Name:______TIDIDE / Literary Analysis Check List Mr. Giles
Graphic Organizer Side – After reading and SIFTTing (annotating a text)
· Did you mention: the author, work, lit. device/element, and theme within the inference box?
· Did you fill in related word boxes to ALL of the key ideas?
· Do all of your examples support the ENTIRE inference?
o These need to be full quotations from the text. You will choose the four words or less during the next part.
· Are all of your examples representative of the lit. device/element you mentioned in your inference?
o If you said symbols, then all of your examples better be symbols
· Did you cite all the examples according to MLA format?
TIDIDE Writing Side
· Does all the information match up with the inference box?
· Is your topic sentence punctuated correctly?
o Are titles punctuated correctly?
o Do you have author’s first and last name?
· Do your “I” sentences read like plot? (See back for notes on “I” sentences)
o Used four words or less?
o Embedded correctly?
· Did you use the analysis stems document to craft your “D” sentence? (See back for analysis stems)
o Did you analyze the evidence? DON’T USE THE WORD “THIS”
§ If the evidence is a symbol, explain the symbol; then, how that symbol reveals the inference.
o Did you explain how the evidence supports the claim/inference from your “T” sentence?
o Did you use a related word from the graphic organizer? (Used in “D” sentences)
· Did you refer to / use the transition word list? (See Online Resources on class website)
Hand-written / Typed Version
· Did you look at the TIDIDE writing side of the handout and complete the directions?
o CIRCLE the inference in your “T” sentence; then, CIRCLE the related words you have included in each “D” sentence.
o Include quotation marks in your “I” sentences, and the author and page number on which you find the quotation.
· Did you revise any of your sentences according to the sentence coordination document? (See Online Resources on class website)
· Are all of your verbs in present tense?
· Did you edit out contractions?
· Is your header in the top left-hand corner of the page?
· If hand-written:
o Are your paragraphs indented?
o Do you have capital letters at the beginning of each sentence?
o Is it written in your BEST penmanship? *If I cannot read it, I cannot assess it.
· If typed:
o Did you set up your document according to MLA format?
§ Time New Roman font, 12 pt. sizing, double-spaced, spacing before and after set to zero, and box checked about paragraph style
o Is your header in the top left-hand corner of the page?
o Did you hyper-link your email address to your name within the header?
o If asked to upload, is your file name correct?
TURN OVER FOR “I” and “D” SENTENCE NOTES
“I” Sentence notes
Embed = to hide within
Embedding evidence = hiding textual evidence within your own writing
· Quotes have 4 words or less (a, an, the, that don’t count)
· If you take away the quotation marks, the sentence still has to make sense
· Quotes have to be part of a bigger sentence that you have written (they cannot begin a sentence and they cannot make up the whole sentence)
· You have to change all verbs in quotations to present tense by deleting the past tense parts of the verbs (even if it’s the whole word) and replacing it with present tense in [brackets].
Example: “Montag smile[s] a fierce smile”
Found = f[inds]
Trick: You want to make it seem like you’ve plagiarized, except you’re putting quotation marks around what is quoted.
“D” sentence notes
When using textual evidence to:
· Interpret meaning
· Dive deeper into a text
· Reveal something (i.e. symbols)
· Show something not obvious to readers
Use these STEM phrases to craft a “D” sentence:
· suggests that…
· implies that
· one can infer that
· can be interpreted as
· symbolizes the (idea, situation, other theme or object)
· one can draw a parallel between
· represents
· actually means
· argues (asserts, alleges, contends, declares, affirms, makes a case, reasons, emphasizes) that…
· quickly establishes
· In a … tone, the author contends…
· The use of… positions the reader to share the writer’s viewpoint that
· through the use of …predisposed the reader to…
· contributes to the effect…
· aims to…
· establishes…
· …draws the reader…
Try these too…
· The fact that (rephrase your evidence) proves/shows/demonstrates/illustrates/etc. that (rephrase your claim) because…
· Based on this*, we must conclude (rephrase your claim) because…
· All of this* goes to show that (rephrase your claim) because…
· The argument that (rephrase your claim) must be true because as (rephrase your evidence) shows…
· The most logical conclusion we can draw from this* is that (rephrase your claim) because…
· Taken together, the fact that (rephrase one piece of evidence) and that (rephrase more evidence), clearly demonstrates that (rephrase your claim) because…
· This* is significant because (explain why in a way that directly relates to the claim)…
· (Rephrase your evidence) matters because (give your reason). Thus, (rephrase your claim) must be true because…
· If (rephrase evidence) were not true, then (rephrase claim) may be false. However, (repeat rephrased evidence) is true, and thus, we must conclude that (rephrase claim) because…
· These facts/examples/images/stories/data/etc. work together to build a case that (rephrase claim) because…
· This (illustration/graph/statistic/etc.) is irrefutable evidence that (rephrase claim) because…
*The word “this” refers to the evidence you used in your “I” sentence!