Modes of Discourse As a writer, you can never ignore AUDIENCE and PURPOSE. You must know these two things BEFORE you start writing. Audience often dictates the language and grammatical style you choose the employ. For instance, the way you write a note to one of your friends differs from the way you write an essay in my class. Your AUDIENCE is different and, therefore, your approach is different. The same is true of PURPOSE. You do not approach a Compare/Contrast Essay the same as you would a Personal Narrative. Therefore, knowing the PURPOSE is imperative in constructing an effective essay.

Modes of Discourse:

Narration – What’s your story? • Narration tells a story by presenting events in an orderly, logical sequence. Although the purpose of a

narrative may be simply to recount events or to create a particular mood or impression, in advanced writing a narrative essay is more likely to present a sequence of events for the purpose of supporting a thesis.

Description – Don’t tell me, show me. • Description is used to tell readers about the physical characteristics of a person, place, or thing. Description

relies on the five senses – sight, hearing, taste, touch, and smell. Therefore, descriptive essay tells what something looks like, smells like, sounds like, or tastes like. However, description often goes beyond personal sense impressions.

Argumentation/Persuasion – “The difficulty is not to write, but to write what you mean, not to affect your reader, but to affect him precisely as you wish.” -Robert Louis Stevenson

• Argumentation is a process of reasoning that asserts the soundness of a debatable position, belief, or conclusion. Argumentation takes a stand – supported by evidence – and urges people to share the writer’s perspective and insights. NOTE: Argumentation and persuasion are not the same. Persuasive writing relies on various appeals (emotion, ethics, logic) in an effort to persuade readers to agree; Argumentation is solely an appeal to reason (logic) and is not concerned with changing the minds of readers.

Exposition – Also called Exemplification or Analysis. • Exposition uses one or more particular cases, or examples, to illustrate or explain a general point or abstract

concept. This is the main style of writing we will be exploring all year (Thematic Analysis, Style Analysis, Rhetorical Analysis, etc.). But expository writing is not just for your English class. The expository style of writing can be used to Explain and Clarify, to Add Interest, to Persuade, or to Test a Thesis in any area of study (such as science or history).

Process – How do you program a VCR? How do you play Spades? • Process essays explain how to do something or how something occurs. It presents a sequence of steps and

shows how those steps lead to a particular result. Chronological order is non-negotiable.

Cause-Effect – Why was a certain law enacted? What compels some students to shoot their classmates? Why is advertising so effective?

• Cause and Effect essays analyze why something happens (as opposed to describing how something happens, which is Process writing). In a cause-and-effect essay, you will examine causes, describe effects, or do both.

Comparison-Contrast – How is an apple like an orange? • Compare and Contrast essays show how two or more things are similar and how they are different.

**There are other modes of discourse, but these are the ones you will encounter most often.**

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Practice Using the Modes of Discourse:

Select an emotion or some abstraction such as love, hate, happiness, guilt, etc. Write a paragraph that develops the idea using one of the different "Modes of Discourse." Then write a second paragraph about the same emotion using a different mode of discourse. This activity will illustrate how a single idea or concept can be developed in a variety of ways.

For example, you could tell a story about someone falling in love, describe someone in love, give examples of famous lovers, compare and contrast love vs. passion, explain how someone falls in love, comment on the causes and effects of love, and persuade someone to be in love.

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American Literature Thematic Journal

You may remember from previous English classes that the THEME of a story is an overall, universal message in the story. Once you pick the short story about which you want to write, you need to list the major topics that you noticed in the story. (EX – “love,” “family,” and “freedom” are all examples of topics that are discussed within works of literature)

Possible Topics:

As you read, one of your jobs is to note passages in the story that discuss your theme topic and write those passages into the log on the following pages. You need a minimum of 10 (TEN)

passages from the story. Because it is difficult to follow the plot of the story and make notes, you may just note page numbers while you read and then add the passages and your commentary

afterwards. Your Thematic Journal will also be the foundation for your major essay this six weeks, so it is imperative that you keep track of the passages for your theme topic.

My Theme Topic:

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Passage Page # Commentary

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5.

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Passage Page # Commentary

6.

7.

8.

9.

10.

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Passage Page # Commentary

11.

12.

13.

14.

15.

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Writing Thematic Statements

Crazy little thing called THEME? “Theme is the central message of a literary work. It is not the same as a subject, which can be expressed in a word or two: courage, survival, war, pride, etc. 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.” (from Laying the Foundation series of books published by AP Strategies in Dallas) For example, if love is a topic/subject of two novels, a major theme in one of the novels could be “Love, if taken to extremes, can be negative rather than positive,” while in the other novel, the theme might be “Love can conquer even the greatest evil.” Notice that the topic/subject is the same, but the messages about that topic/subject are different in different works. Consider this: A theme is a meaning of a work. (Yes, there can be more than one “meaning.”) Can the meaning of a work be love? hate? greed? No—that makes no sense! Those are just topics, not themes. The theme is the statement an author is making about a topic. Stating the Theme of a Work of Literature Begin by using several abstract words to state the principal ideas of the work (topics that the piece is really about). Abstract words describe concepts or ideas that exist only in our minds like alienation, prejudice, ambition, freedom, love, loyalty, passion, etc. Combine those abstract ideas with comments that reflect the author’s observations about human nature, the human condition, or human motivation. In other words, what is the author saying about the abstract idea? Is he/she, for example, saying something about the qualities of people and/or commenting on society? Avoiding the Common Mistakes in Writing a Thematic Statement A theme is NOT a moral, a directive, or an order. A moral/directive/order tells us how to behave or what to do. A theme observes, weighs, and considers actions and ideas, but it avoids judging what people should or should not do; therefore, words like “should” and “ought” are not appropriate in a thematic statement. Also not appropriate is an order/directive such as “Be nice to elderly people” or “Love like there’s no tomorrow.” Themes are NOT trite sayings (clichés, maxims, or aphorisms) such as “Actions speak louder than words,” “Love hurts,” or “Absence makes the heart grow fonder.” Themes do NOT refer to the specific names or events of a particular literary piece. A theme does not summarize a work, but it does reflect what happens in the work. A theme drops character names and uses more general terms like “parents,” “leaders,” “society,” or “young people” in a general observation about the human experience. Themes avoid absolute terms such as “all,” “none,” “everything,” or “always” because they indicate sloppy thinking; they are categorical and leave no room for exceptions. Terms like “we,” “sometimes,” or “often” suggest a more realistic view of the variety of human experiences.

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Name: Date: PerioD:

WritiNg Boot CamP

tHeme state tHe tHeme iN a ComPlete seNteNCe for tHe story you seleCteD.

tHesis statemeNt take your tHeme aND aDD autHor,

title, tyPe, aND time to Create aN aWesome tHesis!

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English III Oualline

Name:____________________________________________________________________

CENTRAL IDEA/THEME: (what does the author say about the human condition?) English Professor Sheila Booth from the Quinsigamond Community College in Worcester, Mass. instructs her student writers that "a theme statement is a single sentence that attempts to explain the story's truth (what the story worries about)."

ELEMENT

How does the author use these elements to develop the central idea? Give examples and page numbers to support your assertion. You will be writing about the author’s technique and using text to support your assertion. EXAMPLE: The author uses character development to express (convey, articulate, etc.) the theme (state the theme) by (type of technique). This can be seen on page (#), where (example from the text).

CHARACTER

SETTING

PLOT/CONFLICT

POINT OF VIEW

STYLE

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Quote Flow Ways to Incorporate Proof/Examples Into Your Paper

There are three ways to structure EXAMPLES in a literary, proof-based essay. All of the examples are taken from John Steinbeck’s Of Mice and Men. 1. PARAPHRASE You may paraphrase examples – say something from the story in your own words that is too long to quote.

Example: After George kills Lennie, Slim tells him he did the right thing (122-123). 2. QUOTATIONS You may use quotations (words, phrases, or sentences from the story) as your example. When you do, you must learn how to integrate (blend) the quotation into your own writing and include a smooth lead-in to the quote. The following guidelines will help you incorporate quotations into your essay effectively: a. Do not overuse quotations. Incorporate quoted phrases into your own sentence

structure and avoid having two quotations in a row. Ineffective: Lennie’s strength overpowered Curley. “The next minute Curley was flopping like a fish on a line, and his closed fist was lost in Lennie’s big hand.” “Curley was white and shrunken by now, and his struggle had become weak. He stood crying, his fist lost in Lenny’s paw” (68). Effective: Lennie’s strength so overpowered Curley that Curley looked “like a fish on a line” with his “fist lost in Lennie’s paw” (68). b. Work the quotation smoothly into your own sentence structure. Ineffective: Steinbeck describes Lennie in animal-like terms by saying, “Lennie dabbled his paw in the water” (15). Effective: Like a big bear, “Lennie dabbled his paw in the water” (15).

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c. You may alter a quote for clarity by placing the change in brackets. Original: George said, “That mouse ain’t fresh, Lennie; and besides, you’ve broken it pettin’ it” (39). Changed: Steinbeck foreshadows Lennie’s troubles early in the novel when Lennie has “broken [the mouse] pettin’ it” (39). d. If you omit material in order to be concise, mark the omission with three periods (called an ellipsis). You do not need to use these at the beginning and end of your quotations. It is understood that you are taking passages from a longer work. Original: “Curley was white and shrunken by now, and his struggling had become weak. He stood crying, his fist lost in Lennie’s paw” (68). With Ellipsis: As Lennie continued to crush Curley’s fist, he turned “white and shrunken…his fist lost in Lennie’s paw” (68). 3. USING PARAPHRASE AND QUOTATIONS IN COMBINATION You can include both paraphrase and quotations in an example. Example: After George kills Lennie, Slim “[comes] directly to George” and says “‘A guy’s got to sometimes’” (107) as they leave the river’s edge. Adapted from Jane Schaffer Formatted by Lorri Winkcompleck

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Don’t Float Your Quotes!!! Embedded Quotations for Essays

Effectively incorporating quotes into your writing can be tough. Sometimes less mature writers leave quotes

“floating” or unattached to a sentence, which causes confusion and usually results in a loss of meaning. Here are two methods to help you incorporate quotes into a paper instead of leaving them floating………

Method One: Identify the speaker of the dialogue before the quotation. Macbeth desperately asks, “Will all great Neptune’s ocean wash this blood clean from my hands?” (II, ii, 59-60) *Notice that the sentence goes beyond the simple introduction, Macbeth says. It describes how he says it as part of the identification. Method Two: Blend the text as if the words were already a natural part of your own sentence. Original: Macbeth desperately asks, “Will all great Neptune’s ocean wash this blood clean from my hands?” (II, ii, 59-60) Revised: After the murder of the king, as Macbeth experiences the initial pangs of guilt, he wonders if “all great Neptune’s ocean” could “wash this blood clean from [his] hands” (II, ii, 59-60).

Original: When Paul is leaving the bedside of his dying friend, he is unusually aware of his surroundings. This is shown in the quote, “the earth is streaming with forces which pour into me through the soles of my feet” (33). Revised: Because his emotions are swirling as a result of leaving the bedside of his dying friend, Paul experiences “the earth streaming with forces which pour into [him] through the soles of his feet” (33). Original: “Ferocious beasts of the forest who lie in wait for their prey” shows how Frederick Douglass thinks the people are cruel and animal-like. Revised: Because Frederick Douglass employs a metaphor to compare white men to “ferocious beasts of the forest who lie in wait for their prey,” he substantiates his feeling of paranoia as he escaped slavery and tried to blend in to society. Original: The quotations “Some things about living still weren’t quite right, though. April, for instance, still drove people crazy by not being springtime” supports this idea. Revised: The implication of “April…not being springtime” supports Vonnegut’s assertion that trying to control and equalize humanity would cause disarray not only among mankind, but also in the vast realms of nature itself.

AND REMEMBER…

DON’T FLOAT YOUR QUOTES!!!

Source - Lorri Winkcompleck, Educator 13

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Explanation Guide

Explanation is when a writer EXPLAINS how the example (or proof) supports or proves the assertion. Each example should have at least two sentences of explanation. If you are having trouble, a good guide for the first sentence is for it to be related to the plot and for the second sentence to build on an idea expressed in the first sentence of explanation. To be sure that it is meaningful explanation, make sure that before you have finished your explanation sentences, you have connected your explanation in some way to the assertion you are trying to prove. Below is an example of what an effective explanation sounds like. THESIS: Through the characters and relationships in F. Scott Fitzgerald’s The Great Gatsby, the author demonstrates how losing touch with reality can bring devastating consequences. ASSERTION: Gatsby’s inability to be consistently rooted in reality ultimately destroys his relationships with others and his plans for the future. EXAMPLE #1: When Nick explains Gatsby’s state while talking about his future with Daisy, he describes how Gatsby “[passes] visibly through” various states of reality (97). EXPLANATION #1: This shows that Gatsby continues his policy of residing physically in the moment while internally incubating unattainable plans for the future. EXPLANATION #2: It is perhaps because of this altered state of consciousness that Gatsby truly believes in his plan to woo Daisy from Tom, thus negatively impacting the lives of Tom and their daughter, Pammie. EXAMPLE #2: Furthermore, his disillusionment causes Gatsby to believe that “nothing less from Daisy” but hearing her saying to Tom, “I never loved you,” will bring him satisfaction (116). EXPLANATION #1: From this point forward, Gatsby is setting himself up for personal dissolution. EXPLANATION #2: This unrealistic expectation leads indirectly to the unfortunate events of Myrtle’s death and Gatsby’s own murder, which quickly follows. CONCLUDING SENTENCE: As Gatsby’s plan to recapture his lost love with Daisy becomes seemingly more realistic, his grip on reality itself seems to loosen, causing the downward spiral of events which forever change the lives of all the major players in the story.

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Shaping the Body Paragraph

Assertion:

Example: For example (or another transition)

Explanation:

Explanation:

Example: In addition, (or other transition)

Explanation:

Explanation:

Concluding

Sentence:

Notes: *Remember the 2:1 ratio of explanation to example. *Try to avoid the phrase “This shows that…” in your final draft. *The concluding sentence should tie back to your assertion and thesis in some way. *A decent body paragraph is at least eight meaningful sentences long.

Source – Lorri Winkcompleck, Educator

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Peer Review Assignment

1. Is there a title? Yes No 2. Highlight the following items in the essay. If you are using different colors, be sure to make a legend at the top of the page. Thesis = pink Proof/Examples = blue Assertions = yellow Explanation = green 3. Does the writer have a clear thesis? Yes No 4. In an analytical essay, the most important part is the actual analysis (the explanation). Is there more green than any other color? Yes No 5. Look at the various colors in each paragraph. The examples should be balanced and spaced between the explanation. Is it? Yes No 6. There should be a sentence at the end of each paragraph that is not highlighted. This is the transition sentence. Does he/she have one? Yes No 7. Underline all verbs. How many “be” verbs? 8. Are the other verbs vivid? Yes No 9. Does the writer use the first person? Yes No 10. Does the writer use the second person? Yes No 11. Does the writer change verb tense? Yes No 12. Are the transitions trite or boring? Yes No 13. Does the writer use slang? Yes No 14. How many contractions are in the paper? 15. How many paragraphs? 16. Are the topic sentences effective? Yes No 17. Does the writer use “logic glue”? Yes No (does he/she stick to the subject) 18. Are the citations correct? Yes No

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Name: Grade:

Thematic Analysis English III

Thesis Statement 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Topic Sentences Do your topic sentences provide a purpose for the paragraph and support the thesis? 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Do you have a topic sentence for EVERY paragraph? 0 - 5 Examples/Proof Do your examples stay on topic? Do your examples support the thesis? Do you have good quote flow? 0 1 2 3 4 5 6 7 8 9 10 Do you have at least 2 examples in each paragraph? 0 - 5 Explanation/Commentary Do your explanation sentences draw a connection between the example and the THEME of the story? 0 1 2 3 4 5 6 7 8 9 10 Do you have at least two explanation sentences for each example? 0 - 5 Transitions and Organization Is your essay effectively organized into paragraphs? Do you include transition words and/or sentences that aid in the cohesiveness and readability of your essay? 0 1 2 3 4 5 Introduction and Conclusion 0 1 2 3 4 5 Title of the Essay 0 1 2 3 4 5 Overall Impression of the Paper 1 2 3 4 5 6 7 8 9 10 MLA Format 0 1 2 3 4 5 Grammar and Mechanics (Deductions)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

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