English Literature & Composition
The Beet Queen
Writing Workshop
Poems
Articles
Short stories
Songs
PASS are all put in quotation marks. Use this mnemonic device to remind you. If not a PASS, underline the work (italicize when typing). For example, Hamlet or Hamlet, but not Hamlet.
Organization
Most of you are familiar with writing multi-paragraph responses that begin with a funneled introductory paragraph and a concluding paragraph. There is nothing wrong with this model of writing, but do not become such a slavish adherent to it that your writing is deemed formulaic.
DO write an introduction. It is generally recommended to place your thesis/argument at the end of the introduction.
DO write in paragraphs. Writing one block paragraph is not well-organized writing and a turn off to the reader.
DO include apt and specific references to the text at hand. Quote significant details and comment on them.
Introduction
Mention the author, the work, the time period in your introduction.
If you construct your thesis around the formal elements of the short story: language, structure, and tone for example, make sure you add adjectives alerting the reader to what language, what particular structure, and what specific tone is at play.
Integrating Quotations
You are expected to support your analysis with quoted support. Make sure you are adept at employing the appropriate punctuation mark to introduce your quotations. Do not leave them floating on the page (FQ).
EX. 1 When Claudius finally addresses Hamlet as his son, Hamlet notes that Claudius is "A little more than kin and less than kind!" (1.2.69).
EX. 2 When Hamlet is finally left alone, he considers suicide: "O that this too too solid flesh would melt, / Thaw and resolve itself into a dew! / Or that the Everlasting had not fixed / His canon 'gainst self-slaughter!" (1.2.135-38).
EX. 3 Repulsed by his mother's sudden marriage, Hamlet complains that the world is "weary, stale, flat, and unprofitable," "an unweeded garden" full of "things rank and gross" (1.2.139, 141-42).
We will spend more time on how to integrate quoted support.
Details and Commentary
Let’s talk through some of the important aspects of the text.
The Conclusion
Try to sum up your analysis with a final, clinching point rather than a regurgitation of the introduction and/or thesis.
There is no need to say “In conclusion.” You are a sophisticated writer who does not need to rely on clumsy transitional words.
Tone
When discussing tone, please use the vocabulary you have learned this year and years past:
abhorrent compassionate exuberant sharp shocked silly
abrupt complimentary facetious sober solemn somber
accusatory concerned factual surprised sympathetic sweet
admonitory condescending fearful restrained reminiscent taunting
amused condemnatory flippant threatening turgid urgent
anxious contemptuous foreboding threatening turgid urgent
apathetic contentious frivolous threatening turgid urgent
apprehensive confidant giddy vexed vibrant whimsical
apologetic confused glib
argumentative critical gloomy This is not an exhaustive list, but you get the idea.
audacious cynical hollow
authoritative dark hopeful
awe despairing horrified
baffled desperate impartial
bantering detached incisive
benevolent didactic incredulous
bitter diffident indifferent
boring disbelieving indignant
bucolic disdainful inflammatory
candid disparaging informative
cautious disturbed insipid
ceremonial dreamy insolent
cheery effusive inspirational
childish elated ironic
cynical elegiac irreverent
clinical elitist joking
cold eloquent joyful
lackadaisical laudatory learned
light lighthearted loving
lucid lugubrious matter of fact
meditative melancholic mock-heroic
moralistic mournful nostalgic
objective optimistic outraged
passionate patronizing peaceful
pedantic pessimistic petty
pitiful piquant plaintive
playful poetic pompous
pretentious prosaic proud
realistic reflective repressive
resigned respectful sanctimonious
sarcastic sardonic scornful
seductive sentimental serene
English Literature & Composition
The Beet Queen: Diagnostic Writing Reflection (formative due Tuesday Sept. 6th)
In order to improve your writing, you must reflect on what was done well and what can be improved in the last essay. Using the grading rubric, interpret the scoring of your essay. Make sure you answer each question thoroughly with attention to detail. You may write on this paper or type your responses in MLA format.
1. How much time did you spend reading and annotating the text? Do you feel this was an appropriate amount of time? Why/why not?
2. How much time did you spend prewriting? Do you feel this was an appropriate amount of time? Why/why not?
3. Do you feel your prewriting was effective and/or guiding? Why/why not?
4. What did you do well?
5. What mechanical errors can be corrected?
6. What content errors can be corrected? How?
7. What do you feel solidified your essay as the score you received?
8. What are your goals for the next timed writing? How will you measure those goals?