Basic Structure

• Introduction
  • “hook”
  • Summary of *both* readings (3 sentences maximum)
  • Thesis Statement
• Body Paragraph #1
  • Topic sentence (articulate first supporting point of thesis statement)
  • Evidence: direct quotation or paraphrased passage from text #1
  • Analysis: explain how the evidence supports our argument (3+ sentences)

• Body Paragraph #2
  • Topic sentence (articulate second supporting point of thesis statement)
  • Evidence: direct quotation or paraphrased passage from text #2
  • Analysis: explain how the evidence supports our argument (3+ sentences)
• optional third body paragraph in which you use evidence from *both* readings
• Conclusion

Benefits of Text-by-Text Model

• Ensures that we use *both* texts as evidence
• Ensures that we use *both* texts equally
• According to some writers, the text-by-text model is easier to outline

What to Watch For

• Make sure we use of readings equally
• Make sure we do not just summarize: how can we make sure that we are using the texts to support our own argument and not just summarizing them?
• We need to use transitional words/phrases (more important now that we are using two texts as our evidence)

Summary vs. Analysis

When you analyze a text, you give it meaning beyond what the text tells you directly.

Consider the following questions:

1. What is the problem/question that motivates the author? What do you think about this problem/question?
2. From what context is the author writing?
3. What argument is the author putting forth, if any?
4. What evidence does the author use to support his/her assertions? Why?
5.  How is the text structured? How does it affect your understanding of the argument?
6.  What do you think are the key passages in the text? Why are they important? How do they work with the rest of the text to convey the author’s meaning?
7.  What assumptions/ideas do you bring to the text?

How to Get Started

• Begin by determining your answer to the question. This will be your paper’s thesis statement.
• Now that you have a thesis statement, come up with at least two points of support for the argument you are making. These will be the topic sentences of your body paragraphs.
• Locate at least one passage from each text (one from Allende’s and another from Smith’s) that illustrate each of the supporting points you make. These passages will be your evidence. As we discussed in class, we cannot simply quote the reading and assume our work is done. We must follow each quotation with an explanation of exactly how the passage supports our argument.

• Remember that this is an academic writing context. As such, your tone and language must be formal in nature. You should thus avoid conversational phrases, like “a lot,” or direct references to the reader, as in “you.”
• Also, remember: we refer to authors by their full names or by their last names. We never refer to writers by their first names.
• Lastly, be sure to include in-text citations whenever you quote or paraphrase the reading.

Transitional words/phrases

Transitional words/phrases for giving examples:

• “For example / For instance”
• “In fact”
• “As an example / As an illustration”
• “Specifically”
• “In particular”

Transitional words/phrases to show similarity:

• “similarly”
• “likewise”
• “in the same manner”
• “Also”
• “equally”

Transitional words/phrases to show contrast:

• “However”
• “In contrast”
• “And yet”
• “On the other hand”
• “Nevertheless”
• “But”

Transitional words/phrases to summarize:

• “In summary”
• “As a result”
• “In brief”
• “To conclude”
• “Therefore” / “Thus”