TODAY IN CLASS
We discussed what a good thesis for a passage analysis paper should look like.  Groups suggested criteria, and did in fact include many aspects applicable to good writing.  However, we tried to refocus on some specific ways to strengthen a thesis statement for analyzing a specific passage.

Thesis statement for passage analysis, given a prompt that usually looks something this:

 Analyze how SOMETHING produces SOMETHING ELSE, for SOME REASON

               SOMETHING = specified devices OR generic direction

                              (style/language/literary devices, etc.)

               SOMETHING ELSE = tone, attitude (impression, reaction, etc.)

               For SOME REASON = some connection with the meaning of a work

                              as a whole; some connection with greater meaning or human

                              truth

Always be clear, concise, insightful—no matter what kind of writing you do! J

But for passage analysis, a good (rich, illuminating) thesis should

·        Pinpoint the effect/overall purpose (aspect of tone, attitude,

impression ) with precise language most relevant and applicable

to the passage under scrutiny. 

·        Identify the language features that produce the effect

o   If already specified in the prompt, the thesis MUST provide

significant “value added.” Insufficient to say “vivid imagery”

or “exact diction.”  Also weak to merely use range-finder

                  modifiers for positive/negative, overall “mood,” etc.  Connect

                  as closely as possible to the text at hand without offering

                  examples within the thesis itself.

o   If NOT specified in the prompt, and there are several to mention,

the thesis itself may not characterize each device or stylistic element

quite so explicitly.  You will need to look for devices or features of

language that seem to be significant.  Sometimes these are familiar

terms; you need to notice what features are at work, and simply make

sure that you do not merely "label and list" but rather show how they

operate to create the effect or result (tone/attitude/reaction, etc.) that

you're focusing on. 

o   But sometimes you need to probe what you see, lay out patterns, and

actually figure out what insights the "data" lead you toward; automatic

categories won't get you very far. (The skill here is akin to those number

sequencing questions on IQ tests; it is more of a discovery process with

a new text than a learned "pull a AP lit term out of the bag, label it, and

call it good").

FOR TOMORROW

You will get started an the raw material for a passage analysis that will reveal more about the "unspecified features to focus on" category, and even though some of what you see will fall easily into familiar categories, you won't capture the full value of the style and language without an open-ended, open-minded examination of the text.  You will be looking for patterns.

Everyone (individually) must prepare a chart of "data" for a longer passage than today's that we'll refer to as the "grove of death."  This passage is three paragraphs long. Treat the passage as a whole, but here are the beginning phrases for each of the three paragraphs:
"Black shapes crouched . . . "
"They were dying slowly . . "
"Near the same tree . . .  let his wooly head fall on his breastbone."

What you are to do--study the passage carefully.  Look for interesting details language--anything is "fair game." But then start to find useful patterns/categories that will help you find a way into the passage.  How much you annotate in the book or take notes elsewhere up to this point is UP TO YOU.

BUT here's what you need have with you tomorrow at the start of class (and will be stamped for later collection):
A chart or graphic organizer of some sort that you create that pulls together the "data" into useful categories.
The overall purpose will be to establish "how" the passage reveals Marlow's attitude towards the scene in front of him (especially the people). But the "data" will be the elements of language (however defined and sub-categorized into meaningful groupings) that you see in the passage.

Write down all the snippets that matter.
Don't try to cite sentences in full.
Don't worry about citations (page numbers); we know it comes from this passage.  That's sufficient for now.