CHARACTER ESSAY

Fun fact: Essay means “to try” in French.

Peer Check-off: Does your introduction have:• A hook• Author, title, type of work• Context: broad and specific• An awesome thesis that the

author can prove, and that answers the question “so what”

• An academic toneIs it in the 3rd person??

Group Brainstorm

1) What does an essay “look” like? What parts does an essay have? Draw a picture if you would like.

2) What does a paragraph within an essay (a body paragraph) need? List its components.

WU: Analysis

In your definition, what is analysis? What are you doing when you analyze a quote? What does analysis help us do?

PS. The following words do not exist: analyization, analysized

PPS. The following words do exist: analysis, analyses, analyzed, analyzing, analytical

TISASLook to your thesis and break it down into the parts you need to defend. Each “part” should get at least one paragraph.

TISAS handout for one body paragraph

Each paragraph has 5 main components:

1) Topic Sentence

2) Introduction of Evidence

3) Supporting Evidence (Quote, relevant example)

4) Analysis of Evidence (Commentary)

5) Summary

Topic Sentence:Introduces the idea of the paragraph and is derived from the thesis:

THESIS: Despite the hardships she faces during integration, Melba maintains her ability to be both compassionate and hopeful, two traits that help her rise above the hate spewed by her tormentors at Central High School.

EX: One would think that because Melba was immersed in such hateful, crude, attitudes, she would not demonstrate compassion for others; however, she relies on this element of her nature in order to help her stay true to herself in the face of prejudice.

Introduction of Evidence #1

Move from generalities of topic sentence to specifics

EX: There are several instances in the book where Melba shows kindness towards not only her friends and family, but also those who make her life miserable.

Supporting Evidence:

Quote that has TLC (Tag, Lead, Citation)

Tag=who is speaking the words/to whom are they speaking

Lead=context of the quote (when, where, how)

Citation=author/page number “Quote”(Beals 23).

Supporting Evidence:

EX: As soon as she is chosen to attend Central High School, instead of worrying about the danger she is in, Melba is concerned about how her family is handling the extra stress. That night, she lies in bed and contemplates how “It is costing [her] family a lot of agony and energy, and [she hasn’t] even attended a day yet” (Beals 29).

Analysis of Evidence:

Explain how your quotation proves the point you brought up in your topic sentence. Remember: My quote means/This quote means=Ms. Wendel’s tears.

EX: It is remarkable that on the eve of the first day of integration, the scariest day of her life thus far, Melba thinks only of her family. It takes great compassion to think outside of herself, especially when her life is in danger. Melba relies on the truths taught to her as a child about showing compassion to look beyond the surface and examine the full picture of this situation.

REPEAT:

Introduction of more (relevant) evidence

Supporting evidence

Analysis

Summary:

Wrap up the ideas of this paragraph in relation to the topic sentence.

EX: Melba’s ability to place herself in others’ shoes is inspiring. In all of these instances, Melba has underlying compassion and understanding for the people around her regardless of the way they treat her.

ON TO THE NEXT

For This Essay You Should Have At Least:

1) An introduction

2) Two full body paragraphs—each needs at least two examples of supported evidence

3) A conclusion

Selecting “Good” Quotes:

WU: “By the beginning of March, I had sunk into the state of mind you get into when you know you have to take castor oil and there’s no way out of it. I just did what had to be done, without discussing it or thinking about it. I would get up, polish my saddle shoes, bathe, get dressed, dump my bowl of oatmeal into the toilet so Grandma India would think I’d eaten it—but my nervous stomach wouldn’t have to eject it—and go to the war inside the school. I listened to shouts, to ugly names, while I smiled and said “Thank you.” I waited for a ride, came home, did homework, got to bed, and started all over again the next day. I felt kind of numb, as though nothing mattered anymore” (Beals 170).

As a group, decide on a trait Melba demonstrates in this quote, and why it’s important. Select a part of the quote that best supports your conclusion. In 2-3 sentences, reflect on your selection. Why is this the most important part of the quote? No “the most important part of this quote is...”. Just JUMP into the analysis.

What does a “good” quote do?

It ADDS and SUPPORTS your argument—it does not overshadow it.

It connects your argument to the text and provides “hard” evidence that the reader can see.

It provides the basis for true analysis

Embedding Quotes

Your text and the quote= a complete, grammatically correct sentence. Use “saying” verbs to set off quotes.

Read quote “connection” aloud for clarity and to avoid fragments/run-ons

Use consistent punctuation: ellipses, end punctuation, author/page number format (handout)

TLC!

Body Paragraph: TLC1) Select three different colored pencils/pens and

switch body paragraphs.

2) Read through your partner’s thesis, topic sentence, intro. of evidence, supporting evidence. When you reach the first quote, use the first color to underline the TAG.

3) Use the second color to underline the LEAD.

4) Use the third color to underline the CITATION.

5) Repeat the process for the second quote.

***If the author is missing any of these parts, make a note on the margin for them.

Concluding without saying “In Conclusion”Topic sentence—moves from last idea, and refocuses general ideas

Summarize preceding ideas

Restate thesis in a new way—and double check that you’ve “proved” it

Address the “so what” issue/question and how/why it all matters: fortune cookie of your paper—leave me thinking.

WATCH OUT FOR: cliché use and opening a new can of worms

ConclusionEX: Melba begins her story as a strong-willed individual, but her courage grows massively each time she is forced to use it.

Melba’s hopeful demeanor and compassionate nature travel with her throughout her year at Central and help her look past the trials that she faces. These traits,, allow for her success and survival at Central High School. Everything said and done, the grueling process of integration transforms Melba from a girl into a woman, and and from an ordinary teenager into an inspiring figure in the Civil Rights movement. The history Melba represents through her role the integration process survives, like she does, as a map for young people today as they confront the barriers and inequalities of today’s schools and societies.

Put It All Together:One would think that because Melba was immersed in

such hateful, crude, attitudes, she would not demonstrate compassion for others. However, she does. There are several instances in the book where Melba shows kindness towards not only her friends and family, but also those who make her life miserable. Early in the book, Melba feels bad because integration affects her family in a negative way. As soon as she is chosen to attend Central High School, instead of worry about the danger she is in, Melba is concerned about how her family is handling the extra stress. That night, she lies in bed and contemplates, “It is costing my family a lot of agony and energy, and I haven’t even attended a day yet” (Beals 29). It is remarkable that on the eve of the first day of integration, the scariest day of her life thus far, Melba thinks only of her family. It takes great compassion to think outside of herself, especially when her life is in danger… Melba’s ability to place herself in others’ shoes is inspiring. In all of these instances, Melba has underlying compassion and understanding for the people around her regardless of the way they treat her.