OTHELLO RESEARCH STEPS 4-6 Page 1

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1 OTHELLO RESEARCH STEPS 4-6 Page 1 OTHELLO: Research Paper Guidelines RESEARCH TASK: Write a formal, MLA-formatted word research paper using academic secondary sources as well as non-academic sources of your choice. Paper must include integrated sources and Works Cited page. Sources may include graphics, video, or other non-print media. SOURCE USE: Minimum three (3) secondary sources. Two (2) must be academic sources selected from articles provided by teacher. Non-academic sources must be valid, reputable sources that include complete bibliographic information (a full title, author, publication information). Nonacademic sources may include print or web articles from magazines and journals, Youtube videos posted by students and teachers, Prezis, or any work that has been published by an individual for educational purposes. If you cannot find publication information for your source, do not use it. IMPORTANT: Nonacademic sources CANNOT INCLUDE Sparknotes, Shmoop, No Fear sites, Wikis, or general encyclopedias. These are very useful when studying the play, and may be included in your discussion, but DO NOT count toward your required sources! Papers that do not include required, approved sources will not be graded, and will be considered late up to 5 school days, after which a 0 grade will be assigned and a makeup will NOT be allowed. QUOTING THE PLAY: Must cite primary source (the play) using the bibliographic information located on your copy of the original play. When quoting the play, you must use the original version of the play as provided by your teacher! You are allowed ONE long quote ( Block Quote ) of 4 lines, no less and no more. All short, in-paragraph direct quotes must be kept around 10 words or less. Be certain to use guidelines provided for citing plays. DRAFTS: We will work on drafts in class and online. Instructions and due dates will be assigned as we go. FINAL DRAFTS will be submitted to Turnitin.com, and are worth 200 points. A paper copy will be provided to me as well. RESEARCH MATERIALS: You should print all material you locate independently and keep all materials provided. Use a folder of your choice to keep your research in ONE PLACE. You will turn in your research packets, including all annotated sources, as instructed in class. OVERVIEW OF RESEARCH PROCESS. USE THIS AS A CHECKLIST -Close read the play, discuss and annotate -Select theme and focus notes on theme -Brainstorm and Mind map analysis -Write, revise Thesis and get it approved -Outline for ideas -Review secondary sources and add secondary source material to outline -Write drafts of paper (including Works Cited) -Review and Revise for organization and strong content -Edit for mechanical errors and style -Review for MLA formatting and citation. MLA formatting guidelines have been provided in previous writing tasks. However, MLA information and Citation Chart are available on my web page under the All About Writing page, as well as sample papers. -Submit Final Draft and annotated secondary sources GRADING -Early drafts: To be determined by teacher. Drafts must show significant revision (cannot simply turn in the same draft with a few grammatical corrections) Minimum 100 points total

2 OTHELLO RESEARCH STEPS 4-6 Page 2 -Final Draft: 200 points -Annotated Secondary Sources: Will turn in 3 thoroughly annotated academic sources. Annotations include marking claims and evidence s well as taking notes on sources from teacher or student presentations. 25 points per source

3 OTHELLO RESEARCH STEPS 4-6 Page 3 OTHELLO RESEARCH THEMES: The Complete Prompts Directions: Review the prompts, highlighting words and phrases that indicate ideas you will need to cover in your paper. Always use the prompt to help you plan your paper. A) ORDER AND CHAOS. In Othello, the Moor of Venice, the characters move from an ordered society with clearly defined social roles in Venice to a chaotic, disordered environment on Cyprus. In this way, the setting becomes highly symbolic. Most importantly, you must examine what impact this shift has on the characters in terms of their behavior and thinking. While all of Shakespeare s plays use this overarching theme, Othello in particular connects order with things visible, truth, reason, and goodness, whereas chaos is associated with hatred, lies, violence, and malice. Examine settings, how people act depending on the setting, and the language used to describe the setting that could be considered part of characterizing complex roles. How could Othello be thrown into chaos so easily, when he is supposed a tactical genius? Use evidence from the play and secondary source material to support your response. Sample Key Words: Chaos, Venice Cyprus, Storm, beast, natural/unnatural Teacher s Hint: When lies are the secret norm, a truth told out in the open can bring everything to collapse. Every theme here contains the potential for a built-in paradox. Here are some challenges based on that fact. Sample focus on theme: Write a paper about what makes us human the ability to see order in random patterns can force us to into cruel, unthinkable acts. The Blend (Focus on character): O/C with Proof : Keeping order in this play means aligning yourself with proof, reason, things you can see. Chaos is aligned with darkness, emotion, things that are hidden. Bad news for the women. B) WOMEN S ROLES. There are three female characters in Othello: Desdemona (wife of Othello), Emilia (wife of Iago), and Bianca (Michael Cassio's courtesan). These three women seem to embody the three masculinist ideas of women: Desdemona is pure and good, Emilia is a motherly advisor, and Bianca is a prostitute used only for sex. In a play where becoming a stereotype is seriously dangerous, one must look at all women evolve or devolve into parodies of social expectation for female propriety and behavior. Argue whether or not these three women fight against the stereotypical roles, all of which are expressed by various men in the play, and what methods Shakespeare uses to create realistic female characters. Use evidence from the play and secondary source material to to support your response. Sample Key Words: man, woman, wife, maid, cuckold Teacher s Hint: Women s roles are just that they are just roles. And women aren t the only ones who can play them. Sample focus on theme: Write a paper that asserts that every character in the play both fits a stereotypes and breaks a stereotype. The Blend (Focus on character): Being female and being black both mean being a minority in this play. But how can there be a minority with the majority doesn t know it s a majority? C) RACE and XENOPHOBIA. Xenophobia was a historical reality, and thus, so were ideas about race. However, you must do a little research on what the Elizabethans thought about race it s a good bit different from us. Race is definitely a concern in Shakespeare's Othello, but it CANNOT be oversimplified or made into a simple black vs. white fallacy. The words black and white appear many times in the play, each time with subtle meanings that reflected peoples attitudes in Shakespeare s day. Is Othello defined by his race? Which of the characters "look past" his race and which use his race to justify their negative attitudes towards him? Does Othello internalize prejudice himself, and is his character actually a stereotype? Argue whether or not race is of thematic importance in the play, or if it is simply just part of the social setting. Was Shakespeare making a statement, or just following the plot? Use evidence from the play and secondary source material to support your response. Sample Key words: blackness, fairness, Moor

4 OTHELLO RESEARCH STEPS 4-6 Page 4 Teacher s Hint: Race isn t about appearance, it s about perception. And language is the most direct representation of perception we have. Sample focus on theme: Write a paper that argues that, in a play about white-on-black racism, Othello may be the most racist character in the play. The Blend (Focus on character): Are you racist if you don t know you re racist? Nobody in this play knows they are racist because racism didn t exist. So how can race be a major theme? Because it is. D) SOCIAL CLASS. Rank, reputation, status from the first lines of the play this is a deep-rooted motivating factor in the play, and it comes out in action and in language. Whether expressing a desire for upward mobility or just wanting to sleep with an upper-class lady, Iago is limited to a lower status because he is not from the ruling class yet this gives him a certain amount of freedom to execute his plan. On that note, Desdemona is a from a higher class, which limits what she can say in some contexts, and gives her more freedom in other contexts. How does this work in the play, and how does Iago use it against his victims, especially Othello? At what point does it become obvious that Iago is not seeking profit and money, as he claims at the beginning, and that his plot has become all about the game itself? Argue how class limitations affect Iago, Desdemona, Othello, and other characters in the play. Use evidence from the play and secondary source material to support your response. Sample Key Words: Rank, Reputation, beast Teacher s Hint: People will do anything to belong. Anything. Sample focus on theme: Write a paper that asserts that this play contains three marriages, two weddings, and one baby. Sample focus on theme #2: Buddhism asserts that all suffering starts with desire. Discuss how this applies to all the major characters of this play, male and female. The Blend (focus on character): People spend so much time worrying that they will disappoint others that they don t see when they are being manipulated? Why so serious? E) PROOF AND JUDGMENT (also, appearance and reality). In this play, everyone judges themselves by judging others even Desdemona. This is not surprise In courts of law various kinds of proof are offered, including physical evidence, circumstantial evidence, evidence of motivation, testimony of witnesses, and statements by the accused. The Elizabethans had these too, but they also believed in other sorts of proof of good and evil in the world: Witches marks, animals that carried bad omens, astrology, and curses. Shakespeare s audience were big on visual proof the bigger, the better (this is one reason they executed people in public: It was proof that justice was done). Outside, visual signs of good and evil were absolutely part of their religions, their superstitions, and their view of the cosmos itself. In the play, Othello comes to believe that he has all of these kinds of proofs of Desdemona's unfaithfulness, and passes judgment on her before making a horrible discovery. Sample Key Words: Evidence, Proof, Ocular, Honest, Handkerchief Teacher s Hint: If everything were exactly as it appeared to be, we would literally beg other people to lie. Sample focus on theme: There are many false accusations in this play witchcraft, infidelity, theft, lies. Argue that they are all true. The Blend (Focus on character): Why does Othello bet his life on something you can t see, and then turn around and demand ocular proof that it exists?

5 OTHELLO RESEARCH STEPS 4-6 Page 5 STEP 2: Thesis Workshop Part A: FOCUS ON TEXT: KEY SCENE MIND MAP FOCUS ON THE TEXT. When writing about literature, it is vital that you focus on language as it develops character, reflects background, establishes setting and mood, and expresses an author s tone. This example focuses on the theme of appearance and reality. Use this example to create your own mind map that will help you write about your own theme. Create your mind map in your notebook. Iago "And by how much she strives to do him good, she shall undo her credit with the moor. So will I turn her virtue into pitch, and out of her own goodness make the net that shall enmesh them all (II.2.336) 1) Imagery of blackness and virtue, evil and good. Othello s idea of virtue versus. --Othello s race is misinterpreted by some as a sign of malignity -- Pitch or tar is a sticky substance that traps animals --Blackness is perceived as fairness and vice versa due to multiple forms of prejudice: Racial, Gender, Religious 2) Desdemona s relationship to Cassio --Des and Cassio grew up together --Desdemona s virtue must be called into question before proving her disloyalty --IRONY: Honest Iago will make sure other s honesty is used against them 3) How they are enmeshed or trapped They are literally trapped on a an island, and tensions are high

6 OTHELLO RESEARCH STEPS 4-6 Page 6 Thesis Workshop Part B: Close Read Compendium: Focus on Language After completing Part A in your notebooks, mind mapping the parts of your text on which to focus, compile evidence directly from your text to connect to #1-3. Use this guide to review your text for details that support your theme, recording your findings in your notebook. Text: Theme of The examples below are lines that express the theme of appearance and reality in Othello. As you find your own lines and explore how your own theme works in your text, be sure to indicate the lines you are quoting and explain the significance of your choices. Allusions: Example: (Act 3, scene 3, line 442): "As Dian's visage": Othello is making reference to the goddess of chastity Simile Example: (Act 1, scene 3, line ): "The food that to him now is as luscious as locusts...": In a simile Iago compares the taste of food to the delicous taste of locusts. Metaphors Example: (Act 3, scene 3, line ): " Her name, that was as fresh as dian's visage, is now begrimed and black...": This line is a metaphor because Othello basically saying the Desdemona's repuation was as white as snow. Apostrophe Example: (Act 4, scene 1, line 54-58):" Work on, My medicine, work!...": In this line Iago is talking to the "poison" that he planted in Othello's mind which makes it an apostrophe because he is talking to an object. Characterization Example: (Act 3, scene 3, line 314):" 'tis the plague of great ones...": In this line Othello demonstrates hubris because he is basically say that great people have to suffer more than average people. He is showing his big ego and is using it to convince himself why Desdemona would be unfaithful to him Paradox: Example: (Act 1, scene 4, line ): "The robbed that smiles steals something from the thief...": This is a paradox because the Duke advices Brabantio to accept his decisions regarding Othello with good humour instead of grumbling. Symbol: Example: Handkerchief:symbolizes Desdemona and Othello's bond and marriage and once it is lost we see that their marriage is coming apart. Foreshadowing: Example: (Act 1, scene 3, line ) :" Look to her, Moor, if though hast eyes to see. She has deceived her father, and may thee.": Brabantio foreshadows Othello s betrayal except it will be Iago, not Desdemona. Irony Example of Dramatic irony: (Act 3, scene 3, line 135):" I think thou dost; and for I thou 'rt full of love and honesty...": This is ironic because Othello thinks Iago is a honest man when in reality Iago is scheming against him

7 OTHELLO RESEARCH STEPS 4-6 Page 7 Thesis Workshop Part C: PROMPT: Language is the essence of character, background, setting, mood, and tone. How is the theme of _[insert theme] developed in the language of William Shakespeare s Othello? A thesis statement tells the reader how you will interpret the significance of the subject matter. is a road map for the paper directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself; thesis must then offer a way to understand the subject makes a claim that others might dispute. is a single sentence at the end of the first paragraph that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation. BRAINSTORMING YOUR THESIS: Focus on argument General Theme or Topic: Theme arises from conflict. Thus, you must think about what elements of plot, action, or characters behavior that best illustrates it. Closest Related Action (locate in story, play,poem): What are you arguing your reader should understand? What opinion are you pursuing? What observation about the text are you supporting by adding up the evidence? Argument (Interpretation): PREWRITING Describe briefly three events that connect to the closest related action above. Events (3, connected) Important Action Character Detail Text Subtext

8 OTHELLO RESEARCH STEPS 4-6 Page 8 Thesis Workshop Part D: THESIS DRAFT Name Date Theme) Key Scene Topic: Controlling Idea: Reasons: THESIS DRAFT: HOW DO I KNOW IF MY THESIS IS GOOD? You know you have a good thesis if, once it s established, you start to see it apply everywhere and anywhere in the text. This seems like a tall order, but if you start with the text, and base your thesis on the text, you can come up with a thesis that rivals any professional literary critic. WRITING YOUR THESIS: A MODEL Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain s novel Huckleberry Finn. You write: Mark Twain s Huckleberry Finn is a great American novel. Why is this thesis weak? Think about what the reader would expect from the essay that follows: most likely a general, appreciative summary of Twain s novel. But the question did not ask you to summarize; it asked you to analyze. Pick an aspect of the novel that you think is important to its structure or meaning for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write: In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore. Here s a working thesis with potential: you have highlighted an important aspect of the novel for investigation. However, it s still not clear what your analysis will reveal. Work on comparing scenes from the book and see what you discover. Free write, make lists, jot down Huck s actions and reactions. Eventually you will be able to clarify for yourself, and then for the reader, why this contrast matters. After examining the evidence and considering your own insights, you write: Through its contrasting river and shore scenes, Twain s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave civilized society and go back to nature. This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

9 OTHELLO RESEARCH STEPS 4-6 Page 9 Step 3: Write an Outline Task: Research OUTLINE, DRAFT 1 1. This is a TOPIC OUTLINE. It does NOT have to use complete sentences. You will be revising it heavily. 2. Create your outline on LOOSE LEAF PAPER. 3. HAND WRITE your outline draft. 4. Include notes from secondary sources (critical articles) as well as from the primary source (the text of Othello). Highlight secondary source material in YELLOW, and primary source material in BLUE. Use the HATMAT outline guide provided, but don t stress over copying this model exactly. It is GUIDE, not a worksheet. The example below demonstrates how a student might use the guidelines, but adapt them to meet the needs of a specific topic: The only thing missing from this literary analysis model is a counterargument, which in literary analysis should be thought of as a complication and you can deal with this throughout, or save it for SAMPLE BODY PARAGRAPH THIS IS A SAMPLE FROM OUTLINE OF LITERARY ANALYSIS OF EUGENE PORTAL S PLAY, RHINO. This sample shows how to organize a paragraph. This example references the primary text (Rhino) as well as secondary sources by critics whose last names are Affleck and Smith. Notice the indention and numbering that indicates a general to specific organization: III. Paragraph 2, First Body Paragraph. TOPIC: Color Symbolism A. Topic Sentence: Color symbolism represents stages of life i. Rhino: The world was blue (I.2.45) ii. Portal s colors are more than just mood (Affleck 9) B. Reason 1: Theme of old age i. Blueness as an emotion and theme: Jim s blue T-shirt (III.1.67) ii. The characters of Rhino all connect to age (Smith 92) C. Transition: The color symbolism is important; connects to name symbols

10 OTHELLO RESEARCH STEPS 4-6 Page 10 TASK: Research, OUTLINE DRAFT 2 DIRECTIONS: 1. Type your outline. I suggest you stick with topic outline format for now. Remember to include an MLA heading. 2. For best results complete your body paragraphs first, then go back and complete the title and introduction. You can t introduce something that doesn t exist, after all. 3. Before going on to write your first draft of the research paper, review: A. How To Write a Literary Analysis Essay B. Write Like a Boss Language of Literature Exercise STUDY 1: Sample Literary Analysis Outline & Paragraph, John Updike s A & P OUTLINE SAMPLE II. First Body Paragraph: Setting of A & P & Conformity of Shoppers A. Sammy's descriptions of setting B. Context for quote: The chain store & uniformity 1. Sammy s point of view 2. Uniformity, fluorescent light C. Quote: "checkerboard green-and-cream rubber tile floor" (Updike 486) D. Analysis : Everything moves same direction; everything is neatly organized and categorized 1. Dehumanizing routine 2. Shoppers as animals of slaughter, stupor 3. Shoppers as "house slaves," and "pigs ( The Abnormal Normal in A & ) E. Shoppers as trapped by daily routine (Smith 90). Transition to paragraph about desensitization and entrapment by commodities COMPLETE SENTENCE SAMPLE Sammy's descriptions of the A & P present a setting that is ugly, monotonous, and rigidly regulated. The chain store is a common fixture in modern society, so the reader can identify with the uniformity Sammy describes. The fluorescent light is as blandly cool as the "checkerboard green-andcream rubber tile floor" (486). The "usual traffic in the store moves in one direction (except for the swim suited girls, who move against it), and everything is neatly organized and categorized in tidy aisles. The dehumanizing routine of this environment is suggested by Sammy's offhand references to the typical shoppers as "sheep," "house slaves," and "pigs ( The Abnormal Normal in A & ). These regular customers seem to walk through the store in a stupor; as Sammy indicates, not even dynamite could move them out of their routine (Smith 90).

11 OTHELLO RESEARCH STEPS 4-6 Page 11 STUDY 2: COMBINED OUTLINE AND SENTENCE ANALYSIS, WILLIAM SHAKESPEARE S OTHELLO *Below is an example that combines TOPIC outline (T) with FULL SENTENCE outline (FS). THESIS: Iago uses language to create a reverse psychology that manipulates those nearest him, creating false epiphanies through skillful, ironic use of humor, morality, and perversity. III. Paragraph 2: First Body Paragraph: Iago s reverse psychology A. Topic sentence (what this paragraph will discuss, how it will prove your thesis) -T: Reverse psychology and virtue -CS: Act II sees Iago uses reverse psychology on characters whose virtue he wishes to corrupt. B. Context for the quote: -T: Harbor Scene insult match -CS: Iago, Emilia, Desdemona, and Cassio are waiting at the harbor in Act II Scene 1, when Cassio incites a conversation that begins an insult-match between Iago and Desdemona. 1. Who says it? -T: O gentle lady, do not put me to t (II.1.121) -CS: Iago says to Desdemona, O gentle lady, do not put me to t (II.1.121), demonstrating for the audience how badly he wants her to challenge him. 2. What s happening in the text when they say it? -T: Manipulation of Desdemona -CS: Because she has come to Emilia s defense, Desdemona now has no choice but to continue this sparring match with Iago, providing the perfect opportunity for Iago to lose the battle but win the war against Desdemona s reputation B. Quote from the text (cited appropriately) -T: Iago s epithets (saints & players, II ) -CS: Iago takes advantage with paradoxical epithets for women such as saints in your injuries and Players in your housewifery (II ). C. Analysis of the quote: How does it prove your thesis? Reason 1, with evidence from play and critics. -T: Outrageous stream of consciousness and epiphanies (Ancona 5) -CS: His outrageous language demonstrates Iago s strategy. He allows himself to say what others are thinking but cannot say, and his mischievous stream of conscious rants actually impress an acceptable, and often humorous version of the truth that seems to outrageous to contain any malice as Iago joins separate ideas [to] reach an epiphany (Ancona 5).

12 OTHELLO RESEARCH STEPS 4-6 Page 12 E. Closing sentence: -T: Transition to morality -CS: However, humorous language is not the only way Iago puts a spell on others to influence them to think the opposite of the truth. He appeals to character s sense of identity as well. Note that, according to the Thesis, the next two body paragraphs of the sample above would cover Iago s use of morality (with Cassio in Act II Scene 3) and perversity (with Othello Act II, III, and IV). While using Act II as a center of gravity, the paper will pull in examples from elsewhere, including Acts III and IV. EXPERT TIPS ON WRITING STYLE 1. HAVE A CENTER OF GRAVITY. Center your paper around one particular scene or at least one act. Think of this as the center of gravity to which other parts of the play are drawn. By doing so, you will demonstrate your expertise by gathering information throughout the play and drawing it back to your selection. Show your reader the connections you make by providing a focus, and bringing other, fuzzier parts of the play into this focus. 2. COMPLICATION IS A GOOD THING. Your literary analysis is an argument, and you need a counterargument (also called a complication ). What objections could a reader raise to your interpretation? You can build this in as you go, or wait until the last body paragraph. But remember: You are defending a intellectual opinion. 3. CREATIVITY MAKES ME CARE. Use creative language and figures of speech to illustrate your points, but don t go crazy. Notice the example above uses the express lose the battle but win the war when referencing how Iago manipulates Desdemona. 4.EVIDENCE = TEXT. Use evidence based on LOGOS (logical but not-so-obvious) connections and assumptions about characters), ETHOS (build your expertise with Easter Eggs ), and PATHOS (make us CARE about your opinions!). Use the text, and look things up. Nothing s worse in a student paper than when students makes false, silly claims about basic plot and character details. Remember 5. REVISE. When you first write your paper, cut out HALF. Rewrite it. Cut out half again. Rewrite it. Repeat until awesome. No more than 1 is-verb per paragraph. Avoid passive verbs. Don t tell use Iago is considered to be a funny guy. Tell us that Desdemona considers him a funny guy. 6. WORDINESS IS LAZINESS. Don t use the following unnecessary phrases or anything like them: In the play...in the text by William Shakespeare It is the critic s opinion that In my opinion In this paper It is commonly believed that. Don t write Objective considerations of contemporary phenomena compel the conclusion that success or failure in competitive activities exhibits no tendency to be commensurate with innate capacity, but that a considerable element of the unpredictable must invariably be taken into account. When you really mean One cannot predict a winner based on talent alone. Want more tips on avoiding wordiness? Go here:

13 OTHELLO RESEARCH STEPS 4-6 Page ADVERBS ARE A FRESHMAN MISTAKE. Avoid adverbs. This means don t use very angry when you could say furious. Don t use extremely funny when you could say hilarious. 8. THE RULES APPLY TO YOU. This if formal writing. DO NOT USE YOU, contractions, or arguments based on morality and inappropriate authority. Appropriate authority for literary analysis means critical writing. Remember that you are writing for a general academic audience, not political interest groups or religious denominations. 9. DON T STEAL. You must cite direct quotes and paraphrase if it belongs to somebody else.

14 OTHELLO RESEARCH STEPS 4-6 Page 14 Step 4: EVALUATE YOUR CONTENT: Is it a RESEARCH paper? Research means using expert secondary sources: Critical articles, books, journals, news, videos, infographics there is an MLA format for ANY type of source. Don t limit yourself to words on a page! However, you must always ask this question: Is it valid? IS IT VALID? Remember, a valid academic, secondary source will have the following criteria: Bibliographic information: author, publication title, publication date, publishing company or site. Wikis, blogs, open forums, general reference sources (encyclopedias or dictionaries), Sparknotes or Cliff s Notes style publications are usually NOT considered valid academic sources because they do not contain bibliographic information. Objective (factual, unbiased) data or academic opinions on your topic. You must consider your audience: Religious or politically biased material that is intended for exclusive political or religious audiences may or may NOT be considered valid. Always ask your teacher or professor. A. CHECK FOR GLOBAL ISSUES. Use Teacher Hand-Edit Codes & Read Aloud Critique to review your first draft. Use the chart to mark opportunities for revision while having someone read your paper aloud to you. B. CHECK SECONDARY SOURCES Highlight all secondary sources in yellow. Evaluate the content for the following: MLA citations: Both direct quotes and paraphrase must be cited Fully integrated: Do quotes read smoothly and grammatically correct if you remove the quotation marks? If you need help integrating quotes, refer to this document: Are sources balanced? Do not rely too heavily on one source alone. This is a form of plagiarism. Are you considering the sources not only as evidence that agrees with you but also as examples of critical interpretations that you use for the following reasons: o Define special ideas o Argue against o Present textual evidence to be broken down and used to classify your ideas SHORT QUOTES: 10 words or less, from either primary or secondary sources LONG QUOTE (can have only 1): Must be from primary source only, and must be four lines cited using Block Quote MLA format. See model paper provided or look this up. NO SECONDARY MATERIAL used in Introductions or Conclusions C) Revise. Write directly on your first draft (on paper), by hand. You must revise (change full sentences, rewriting, adding to and taking away) between 25%-50% of the 1 st draft material. Annotate as you go, making note of the changes and leaving yourself reminders for your next draft.

15 OTHELLO RESEARCH STEPS 4-6 Page 15 STEP 5: REVISE THE 2 nd DRAFT A. WRITE THE 2 nd DRAFT. Follow these guidelines: LENGTH: Must meet word count ( words) SOURCES: Must include all required sources (3 secondary sources: 2 critical academic articles, 1 source of student s choice within criteria for valid sources). Remember to balance your sources! Papers that use 1 source exclusively will be given back and counted late. **STRUCTURE: Body paragraphs should demonstrate skill with parallel paragraph structure. Use your (completed, revised) outlines to plan this beforehand. In other words, if your best organizational approach looks something like this II. TOPIC A. PRIMARY SOURCE ANALYSIS 1) Example 1 2) Example 2 B. SECONDARY SOURCE RESPONSE 1) Response to example 1 2) Response to example 2 Then ALL body paragraphs should have that SAME basic organizational pattern. Make sure you can identify what MODE you are using! Are you writing comparison? Cause-effect? Classification? Argument? If you can t identify a pattern of organization to your body paragraphs, you need to REVISE YOUR OUTLINE before going any further! B. THE BODY PARAGRAPH: ANALYSIS, NOT SUMMARY. CHECK VOCABULARY: Do you use the LOLs? Check a good glossary of literary terms, such as the drama terms in the back of your EMC Othello or an AP glossary such as this: Are you making an effort to use literary vocabulary? Be sure to include terms such as symbolism, motif, diction, characterization, oxymoron, irony, paradox, etc. in your analysis. CHECK BODY STRUCTURE: A basic literary analysis pattern goes something like this: 1. DEFINE. Define crucial terms and explain characters/scenes of focus 2. COMPLICATE. Establish literary elements to be discussed, and complicate your argument by asserting why your approach is important for understanding the text. 3. ANALYZE. Use expert opinions to explore ideas, establish authority, and argue for and/or against a particular interpretation.

16 OTHELLO RESEARCH STEPS 4-6 Page 16 Our HIT/SEEC/BED formula for writing ANY essay is a great guideline. However, for literary analysis, you may want a more specialized method. The HATMAT literary analysis outline quite helpful: CHECK SENTENCE STRUCTURE: Are your sentences written clearly? Read aloud. Then, check to make sure you are using a variety of sentence patterns. Use They Say/I Say templates to assist your formal writing as it engages in a conversation with the text and your sources! They Say/I Say Templates: CHECK DEPTH OF IDEAS. There are two basic ways to plot out your ideas in a paper, and a good paper uses both. Check to see if your THESIS and BODY PARAGRAPHS contain both types of reasoning: DEDUCTION: Drawing a logical, factual conclusion by examining the parts of a text: By reading Acts I, II, and III closely, the reader may conclude that Shakespeare uses at least three major types of symbols: Names, Objects, and Animals. INFERENCE: Create a theory or forming a critical interpretation that explains reasons or purpose behind information that has been deduced (IOW I think this means ): Because Shakespeare uses name, object, and animal symbolism to characterize the women in Othello, the reader may conclude that the female characters in Othello are primarily defined by the language that others use to describe them. **The best Easter Eggs are always products of intellectual curiosity. If this doesn t come naturally, then you can always get there through QUESTIONING using both DEDUCTION AND INFERENCE. Use your critical version of Othello to get ideas the EMC Othello version you were given has tons of close reading questions, critical thinking questions, and related readings to provide you with all the authoritative data you need to write like a boss. C. REASONING: CHECK THE LOGIC OF YOUR ARGUMENT Everybody likes to win an argument, but we often make logical mistakes. See the following file for examples of flawed logic (fallacies). Watch out especially for Argument from Authority, Non Sequitur, and Slippery Slope! Logical Fallacies: Tikkanen.pdf

17 OTHELLO RESEARCH STEPS 4-6 Page 17 D. TAKE THE EASTER EGG TEST. See next page. THE EASTER EGG TEST Can you confidently complete this self-evaluation? If so, you are doing the job like a boss. THE KNOWLEDGE FACTOR. Starting with my thesis, my paper uses expert knowledge to discuss three essential elements for literary analysis: 1. It clearly states the topic as being 2. It focuses on the literary elements of [Choose one: A) Characterization methods such as B) Symbolism /Figurative Language/Motif C) Diction/Word Choices/Text Features such as ] 3. It asserts the following theory concerning the following problem, purpose, or truths of the text: THE COMPREHENSION FACTOR: My paper does more than sum up the facts of the text. It doesn t just say WHAT the author does, it draws conclusions about and HOW and WHY the author does it! Three examples of sentences from my paper that cover How and Why questions related to our readings: THE EASTER EGG FACTOR: If I had to throw away everything I ve learned about this text except for the following mind-blowing discovery, it would be this:. TIPS & TOOLS FOR ADVANCING YOUR IDEAS: Use models and expert guides such as How To Write a Literary Analysis Essay to learn the essentials of literary analysis. USE MIND MAPS. Doing a simple Word Map that reveals hidden meanings behind words can help you come up with great ideas for connecting thematic meanings behind names, symbols, figurative language used in fiction and poetry! READ ONCE FOR FUN. READ SEVERAL TIMES FOR MEANING. Example: Comparing all a character s lines or descriptions in a side-by-side manner, highlighting and annotating, will reveal patterns of words and meanings that you do not see the first time, and will make you a

18 OTHELLO RESEARCH STEPS 4-6 Page 18 much smarter writer! My chiastic structure diagram is one example of a new patterns. USE TECHNOLOGY TO BE AN EXPERT. Control-F is your friend. Sites like Open Source Shakespeare Dot Org allow you to view ALL a character s lines in a list and to search KEY WORDS as they appear in ALL of Shakespeare s plays! A child can now do things with a button that in the past took a college graduate hours and hours of reading. Letting this go to waste sort of misses the entire point of civilization and progress, don t you think? E. REVISE TITLES, INTRODUCTIONS, CONCLUSIONS. EXCELLENT Tips on Titles: EXCELLENT Tips on Introductions: F. WRITE A WORKS CITED PAGE. Remember the basic guidelines: Only works actually cited in your paper using parenthetical citations are included on the Works Cited page. Works Cited is the last numbered page of your paper. It is NOT a separate document. Works Cited page does not count toward word count. Check your document BEFORE adding the Works Cited. Title is Works Cited. Nothing else. Alphabetized using the FIRST LETTER of the entry. Times New Roman 12, Double Spaced throughout Uses hanging indentions MLA formatting for works cited bibliography entries uses different information depending on the type of media you include. However, the general bibliographic formula for a citation is as follows. If your source does not have one of the bibliographic pieces of information (such as an author or an editor), you simply leave it out and move on to the next item. For example, works without an author would begin the entry with the title. MLA uses ONE (1) space between periods and colons. Last name, first name. Title of article or section inside a publication. Title of publication such as web site, book, magazine, newspaper, film. Contributors such as editors, translators, directors. Volume and Issue. Publishing company or organization, publication date. Point of access such as library and/or database. Date of access. Type of media. The above is a general guideline. Use the MLA CHART linked here and on my All About Writing page for guidelines to specific parenthetical citations and works cited entries.

19 OTHELLO RESEARCH STEPS 4-6 Page 19 STEP 6: THE 3rd DRAFT: Time to Review & Edit. A. One more time: Review your overall content: 05d /1/Revision_Checklist.pdf B. Now it s time to EDIT (work on grammar & mechanics). Where do you start? This is different for everybody. However, there are some common weaknesses in everyone s writing that you can focus on: Transition Words: Use of commas: Parallel structure: Misused words: Wordiness: df Possessive Apostrophes: MLA punctuation. See reference materials provided by teacher for how to punctuate integrated quotes. C. And finally my own No Fly List. These words, phrases, and moves are banned forever. READ ALOUD and you will agree that these words and phrases are lazy and just just awful. Really, really awful. Not good at all, truly. The Mr. Donn NO-FLY LIST Commas splices, fused sentences, fragments Referring to fictional action in the past tense Referring to authors by their first names The Evil It : In the, IT says... Starting ANY sentence or paragraph with This Starting sentences with There is/there are More than 1 Is-Verb per paragraph The verbs Says & Shows. Find a different verb. Many, People, Things & other glittering generalities Generalities that don t show me anything and are used just to increase word count. Don t do that. Introductory phrases that have no commas Passive verbs used to describe action in a story Who/Whom errors. Really. You re almost an adult. Learn this. Pointless Prepositions ( IN the story written BY Shakespeare ) There/There, To/Too, Here/Hear, usage problems (see above) They being used with singular nouns. You. Just pretend you doesn t exist. Freshman follies ( in conclusion, In my essay, In my opinion TELLING when you should be SHOWING.

20 OTHELLO RESEARCH STEPS 4-6 Page 20 I. TYPES OF EVIDENCE CONTENT-DRIVEN EVIDENCE Numbers (for example, date and time, chronological dates relevant to discussion) Statistics. Although technically just one form of number evidence, statistics are special enough to count as their own separate type of evidence, especially because they are so valuable at making evidence representative. Expert opinion (this refers to the use of someone else s knowledge or opinion, not that of the author when the author quotes or mentions a recognized expert in the field) Specialized knowledge (the author s own knowledge, not common knowledge, usually acquired through some sort of formal training) *Individual stories/examples, also known as anecdotal evidence. Complex arguments often use anecdotes within more research-driven arguments. *NOTE: Anecdotal evidence can be either content-driven or inference-driven, depending on how much the author chooses to explain. Documentary evidence (evidence from documents). This includes all of the following, among many others: Letters Diaries Unpublished writings (early drafts of works published later; juvenile works by famous authors, etc.) Administrative policies, like the Washington Administrative Code Court decisions Speeches, interviews, and other statements by relevant people Charts: Measurement tools put into a visual-spatial grid, whether 2-D or 3-D Info-Graphics: Graphic (using pictures) to express complex ideas INFERENCE-DRIVEN EVIDENCE Names (for example, place names, names of individuals, organizations, movements, etc.) Sense data: things you can see, hear, touch, smell or taste from real life. Dialogue (Speech of other people reported directly, exactly as spoken, usually with quotation marks [ ] around it and set off in separate paragraphs, one for each speaker. Technically this is a subset of physical detail, because it is something you can hear, but direct reporting of what people have said is important enough to be considered a separate category.) Photographs: Reproductions of real life relevant to a story or idea

21 OTHELLO RESEARCH STEPS 4-6 Page 21 Illustrations: Artist-created simulations of an event or idea, sometimes instructional and sometimes decorative LANGUAGE-DRIVEN EVIDENCE Analogical Evidence (Evidence by Analogy: See further in this document) Figures of speech used to persuade by appealing to logos, ethos, or pathos. This includes traditional descriptive comparisons (simile, metaphor, personification) as well as various analogical evidence. Work choice (diction) that uses nuance (emotional association) or double entendre (double meaning that may even use puns to make a point). II. The Most Commonly Used Fallacies A fallacy is an often plausible argument using false or illogical reasoning. 1. Appeal to Pity (Ad Misericordiam) an argument that appeals to another s sympathy; not answering the argument EX: A woman applies to college. When the Admissions Director asks about her grades, test scores, and extracurricular activities, she states that she didn t have much time to study because her mother has been sick for several years and she has had to work through almost all of high school. 2. Appeal to Ignorance (Ad Ignorantum) asserting a proposition is true because it has not been proven false EX: Taking vitamin X is good for you since nobody taking it has become sick. 3. Arguing by Association an argument used to promote guilt by association EX: Both Senator Muha and Latin American Marxists are critics of the Chilean government; therefore, Senator Muha must be a Marxist. 4. Argument Backed by a Stick (Force; Argumentum Ad Baculum) resorting to threat in order to have a point accepted EX: Our paper certainly deserves the support of every German. We shall continue to forward copies of it to you, and hope you will not want to expose yourself to the unfortunate consequences in case of cancellation. 5. Bandwagon Appeal (Ad Populum) an argument that suggests one is correct if they go along with the crowd EX: Every fashionable senior this year is wearing a piece of Navajo jewelry. 6. Begging the Question (Circular Reasoning) you report what is true, repeating what you believe, only in different words EX: I am in college because it the right thing to do. Going to college is expected of me. 7. Contradictory Premises the points of the argument contradict each other; therefore, there is no argument EX: If God can do anything, he can make a stone so heavy that He won t be able to lift it.

22 OTHELLO RESEARCH STEPS 4-6 Page False Alternative (either/or syndrome) all other possibilities, explanations, or solutions are ignored EX: Given the alarming number of immigrants in the U.S. who fail to learn English and speak it, mandating English as the official language of our country must be done. 9. False Analogy an argument that assumes a fundamental similarity between two things that resemble each other only in part EX: A college has no right to fire a popular teacher. To do so is like throwing out of office a public official who has just been reelected by the majority of the voters. 10. False Cause (Post Hoc) this argument equates sequence with causality: Because Event A was followed by Event B, the first caused the second EX: Every time I wash my car, it rains. I washed my car today; therefore, it will rain today. 11. Half-Truths an argument that contains evidence that is only partly true EX: Making English the official language is a good idea because it will make it easier for people to understand one another. 12. Hasty Generalization this argument assumes all are the same, but there are too few instances to support such a claim EX: John likes Keating s health plan, Becky likes Keating s health plan, and Sayd likes Keating s health plan; therefore, Keating s health plan must be the best choice. 13. Hypothesis Contrary to Fact an argument that starts with an untrue hypothesis and then tries to draw supportable conclusions from it EX: If I had never met Dan twenty years ago in college, I would never have fallen in love. 14. Oversimplification an argument that makes simple of a very complex issue by using catchy phrases such as: It all boils down to... or It s a simple question of..., etc. EX: Censorship is a simple question of protecting our children from obscenities. 15. Poisoning the Well/Personal Attack (Ad Hominem) an argument that personally attacks another as to discredit the issue at hand EX: Two students are running for student body president. Prior to the vote, one candidate puts up fliers all over the building indicating that the other boy is a cheater, liar, and has bad grades. 16. Red Herring think of a stinky smoked fish dragged across the trail to throw a tracking dog off scent; an argument that tends to sidetrack everyone involved EX: While discussing the need for tobacco subsidies in the federal budget, somebody asserts that all restaurants should have non-smoking sections. 17. Shifting the Meaning of a Key Term (There are two ways of doing this: First throughequivocation [shifting the meaning of one term] and through Amphiboly [shifting the meaning through sentence structure]) an argument that uses the meaning of words or sentences in two different senses EX: Criminals do everything to obstruct arrest, prosecution, and conviction. Likewise, liberal lawyers try in every way to obstruct the work of police. Obviously, then, most liberal lawyers are no better than criminals themselves. (Amphiboly)

23 OTHELLO RESEARCH STEPS 4-6 Page Slippery Slope the assumption that if one thing is allowed, it will only be the first in a downward spiral of events EX: If you continue to watch professional wrestling, your grades will drop, you will become violent, and eventually you will end up in jail. 19. Sweeping Generalization (Dicto Simpliciter) an argument based on an unqualified generalization EX: All high school students are irresponsible. 20. Shameful Argument (Argumentum Ad Verecundium) appealing to an authority in one field regarding something in another field in which that authority has no more standing than anyone or anything else EX: The policeman testified on the witness stand that the cause of death to the victim was a bullet wound that entered the body at the sternum, penetrated the left lung and lodged at the 5th lumbar vertebrae. III. A10.1 Using analogies Analogical Arguments --from To give an analogy is to claim that two distinct things are alike or similar in some respect. Here are two examples : Capitalists are like vampires. Like the Earth, Europa has an atmosphere containing oxygen. The analogies above are not arguments. But analogies are often used in arguments. To argue by analogy is to argue that because two things are similar, what is true of one is also true of the other. Such arguments are called "analogical arguments" or "arguments by analogy". Here are some examples : There might be life on Europa because it has an atmosphere that contains oxygen just like the Earth. This novel is supposed to have a similar plot like the other one we have read, so probably it is also very boring. The universe is a complex system like a watch. We wouldn't think that a watch can come about by accident. Something so complicated must have been created by someone. The universe is a lot more complicated, so it must have been created by a being who is a lot more intelligent. Analogical arguments rely on analogies, and the first point to note about analogies is that any two objects are bound to be similar in some ways and not others. A sparrow is very different from a car, but they are still similar in that they can both move. A washing machine is very different from a society, but they both contain parts and produce waste. So in general, when we make use of analogical arguments, it is important to make clear in what ways are two things supposed to be similar. We can then proceed to determine whether the two things are indeed similar in the relevant respects, and whether those aspetcs of similarity supports the conclusion. So if we present an analogical argument explicitly, it should take the shape of a logical formula: