Write an ‘Analysis’: Analyze the TECHNIQUES used by the author (‘Language’, ‘Purpose’, ‘Audience’, ‘Mode of Development', etc). By analyzing the writer’s techniques you will be able to answer this basic question: Did the author achieve his/her purpose successfully? Don’t forget to justify your answer by citing evidence from the text. 5. Write a ‘Response’: Respond to the writer’s IDEAS (main idea, first) by evaluating them and pointing out whether or not you agree with any of them.
What do I already know | | |about surveying, questioning, reading, reciting, and reviewing? | | |How will I read the text to get the best understanding of it? | | |Will I recite it and review it at the same time? | | | | | | | |Read |How did you read? | | |I read the text to find the answers to my questions.
Recognize the elements of appropriate literary genres. Focus a topic and formulate a critical/analytical thesis, focus, main point, or claim appropriate for an academic audience that analyzes literature – nonfiction and/or fiction. Use a variety of organizational strategies within a single paper to support a thesis, focus, main point, or claim. Interpret texts in a variety of cultural and historical contexts. Demonstrate an ability to use effective research techniques to find appropriate oral and/or written media such as books, articles, interviews, visuals, and government documents.
A common problem is not answering the question – you need to spend some time understanding each word in the question and make sure what you write is answering the question and just something you would like to say. Focus of Assignment and Structure Introductions These require a lot of care – the function of an introduction is to tell the reader what you are going to do – a very short summary of your answer, points you consider important, maybe some definitions – but it must give the reader some idea of where you are going. It provides criteria that the reader uses to judge whether you have achieved your goal – that is answer the question. Some writers launch straight into answering the question – leaving readers wondering where this roller coaster was going. To fix this 1. read other peoples introductions (and Abstracts), 2. identify what the argument is going to follow then read and see if you are correct.
One important set of tools comes to us from some of the earliest language theorists and philosophers, including the ancient rhetoricians, Aristotle and Cicero, who provided a framework for analyzing discourse that is still useful. In simplistic terms, that framework consists of three lenses: ethos, pathos, and logos. Ethos (Speaker) • Refers to the image the text develops of the speaker, an image that an author or speaker can use to influence listeners or readers • Examine how the writer or speaker presents himself or herself, what aspects of his or her personality come through in the text • One particular consideration for students is the level of a speaker or writer’s qualifications or authority to discuss a given
The Formalist Lens main focus is on the language, structure, and the tone of the text. Literary devices like diction, irony, paradox, and etc. are used to show how everything in the text comes together. This lens can help with the understanding of the text by being able to know why it is written the way it is written. This lens applies to chapter one of A Separate Peace.
Students will be required to study the text and to develop the ability to prepare and construct a response to the text, using appropriate language in their discussion. Students should be able to identify and discuss key aspects of the set text, including how the writer constructs meaning and the ways in which social and cultural values are conveyed. Area of Study 2 Creating and presenting Students will be expected to read a range of texts relevant to the theme ‘Conflict’, including the play ‘The Crucible’, songs of Paul Kelly and the film, ’Kite Runner’. Drawing on the knowledge gained from these texts, they will create written texts. Area of Study 3 Using language to persuade The focus of this area is on the use of language in the presentation of a point of view.
The theme is the idea the author wishes to convey about that subject. It is expressed as a sentence or general statement about life or human nature. A literary work can have more than one theme. And most themes are not directly stated but are implied. The reader must think about all the elements of the work and use them to make inferences, or reasonable guesses, as to which themes seem to be implied.
Rhetoric in the public sphere is used to test ideas, give power to a multitude of people as opposed to just one specific person, learn facts, promote advocacy, create and spread knowledge, and to help build a culture or community. Not all things will be found in a text but there will more than likely be more than one purpose of rhetoric in any public sphere. After finding the purpose of the rhetoric the researcher should find the relationships between the previously stated ideas that can be found using ideographic analysis. When all that is completed the researcher should put the entirety of what he has done together in order to make the analysis complete. Finally the rhetorician should explain his findings of the ideographs within the text, how they relate to cultures and politics, the relationships linked in the text and how they will or will not affect the ideologies of the cultural, social, and political beliefs already shared by the
“A New Kind of Dreaming” - Essay Writing Made Easy An essay is a formal piece of writing in which you present a point of view about the text you have studied in response to a question you have been asked. The argument must be presented in a structured form and it must contain evidence from the text to prove your opinion is justified. Where do you begin when you receive the topics to choose from? 1) The Question – Unpacking the Topic What is the question asking you to talk about? When you receive the question you need to see if there are any terms that you don’t know.