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Writing Packetfor

McCloud’sEnglish 2 & 2H Classes

2McCloud, Eng. 2/2H, PVPHS, Writing Packet 2017-2018

BLANK PAGE


Table of ContentsPage ContentsEnglish Paper Format

4-5 Margins & Fonts Pagination, Spacing & HeadingTitlePrintingSample of a Properly Formatted Page

Formal Tone6-7 Exposition

ColloquialismsContractions3rd Person Literary Present TenseAntecedent Action

Parts of a Literary Analysis Essay9 Overview/Summary/Checklist

10-11 Introductory ¶

12-13 Body ¶’s

14 Concluding ¶

15 Transitions

Quotations16 Methods of Documenting

17-19 Punctuation Before Quotations & Practice20 Some General Guidelines about Using Quotations from Novels

Works Cited22 Works Cited General Guidelines

23 How to Format Sources for Works Cited EntriesUseful Writing Tips

24 Changing Passive “To Be” Verbs to Active Verbs & Practice

26 Conjunctive Adverb Sentence Structure

27 Useful Ways to Join Ideas


ENGLISH PAPER FORMAT

Margins and Fonts▪ One-inch margins(MLA guidelines); place page numbers & footnotes inside margins. ▪ Select a professional, easy-to-read font (Times New Roman, Courier, Arial, etc.); avoid

fancy script or hard-to-read fonts. ▪ Use regular (not bold or italic) 12-point type.

Pagination, Spacing, and Heading▪ Pagination : In the upper right-hand corner, use the page numbering function to include

your last name, followed by a space then a page number (once page numbers are added, you can click it and go back to add your last name). Begin pagination on page 2 (just delete the 1 after setting it up).

▪ Spacing : Double-space entire paper, including header, block quotations, & Works Cited. ▪ Heading : In the upper left corner of the first page, on consecutive lines:

First Last NameInstructor’s NameCourse, PeriodDate (set up in formal structure: August 25, 2014, not 8-25-14)

Title▪ Center title on first page below heading. ▪ DO NOT bold, underline, italicize, enclose in quotation marks, or capitalize entire title. ▪ Capitalize first & last words, first letters of principal words, & any word after a colon;

leave the first letters of conjunctions, articles, & prepositions in lower case. ▪ The names of any literary works that appear in your title should be punctuated as they

will be when they appear in your text, either in italics or quotation marks, depending on the type of work. Italicize novel, newspaper/magazine, & CD titles; quotation marks around titles of “poems,” “short stories,” “newspaper/magazine articles,” and “songs.”

▪ Use the same font & size type as the rest of the essay.

TWO-PART TITLE▪ Often titles have two parts: a humorous or witty title plus a subtitle that explains exactly

what the paper is about. The subtitle is added with a colon.- Children Forever: The Corruption of the Adult World in The Catcher in the Rye- Forbidden Fruit: Lord of the Flies as Biblical Allegory- The Time to Die: “Seasons in the Sun” Analysis

Printing▪ Print on one side of standard, white 8.5 x 11-inch paper. ▪ Print in letter quality (not draft quality); check settings on your printer dialogue box. ▪ Do not fold edges together; do not use a cover, folder, or binder. ▪ Remember to save an electronic copy of the composition as proof that it was written. ▪ Work should be printed & stapled outside of class.


Sample of the First Page of a Paper (note formatting of paper & two-part title of essay):FYI: pagination should be omitted from first page since heading gives name

→ Doe 1

Jane Doe

Mrs. McCloud

English 2 Honors, Period 5

November 2, 2009

Red Death Conquers All: Analysis of Allegory in “The Masque of the Red Death”

In the world today and in the past, humans have obsessed over the fear of death. People

go through many methods to block this fear out, such as seeing a psychiatrist or taking

medication. In Prince Prospero’s case in “The Masque of the Red Death,” a short story by Edgar

Allan Poe, he uses entertainment to divert his mind from his fear. Through allegorical usage in

Poe’s story, he shows how the human mind can create such a fear of death that a person believes

he can hide from it; however, death conquers all.

Prince Prospero, a very wealthy man, truly believes he can outwit death by concealing

himself and one thousand guests in his palace. They eat, drink, and celebrate life with dancing

and masquerade balls, all used as distractions by the Prince to literally block out the plague

destroying the citizens outside the walls of the palace. In the story, Prospero portrays

humankind’s actions to stifle the fear of death. People use various distractions, both helpful and

harmful, to block their minds from their fears, such as religious faith or drugs. Prince Prospero’s

palace and the lavish lifestyle lived within its walls acts as his, as well as the guests’, diversion


from the outside world. The physical act of locking himself away from the plague symbolizes

Prince Prospero’s belief that he is more powerful than death.


TIPS ON WRITING A FORMAL LITERATURE-BASED ESSAY

Maintain FORMAL TONE in Literature Analysis Essays

1. Open essays with brief exposition: include title of literary work, genre, author, and brief summary of the literary work.

2. Avoid all forms of colloquialism (slang). – kids = children– After working all day, I am really beat (exhausted). – I was blown away (greatly impressed) by his million dollar donation.

3. Avoid contractions: don’t = do not; isn’t = is not; I’m = I am; won’t = will not

4. Avoid 1st and 2nd person personal pronouns. Instead, use the 3rd person pronouns.

1st person person speaking I, me, my, mine, we, us, our, ours2nd person person spoken to you, your, yours3rd person person spoken about he, him, his, she, her, hers, it, its, they, them, theirs

[people, one, the reader, a person, the author, etc.]

5. Write in LITERARY PRESENT TENSE (LPT)a. In summarizing the action of a work of fiction—whether a play, novel, short story, or

poem—use the present tense in most cases. Why? Because you are currently reading or thinking about it. Every time you open a book, it seems as though the events are happening now, even though the authors may be long dead.

− Chance prevents Friar John from delivering Friar Laurence’s letter to Romeo. Meanwhile, owing to her father’s arbitrary change of the day set for her wedding, Juliet drinks the potion on Tuesday night, with the result that Balthasar informs Romeo of her supposed death before Friar Laurence learns of the nondelivery of the letter.

b. ANTECEDENT ACTION: If the summary is in the present tense, antecedent action (an action that occurred before another action) should be expressed by the past tense.

In the following example, [1] highlight and label the literary present tense (LPT) verb, [2] highlight and label the past tense verb that shows antecedent action (AA):

− The Friar confesses that it was he who married them.


LITERARY PRESENT TENSE EXERCISE

Directions: Edit & revise the following essay for [1] literary present tense; [2] contractions; and [3] colloquialisms. Also, label verbs that are antecedent action (AA).

Withered Flower or Venus Fly Trap?: Mayella Ewell in To Kill a Mockingbird

In Harper Lee’s novel To Kill a Mockingbird, which takes place in Maycomb County, Alabama in the 1930’s, a

married black man helps out a poor white girl who lives down the road from him. Her kin were no-good drunks and offered

nothing but hassles. Unfortunately, the girl tried to seduce him, and she got all bent out of shape when he rejected her advances.

No way a man with a wife and children wanted that kind of trouble…but trouble was what he got. After all the times he had

helped Mayella Ewell around her godforsaken hovel, she wrongfully accused him of raping her. Hell hath no fury like a jilted

woman, right? Mayella’s case was much more complicated, however. She was not merely a jilted schoolgirl; Mayella is the other

side of the coin that has the elegant Southern lady on a pedestal: poor white trash.

Mayella Ewell lives on the edge of a dump—dirt floors, broken windows, vermin, and filth—a pretty difficult place to

feel like a “lady,” but Mayella still tries even so. Between chasing countless barefoot children and fending off the drunken

punches from her deadbeat father, Mayella planted red geraniums in that ragtag, junk-filled yard.

And Mayella has dreams, modest dreams of love. But what suitor would ever find her at the dump? Considering that

her family made up the lowest rung of Maycomb society, Mayella didn’t have anywhere to look for her dreams to be fulfilled, at

least no place acceptable for a white woman. Whether it was loneliness, hormones, or love, Mayella ultimately looked to Tom

Robinson to make her feel like a real lady. Maybe Mayella originally just wanted someone to talk to, a shoulder to lean on. She is

so alone. What person so brutalized by her environment would not grab at the first kind person who came around? That’s

understandable, but why did she crush Tom Robinson afterward?

Certainly Mayella is scared of her father. The man has obviously beaten her on numerous occasions, and she needs

him. She had no choice but to appease him because she has nowhere to go. The dump was her world. So when her father

witnessed her romantic advances on Tom Robinson, she reacted in the only manner her father would view acceptable under the

circumstances—as if this Negro had violated her.

Ultimately, Mayella has to recover her meager niche in Southern society. She isn’t considered much, but she would be

less than vermin in her society if the people of Maycomb think of her as a seductress of Negroes. Mayella is trying to survive.

She had no choice but to squash Tom Robinson like a bug…or be squashed herself by the narrow-minded bigots that surrounded

her.


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PARTS OF A LITERARY ANALYSIS

(use this as an overview/summary/checklist)

INTRO ¶

● Expositiono author, title, genreo brief story summary

● Thesis (WHAT you will prove and HOW)

BODY ¶’s

● Topic Sentenceo topic (what you will write about)

+o opinion (what general idea you will prove about the topic)

● Concrete Detail + Commentary o details : facts, examples, evidence, quotations, summaries…o commentary : analysis of how details prove the topic sentence opinionso ideally, have 1CD + 2CM

▪ 1 sentence of detail + 2 sentences of commentary▪ aim for more CM vs. CD overall▪ you can have more than one chunk of CD + CM per paragraph

● Closing Sentenceo commentary to wrap up ideas of the paragraph

CONCLUSION ¶

● Discuss how your central idea is relevant or evident in the real world. What matters about this central idea? What does it show about human nature?

Where to especially use transitional words/phrases

INTRO ¶

– Exposition TR Central IdeaBODY ¶

– Topic Sentence TR Concrete Detail + Commentary TR Closing Sentence


INTRODUCTORY PARAGRAPH

The introduction works as the road map of an essay. It introduces the main idea of the composition and provides the points that will support the main idea.

The introduction should contain:

Exposition Include the title of the work, its genre, and the author’s full name. Follow with a brief description of the literary work as it relates to the central idea.

● Italicize these types of titles: books, magazines, newspapers, CD’s, movies, ships

● Quotation marks around these types of titles: “short stories,” “magazine/newspaper articles,” “songs,” “poems”

Thesis

↓

WHAT (Central Idea)

&

↓

HOW

A thesis is a sentence that summarizes the main point (central idea) of the essay & previews the supporting points. It is generally the final sentence of the introductory paragraph.

For literary works analyzing theme:● In one sentence, state WHAT big idea, universal truth, or insight about

human experience the author is trying to relay in the literary work.

● The essay must be organized so that every paragraph supports the central idea, which is the FOCAL POINT OF THE ESSAY.

○ Without a focal point, your essay has no foundation on which to build the rest of the essay.

● In one sentence, which may be combined with the central idea, describe HOW the author relays his central idea.

○ One method is to list the individual points you will cover in the body paragraphs of your essay. Another is to provide a broad category for your supporting points. Ex:

■ The residences reflect the personalities of Heathcliff, Edgar, and Catherine.

■ The novel’s residences reflect the personalities of the protagonists in the story.


INTRODUCTORY PARAGRAPH EXERCISE

In the examples below, use the key to identify the parts of the intro paragraphs. Number one is completed for you.▪ no underlining = exposition (title, author, genre, topic) ▪ box around it = central idea (WHAT is the theme?)▪ underline it = listing thesis (HOW is the theme relayed?)

Example #1Houses of the Soul: Characters Mirrored in Setting in Wuthering Heights

In Wuthering Heights, a novel about an impossible love triangle, Emily Bronte explores

the idea that a house is often a reflection of its inhabitant’s value system; she accomplishes this

through her elaborate descriptions of the characters’ personal residences—Wuthering Heights

and Thrushcross Grange—reflecting the respective personalities of Heathcliff, Edgar Linton, and

Catherine.

Example #2Holy Deception: The Falsehoods of Medieval Church in The Canterbury Tales

During the middle ages, the church officials were anything but holy and pure, as Geoffrey

Chaucer points out in “The Prologue” of The Canterbury Tales. The clergy, “God’s called,”

ignore the basic tenets of their religion, committing atrocious crimes that go against all the ideals

of Catholicism. Chaucer uses the clergy to epitomize that humans have innately greedy and

indulgent natures; he satirizes this hypocrisy through his characterizations of the Nun, the Friar,

and the Pardoner.

Example #3Mirroring Thomas Hobbes: Unmasking the Beast Within in Lord of the Flies

In William Golding’s allegorical novel Lord of the Flies, a tale of a group of schoolboys

who revert to savagery after crash-landing on a deserted island, Golding echoes English

philosopher Thomas Hobbes’ theory of human nature. Like Hobbes, Golding argues that when

the rules, laws, and policemen of civilization disappear, people show their true bestial nature; he

depicts this during the boys’ stay on the island as they break the rules of civilization and, as a

result, become destructive toward their surroundings and each other.


BODY PARAGRAPH

A powerful, logical, & critical body paragraph in an analysis paper is made up of four elements:

Topic Sentence(TS)

● Usually the first sentence in a body paragraph. Sometimes you may need one or two more sentences to clarify your topic sentence.

● It is like the thesis statement of the body paragraph: it establishes the main idea of the paragraph.

● The TS must have a subject and opinion (commentary) for the paragraph. It explains how one of the supporting points listed in your introduction supports your central idea.

● Discuss points in the same order that you listed them in your thesis.Concrete Details (CD)

▪ Specific details that form the backbone or core of your body paragraphs− Synonyms for concrete details include facts, specifics, examples,

descriptions, illustrations, support, proof, evidence, quotations, summarizing, paraphrasing,1 and plot references

▪ Use a mix of summarizing, paraphrasing, and direct quotations worked into your natural writing style. Use a myriad of evidence to support your claim.

▪ List your examples in logical order, such as in chronological order or least important to most important order.

Commentary(CM)

▪ Your comments or opinions about something- Synonyms include opinion, insight, analysis, interpretation,

inference, personal response, feelings, evaluation, explication, and reflection

Concluding Sentence(CS)

▪ The last sentence in a body paragraph. It is all commentary, does not repeat key words, and gives a finished feeling to the paragraph.

When crafting body paragraphs, consider the chunks & weaving of your information to create a successful & fluent analysis of the story.

Chunk(CD + 2 CM)

One sentence of concrete detail plus two sentences of commentary.

Weaving Smoothly blending concrete details and commentary in a body paragraph through the use of fluent and meaningful transitions (see page 15).

1 Direct Quotation: using the writer’s words exactly as they appear in the original work Summarizing: record the gist of an author’s ideas in your own words Paraphrasing: restating the author’s ideas in your own words


BODY PARAGRAPH EXERCISE

Exercise #1The following paragraph represents one chunk (CD+CM). Use a pencil to label the TS next to the topic sentence, CD next to the sentence that provides a concrete detail, CM next to the sentences that provide commentary, and CS next to the concluding sentence. After we check the correctness of your labeling, draw a box around the chunk (CD+CM) and then, in the margin, label it with the amount of CD’s + CM’s (ex. 2CD + 2CM).

In Harry Potter and the Sorcerer’s Stone, Harry embodies a champion to many of the more

insecure students at Hogwarts. For example, when Draco Malfoy assaults Neville to grab his

Rememberall, his prized possession, Harry rescues it. He cannot abide someone who picks on vulnerable

classmates. He will not tolerate bullies who break school rules to take advantage of their victims. Harry

exemplifies the quintessence of a hero on campus.

Exercise #2Label his multiple-chunk paragraph from an essay about William Golding’s Lord of the Flies.

The first step toward disaster occurs when the boys begin to disregard their rules and

responsibilities. For instance, their negligence in tending the fire signal costs them greatly—a missed

opportunity for rescue. After the boys return from a day of fun, frolicking, and hunting, Ralph informs

them that a plane flew over the island in their absence and scolds them for neglecting their assigned

duties. Ralph, the mature one, understands that a disregard for social order will not only prevent them

from rescue but will also drive a dangerous wedge into the core of the group. The boys, however,

continue to disregard rules when they break the covenant of the conch, a symbol of order. When Ralph

reminds Jack of the rule, a disrespectful Jack angrily replies, “Bollocks to the rules!” (91). Jack, who

leaves Ralph’s group to live on the other side of the island, spreads the seeds of anarchy. Fittingly,

Golding describes the conch as fading in color and shattering into bits, paralleling the increasing disorder

on the island. Eventually, with no authority figure around to punish the naughty boys, they no longer

focus on building a safe community. After instructing the boys “to work hard until the shelters [are]

finished,” Ralph and Piggy notice that the boys “keep running off” (45). The boys break away to pursue

forbidden pleasures; they defecate in undesignated areas, neglect hygiene, paint their faces like savages,

and partake in ritualistic chants and dances. Some of these practices are unsanitary and work against the

boys’ basic survival. Others are unsafe and put the boys’ in harm’s way. Ultimately, rule breaking results

in chaos on the island, the first step in the boys’ journey into the heart of darkness.

What types of words are in bold? What elements of the body paragraph do they help to introduce?


CONCLUDING PARAGRAPH

To write a thoughtful, meaningful, and powerful conclusion, consider the following:1. Go from the specific (the literary work) to the general (real world application)– show how your essay’s topic has wider implications beyond the novel

2. Add insight. Answer the question SO WHAT? Why is the topic of this essay important to know? How does this work shed light on society? Humanity? Human nature?

3. Make this paragraph the most powerful; it contains the final thoughts for the reader 4. Tie in any ideas you introduced in your introductory paragraph5. End with a sense of closure

Example #1 from English 2 Honors:Edgar Allan Poe’s story “The Masque of the Red Death” serves as more than a tale of a post-apocalyptic

world; it serves as a religious allegory about human sins and the repentance that accompanies them. Darkness sleeps within all human beings and, when exposed, leads humans to commit crimes and evils. Even in the Bible, the snake exposes Eve’s darkness as she takes a bite from the forbidden fruit. Her retribution is removal from the Garden of Eden. This darkness proves true in the real world, too; people who commit criminal actions face consequences as well. Every day, crimes such as robbery and murder occur. Authorities target the offenders, hunting and capturing them to deliver punishment. Retribution varies in severity based on the sins committed. For example, petty thieves receive only a small prison sentence while murderers or heavy war criminals may be charged with the death sentence, such as those of the Nuremberg Trials. Poe’s allegorical story serves as a warning to all humans: those who sin will face the hand of retribution.

Opening sentence of the concluding paragraph echoes the central idea. There needs to be some kind of transition into the second sentence; it has an abrupt sound. The biblical connection serves to show how far back the idea of retribution goes, and this example leads into a listing of dark acts committed in today’s world. The Nuremburg Trials, although a specific example, is only mentioned; it would be better to elaborate on the example. Closing sentence echoes the central idea and leaves the reader with a strong warning tone.

Example #2 from English 2 Honors:In Roald Dahl’s short story “Lamb to the Slaughter,” he conveys that if pushed to the limit, the rage that

resides in humans may emerge. Evidence exists in today’s modern world, with people often seen reaching their breaking point and partaking in acts of retaliation. Excessive bullying has led to school shootings, infidelity has caused matricide, and friendships have ended in violence. When provoked by a catalyst or overwhelmed by problems, people tend to turn to their dark side to cope and unleash a malevolent mentality that lies subdued in human nature.

Opening sentence of the concluding paragraph echoes central idea of essay. Transition leads to how this central idea applies in today’s world. Examples are listed, but they are general in nature and read like a list. It would be better to offer some specific examples to support this list. Closing idea again echoes the essay’s central idea and provides a strong closing thought.

Example #3 from English 2:In Edgar Allan Poe’s short story “The Masque of the Red Death,” he makes a statement about the dangers

of letting fears and obsessions take over the mind. While in the real world people might not go completely insane, they will let obsessions control their lives and their decisions. Many students, for example, get so obsessed with grades and getting into college that they turn to drugs or eating disorders as a distraction. Unlike Prospero, people need to be able to control their mind when obsessions and fears are present.

The opening of the concluding sentence offers the topic of the essay, but it would be even stronger if the “statement” Poe makes were specified. The transition into real world applications is effective and reveals the effect of the comment made in the first sentence. Only one sentence with some semi-specific examples is offered; more development of these ideas and even a very specific example to support the claim are needed. The phrase “Unlike Prospero” offers contrast and leads into the positive action necessary to combat the problem presented in the story.


TRANSITIONS (SIGNAL WORDS)Transitional words & phrases serve as bridges, carrying a thought from one sentence to another, from one idea to another, or from one paragraph to the next. These cues help the reader interpret & understand your ideas. They also smoothly link sentences & paragraphs, eliminating abrupt jumps between ideas. Use appropriate transitional devices to add clarity to your writing & accurately convey your ideas.To show a start/beginningat the outsetat the topfirstinitiallyinitiallymeaningmy favoriteof the greatestof the three…one of the mostthe most significantto beginto start with

To show addition or another factadditionally againalsoand thenanotheras well asbesidesbut alsoequallyequally importanteven more crucialfinallyfirst, second, third, etc.furtherfurthermorein additionin factin the same waylast/lastlylikewisemoreovernextnornot only…but alsonot so obviousplus the fact thatthen tootoo

To show a specific example or casea few of these arean exampleespeciallyfor examplefor instancein other wordsin particularincidentallylet us consider

specificallysuch asthe case ofthe followingto enumerateto illustrateyou can see this in

To show contrast or change an ideaalthoughanyhowanywayat the same timebutdespite even thoughfor all thathoweverin any eventin contrastin spite ofinstead ofneverthelessnotwithstandingon the contraryon the other handotherwiserather thanstill yet

To show comparison / similarityas well asat the same timeequallyin like mannerin the same waylikewisesimilarly

To show results (cause and effect)a consequence ofaccordinglyan effect is thatas a resultbecausebecauseconsequentlyergofor this/that reasonhencein this wayon account ofsinceso that

thereforethereuponthus

To show purposeall things consideredfor this purposein order to do thisso thatto bring aboutto this endwith this in mindwith this object

To strengthen a pointactuallyapparentlyas a matter of factbasicallyclearlyessentiallyfortunatelyin essencein other wordsin particularin shortindeednamelyof courseput another waytrulyundeniablywithout a doubtwithout any question

To show emphasis above allcertainlyequally importantin briefin factin shortindeedmore importantlymost importantlynot surprisinglyobviouslyof courseof major importanceprimarilysurelyultimatelywithout a doubt

To show summary or repetitionas has been notedas I have saidbasicallyfinallyfor these reasonsin briefin closingin conclusionin essencein other wordsin shortin summaryon the wholeso farso sum upto conclude

To show amountfewgreatless thanmany more than mostoverseverallsmallersomeunder

To show placeaboveacrossadjacent tobelowbeneathbesidebetweenbeyondfartherherenearbyneareron the opposite sideon the other sideopposite tothereunder

To show timeafterafter a few daysafterwardsas long asas soon asat lastat lengthat the same timebeforebetweenduringearliereventuallyfinallyformerlyimmediatelyin the meantimein the pastlaterlatermeanwhilenextnot long afternowoncepreviouslyprior tosimultaneouslysoonstillsubsequentlythenthroughoutto begin withultimatelyuntilup to the presentwhenwheneverwhile

To show concession (giving in to an opponent)althoughat any rateat leasteven thoughgrantednaturallyof courseproviding thatstillthoughtto a certain extentto a degreewhile that may be true


METHODS OF USING QUOTATIONS

Method Explanation Example1. Always provide

context for a quotation

− Who said the quotation?− To whom?− Where? When? Circumstances?

In front of the jail, a man from the lynch mob growls, “’You know what we want. Get aside from the door, Mr. Finch’” (Lee 153; ch. 15).

2. Quotation within a quotation

Change double quotation marks from text to single and use double to show portion you are quoting from book.

Because Atticus risks much in trying to defend Tom Robinson, the Negroes respect him: “All around…the Negroes were getting to their feet. Reverend Sykes’s voice was as distant as Judge Taylor’s: ‘Miss Jean Louise, stand up. Your father’s passing’” (Lee 210; ch. 21).

3. Quotation forms complete sentence

Remember, you still need to provide context. Also, consider the type of punctuation needed to introduce the quotation (comma or colon or no punctuation—see next handout).

After Scout humiliates Walter Cunningham, Calpurnia is furious. Along with Scout in the kitchen, Cal berates her: “’That boy’s yo’ company and if he wants to eat up the tablecloth you let him, you hear?’” (Lee 24; ch. 3).

4. Mid-sentence documentation

Weave a quote into the middle of your words. However, be sure to match tense in quotation with tense in your sentence.

When Scout asks, “’What in the sam hill [is] he doing,’” Walter feels humiliated (Lee 24; ch. 3).− all verbs match because they are present

tense

5. Leaving words out

When leaving words out, use an ellipsis, but make sure you form a complete thought.

Words left out: Atticus understands Mayella’s problem but cannot condone her actions: “’I cannot pity her… She knew full well the enormity of her offense’” (Lee 203; ch. 20).

6. Uses of Square Brackets

a. If a pronoun in a quotation seems unclear, you may add identification in square brackets.

b. When you want to add a comment or an explanation to clarify a quotation, place within square brackets.

Calpurnia explains, “’There wasn’t a school even when he [Zeebo] was a boy’” (Lee 125; ch. 12).

Milton’s Satan speaks of his “study [pursuit] of revenge” (462).

7. Block quotation for longer passages (more than 4 typed lines in your essay)

– Introduce quotation with colon. – On next line, double indent (hit

TAB key twice). – Type block quotation without

adding quotation marks. – Place citation two spaces after the

last period. – No period after citation.– Continue text of paragraph at left

margin after quotation.

In the defense summation, Atticus notes what courts should be like:

But there is one way in this country in which all men are created equal—there is one human institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein, and the ignorant man the equal of any college president. That institution, gentlemen, is a court. (Lee 205; ch. 20)


PUNCTUATION BEFORE QUOTATIONS

1. Using a Comma after a Dependent Beginning Frame− A dependent beginning frame is a phrase that introduces a quotation by providing the

author’s or character’s name and a strong verb, and it needs to be separated by a comma.o Charles Dickens claims, “It was the best of times; it was the worst of times” (1).

COMMON SIGNAL VERBS TO INTRODUCE A QUOTATIONacknowledges confirms establishes inquires proclaims showsadds contemplates evokes instructs professes statesadvises continues exhibits interjects proposes stipulatesadvocates conveys expands interprets proves suggestsargues criticizes explains makes evident rationalizes summarizesarticulates declares exposes makes plain reasons supportsasks defines expounds mentions recommends teachesasserts demonstrates expresses muses reflects tellsavows depicts hints observes relates theorizescites describes illustrates offers remarks uncoverscomments determines imparts opposes replies urgescommunicates elucidates implies points out reports writesconcedes emphasizes indicates ponders revealsconcludes endorses informs postulates sends

2. Using a Colon Before a Quotation− Use a colon to join a beginning frame that is an independent clause (a complete sentence)

with a quotation that is also an independent clause.− A colon should be used when the quoted passage is a continuation, restatement, or

elaboration of the frame’s ideas.o Charles Dickens acknowledges the paradoxical nature of the times before the

French Revolution: “It was the best of times; it was the worst of times” (1).▪ The quotation elaborates on what is meant by “paradoxical times before

the French Revolution.” It clarifies that “paradoxical” means “the best of times and the worst of times.”

▪ Though each statement is an independent clause, they must be linked by punctuation to signal why the quotation was included.

3. No Punctuation Needed When Inserting a Fragment of a Quotation− Examples:

o With her boys earning similar wages, Rukamani “[begins] once again to live well” (57).

o When Chancellor Wolsey requests that More join him and other morally corrupt counselors in their quest to divorce heirless King Henry VIII, More simply replies that he “’prays for [a son] daily’” (12).


QUOTATION PUNCTUATION PRACTICE #1

Directions: Punctuate the following introductions to quotations by adding a comma or a colon. If the sentence does not need further punctuation, write NC for “no change.”

Prose1. Holden decides he wants to be a “catcher in the rye” and explains the symbol of falling

“Thousands of little kids, and nobody’s around—nobody big, I mean—except me. And I’m standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they go over the cliff” (173).

2. Ultimately, Holden passes out on the bathroom floor, but he “[feels] better after he [passes] out” (204).

3. As Phoebe reaches for the ring, Holden admits “I was sort of afraid she’d fall off the horse” (211).

Poetry4. William Blake uses a series of rhetorical questions to shed light onto the mysteries of God

Tyger! Tyger! Burning brightIn the forests of the night,What immortal hand or eyeCould frame they fearful symmetry?

In what distant deeps or skiesBurnt the fire of thine eyes?On what wings dare he aspire?What the hand, dare seize the fire? (1-8)

5. The speaker of the poem asks “In what deeps or skies / Burnt the fire of thine eyes?” (5-6).

6. The poet shows that God is all powerful “What the hand, dare seize the fire?” (8).

Drama7. The witches chant “Fair is foul and foul is fair. / Hover through the fog and filthy air”

(1.1.12-13).

8. Macbeth’s doubts begin to surface immediately after he murders Duncan

Macbeth: This is a sorry sight [looking at his hands].Lady Macbeth: A foolish thought to say a sorry sight,Macbeth: There’s one did laugh in sleep, and one cried “Murder!”

That they did wake each other. I stood and heard them; But they did say their prayers, and addressed them. Again to sleep. (2.2.21-26)


QUOTATION PUNCTUATION PRACTICE #2

Directions: Add commas or colons as needed.

1. While Pi floats away from the carnivorous island in complete dejection, he proclaims “I tell you, if you were in such dire straits as I was, you too would elevate your thoughts. The lower you are, the higher your mind will want to soar” (283).

2. While Japanese owners of the sunken Tsimtsum question Pi, he tells of his seven-month survival at sea. Factors such as a Bengal tiger in the boat with Pi lead the men to conclude that he is not telling them what actually happened. Irritated that the men do not believe him, Pi declares “I know what you want. You want a story that won’t surprise you. That will confirm what you already know. That won’t make you see higher or further or differently” (302).

3. While Japanese owners of the sunken Tsimtsum question Pi, he tells of his seven-month survival at sea. Factors such as a Bengal tiger in the boat with Pi lead the men to conclude that he is not telling them what actually happened. This leaves Pi feeling irritated that the men do not believe him “I know what you want. You want a story that won’t surprise you. That will confirm what you already know. That won’t make you see higher or further or differently” (302).

4. After stranded in the middle of the ocean for several days, Pi announces “Only the crabs didn’t have an unpalatably bitter or salty taste. Every time they appeared, I popped them one after another into my mouth like candy until there were none left” (197-198).

5. Some people hate zoos due to the animals’ captivity. While narrating his opinion of this topic, Pi speaks about the true nature of freedom and motion “There is no more happenstance, no more ‘freedom,’ involved in the whereabouts of a lizard or a bear or a deer than in the location of a knight on a chessboard. Both speak of pattern and purpose” (Martel 20-21).

6. Some people hate zoos due to the animals’ captivity. While narrating his opinion of this topic, Pi speaks about the true nature of freedom and motion when he proclaims “There is no more happenstance, no more ‘freedom,’ involved in the whereabouts of a lizard or a bear or a deer than in the location of a knight on a chessboard. Both speak of pattern and purpose” (Martel 20-21).

7. The Director of Hatcheries and Conditioning leads a group of adolescent students through the Hatchery and Conditioning Center, explaining the Bokanovsky Process and its significance to society. He explains how everyone has a place because everyone is the same “’You really know where you are. For the first time in history.’ He quoted the planetary motto. ‘Community, Identity, Stability…Standard Gammas, unvarying Deltas, uniform Epsilons. Millions of identical twins. The principle of mass production at last applied to biology’” (7).

8. Bernard, one of the main characters in Brave New World, is on a date with Lenina, and he takes her to the ocean. He believes they can truly be together there, away from the crowded, restless world in which they live. Here, Bernard tries to convey how this world makes him feel as he tells Lenina “It makes me feel as though…I were more me, if you see what I mean. More on my own, not so completely a part of something else. Not just a cell in the social body.”

9. Bernard, one of the main characters in Brave New World, is on a date with Lenina, and he takes her to the ocean. He believes they can truly be together there, away from the crowded, restless world in which they live. Here, Bernard tries to convey how this world makes him feel “It makes me feel as though…I were more me, if you see what I mean. More on my own, not so completely a part of something else. Not just a cell in the social body.”

10. After spending a few days outside of his community, John the savage has some complaints, which he declares to the Controller of London. John does not understand the way London society works, and the Controller responds by explaining why the savage cannot live the same life in London as he did before “Because our world is not the same as Othello’s world…[people] are so conditioned that they practically can’t help behaving as they ought to behave” (220).

11. While having a miserable time with Lenina and her friends in New Mexico, Bernard explains to Lenina why he will not take soma to bring himself into a fake happiness “’I’d rather be myself…Myself and nasty. Not somebody else, however jolly’” (89).


SOME GENERAL GUIDELINES ABOUT USING QUOTATIONS FROM NOVELS

1. Direct Quotations – Place quotation marks around exact wording as it appears in the source– Give credit to the source of the quotation by using a parenthetical citation

2. Parenthetical Citation – After quotation, place ( ) around author’s last name, page numbers, and chapters from the

edition you use… (Golding 109; ch. 5)

– For an e-book, identify the location of the quote as specifically as possible (page or section)

… (Rowling Ch. 2, location 17, par. 2)

3. Length of Quotations – Use short quotations (4 or fewer typed lines) for literary analysis essays.– Longer quotes (5 or more typed lines) must use block format (see page 16 in packet).

4. Punctuation – Place a period after parenthetical citation if it is at the end of your sentence, BUTo drop commas and periods from the quote o keep question marks and exclamation points

– Example: ▪ Stacey grabs the cheat notes and asks, “You planning on cheating?...Well, you

ain’t gonna” (Taylor 79; ch. 9).▪ Stacey grabs the cheat notes and asks, “You planning on cheating?” (Taylor

79; ch. 9).

5. Multiple Speakers – Multiple speaker quotes are confusing. Avoid them. Use quotations from one speaker

only.o Charlie said, “I don’t feel intelligent. There are so many things I don’t ☹

understand.” “You’ve got to be a little patient” (Keyes 37; ch. 12).

– However, if you feel compelled to use dialogue for a quote, then separate multiple speakers with your own wordso 😖Charlie said, “I don’t feel intelligent. There are so many things I don’t

understand” (Keyes 37; ch. 12). Miss Kinnian responded by telling Charlie, “You’ve got to be a little patient” (Keyes 37; ch. 12).


BLANK PAGE


WORKS CITED GENERAL GUIDELINES

Essays must include a list of Works Cited, which lists sources cited within the essay. Follow these general guidelines for formatting the Works Cited page:

1. WHEREa. put the list on a separate page at the end of your essay

2. TITLEa. include a centered title that reads Works Cited

3. WHATa. list only the sources you cite in your paperb. if you consulted a source but did not cite it in your paper, do not include it in the

list.

4. ALPHABETIZE SOURCESa. alphabetize the list by author’s last namesb. if no author is listed, begin the entry with the title

5. TITLES OF SOURCESa. capitalize the first word and all other words in the title except a, an, the, to,

coordinating conjunctions, and prepositionsb. italicize titles of books and names of periodicalsc. place quotation marks around titles of articles

6. MARGINS & INDENTINGa. start each entry at the left marginb. indent the second and all subsequent lines half an inch or five spaces

i. FYI: hit TAB key to indent

7. SPACING & BULLETINGa. double space entire listb. no extra spacing between sourcesc. no bullets or numbering of sources


HOW TO FORMAT SOURCES FOR WORKS CITED ENTRIES

Types of Entries (Sources) as well as Information & Punctuation Required

Examples

ANTHOLOGY

Author’s Last, First M. “Title of story, poem, article, etc.” Title of Book or Anthology. Ed. First M. Last et al. Edition. City of Publication: Publisher, Year Published. Page Range. Medium of Publication.

Cofer, Judith. “Catch the Moon.” Holt

Literature

and Language Arts. Ed. Kathleen Daniel et

al. Fourth Course. Austin: Holt, Rinehart and

Winston, 2003. 233-240. Print.

BOOK

Author’s Last Name, First Name. Title of Book. City of Publication: Publisher, Year Published. Medium of Publication.

Rybczynski, Witold. Makeshift

Metropolis: Ideas about Cities. New

York: Scribner, 2010. Print.

E-BOOK

Author’s Last, First M. Title of Book. City of Publication: Publisher, Year Published. File format (PDF, Kindle e-book, etc.).

Larsson, Steig. Girl with a Dragon Tattoo. New

York: Knopf, 2008. Kindle e-book.

NOTE: When typing the Works Cited sources on the Works Cited page, type each source all the way to the right margin.


CHANGING PASSIVE “TO BE” VERBS TO ACTIVE VERBS

Why does verb choice matter? It matters because the passive voice is BLAH, making your writing sound dull. On the other hand, the active voice adds energy and imagery to your writing. So, let’s learn some of the passive verbs and a few simple ways to change them into active verbs.

These are the forms of the passive TO BE verb:

be is am arewas werebeing been become became

Ways to revise passive TO BE verbs to active verbs:

Method Passive Form ☹ Active Form ☺1. Remove the “to be”

verb and adjust the other verb.

Charlie is writing in his diary.

→ Charlie writes in his diary.

2. Specify who did the action.

The experiment results were presented to the audience.

→ The scientist presented the experiment results to the audience.

3. Substitute a stronger verb that shows the action or emotion.

She was happy.

Lillian Jean thinks she is better than Cassie because she is white.

→

→

She grinned.

Lillian Jean considers herself better than Cassie because she belongs to the white community.

4. Combine sentences and revise phrasing to eliminate passive verbs.

The Pearl is by John Steinbeck. It is about a pearl diver named Kino who finds a giant pearl.

→ In The Pearl by John Steinbeck, a pearl diver named Kino finds a giant pearl.

Now, highlight all forms of TO BE verbs in your essay. Then, change as many of them as you can to give your writing a more active, energetic, and interesting voice.


ACTIVE VERB PRACTICE

Directions: In the essay below, highlight all passive verbs, then revise to active verbs.

Tragic Love: Analysis of Final Death Scene of Zeffirelli’s Romeo and Juliet

Franco Zeffirelli’s movie of Romeo and Juliet is largely faithful to the original play. The unfolding of the

tragic love scene in both the play and the film is dramatic and moving. However, Zeffirelli, the director of the

movie, reduces the final scene to its tragic essence by cutting out events and dialogue, changing the final setting, and

using camera shots, music, and lighting to convey emotions.

The final scene when Romeo and Juliet die is an outstanding example of the choices Zeffirelli makes to

convey the play’s emotional essence. The scene at the tomb is altered by eliminating Paris’ arrival, his fight with

Romeo, and his subsequent death. By cutting the duel, the audience’s focus is on the tragic events about to unfold.

Also, at the very end of the play, the entire cast is onstage in front of the tomb, and the Friar is explaining the

tragedy. Zeffirelli moves this gathering to another place and time: the steps of the church on the following morning.

The Friar’s explanation is omitted entirely, and the Prince is bitter when he tells the Capulets and Montagues that

“all are punished” (5.2.295). In both the novel and the movie, the Prince’s speech leaves the viewers to consider how

the story would have ended if the Capulets and Montagues had not been enemies.

There are also a variety of film techniques to create an emotional response. Various camera shots are used

to understand the emotions portrayed in the last scene when Romeo and Juliet die. For example, a long shot from the

side provides an overview: viewers see Juliet’s still form and Romeo’s anguished face as he is speaking to her.

Then, the camera moves to a close-up of Romeo’s face as he is sobbing and drinks the poison. Viewers are allowed

to experience Romeo’s sadness and desperation as they watch him in this shot. Next, the extreme close-up is on

Juliet’s left hand—the same one Romeo kissed as he died—as the hand stirs with life. There is hope and anguish at

the same time because even though Juliet is alive, she will soon find that her true love is not. The camera moves

back to show Juliet’s discovery of Romeo’s chest. The final close-up shot of the two lovers’ faces shows the

situation is ironic: in life the two could not be together but in death they can.

Music and lighting are also a role in bringing out the emotional aspects of the scene. Ominous, sad music

plays as Romeo is approaching the tomb. The fading music emphasizes the quiet of the nighttime graveyard. When

Romeo enters the tomb, he is seeing Juliet in the blue-tinted darkness. A soft white light is shining on her alone,

giving a false sense of peace. As Romeo kisses her, the music swells in the full orchestral version of their love

theme. Music is played again, but softly, as Juliet’s hand is feeling the edge of the stone bier and then her dress.

Trumpets are interrupting the soft music when Juliet sees Romeo dead, creating a final sense of doom and tragedy.

The remainder of the scene is shot in a beautiful golden light focused on the two lovers along, illustrating the purity

of their love.

By concentrating on the deaths of Juliet and Romeo, Zeffirelli is creating an emotionally wrenching and

powerful scene that expresses the heart of Shakespeare’s famous tragedy. Zeffirelli’s treatment of this ancient tale of

love allows the viewer to fully experience the tragedy of these “star-crossed lovers” (Prologue, 6).


CONJUNCTIVE ADVERB SENTENCE STRUCTURE

Independent clause ; linked by conjunctive adverb , independent clause. ↑ ↑

Examples: – Emma felt shy; however, she soon made new friends.– I worked on my project until 1:00 a.m.; additionally, I got up at 5:00 a.m. to finish.

CONJUNCTIVE ADVERBS BY CATEGORYAddition● moreover● furthermore● additionally● in addition

Cause and Effect● therefore● consequently● thus● hence● as a result● ergo

Contrast● however

● neverthelessOther Transitional Expressions● for example● in other words● for instance● in conclusion● that is● in fact● otherwise● meanwhile● instead● indeed

PRACTICE: Revise the following pairs of sentences by using an appropriate conjunctive adverb.

1. I went to the store to buy apples. The bins were completely empty, so I returned

emptyhanded.

2. I did not study for my grammar test. I failed it.

3. I searched very hard for poems for my Poetry Project. I spent hours trying to analyze them.

4. Her extra credit earned her 30 points. This helped raise her overall grade for the semester.

5. Neglecting to complete homework will negatively affect your grade. Not studying for a test

will negatively affect your grade even more.


USEFUL WAYS TO JOIN IDEAS

a.k.a. Ways to Connect Two Independent Clauses(that means grammatically correct ways to join two complete thoughts)

Option 1: Connecting Two Independent Clauses with a Coordinating Conjunction (FANBOYS: for, and, nor, but, or, yet, so)

Independent clause

, for , and , nor , but , or , yet , so

independent clause.

I went to the store to buy apples, but they had none.

Option 2: Connecting Two Independent Clauses with a Semicolon (the two clauses must be closely related)

Independent clause ; independent clause.I went to the store to buy apples; they had none.

Option 3: Connecting Two Independent Clauses with a Conjunctive Adverb

Independent clause

; consequently,; furthermore,; however,; in addition,; indeed,; in fact,; moreover,; nevertheless,; then,; therefore,

independent clause.

I went to the store to buy apples; however, they had none.

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