hs analysis

Analysis starts with a pattern.This story has some parts that don’t go together. What story elements seem to contradict each other?: 

Analysis starts with a pattern. This story has some parts that don’t go together. What story elements seem to contradict each other? Mrs. Mallard “went away to her room alone” and “sank” into a chair feeling exhausted. As she sat there, she looked out the window and saw treetops “all aquiver with the new spring life” (320). This PowerPoint presentation discusses analysis of “The Story of an Hour” by Kate Chopin (a 2-page short story students can read in class). Sue Smith, snsmith@u.arizona.edu

You notice that Mrs. Mallard has two views:  Mrs. Mallard is a sad, weeping widow. Mrs. Mallard looks out the window and sees new spring life beginning. : 

You notice that Mrs. Mallard has two views: Mrs. Mallard is a sad, weeping widow. Mrs. Mallard looks out the window and sees new spring life beginning. When you can’t make up your mind about something, you are ambivalent. Think about how Mrs. Mallard demonstrates ambivalence—part sad, part seeing new possibilities.

The sentences above tell what is going on in the story. To say something worthwhile, you must comment about the material. Otherwise, your reader would prefer to read the original. So, how could you add your own opinion to the sentences above?: 

The sentences above tell what is going on in the story. To say something worthwhile, you must comment about the material. Otherwise, your reader would prefer to read the original. So, how could you add your own opinion to the sentences above? Here are some short quotations and some summary from the story: On the one hand, she is a sad widow who “went away to her room alone” and “sank” into a chair feeling exhausted. On the other hand, as she sat there, she looked out the window and saw treetops “all aquiver with the new spring life” (320).

Every paragraph must have claims (interpretations) and evidence (details from close reading). No exact formula exists, though we will see what some teachers call these parts. : 

Every paragraph must have claims (interpretations) and evidence (details from close reading). No exact formula exists, though we will see what some teachers call these parts. The story is full of conflicts that show Mrs. Mallard’s mixed feelings for her husband. On the one hand, she is a sad widow who “went away to her room alone” and sinks into a chair feeling exhausted. On the other hand, as she sits there, she looks out the window and sees treetops “all aquiver with the new spring life” (320). The “sparrows twittering in the eaves” and the blue sky are both happy images. The busy, lively view seems out of place in this room where a new widow is supposed to be mourning (320). Notice how the writer works quotations into the sentences, giving them as evidence for the way Mrs. Mallard feels. You can also quote longer sections, but only if there is something worth quoting. (Dropping in long quotations isn’t acceptable unless they are good for your argument.)

Once you have some evidence, you can add your own thinking. What links are needed between the ideas and the information? : 

Once you have some evidence, you can add your own thinking. What links are needed between the ideas and the information? Kate Chopin crafts her story so that a reader can’t tell for sure how Mrs. Mallard feels. The story is full of conflicts that show Mrs. Mallard’s mixed feelings for her husband. On the one hand, she is a sad widow who “went away to her room alone” and sinks into a chair feeling exhausted. On the other hand, as she sits there, she looks out the window and sees treetops “all aquiver with the new spring life” (320). The “sparrows twittering in the eaves” and the blue sky are both happy images. The busy, lively view seems out of place in this room where a new widow is supposed to be mourning (320). Mrs. Mallard must be happy to some degree, or she wouldn’t be noticing the happy images. The contrasts help build suspense for the reader, who asks, does she or doesn’t she love this man?

Now let’s look at the paragraph in terms of P-I-EPoint, Illustration, Explanation(these are rarely PIE, in that order! It’s PEIIIEEEP here.)Remember, formulas are a tool: Use them, but avoid appearing formulaic.: 

Now let’s look at the paragraph in terms of P-I-E Point, Illustration, Explanation (these are rarely PIE, in that order! It’s PEIIIEEEP here.) Remember, formulas are a tool: Use them, but avoid appearing formulaic. Point: Kate Chopin crafts her story so that a reader can’t tell for sure how Mrs. Mallard feels. Explanation: The story is full of conflicts that show Mrs. Mallard’s mixed feelings for her husband. Illustration: On the one hand, she is a sad widow who “went away to her room alone” and sinks into a chair feeling exhausted. Illustration: On the other hand, as she sits there, she looks out the window and sees treetops “all aquiver with the new spring life” (320). Illustration: The “sparrows twittering in the eaves” and the blue sky are Explanation: both happy images. Explanation: busy, lively view seems out of place in this room where a new widow is supposed to be mourning (320). Explanation: Mrs. Mallard must be happy to some degree, or she wouldn’t be noticing the happy images. Point: The contrasts help build suspense for the reader, who asks, does she or doesn’t she love this man? P-I-E works better for writing than for analysis. Students sometimes have trouble telling the difference between point and explanation.

Balance evidence from the story with your own thinking.: 

Balance evidence from the story with your own thinking. My thinking: Kate Chopin crafts her story so that a reader can’t tell for sure how Mrs. Mallard feels. The story is full of conflicts that show Mrs. Mallard’s mixed feelings for her husband. Evidence: On the one hand, she is a sad widow who “went away to her room alone” and sinks into a chair feeling exhausted. On the other hand, as she sits there, she looks out the window and sees treetops “all aquiver with the new spring life” (320). Evidence: The “sparrows twittering in the eaves” and the blue sky my thinking: are both happy images. The busy, lively view seems out of place in this room where a new widow is supposed to be mourning (320). My thinking: Mrs. Mallard must be happy to some degree, or she wouldn’t be noticing the happy images. The contrasts help build suspense for the reader, who asks, does she or doesn’t she love this man?

Whatever you call it, a paragraph needs ideas and information. A well-developed paragraph has both. Don’t forget to include your own thought and details pulled from the text.: 

Whatever you call it, a paragraph needs ideas and information. A well-developed paragraph has both. Don’t forget to include your own thought and details pulled from the text. Idea: Kate Chopin crafts her story so that a reader can’t tell for sure how Mrs. Mallard feels. Idea: The story is full of conflicts that show Mrs. Mallard’s mixed feelings for her husband. Info: On the one hand, she is a sad widow who goes “away to her room alone” and sinks into a chair feeling exhausted. Info: On the other hand, as she sits there, she looks out the window and sees treetops “all aquiver with the new spring life” (320). Info: The “sparrows twittering in the eaves” and the blue sky idea: are both happy images. The busy, lively view seems out of place in this room where a new widow is supposed to be mourning (320). Idea: Mrs. Mallard must be happy to some degree, or she wouldn’t be noticing the happy images. Idea: The contrasts help build suspense for the reader, who asks, does she or doesn’t she love this man?

When you write papers, use your own personal vocabulary as much as possible. If you wouldn’t say the word, it may not sound appropriate in your writing (resist the temptation to go to a Thesaurus). Concentrate on ideas.: 

When you write papers, use your own personal vocabulary as much as possible. If you wouldn’t say the word, it may not sound appropriate in your writing (resist the temptation to go to a Thesaurus). Concentrate on ideas. The story is full of conflicts that represent Mrs. Mallard’s mixed feelings for her husband. Mrs. Mallard’s mixed feelings about her husband are seen in many little details. Mr. Mallard’s death made her sad, yet she felt happy, too. Thoughts of a happy new freedom keep intruding on Mrs. Mallard’s sadness. An idea may be stated in many ways. Start with one element (the story, the characters, an action), then tell about it. Play with language.

Let’s review the steps to analysis:: 

Let’s review the steps to analysis: Analysis starts with close reading. Underline key details and write each section’s purpose in the margin. Look for a pattern: in the whole story, in the organization, or in one character’s behavior. Write up your findings. Quote or paraphrase enough of the original that your reader is able to see how you came to your conclusions. Don’t simply repeat the original. That’s summary or paraphrase. Instead, make a case for the pattern you see. Read the story again to confirm your ideas.

This was an analysis of literature.: 

This was an analysis of literature. You could use the same techniques of ideas and information, point-illustration-explanation, or evidence from the text and your own ideas. to analyze any kind of text, perhaps an article or a famous document. the end