Chronology In Your Text

When we talking about chronology this is an example of how it should look right there’s background at the beginning these are all the who’s what’s when’s Where’s of your story where it takes place when it takes place right and then at the end this is a thesis statement thesis data this is the main idea this is what it’s all about all right and then your actual story takes place so the first to the background of the thesis are just setting it all up for reader all right so then we got the beginning of your story and we got the middle which is the climax or the high point in your story right this is where the significant event happens.

And then your story comes to an end and then at the end of that story it’s time for you to use that insight to talk so inside it’s reflecting on reflecting on what happened in this for you what was what did I learn from this what can I take away from this right and that’s your lesson bar all right so we talked about outline and I realize you all can’t see that out there but basically as far as the graphic organizer is concerned it’s the same thing you just want students on one page to be able to to to get it all out there where they can where they have on one page a plan so that when it’s time to sit down and write that there they’re not nervous so they’re not upset they know the direction that they’re writing they’re just they’re just making it larger they’re explaining more but they got that they got that structure it’s going to help them write a successful is okay and then for writing you want to stick to your plan with you all that you came up with your plan it’s time to write rest of these.

Start writing you want to format according to the standard or you know the standard that the teacher gave you or in this case the standard we talked about there what it’s supposed to look at you have a plan and you’re just putting your plan into action then you want to bury your vocabulary right a lot of times when you have a chance you have your plans you can focus more on the other things how you say it you already know what you’re going to say so now you want to try and say it in a different way be more academic show off your literacy show up all those big words you can’t learn in a class all right it has an example of how it should look great the structure of it and I skin this right I always liked my students to double space your writing and I’ll show you why in just a second so it’s really important to do this where you have enough space around your essay.

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Making Wise Choices

This is a really important one and I did not always talk about wise choices in my star achievement series I just introduced this about a year and a half ago and I was highly influenced by Darren Hardy and this is in your handout if you look under making wise choices I talked about Darren Hardy he’s the author of the compound effect and if you want to read an amazing book it’s an easy read it’s not real big read the compound effect it will truly impact you and so Darren says that you know where we are today is the result of choices we have made in the past. Learn how to be wiser on Edusson.

Correct the life I’m living today has to do with choices I made in the past whether they were good choices or bad choices and I have not always made the right choices I have mess believe me but I’ve also learned from that so number one each choice starts a behavior that over time becomes a habit so if I choose again right now if I choose to go to the gym three nights a week and two days on the weekend and I stay committed to that and I push myself when I don’t want to do it it will become a habit and over time it will just I won’t even really cry think about it I’ll just say huh Monday day to go to the gym go spend an hour at the gym but if we start choosing what if I choose the other direction what if I choose and say I don’t want to go to the gym and I really rather stay home and just veg out on the couch tonight I’m tired I had a bad day and I choose that.

Well okay once in a while I do but if I do that again and again and again that’s always going to be my excuse I’m tired I’ve got too much to do my family needs my attention so I feel sometimes to our use these excuses that when in reality we do have the ability to choose what we want to do in that moment so just imagine after today after this webinar is over as you go through your day at work and you’re making choices and you’re making choices tonight another great example I have for you is assistance if you and your executive choose to have one-on-one time three days a week maybe you’ve never done this and you make it a habit and you discipline yourselves to do that do you know it will just become part of your routine and it will change the way you work and it will increase your productivity and it will build synergy and you’re gonna have better rapport with your executive so I also want you to put this in perspective at work that every day you’re making choice and those choices are going to lead to habits that you’re going to build so trying to make wise choices.

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Analytical Essay Guidelines Part 2

INTRODUCTION (1 paragraph): tell the reader what your paper is about Not necessarily in this order, you need to include the following:

  • a way to draw the reader in
  • the author
  • title (underlined or italicized)
  • the general statement about the literary work (sometimes)
  • necessary background information about the story (very little)
  • thesis statement (your opinion, main idea or focus) – this may be controversial – should be fairly broad – has a point to prove

MAIN BODY (approx. three paragraphs): these paragraphs should answer the question, “why?” Not necessarily in this order, you need to include the following:

  • specific examples to prove your point
  • quotations – passages – descriptions – comparisons
  • explanation of the significance of your examples in terms of your thesis statement ( in other words, analyze your examples. How do they fit in with your main point?)
  • explanation of how your analysis relates to your thesis statement.

CONCLUSION (1 paragraph): Tell the reader what you told him/her and leave him/her with something to think about. Not necessarily in this order, you need to include the following:

  • your thesis restated to emphasize that you have proven your point
  • a summary of your main points
  • a way to leave the reader thinking about the marvelous ideas in your essay.

Analytical Essay Guidelines Part 1

Analysis begins with a whole object, such as a poem, novel, short story or play. The analyst (or you, as the writer of the analytical essay) tries to take things apart to examine the individual pieces that make up the whole.

An analytical essay (often referred to as a five-paragraph essay though there’s nothing special about the number five) will attempt to explain the significance of a portion of a literary work, BY PROVING SOME SORT OF POINT. The point you are trying to make may have to do with characterization, plot, theme, style or other literary concerns.

Before writing your analytical essay, you must focus in on what you wish to convey to the reader about the literary work. Once you have a focus, you must attempt to make some kind of point about the literary work in your essay. The point you are trying to make is often the answer to a question (or prompt) which a teacher has given you.

The answer to your prompt, or the point you are trying to make, should be the main idea of your essay. This is called a THESIS STATEMENT. Your thesis statement is your opinion; remember, it is not a fact. The thesis is what you will spend the rest of your essay trying to prove. Your job as the writer of an analytical essay is to convince the reader that your opinion is correct; you must prove that your thesis statement is true based on evidence from the text.

YOUR THESIS STATEMENT (main idea, focus, opinion) MUST BE CLEARLY STATED IN YOUR INTRODUCTORY PARAGRAPH. The thesis should be fairly broad. Stay away from narrow statements of facts that can be easily proven or disproven. Give yourself a challenge–and the reader will be engaged. Usually (but not always), the thesis statement is the sentence that ends your introduction.

In the paragraphs which follow the introduction, called the body of the paper, you must provide evidence (examples) to prove your point. You must be very specific about how the evidence you are offering supports your opinion. You cannot prove your thesis (which is an opinion) by offering other opinions. You must draw your evidence from the text. You should quote passages from the text to prove your point; just remember that you must explain their significance, explain how they relate to your thesis. When you incorporate evidence into your essay, you must be sure to explain it adequately. You must always bring it back to your thesis statement. You must continually explain HOW and WHY it means what you say it means.

Everything in the MAIN BODY of the essay (generally, but not limited to, three paragraphs) must relate to the main point you are trying to make–YOUR THESIS. If you write something that has little to do with your thesis, you have two options: expand and modify your thesis to accommodate that information, or do not include it and find other evidence that does support your thesis.

Finally, you must write a CONCLUSION (a final paragraph), which ties everything together. The conclusion is essentially a mirror of your introduction. Just as your introduction leads the reader into the thesis, the conclusion leads out from it. Often, the arguments presented in the body are summarized and the thesis is restated as proved. And somehow you should make your paper sound complete. It is a lot like the closing statement lawyers make at the end of a trial–a summary of all the evidence presented and a restatement that all the evidence points to the logical conclusion that what they said at the beginning (their thesis that the defendant was either guilty or innocent) is true. Try leaving the reader with something additional to think about (but still something that is related to the thesis of the paper).

INTRODUCTION (1 paragraph): tell the reader what your paper is about Not necessarily in this order, you need to include the following:

  • a way to draw the reader in
  • the author
  • title (underlined or italicized)
  • the general statement about the literary work (sometimes)
  • necessary background information about the story (very little)
  • thesis statement (your opinion, main idea or focus) – this may be controversial – should be fairly broad – has a point to prove

MAIN BODY (approx. three paragraphs): these paragraphs should answer the question, “why?” Not necessarily in this order, you need to include the following:

  • specific examples to prove your point
  • quotations – passages – descriptions – comparisons
  • explanation of the significance of your examples in terms of your thesis statement ( in other words, analyze your examples. How do they fit in with your main point?)
  • explanation of how your analysis relates to your thesis statement.

CONCLUSION (1 paragraph): Tell the reader what you told him/her and leave him/her with something to think about. Not necessarily in this order, you need to include the following:

  • your thesis restated to emphasize that you have proven your point
  • a summary of your main points
  • a way to leave the reader thinking about the marvelous ideas in your essay.

1984 Book I Reading Questions + Essay Prompt

1984 Questions: Book I

1. Describe the government of Oceania.
2. Why does Winston keep a diary? How is the diary an important literary device?
3. What is the purpose of the Two Minute Hate? How does Winston react to the
Two Minute Hate?
4. How does his momentary eye contact with O’Brien affect Winston?
5. Who are the Parsonses and what do they represent?
6. What is the significance of Winston’s dream in which a voice speaks to him
about meeting in a place where there is no darkness?
7. Why does Winston place a speck of dust on the cover of his diary?
8. What do Winston’s dreams about his mother, the Golden Country, and the
dark-haired girl reveal about him?
9. What are the Physical Jerks?
10. Describe Winston’s job. Does he like it?
11. What is revealed about Party philosophy in the discussion between Winston
and Syme?
12. What do Winston’s memories of Katharine and his visit to a prostitute reveal
about the attitudes toward sex in Oceania?
13. Why was the photograph of Jones, Aaronson, and Rutherford important?
14. How does Winston view the Proles?
15. What does Winston realize about the past after his discussion with the old man
in the pub?
16. What treasures does Winston discover at Mr. Charrington’s shop?
17. What does Winston think about the dark-haired girl when he sees her outside
Charrington’s shop?
Book 1 Mini-Essay Prompt
Write a three-paragraph essay about one of the novel’s themes. First, choose a
significant quote from Book 1. Explain how the quote (and, possibly, other evidence
from the text), reveals one major theme of the novel: totalitarianism, individual vs.
collective identity, reality control, class struggle, etc. Below are some optional quotes,
but you are welcome to choose your own.

Chapter 3:

To know and not to know, to be conscious of complete truthfulness while
telling carefully constructed lies, to hold simultaneously two opinions which
canceled out, knowing them to be contradictory and believing in both of them,
to use logic against logic, to repudiate morality while laying claim to it, to
believe that democracy was impossible and that the Party was the guardian of
democracy, to forget, whatever it was necessary to forget, then to draw it back
into memory again at the moment when it was needed, and then promptly to
forget it again, and above all, to apply the same process to the process
itself—that was the ultimate subtlety: consciously to induce unconsciousness,
and then, once again, to become unconscious of the act of hypnosis you had
just performed. Even to understand the word “doublethink” involved the use of

Chapter 4:

The process of continuous alteration was applied not only to newspapers but
to books, periodicals, pamphlets, posters, leaflets, films, soundtracks, cartoons,
photographs—to every kind of literature or documentation which might
conceivably hold any political or ideological significance. Day by day and almost
minute by minute the past was brought up to date. In this way every prediction
made by the Party could be shown by documentary evidence to have been
correct; nor was any item of news, or any expression of opinion, which
conflicted with the needs of the moment, ever allowed to remain on record. All
history was a palimpsest, scraped clean and reinscribed exactly as often as was
necessary. In no case would it have been possible, once the deed was done, to
prove that any falsification had taken place.

Chapter 7:

It was as though some huge force were pressing down upon you—something
that penetrated inside your skull, battering against your brain, frightening you
out of your beliefs, persuading you, almost, to deny the evidence of your senses.
In the end, the Party would announce that two and two made five, and you
would have to believe it. It was inevitable that they should make that claim
sooner or later: the logic of their position demanded it. Not merely the validity
of experience, but the very existence of external reality was tacitly denied by
their philosophy. The heresy of heresies was common sense. And what was
terrifying was not that they would kill you for thinking otherwise, but that they
might be right. For, after all, how do we know that two and two make four? Or
that the force of gravity works? Or that the past is unchangeable? If both the
past and the external world exist only in the mind, and if the mind itself is
controllable—what then?

To help you write this essay take a look at the essay checklists, to be sure you have covered everything. Good luck!

Elements of Literary Style Checklist

1. Sentence Structure

Are the sentences long or short? Why do they change? Do they contain many subordinate clauses, or are they often fragments? Are there any digressions or interruptions? Is the word-order straightforward or unconventionally crafted?
2. Pace

Is the writing heavily descriptive, with emphasis on setting and atmosphere, or does it focus on action and plot movement?
3. Expansive/Economical Diction

Is the writing tight and efficient, or elaborate and long-winded? When does the author use one or the other mode, and why?
4. Vocabulary

Are the words simple or fancy? Are they technical, flowery, colloquial, cerebral, punning, obscure (and so on…)?
5. Figures of speech

Are there any metaphors, similes, or symbols? Are there any other uses of figurative language (personification, metonymy, and so on)?
6. Use of Dialogue

How often does dialogue tell the story? Do we see whole conversations or just fragments? Does the conversation use slang or is it formal? Does it appear natural or contrived? Does the dialogue give a sense of pacing, of pauses, of the unsaid? How much does it substitute for narration?
7. Point of View

Possibilities: first, second, third, omniscient, limited omniscient, multiple, inanimate, free indirect discourse.
8. Character development

How does the author introduce characters, and how do we see their evolution in the story? What is their function and motivation? What kinds of characters are they? Full/round? Stock characters? Stereotypes? Caricatures?
9. Tone

What is the author’s attitude? What is the mood of the story? Does the author seem sarcastic? Aggressive? Wistful?
Pessimistic? In love? Philosophically detached? Hopeful? Ironic? Bitter? (And so on…) Whatever the tone, where is it visible in the narrative?
10. Word Color, Word Sound

How much does the language call attention to or depend on the quality of its sound, e.g. through alliteration, assonance, consonance, dissonance, rhythm, unusual word choice, and so on?
11. Paragraph / Chapter

Are paragraphs very short, or are they enormous blocks running. Structure across many pages? Are the chapters short or long? How many are there, how are they organized, and why is this important?
12. Time Sequencing /Chronology 

How has the author organized the chronology of events? To what effect? What is the work’s structural “rhythm”?
13. Allusions

How and how often does the author refer to other texts, myths, symbols, famous figures, historical events, quotations, and so on?
14. Experimentation in Language

Are there any unusual techniques, such as stream-of-consciousness, mixing styles and genres, the unusual layout on the page, breaking rules of grammar and form, odd or unstable narrative perspectives, onomatopoeia, aporia, and so on?
15. Metafictional techniques

Does the author call attention to his or her own process of narration? Are the narrator’s position, role, and thoughts as a storyteller mentioned explicitly in the text? What function does this serve?

How to Organize the Analysis Essay

The following outline explains how to organize the writing. Remember that this is just an idea to help you organize your thoughts.


  1. Use the first sentence or two to define the meaning of the poem/passage. You can also start a general statement involving the theme of the poem/passage. You should probably mention both the title of the poem/passage and the poet/author somewhere in the beginning. Show the reader that you understood what was going on in the poem/passage! You can also allude to something here you might discuss in the concluding paragraph.
  2. In the third or fourth sentence, discuss some of the language/rhetorical devices you see as playing an important role in the poem/passage and what they reveal or show throughout the poem/passage (they must relate to the bigger picture). Examples: syntax, tone, diction, figurative language, narrative pace, etc. Be sure to use adjectives before each device such as morose diction and stygian tone. This is your thesis; you will aim to prove this throughout your entire essay.

*Important reminders: Poems are in quotes, novels are underlined. Speakers are in poems, narrators are in prose passages.

Example of a prompt:

Read the following poem carefully. Then, in a well-organized essay, indicate how the poet uses images and symbols to link the predicament of the lost boy to the domestic situation of the speaker.

Example of an intro. to that prompt:

Sometimes reading a book can be a therapeutic activity, but other times it may remind a person of lugubrious events in his/her own life. Such as is the case of the speaker in Michael Waters’ poem, “The Mystery of the Caves,” wherein a small boy’s confusion during his parent’s vociferous fight is compared to a book he is reading which portrays another young boy who is lost among the crevices of the earth. Waters correlates the two boys’ stories through an array of images and symbols to reveal that the two boys may be in different situations yet share the same feeling of being lost.

Body paragraphs: (Sometimes two, sometimes three)

First, choose what device(s) (the how) plays the most important role and focus on that device in the first body paragraph. Be sure to revisit your T-Chart and annotation to decide what device to discuss first.

  1. The topic sentence (TS) should define what the author/poet does first to establish a specifically stated attitude, accomplish part of the specifically stated purpose, or create specifically stated meaning(depends on prompt). You are basically telling the reader what device is used and what it reveals or contributes to the meaning of the work. Try not to use the word “use” (yes, that’s ironic!). Try “employs, utilizes, manipulates, applies, etc.”

Example:  Michael Waters employs vivid imagery to connect the boy’s disarrayed and disoriented domestic situation to the predicament of the boy who is lost in a cave (this must relate to the prompt and thesis).

  1. The rest of the body should use specific examples from the actual poem/passage to show how the device plays an important role in revealing a character’s complexity, revealing the narrator’s attitude, revealing a theme; it depends on the prompt (here is where you use embedded quotes or paraphrase from the actual poem/passage). You must have a good combination of textual evidence and commentary to show how it reveals the meaning. Define what the author does, and analyze how the author does it.

Example: Although the boys are not in similar situations, they both feel lost which is depicted through descriptive imagery such as in lines 9-12 “I couldn’t stop reading the book because I had to know the answer, because my mother was leaving again—the lid of the trunk thrown open, blouses torn from their hanger, the crazy shouting among rooms.” The image of chaos and helplessness is revealed, and it is obvious that the young boy in the domestic situation is looking for a way out of this chaos just as the boy in the cave is “wandering a labyrinth of caverns” hoping to escape a desperate situation. The boy reading the book so desperately wants the “hero” to find a passage to safety, just as he would like to “know the answer” to his own family’s issues. Waters also uses the images of torn clothes and trunks thrown open and “crazy shouting among rooms” to connect the disordered house to a labyrinth of caverns. Both are extremely difficult to follow and seem to lead nowhere.

  1. Once you have fully discussed everything concerning the most important device, move onto the next paragraph. What will you tackle next? Choose another device that plays a strong role in the development of the poem/passage. (tone, diction, imagery, figurative language, etc.) Once again, revisit your T-Chart to make sure you are on track and fulfilling the prompt’s requirements.

Example: Waters also utilizes symbols to represent both parallel narratives. In line 7, the speaker says about the lost boy, “would he float upward toward light? Or would he somersault forever in an underground black river?” This is the same question he is asking about himself, only in his case he will metaphorically somersault into his parent’s divorce. The poet…

Conclusion: (the worst part of the essay!)

  1. End the same way the passage ends.
  2. Tie up the loose ends established in the introduction by making conclusions about how the message of the work just analyzed applies to overall human experience.

Example: The poem, “The Mystery of the Caves,” reveals many of the issues some young, children face today. The only escape from listening to their parents abusive fighting is to get lost in a book before they get lost in their parents’ issues. It is their only escape.

How to Organize an Essay for the Open Question

The following outline explains how to organize the writing


  1. Use the first sentence or two to make a connection to the prompt. This can be a general statement (no altruisms!), or it can use a quote (from the novel or prompt) that has something to do with the prompt or theme of the novel.
  2. In the third or fourth sentence you need to write your thesis statement. Be sure to use the novel, play, or epic’s title (be sure to underline), and the author/playwright’s name in your thesis. Double check your t-chart to make sure you are on the right track.



As stated by theorist Edward Said, “Exile is strangely compelling to think about but terrible to experience,” yet it can also be “a potent, even enriching” situation. Many characters throughout literature have experienced some sort of exile, but not all of them have this paradoxical experience of both alienation and enrichment.  Mary Shelley’s monster from Frankenstein is a character who experiences this enigmatic exile which illuminates the meaning of the work as a whole concerning human nature.


Body Paragraph: (Sometimes two, sometimes three)

This is a good time to revisit your T-Chart to decide what task you will take on first. Continue to revisit your chart to make sure you have fulfilled all tasks within your body paragraphs.

  1. The topic sentence should point the reader in the direction you are headed. He or should not ask the question “Where is this student heading?” Think of the first task and discuss that in your topic sentence. Then the rest of the body should use examples from the story to show that you’ve read the story and can fulfill the first task.

Example: The Monster’s exile proved to be isolating yet he grew and learned a great deal from his situation. After Victor left the Monster to fend for himself because he was too disgusted over what he had created, the Monster had no choice but to figure out how to survive. Initially, the experience was one of difficulty. The Monster yearned for a companion, but when he would try to reveal himself to others such as in the case with Delacey’s family, he was met with violence and abhorrence. Although this task was difficult at times such as when he burned himself trying to learn about fire, or when he was shot for trying to help a young girl who was drowning, there were also times when he grew as an individual. The enriching part of the experience came in the form of education through observation. Even though he was sad an abundance of the time, he also was able to observe others and learn about human interaction, history, language, and most importantly love. Because his creator had abandoned him forcing him to live a life of exile, the Monster did not have a parental figure to show him the ways of life, but his experience left him with no other choice but to learn from spying on others which became rewarding for the creature. This experience serves to illuminate the meaning of the work.


The second body paragraph should fulfill the other task(s) asserted by the prompt. Once again, begin with a topic sentence that reveals where you are headed, and then use examples from the story to show you have read and connect to the prompt.



  1. Finish the essay by connecting how the message of the work you just analyzed applies to the overall human experience.

Exile can be an unfortunate punishment for someone. Even though the experience can be extremely lonely and depressing, it can also offer a time in which a person can reflect and learn new things proving to be somewhat fulfilling.