct ? Macbeth has a guilty conscience after
he kills Duncan.
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Use Quotations Properly and Effectively
Incorporate quotations into your sentences and
cite them properly A quotation should never
appear in your writing by itself without any
words of your own to introduce, lead-in, or
otherwise set it up. Do not leave a quotation
dangling without reference to who is speaking or
the context in which it is said or used. Every
sentence must have a subject and a verb and be
grammatically correct. If what you are quoting
is a fragment, construct a sentence around it
(use it in the content of your sentence). Citation
s for plays should include the act, scene, and
line numbersin that orderseparated by periods.
Thus (2.3.45) means act 2, scene 3, line 45.
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incorrect ? Macbeth has a troubled mind. I am
afraid to think what I have done (2.2.61).
IQU
correct ? Macbeth has a troubled mind. He says,
after murdering Duncan, I am afraid to think
what I have done (2.2.61). correct ? Macbeth
shows his mind is troubled by the murder of
Duncan I am afraid to think what I have done
(2.2.61). correct ? Womens fashion,
particularly the undergarments, provide a comic
moment when Inman touches the whalebones of
corset stays and finds that she feels like a
turtle all shut up in its shell, giving little
evidence that a distinct living thing, warm and
in its skin, lay inside (258).
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If a quotation includes a pronoun such as they
or it without its antecedent, or if it includes
any unclear reference, replace it within the
quotation with a more specific word. Indicate
all changes to a quotations using square
brackets.  incorrect ? Macbeth is afraid to
think what I have done after murdering Duncan
(2.2.61).  correct ? Macbeth is afraid to think
what he has done after murdering Duncan
(2.2.61).  correct ? Ruby reads signs in nature,
and she has a great respect for the normally
reviled crow (150), for she appreciates how
crows relish what presents itself
(176).  incorrect ? According to Haywood, Must
be moving homeward (231).  correct ? Upon
leaving, Haywood says that he must be moving
homeward (231).
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Your analysis of quoted material should not
include statements like the following This
quote shows . . . This quotation shows . .
. This means . . . and so forth. These are
very basic, heavy-handed ways of dealing with the
text. You should strive to be more natural and
subtle in your approach Macbeth is afraid to
think what he has done after murdering Duncan
(2.2.61). His fear is a product of his guilty
conscience, and he is beginning to separate
himself from the basic rational thought of which
all men are capable.
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Thesis Ideas the X/Y Approach
The x/y approach simply means that your paper
does two things, or moves from one point or idea
to another (more complex) point or idea. Ideas
which seem similar but upon closer inspection
oppose or contrast one another are excellent for
the x/y model, as are ideas that reflect one
thing on the surface but something different (not
necessarily opposite) underneath. Ultimately,
the y portion is your true focus, but you begin
with the x in order to lead the reader to your
deeper insights.
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Essay Structure
BLAH!
The basic writers model is the 5-paragraph
essay an introduction with thesis, three body
paragraphs on three aspects of the thesis, and a
conclusion.
The advanced writer assesses the writing
situation before deciding on a format, and he or
she avoids any prescribed, phony format. The
advanced writer knows an essay begins with a
pointunique yet debatableand follows it with
support to show how, in fact, it is true. It may
take three paragraphs or thirteen (jinx).
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Basic writers tend to be good collectors. They
find (typically easy) points to be made about the
text, and then collect evidence and examples of
this point. Their structure is often static and
list-like, as if saying here is my point and here
are three places it is found in the text.
They focus on what exists in a texttypically
allowing the examples to state their case for
them.
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Advanced writers tend to be good builders. They
introduce a clear point and then allow the
examples to build upon one another to show how
that point is true or significant. Their
structure is dictated more by the needs of a
particular paragraph rather than a pre-set
pattern, and the examples tend to combine or work
in conjunction to develop the point. They focus
on developing an original idea about what exists
in a textand their emphasis is on the
relationships (synthesis) between the examples
and the point.
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The basic writers paragraphs tend to be rigid,
following a traditional pattern

• Claim, stated in a topic sentence
• example or quotation showing the claim
• explanation that the example or quotation shows
  the claim
• another example or quotation showing the claim
• explanation that the example or quotation shows
  the claim
• a final example or quotation showing the claim
• explanation that the example or quotation shows
  the claim
• A repetition of the claim in the topic sentence

Aaarrrggghhh!
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The advanced writers paragraphs flow more freely
and are developed as needed

• A paragraph forms one of the major points in
  support of the thesis (sometimes two or more
  combine to do this).
• Each paragraph has a unifying idea.
• It can make several points, but the points are
  related and the relationship indicated so that it
  stays focused on a single unifying idea.
• The writers idea is central with the examples
  interwoven to develop the idea.
• Often, the examples are woven into sentences with
  the idea they support, and sometimes two or three
  examples are joined to show the point they make.
• The author generally runs quoted phrases or
  clauses together within his or her sentences
  rather than quoting entire sentences.
• The topic idea (unifying point) typically comes
  in the first or second sentencein conjunction
  with a transitional phrase or sentence.

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• Advanced paragraphs are coherent their parts fit
  together.
• They use transitions to signal to the reader the
  relationships between the points and examples.
• The transitions are varied and not always
  obvious, sometimes beginning sentences and
  sometimes buried in them (and sometimes they are
  implied) .
• There is no set length for paragraphing as long
  as the idea is developed adequately.
• This means several examples and details (basic
  writers often make the mistake of trying to form
  a paragraph on the basis of one example, whereas
  advanced writers use the text extensively).
• A common rule is to never go more than one typed
  page without giving the reader a slight break
  (10-15 sentences is a good rule).

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Ultimately . . .
Advanced writers are advanced thinkersthey
unlock hidden or deeper meanings in a text. This
is, perhaps, the most difficult step in becoming
an advanced writer (having something advanced to
say). There is often a fine line between a
deeper meaning that is justified (supported by
the text) and a completely radical idea that is
justified in only one or two instances, but
really is not consistent with the text as a
whole. Advanced writers are rewarded for taking
risks and going beyond what the teacher notes in
classbut they also face the difficulty of
developing those ideas fully and thoughtfully.
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Subtlety
Advanced writers are subtle. This is a difficult
idea to communicate in short, they move from
point to point while building a central, unique
idea without the blunt effects of being told
about the idea. The reader does not so much
feel like he is being lectured but being
ledsometimes getting lost in the paper and
arriving at the conclusion convinced of the point
without realizing how he was convinced. Subtle.
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Finally . . .
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Advanced writers are not necessarliy A
writersand they do not get As all the time.
One paper may shine while another falls flat.
One analysis may be brilliant while the next
attempt is empty. Advanced writers know that all
writing is hard work and they keep working to
improve with each opportunity.
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