How to approach sophisticated multiple-choice questions

Question Types:

1. Situation

• who? to whom? (poetry)

• subject of 3rd Paragraph (prose)

2. Structure

• poetry: how stanzas relate

• what word in ______ relates back to ______

• what divisions represent its structure

• prose: how one paragraph relates to another

• progression of thought and overall structure

3. Theme

• whole and parts

4. Grammar and Word Meaning

• poetry: specific word choice definitions within context

• pronoun references/antecedents

• paraphrase word choice

• prose: subject of long sentence is…

5. Diction

• poetry: Use of _______ indicates

• poet’s idea of _________ is suggested by _______

• prose: choice of verbs in paragraph 4 suggests _______

• speaker’s anger is implied by ________

6. Images/ Figurative language/ Literary Technique

• which one? Where else in work?

• Purpose of a metaphor

• analogy in 2nd paragraph

7. Tone (perhaps metrics in poetry)

8. Rhetoric (mostly in prose)

• function of last sentence

• effect of shift in point of view

 Styles of Questioning:

A.  FACTUAL

• phrase presents example of…

• all are Figurative language except

• Man in line ___ is pictured mainly in his role as ___

• in line ___ the ___ is seen chiefly as …

• in line ___ the speaker regards himself as …

• beginning in ___ speaker does which …

• excerpt is written in …

• according to the speaker, …

• “they” in line ___ refers to …

• the object of “to” in line ___ is …

B.  MAIN IDEA

• ______ hated ______ because _____

• parable of _______ serves to _______

• _______ believed human nature is ________

• which best describes ______ at the end

• tone

• which describes how ____ felt about …

• passage is concerned with …

• relation between line ____ and line ___ is best described as …

• main point about ___ is …

• line ___ speaker attempts to …

• style is characterized by …

• irony rests chiefly on ______

C.  HIDDEN IDEA

• ____ interpreted to mean

• phrase evokes ______

• image of _______ refers to …

• ________ most likely represents ______

• can be inferred

• in line ___ the phrase “ ____” means _____

• line ___ suggests that …

• can be inferred speaker would agree with …

*  REASONS ANSWERS ARE WRONG

1. Irrelevant to the question

2. Contradictory to the passage

3. Unreasonable (the “Huh?” choice)

4. Too general or too specific

5. Never addressed in the passage

6. Look for the SPECIFIC WORDS that make the answer wrong. Remember the difference between a right answer and the BEST (credited) answer. More than one can be right; look for the best. Avoid distractions!

Tuesday, January 28th

Upcoming Events:

• Wednesday, January 29th: Othello group quiz
• Friday, January 31st: Quotation mark quiz

Peer editing form for Friday, January 24th

 

Peer Edit of Literary Analysis
***This sheet must accompany your self-edited and final drafts***

Peer evaluator _______________________

Writer being evaluated ______________________

After the reading the entire paper, you will follow the checklist below. Do not just check things off of the list though; be sure to MARK corrections on their paper as well. You must use PEN.

Formatting:

1.     Does the essay have a title that is NOT the name of the work?_______

2.     Is the title properly punctuated? In other words, is it centered and not underlined? _______

3.     Is the essay typed and double spaced, in TNR font? _________

4.     Does the essay include an MLA heading? _________

5.     Are last name and page numbers included at the top of each page after the first? ________

Suggestions: ______________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________

Introduction:

1.     Does the introduction begin with a one statement hook/opening thought/concept? _______

2.     Does the essay have an introduction that is one paragraph long that includes the author and the title (in italics) being discussed? _________

3.     After the background information, does the author give you context before leading into the claim statement? ________

4.     What is the claim/thesis statement? ________________________________________________________________________________________________________________________________________________________________________

5.     Is the claim statement included in the introduction, as the LAST sentence? ________

6.     Has the write avoided including body paragraph material in the introduction? __________

7.     Are there any quotes in the introduction? (there should be NONE) ________

Suggestions:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Body paragraphs:

1.     Does the essay have at least 3 body paragraphs? ______

2.     Does each body paragraph have a topic sentence as the FIRST sentence of the paragraph? _______

3.     Does each body paragraph relate to the claim statement? _______

4.     Are unnecessary paraphrase and plot summary avoided? __________

5.     Does each body paragraph include at least one quotation? __________

6.     Are transitional phrases used between pargraphs and within? _________

7.     Are quotes incorporated (lead ins and analysis/lead outs) into the body of the essay? ________

8.     Is parenthetical documentation used? _______

9.     Are sources integrated smoothly into text of your paper? (NO quotes can stand alone) ______

10.  Is the essay fully developed so that a convincing position is supported?/ analysis? _______

Reminders:

·      Avoid “announcing” in any essay.  This error occurs primarily in introductions.  Don’t write “My paper will discuss…” or “This paper will tell about…”

·      No “It, This, These” used as nouns at beginning of sentences   (This allows….  This causes….This shows that)

Suggestions:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusion:

1.     Does the essay have a conclusion that is appropriate and relevant? _______

2.     Is the conclusion at least 4 sentences in length? _____

3.     Does the writer restate his/her claim statement anywhere in the conclusion? _____

Suggestions:

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Essay as a whole:

1.     Is the essay free of major grammatical errors and misspelled words? _____

2.     Is the language of the essay clear and easy to read? _______

3.     Are there DEAD/passive/boring/lazy words? _______

4.     Is the paper written in PRESENT TENSE? _____

5.     Are there “To Be” verbs in the topic sentences or claim statement? _____

6.     Is there use of “you” “I think”, etc… _______

7.     Does the writer avoid an informal/slang/conversational tone? _____

Suggestion:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Discuss any unanswered questions that you have and write ONE suggestion to the writer to improve the paper. (For example, does the writer spend TOO much time summarizing or retelling the story and not ENOUGH time analyzing?)

Unanswered question and or general suggestion: (This is required, don’t say, “I don’t have any…”)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thursday, January 23, 2014

Changes to the Othello paper due dates for A block and C block:

• Thursday, January 23rd: self-editing day. (Self-editing forms must be filled in and will be collected with final drafts on Monday, January 27th.)

• Friday, January 24th: peer-editing  day. (Peer-editing forms must be filled in and will be collected with final drafts on Monday, January 27th.)

• Monday, January 27th: final drafts handed in, (printed,) with self-editing and peer-editing forms.

 ____________________________________________________

Self-editing form: 
Check off each item as you address the issue, recommendation or concern in your paper.

Introduction

___The first sentence is a general, interesting, brief statement that will connect to your topic & thesis/claim.

___Gives the full title(s) of the work(s) you are exploring as well as the complete name(s) of the author(s).

___The thesis statement is usually the last sentence in the introduction paragraph.



___The thesis statement clearly and directly responds to the writing prompt or assignment (the words in the prompt may be used to formulate the thesis statement)



___ The introduction is at least 4 – 6 sentences

Body Paragraphs



___ The topic sentence is the first sentence of each body paragraph



___ The topic sentences are an extension of the thesis statement—each topic sentence clearly proves and supports the thesis statement and responds to the prompt or writing assignment



___ Topic sentences do not summarize plot or make general comments



___ Body paragraphs are developed with at least two supporting passages/quotes from the literature  



___ Provide reader with the context for each supporting quote: speaker + occasion



___ Follow each quote with at least two sentences of analysis that explain how the quote supports and proves the topic sentence and therefore the thesis statement



___ The last sentence of each body paragraph is a concluding sentence that summarizes the paragraph and/or transitions to the next paragraph

Conclusion



___Restates the thesis statement



___Summarizes the main ideas without being repetitive



___May possibly revisit the hook or provide an appropriate quotation



___Expands on the ideas in the essay, leaving the reader thinking and pondering



___The conclusion is at least 4 – 6 sentences



___Never write “In conclusion…”

Other Important Aspects



___Use formal writing style, tone, and language



___Avoid slang, poor diction, non-specific language, and contractions



___Avoid addressing the reader and the use of first-person



___Avoid asking rhetorical questions



___Be mindful and aware of MLA format in citing your sources in the text



___Pay attention to spelling, punctuation and grammar



___Always proofread and self-edit your work



___Give your essay a creative, thoughtful and interesting title

Topic Sentence Checklist

An effective topic sentence:



___    Proves and supports a thesis statement



___    Tells the reader the focus of the paragraph



___    States a claim, idea, or assertion—the author’s expert opinion about the         literature



___    Like the thesis statement, addresses how/why questions



___    Is very clear and very specific



___    Avoids 1st person point of view



___    Avoids plot summary



___    Avoids stating the obvious



___    Avoids passive voice

Using Supporting Details Checklist

Consider the following when using supporting quotes and passages in your writing:



___    Lead into or set up your quote/passage with speaker (character/narrator) and occasion(context, or what’s happening in the plot



___    Follow up a quote with at least two sentences of commentary and analysis before moving on to the next supporting detail



___    Avoid excessive plot summary



___    Be sure the quote is relevant to your topic sentence and thesis—does your quote help prove your point?



___    Avoid letting the quote speak for itself—avoid “dropping” the quote

Remember: Each supporting detail is made up of:

1. Lead-in or set-up: Speaker + Occasion

2. Direct quote or passage

3. One or two sentences of commentary/analysis

Paper Format and Titles

Margins:

In MLA format the margins are as follows:

Top: 1  inch

Left: 1 inch

Right: 1 inch

Bottom: 1 inch

Spacing:

All MLA style papers are double spaced throughout.

Font:

Times New Roman

MLA information for Literary analysis

Information for your formatting (MLA)

Quoting Shakespeare

How to Quote Shakespeare

Here is a quick guide on how to quote Shakespeare according to the standards set by the Modern Language Association (MLA). For more comprehensive information, consult theMLA Handbook for Writers of Research Papers, 7th edition (2009).

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Formatting References

• Italicize the titles of plays.

  Richard III or Othello.

• Place a parenthetical reference after each quotation containing its act, scene, and line numbers separated by periods. Do notuse page numbers.
  Cite line-number ranges under 100 like this: 34–37. Above 100, repeat only the last two digits of the second number: 211–12 (but of course, 397–405 and 96–102). Place an en dash [ – ], not a hyphen [ - ], between the range numbers.

  Twelfth Night (1.5.268–76).

• Use arabic numerals for all reference numbers. (Some older texts used roman numerals for act and scene references—like this: III.viii.7–34—but modern scholars use arabic numerals.)
  You may refer to a scene in the text with the act and scene numbers—in arabic numerals—separated by a period.

  In 3.1, Hamlet delivers his most famous soliloquy.

  Do not say: “In Act III, scene i, Hamlet delivers his most famous soliloquy.”
• Periods and commas always go inside quotation marks:

  “Periods and commas,” says Dr. Womack, “always go inside quotation marks.”

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Quoting Prose

• If a prose quotation runs four lines or less, put it in quotation marks and incorporate it in the text.

  The immensely obese Falstaff tells the Prince: “When I was about thy years, Hal, I was not an eagle’s talon in the waist; I could have crept into any alderman’s thumb ring” (2.4.325–27).

• Format prose quotations that run more than four lines as block quotations. Start on a new line and set the quotation one inch in from the left margin. Do not add quotation marks. A colon generally introduces a block quotation.

  In Much Ado About Nothing, Benedick reflects on what he has overheard Don Pedro, Leonato, and Claudio say:

  This can be no trick. The conference was sadly borne. They have the truth of this from Hero. They seem to pity the lady. It seems her affections have their full bent. Love me? Why, it must be requited. I hear how I am censured. They say I will bear myself proudly if I perceive the love come from her; they say too that she will rather die than give any sign of affection. (2.3.217–24)

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Quoting Verse

• If you quote all or part of a single line of verse, put it in quotation marks within your text.

  Berowne’s pyrotechnic line “Light, seeking light, doth light of light beguile” is a text-book example of antanaclasis (1.1.77).

• You may also incorporate two or three lines in the same way, using a slash with a space on each side [ / ] to separate them.

  Claudius alludes to the story of Cain and Abel when describing his crime: “It hath the primal eldest curse upon’t, / A brother’s murder” (3.3.37–38).

• Verse quotations of more than three lines should be set as block quotations: start a new line and set each line one inch in from the left margin, adding no quotation marks not appearing in the original. If the quotation starts in the middle of a line of verse, reproduce it that way, don’t shift it to the left margin.

  Jaques begins his famous speech by comparing the world to a theater:

                                          All the world’s a stage
  And all the men and women merely players:
  They have their exits and their entrances;
  And one man in his time plays many parts,
  His acts being seven ages. (2.7.138–42)

  He then proceeds to enumerate and analyze these ages.

• If you quote dialogue between two or more characters in a play, set the quotation off from your text as described above. Begin each part of the dialogue with the appropriate character’s name indented one inch from the left margin and written in all capital letters. Follow the name with a period, and start the quotation. Indent all subsequent lines in the character’s speech an additional quarter inch. When the dialogue shifts to another character, start a new line indented one inch from the left margin. Maintain this pattern throughout the entire quotation.

  A short time later, Lear’s daughters try to dismiss all of their father’s servants:

  GONERIL.                         Hear me, my lord.
       What need you five-and-twenty, ten, or five
       To follow in a house where twice so many
       Have command to tend you?
  REGAN.                                   What need one?
  LEAR. O, reason not the need! (2.4.254–58)

How to Quote

• How to Quote Prose
• How to Quote Verse
• How to Quote Shakespeare

Page Last Updated: 1 December 2013

• Table of Contents

  • MLA Style
• Document Format
• Anatomy of a Citation
• How to Quote
  • How to Quote Prose
  • How to Quote Verse
  • How to Quote Shakespeare
• Documenting Sources

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How to Quote Shakespeare