• Purpose of text

• Theme/Main Idea

• Text Analysis

• Thesis Statements

• Prepare for Defense

• Current Connections

Common Purposes

Every author has a purpose when writing. Here are some common purposes that are more specific and may help you analyze better.

Some common purposes for writing include:

• express and reflect

• inform and explain

• evaluate and judge

• inquire and explore

• analyze and interpret

• take a stand/propose a solution

Look below for some more specific language in describing the author's purpose.

Common Genres for Informational Texts

*Informational texts are expository, meaning that their general purpose is to explain or describe something to the reader.*

COMMON GENRES FOR PERSUASIVE TEXTS

*Persuasive writing attempts to influence the reader’s opinion about something.*

Reading Analysis: “Why and How”

What does it mean to analyze?

Analysis is defined as a detailed examination of anything complex in order to understand its nature or determine its essential features (“Analysis”). In English class, this means examining all the features of a text as they relate to our reading targets in order to understand why the author created it (purpose) and how/what we can learn from it (theme/main idea).

[“Analysis.” Merriam-Webster, 2017. Merriam-webster.com, https://www.merriam-webster.com/dictionary/analysis. Accessed 30 May 2017.]

A common mistake when developing claims and thesis statements is beginning at the end. Many students assume they should be able to create a thesis or claim and then find evidence. In reality, the best analysis/thesis statements/claims come from close reading and identification of patterns. Then ask yourself, “Why does this pattern exist?” The answer to this question is your assertion/claim. To develop a thesis, look at your list of assertions and identify what they have in common. You start with the most specific and work toward the broader end of the spectrum. As a review:

1. Identify a pattern

2. Ask yourself “WHY does this exist?” or “HOW does this pattern affect me/the author’s purpose?”

3. Develop specific assertions

4. Identify commonalities in your assertions

5. Create a thesis statement that includes the pattern identification and the common analysis of your assertions

Whether you are using your thesis or assertions in writing or orally, it is important to follow these steps to ensure that you have enough proof to DEFEND your claim. REMEMBER: YOU are the expert now. YOU are the one who has done your research. Your claim should be bulletproof.

Thesis Statements can be especially hard to write. They need to include a lot of information into one sentence. Look at the frames and examples below to give you some help at analyzing text and writing concise thesis statements. You can also look at the list of verbs to help with your specificity.

Analytical Thesis Frames

1. “In (text), (author) (identification verb) (specific target term) *through _* in order to (analysis verb) (your idea*).”

   • 1. • Example: In “The Crucible,” Arthur Miller repeats the motif of identity *through John Proctor, Rebecca Nurse, and Danforth* to show the reader how important a reputation is in society.

2. “In order to (analysis verb) (your idea,*) (author) (identification verb) (specific target term) in (text) *through _* .”

   • 1. • Example: In order to show the reader how important a reputation is to society, Arthur Miller repeats the motif of identity in “The Crucible” *through “John Proctor, Rebecca Nurse, and Danforth*.

3. “*Through _* (author) (analysis verb) the reader (your idea,*) by (identification verb) (specific target term) in (text) .

• Example: *Through “John Proctor, Rebecca Nurse, and Danforth*, Arthur Miller shows the reader how important a reputation is to society, by repeating the motif of identity in “The Crucible”

What does a strong, Analytical thesis statement look like?

***NOTE*** There are no "Master" examples because those are unique ideas that are really dependent on the text.

When you have something important to say, you want to argue your point. Often times, not everyone agrees with you. That's fine, but your job is to have the best argument and reasoning possible so your argument looks better than the other guys. Use the strategies below to help you create an argument.

Argumentative Thesis Frames:

Use the frames below to help you write argumentative thesis statements.

1. [Subordinating Conjunction (SC) +Dependent Clause (DC)], [Independent Clause (IC)].

• “SC [opposing argument], [your main argument] *because list of reasons.*”

  • • • • Although some believe cats make the best pets , dogs are much better companions *because they are loyal protectors, they increase the owner’s overall health, and they are more family friendly.*

2. [Independent Clause (IC)];[Conjunctive Adverb (CA), Independent Clause](IC).

   • • “[Opposing argument]; CA, [ your main argument] *because list of reasons.*”

       1. 1. 1. • There is plenty of evidence to suggest that cats make great pets; However, dogs are better companions *because they are loyal protectors, they increase the owner’s overall health, and they are more family friendly.*

3. [Independent Clause (IC)],[Coordinating Conjunction (CC) + Independent Clause (IC)].

   • • “[Opposing argument] ,CC [your main argument] *because list of reasons.*”

What does a strong, argumentative thesis look like?

Professional

• Although we still learn about history in school, most of society disregards and disrespects the past.

Apprentice

• Although we still learn about history in school, society has not learned enough.

Novice

• Although we still learn about history in school, history is an important part of life.

"Why do we study it and what can we learn from it?"

All authors want to be heard. They write to tell their audience something. They best authors are universal, meaning their ideas, themes, and purposes transcend time and place. No matter how long ago or where they were written, their concerns are still valid. For example, William Shakespeare is one of the most influential writers, even today. WHY? He kept his writing simple and focused on ideas that are the foundation of humanity: love, hate, betrayal, violence, sex, gender, and tolerance.

How to make connections?

In order to find appropriate current connections to your reading, you need to first be familiar with current events. This is where many students need support. There are a few things you can do, without spending too much time, to become more knowledgeable of our world as it stands today:

• Subscribe to a daily news email or app that sends you basic overviews of big stories

• Read something non-fiction for 20 minutes a day

• Ask questions and listen to those people around you

• Look up events you hear about

• Attend local events

• Volunteer or get involved

• Check both sides of an argument- hear everyone’s story

• Listen to or watch the news

Why is it important to make connections?

It is impossible for any person to have every experience in their lifetime. Reading allows you to immerse yourself in other’s lives and experiences, becoming more empathetic, critical, and knowledgeable. In today’s world, it is important for each person to have necessary critical thinking skills, know where they stand, yet still be open to new ideas. Current events can sometimes seem to cold or disconnected from us, OR too close and relevant to us. It is hard to make good decisions without the appropriate level of empathy. Reading and making connections help us make these good decisions and understand all sides of the story.

• Empathy: KNOWING what another person is feeling from personal experience- most likely to make correct inferences

• Sympathy: ATTEMPTING to know what another person is feeling by trying to put yourself in that position- could make correct inferences

• Apathy: UNABLE to know or care what another person is feeling- least likely to make correct inferences

In addition to helping develop empathy, making connections improves brain function and strengthens critical thinking skills. Think about the three possible connections you can make to texts:

• Focusing on text-to-self connections:

  • • • • What does this story remind you of?

        • Can you relate to the characters in the story?

        • Does anything in this story remind you of anything in your own life?

• Focusing on text-to-text connections:

  • • • • What does this remind you of in another book you have read?

        • How is this text similar to other things you have read?

        • How is this text different from other things you have read?

• Focusing on text-to-world connections:

  • • • • What does this remind you of in the real world?

        • How are events in this story similar to things that happen in the real world?

        • How are events in this story different from things that happen in the real world?