Unit 1 question 1 higher
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This document provides a template for summarizing texts using the PETAL method. PETAL stands for Point, Evidence, Technique, Analysis, and Link. For each element, the document explains what should be included. The Point should state what is learned about the subject. The Evidence provides a quotation from the text. The Technique may analyze stylistic elements. The Analysis infers what can be learned from word choices. The Link connects back to another quotation developing the same idea. Following the template ensures the summary fully engages with the text and makes connections to support understanding.
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This document provides a template for analyzing a text through summarizing thoughts and feelings, providing evidence from quotes, making inferences, and linking quotes. It instructs the user to state something learned about the subject's thoughts and feelings, cite evidence from the text, analyze the quote, and link a second quote developing the same idea. Following this template engages deeply with the experiences in the text, offers explanations of thoughts and feelings with appropriate quotes, and employs inferences to interpret the deeper meaning of word choices.
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Annotating & SummarizingSo that your reader can, like, underst.docx
Annotating & Summarizing
So that your reader can, like, understand what you are talking about
Structure of the Research Paper
Intro
Sets up and develops the major (overall) claim of the paper
Major claim: last few sentences of paragraph
Body Paragraphs
Topic sentences: sub-claims
Uses evidence to support the sub-claim
Conclusion
Articulates the implications (or stakes) of the research
Uses analysis to explain how the evidence supports the sub-claim
Connects paragraphs to show how the major claim develops
Connects the claim to a larger context
Can ask new questions or suggest ideas for further research
Body Paragraphs
Argument
Summarize relevant research
Analyze and interpret the research
Annotating Scholarly Articles
STEP 1: BEFORE YOU BEGIN
Establish your purpose
Imagine the writing situation
Skim and scan – headings, visuals, footnotes, references
Pre-reading gives you a lot of information right off the bat!
STEP 2: GET A TASTE OF THE ARGUMENT
Read the abstract
Read the first and last sentence of paragraphs
Read the conclusion
What have you learned about this article thus far?
STEP 3: READ THE TEXT
Annotate
Read ACTIVELY
Use your pen!
Circle, underline, star
Look up words
Leave marginal comments
Have a conversation with the text!
Step 4: After reading
Annotation Matrix
Write a summary
Reflect: How will you write about this source strategically for the paper?
Don’t assume you’ll remember later: leave yourself a trail of clues!
Summary Definition
A summary is an objective, condensed, accurate description of an original work (an article, essay, report, etc)
Think of your audience! They know nothing and you know everything: teach them!
Use your own words
Main arguments, main supporting ideas, and main analyses
The summary is specific and precise
NO personal opinion
Be strategic: the summary precedes your analysis in the research paper
USE YOUR OWN WORDS
Copying and pasting the same words without citing them = plagiarism
Using just a few of the same words without citing them = plagiarism
Changing a few words and keeping the sentence structure in tact = plagiarism
Changing every other word by replacing them with synonyms = plagiarism
Step 1
Read slowly and carefully, annotating as you read.
main arguments
main pieces of evidence
main analyses
how the writer develops their argument
stakes/implications
keywords
Step 2
Outline the text in a short, bullet-point list.
USE YOUR OWN WORDS in the outline to prevent plagiarism
Outline in chronological order: write out the main ideas in each paragraph, going in the order they were written
Only write out the main, major, or central ideas, arguments, analyses, and pieces of evidence
Make decisions about what’s most important to get across to your reader
Step 3
Turn your outline into a narrative summary
Write a first draft from your outline.
Text Analysis – Current Educational Philosophy Issue Your Text a.docx
Text Analysis – Current Educational Philosophy Issue
Your Text analysis assignment is an analysis of a current philosophy of education issue. The selected text must have been constructed within the past year. The assignment requires that you make links between your chosen text, concepts, videos, and readings from the course. The purpose of the exercise is to help you to critically examine the way how text inscribe meanings that influence how we conduct education in this country. You may do this paper with a partner.
GUIDELINES
All papers must be typed and should be between 3 to 5 pages long.
Use the handout on Text Analysis while working to make sure all criteria are met. If you work with a partner, only one paper is required. The grade the paper achieves will be assigned to both students.
The format for the paper should be analytic, interpretive, and normative – do not mix up the order of the three perspectives. These perspectives must be clearly delineated in your paper in order to ensure full credit.
It is essential that you remember that this is an analysis and not a report. As such, your goal is to analyze the text not “re-describe” it. Remember! This is not a book report or a “text” description.
Restrict your analysis to a few themes of the text (preferably the main theme), focus on how the argument was constructed and how the text informs education in contemporary society. Utilize course concepts, videos, written texts, quotes, paraphrases, readings, discussion, etc. to help ground your ideas. Failure to do so will result in a weak, one-sided paper.
If you work with a partner, note where you disagree (on what and why). Not everyone shares the same position.
Refer to the "Worksheet on Reading Texts" handout below for explicit questions to guide you in the text analysis.
Worksheet For Reading Text
To really “read” a text, as opposed to just decoding it, requires the reader to construct meaning from the text. To help you in this process, you should attempt to answer at least the following questions for each text? ANALYTIC READING
1. What is the major argument (conclusions) presented in the text?
a. What is the author/speaker trying to convince you?
2. What is the evidence presented to support that claim (Premise)?
3. Is the argument implicit or explicit?
4. Is it an empirical (facts, statistics, etc.), analytical (concepts and definitions) or normative (making a moral claim) argument?
5. What type of reasoning does the author employ (inductive or deductive)?
6. How is the argument presented, i.e. what rhetorical devices are used to make the argument (narrative, metaphors, visual imagery, imagery, ideographs, euphemisms, rhetorical questions, labels, etc.)?
7. Are you able to detect any fallacies in the argument? INTERPRETIVE READING
1. When was the text made?
2. What was going on around that time that might have influenced the writing of this text or the way audiences interpreted it?
3. What might those who r ...
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Literary evidence needs to be explained
This in-class clinic is adapted from the excellent tutorial at groundsforargument.org/drupal/node/601 . I made it into a PowerPoint so we could do it together as a class (and then look at some sample quotations and interpretative statements from our assigned texts). By Rebecca Stanton
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The Literary Analysis Paper on Cocktail Hour Under the Tree of Forgetfulness
This document provides instructions for writing a literary analysis paper. It explains that a literary analysis involves making an argument about a piece of writing using evidence from the text to support a thesis statement. It outlines the key elements of literature that may be analyzed, such as plot, setting, characters, themes, and symbols. The document also provides guidance on how to start an analysis, including carefully reading the work, taking notes, identifying patterns and focus areas, and developing a thesis statement. It concludes by offering tips on outlining the essay and incorporating evidence from the text to support the thesis in the introduction, body, and conclusion sections.
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This document provides guidance on analyzing texts through literary analysis. It outlines that analysis involves interpreting a text's meaning and how it tries to influence readers. Key aspects of analysis include summarizing the text, considering its context, clearly interpreting its meaning through evidence, and generating ideas by closely reading and researching the text and its author. When analyzing, one should examine the text's argument, address the larger context surrounding it, and develop an analytical thesis for one's interpretation. Elements like character, plot, setting, and causes and effects can also be analyzed.
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The document discusses using evidence to support arguments in academic writing. It emphasizes that evidence must be explained and analyzed in relation to the overall claim. Writers should ask questions about each piece of evidence to clarify its significance and relevance to the research question. Evidence comes in different forms, like quotations, paraphrases, summaries, statistics and illustrations, and each must be properly introduced and cited. Writers can assess if they have sufficient evidence by making a reverse outline of their paper or color coding assertions, evidence and analysis to ensure a balanced argument.
How to write exceptional essays
The document provides guidance on how to write an effective argumentative essay. It recommends writing the essay as an argument for a viewpoint in response to the essay question or title. The essay should include an opening paragraph that states the thesis statement and previews main points, body paragraphs that each make a single point supported by evidence from the text, and a concluding paragraph that restates the thesis statement and main points. Quotations from the text should be used to support each point and should be analyzed regarding their language, effects, and purpose. Maintaining a clear focus on the essay question and developing a strong thesis statement are emphasized as important for writing a high-quality essay.
Required ResourcesMultimediaCendejas, M. (2015). Scholarly and.docx
The document provides resources for researching scholarly and popular sources, including three videos and descriptions of each. The first video describes the differences between popular and scholarly sources and tips for searching databases. The second video also discusses popular, scholarly and trade sources and database searching. The third animated video contrasts appropriate research using scholarly sources versus simply searching online. The document also includes sections on annotated bibliographies and describing scholarly, peer reviewed and credible sources.
Plagiarism
The document discusses plagiarism and how to avoid it. It defines plagiarism as presenting another's ideas as one's own without proper attribution. It emphasizes the importance of citing sources to distinguish between ideas borrowed from others and one's own analysis. It recommends taking careful notes, including bibliographic information, paraphrasing ideas in one's own words, and using quotation marks. It advises using citations liberally to demonstrate understanding while making clear distinctions between what authors say and one's own analysis.
Keys to reading academically
Keys to reading (and writing) essays and other academic texts. Covers main ideas, organization, voice, and nominalizations
Integrating quotes
This slideshow introduces students to the necessity of using a Context, Quote, Analysis sequence when writing the body of a literary analysis essay.
Writing workshop by Dr. Ali Cullerton
This document outlines topics from an APA & Writing Workshop course taught by Dr. Cullerton. It discusses challenges with literacy autobiographies such as in-text citations, organization, and conclusions. It also covers different types of writing like narrative, descriptive, expository, persuasive, and analytical. Examples are provided for persuasive and analytical essays. Other topics covered include elements of an essay, writing in response to texts, and defining text complexity.
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- 1. P A T E L quotation from text inference (what this suggests) P E T A L Point: Say something you learn about *subject* as a statement I learn that…” Evidence from the text (quotation) Technique – could be included in your analysis: “this metaphor tells me that…” Analysis of the quotation: what can you infer from the writer’s choice of words? Link to another quotation that develops the same idea.: “this idea is then developed when the writer says…” offers evidence that the text is fully understood shows a detailed engagement with the text makes perceptive connections and comments about concerns and issues raised in the text offers appropriate quotations or references to support understanding Top marks! quotation from text 2nd quotation from text that develops First of all - HIGHLIGHT WHAT information in the text are you being asked to focus on? ie, "What do you learn about . . . " SHOW OFF! INFER to show that you have engaged with and interpreted the text: “this implies” “this suggests” “the word ---- makes me think” highlight words and phrases that are about the focus of the question inference (what this suggests)