The document summarizes key chapters from a class on developing essays and analyzing texts. It discusses six methods for developing essays: narration, summary, definition, compare/contrast, analysis, and cause and effect. It provides examples of how to implement each method. It also reviews developing a thesis, using sources to support ideas, and performing a subject analysis of a poem using literary elements. The document serves to review important concepts for developing strong essays and analyzing various types of texts.

1. Review of Chapters 11 & 12: METHODS FOR DEVELOPING ESSAYS
And ANALYSIS
PLUS Chapter 8 review of Thesis & Using Sources For Support
CLASS FIVE / CLASS SIX
EN 102

2. Chapter 11 -- Highlights
Method for Developing Essays:
Multiple Methods Combined
*Turn to p 178; “If The Genes Fit” by
Dan Neil*
List the six different methods Neil uses…

3. Chapter 11 (Continued)
Narration Summary Definition
• Personal • Brief, relevant • Necessary
History • When I Knew • “pheromones”
• Engages the vignettes: • “gay gene”
reader directly • 3 articles from • Opposition to
scientific Focus on the
• “Did not decide journals Family
to be straight”

4. Chapter 11 (Continued)
Compare-- Analysis Cause &
Contrast Effect
• “cognitive
• Not true C/C moment” • Natural
form • “cleaving variation in the
• Contrast away…opening human genome
hetero/homo of an otherness • Sexuality
awareness like jets peeling genetically
• Compare: All off..” based
humans hard-
wired

5. Chapter 11 (Continued)
Summary: Purpose= Give a reader a condensed, complete view of an
original work. (P. 425).
• Thesis reflects author’s full point: uses memorable phrase or
expression, parallels the work it summarizes in tone & order.
• Tone is objective: no emotions reflected in tone or statements.
• In larger contexts: Used to introduce difficult material /
ideas, give context for material, and to produce credibility that
the writer is using the content appropriately.
Summary:
Short, co
mplete

6. Chapter 11 (Continued)
Narration: Telling a single story, or several related ones.
Purpose: Use firsthand experiences to
engage, entertain, inform, persuade. (P. 429).
• Powerful if focused on a provocative insight; details carefully picked & shaped.
• Help writer establish significance of event; usually no library research, but can
add a dimension to research of the idea / topic presented.
• Dramatized; Not necessary to have “life shattering/ altering” event: can be
humorous, witty, ironic. Thesis has to be developed from to keep surprise.
• Makes the reader “see for themselves” if skillfully done.
Narration:
Personal tale
inside bigger
idea

7. Chapter 11 (Continued)
Evaluative Response: Assess the value, or quality of a movie, editorial, song
lyric, college course, etc. Purpose: Give your judgment of a work based your
experience and reading of the text. (P. 438).
• Present the author’s thesis, key points and then your response: Include quotes
from the text, and a discussion of each quotation. Analyze, evaluate central points.
• Think of it as a conversation between the author and you: Insert our examples to
parallel, extend, or counter the author’s perspective.
• Restate your thesis in the conclusion in a different way; reread the material to
make sure you have a complete analysis , and all relevant quotes.
Evaluative
Response:
Assessment of
written material

8. Chapter 11 (Continued)
Definition: Explanation of a term or phrase. Purpose: Brief at times, also
necessary to develop an understanding of a topic/ idea. (P. 445)
• Besides “dictionary definition”, we have 5 other types of definition that can
help a writer develop their essay:
Expert, Compare/Contrast, Description, Exemplify, and Negation.
• Read “You Call That Irony?” by Jon Winokur, page 446.
• How does Winokur develop his essay, using 5 of the 6 types of definition?
Definition:
Clarifies
terms, or
ideas

9. Chapter 11 (Continued)
Cause and Effect: Causes are not always so easy to identify, effects are. Purpose:
Through critical thinking, we can create compelling essays that may link the many
threads of cause to a significant effect. (P.449).
• List causes from the essay “I Confess Some Envy” by Robert McKelvey.
• Using narrative, McKelvey dramatizes the cause of his frustrations and
Vietnam, juxtaposed with American response to Desert Storm.
• List all possible causes, stick with the ones that are most probable and
reasonable, and have the best support. (More research may be needed).
• Develop explanations: don’t make your reader assume what you mean.
Cause and Effect: Not all effects have clear
causes, and speculation MUST be supported by
good research, and probability in mind.

10. Chapter 11 (Concluded)
Compare/ Contrast: Perception of important distinctions between at least two
subjects; starting with similarities, or differences, can inevitably lead to insight
as to those distinctions. Purpose: (P.454).
• Compare / Contrast is used to illustrate: a study of prewar/ postwar inflation;
how two psychologists interpret dreams, or an analysis of how a character
changes from the beginning to the end of a book.
• Point by point method tends to be more flexible and easier to understand than
block method.
• “Reality Check” by Alex Garcia (456); what assumptions did Garcia have about
Cuba? What values does Garcia think a “Cultural Exchange” should have? He
says he was “too busy shopping for values rather than cultivating them.” What
does he mean (use examples from the text).
Thesis MUST include both subjects; inter-
relating the two point by point keeps sight of
Your end goal: a solid analysis in your essay.

11. Chapter 12 Highlights
Analysis:
Process, Problem, or
Subject
(P. 461).

12. Chapter 12 (continued)
Analysis : 3 basic types-- Process, Problem or Subject
Process
Explains how to do something or how the process is
done. Chronological (usually). (P 462).
Problem
Description of a problem; maybe includes a solution.
Establish, examine parts, relation to the whole. (P 468).
Subject
Examine, explore, interpret, describe, show
how, discuss, relate, trace. (P 478).

13. Chapter 12 (Continued)
For our Poetry Assignment, we will be using “Subject Analysis”: Turn to 476.
Key words:
Denotation, Connotation
Images: 5 senses
Figures of Speech:
Metaphor or Simile
Personification, Symboli
sm

14. Chapter 12 (Continued)
On page 478, review “Breaking Tradition” analysis; on pages 480-
483, review the MLA cited work by student Robert Sakatani: note how each
quote from the poem is followed by line citations. What sentence is the
thesis?
Also, when the poem
line ends (called a
break) Robert inserts a
“ / “, with space on
either side of the break.

15. Chapter 12 (Concluded)
Thesis
Paper
MLA
From an accurate thesis, our writing grows--- the support material for the other
requirements further refines and clarifies our focus.

16. Chapter 8 Review: THESIS (p 353)
A THESIS is: An assertion or claim about a limited subject
, expressed in a single sentence… the essay will support / prove /
describe.
(Read the 10 sentences on 354– which make suitable thesis’?)
The “ideal” is a Forecasting or Blueprint Thesis: it has clarity of ideas, and
anticipates development of the paper.
A “Missing” Thesis: the main idea is implied throughout the text, but not stated
outright.
Many Thesis statements are placed inside the introduction: this helps both the
writer, and reader follow the text much easier. Use the “So What” strategy to
hew a strong thesis for your essay.

17. Chapter 8 Review: Using
Sources for Support (P 372).
Give Credit to Avoid Plagiarism!!!
Use the “sandwich” technique: start with a LEAD IN
Next: the direct quotation
Then: Analysis or Commentary
[Look @ the examples on 374-5.]
Make sure the text is integrated into the writing: like puzzle pieces, if it
doesn’t fit, you have got to keep looking… (Examples : 375).