Quote Analysis Weeds Roses ANALYZE 1 To find

Quote Analysis Weeds & Roses

ANALYZE= 1. To find out what something is made up of by identifying its constituent parts 2. To study or examine the structure of something or how its constituent parts are put together 3. To examine something in great detail in order to understand it better or discover more about it **Tear the passage apart. Use the proof (word choice, details, tone, language) to PROVE your hypothesis about the author and his/her purpose.

The document clearly states that classical republicanism is not intended to please the individual, but then who is it supposed to please? The higher classes in society? The people who come up with these theories? Government is used for the control of the people. Society cannot survive without government because then there would be too much chaos. Common good is favored by the lower class especially so that they too can be heard. Classical Republicanism seems like too good of an idea, and that the thought of promoting the common good really will never work because there will always be some sort of discrimination or segregation in politics and classes and groups. Weed #1: **Analyzing is not a journal entry. You are not giving commentary on the subject matter. You are looking at the text as a scientist would.

THINK ABOUT AUTHOR’S CHOICE!! Why did the author use a question, a certain word, a short or long sentence?

BIG NO-NO’s Type your work! Double space! College level course=college level work; a half a page to analyze three quotes is not up to par!

The author talks about his six-year-old daughter and how she is a victim of racism. He states that she is forming “little clouds of inferiority” and that she will form a bitterness towards white people segregation is not ended soon. This person believes that America faces a “great danger” that will occur if nothing changes. He sees a weak Confederation as incapable of “speak[ing] for America. ” He believes that without a strong central government chaos will erupt. WEED #2: Analysis is not summarizing what the speaker says, believes, or feels. Instead, what is the author’s purpose, how is he expressing it, and why has he chosen to do it that way.

The topic of classical republicanism is not a very exciting or creative topic so the immediate conclusion of the reader is that this is an informative piece. It is obvious that the author does not have a formal education because they wouldn’t speak a sentence of that extensive length. WEED #3: Analyzing is not cheerleading (don’t need to compliment the author) & it is not judgmental (Analyzing is not about us-- it is about the author and his intent for the passage. )

WEED #4 - Lack of textual proof To analyze effectively, everything must be backed with proof, i. e. text. The way that republicanism is described makes it sound like a perfect solution. Change to: By using the work “classical, ” the author uses the connotation of sophistication, purity, and value to imply that republicanism is a perfect solution. The author is clearly worried about the “great danger America faces. ” Through the author’s serious and urgent tone voicing this “great danger, ” his audience would be able to feel the gravity of the situation. His use of rhetorical questions such as “Who will speak for America? ” voice his desperation and may even lead to his audience suggesting that he should speak for their country.

More analyzing hints: Take the opportunity to expand by using the following: Out of all the possible words/phrases/details/techniques, why did the author choose that particular word/detail? What are the connotations? What are the images evoked? What is the tone? What effect does _____ have on the audience? What else? Explore. Be curious. Try to figure it out and make sense of it. Say something. Remember. . it is all about the author and what he or she is doing to express their point of view

Roses The speaker of this passage is a pessimistic politician. The first sentence, “This is the great danger that America faces” makes the reader feel the seriousness of the situation as if it may be too late to do anything. The speaker uses short and choppy sentence to emphasize his point, which is to create a state of urgency among Americans to fix the problem of disunity within the country. The fact that the speaker asks questions directly to the reader creates a feeling of intimacy, and makes the reader feel as though the speaker is talking directly to them. The words “individual against individual” generates a connotation of violence. The whole passage makes the reader feel like if they don’t do something then America will self-destruct. This is exactly the author’s intent: to convince his audience to take action.

Also, his description of his daughter, while very touching, also exhibits high skills in the art of manipulation and oration. Not only does it portray the author as a protective and loving family man, giving credibility to his words, but it creates angry sentiment towards whoever would do such a thing to an innocent girl. By using the term to “distort” to describe the transition from innocent girl to bitter adult, the author’s opinion that all men are created equal is clear. Additionally, the first line of the quotation, which is dripping with cynicism, further illustrates his/her skills at manipulation, by causing the presumably white audience to feel guilty and sympathetic. Finally, the way he spoke to his six-year-old, “stammering, ” usually implies a pathetic show of a simpleton quailing under and advanced intellect.

Finally, the long run-on sentence provides the sense of being inside the speaker’s thoughts and shows the audience the personal aspect of the speaker’s cause.

6 - Wow! Complete analysis, strong writing and use of textual proof 5 - Impressive analysis and writing 4 - Decent, seems to be on the right track; expand more 3 - Uneven analysis, seems to get parts but not others; often relies on generalities or plot 2 - Brief, weak, and/or vague; not analysis 1 - Huh? 0 - Ignores prompt

Grade Breakdown 16 -18 - Congrats. You are analyzing well. 14 -15 - You are starting to analyze. Do MORE of what you started to do. 11 -13 -Check out what you did well and what you did not. You’re getting there… 1 -10 Does what we went over and the comments on your paper make sense? If not, see me ASAP.