Spring Anchor

Help Desk

SECTION
CONTENTS
Table of Contents
10
Help Desk
09
08
07
06
05
04
03
02
01
Typing and Revising
Type your draft
Outline Intro & Conclusion
Outline Body Paragraph 2
Outline Body Paragraph 1
Write Thesis
Pick Quotes
Unpacking the Prompt & Brainstorming
Unpacking Anchor Documents

01
Unpacking Anchor Documents

History: DAY ONE & TWO

History Anchor Docs

Your history teacher will pass out your anchor documents to you.

Follow your teacher’s directions to work through analyzing each document.

If you would like extra help analyzing the visual documents visit help desk item #1

TO DO:

Complete the anchor document packet.

02
Norming, unpacking the prompt & Brainstorming

English: DAY ONE & TWO

You’ve done an anchor before. How did it go?

Look over your Fall Anchor. You may still have the hard copy with teacher feedback,
or you might have access to your draft from your google drive.

Take a few minutes to reflect on:

What went well in the Fall?
What did not go so well? What happened?
How have you changed or grown as a learner since November? What do you understand
now that you didn’t then?
What problems or pitfalls can you work to avoid this time around?
What do you need from your teachers to be successful?

Reflect on your Fall Anchor

Write down one goal for yourself. Try to make it something you can control. I.E. “I
will stay focused and not chat the whole time,” and not something like “I will get
all exemplaries.”

Spring Anchor Thesis Statement Rubric:

Prompt: How did industrialization impact society in regard to class and/ or gender?

Thesis #1: Industrialization had a negative impact towards the working class
because of the incapability to maintain proper housing and bad work environments.

Thesis #2: Industrialization changed women’s roles in society as it led to a

demand for gender equality in the workforce, but also resulted in women taking on
more responsibilities seen through the double burden.
Norm An Anchor Sample
Excelling
Proficient
My argument is specific, using precise words and ideas

My focuses are specific

My sentence structure and phrasing shows originality

Correct subject

Clear argument that fully answers the prompt

Accurate focuses

Single sentence
Proficient
Excelling
Thesis 1 is proficient: It does the bare minimum needed to meet criteria by having
all elements, a clear (but vague) argument, and is accurate.
Thesis 2 is excelling: It goes deeper into the argument and focuses with
specificity and has some originality to it.

Spring Anchor Topic Sentence Rubric:

Thesis: Industrialization changed women’s roles in society as it led to a demand
for gender equality in the workforce, but also resulted in women taking on more
responsibilities seen through the double burden.

TS #1: Gender equality changed women’s roles in society as they started striking
and fighting for equal pay.

TS #2: The double burden placed more demands on women during the Industrial
Revolution as they were expected to support their families financially in addition
to maintaining the household and caring for their children.
Norm An Anchor Sample
Excelling
Proficient
My TS uses precise words and ideas
My TS has one controlling focus that unites chunks within a paragraph
My sentence structure and phrasing shows originality
Correct Subject
Clear Argument
Accurate Focus(es)
Single Sentence
Proficient
Excelling
TS 1: Proficient
TS 2: Excelling

Spring Anchor Quote Integration:

TS: The double burden placed more demands on women during the Industrial Revolution
as they were expected to support their families financially in addition to
maintaining the household and caring for their children.

Quote Integration (chunk 1): The Van Vorst sisters, writing about the experience of
working-class women, recall what one of the girls said: "We three girls support
mama and run the house. We have $13 rent to pay and a load of coal every month and
groceries" (Vorst).
Norm An Anchor Sample
Excelling
Proficient
SOAPS are purposeful and helpful to the reader
Quote integration is sophisticated
Quotes are persuasive
Two or more developed and relevant elements of SOAPS used
Single sentence used to convey context and quote integration
Historically accurate context
Grammar errors, if any, do not interfere with understanding
Quotes are relevant
This is developing because we need better context about who the Van Vorst sisters
were and the QI tacks the quote on at the end.
QI is actually developing. The writer needs to give me more context about who the
Van Vorst sisters are. The QI is not fluid and tacks the quote onto the end.

Spring Anchor CM (History example):

TS: Increased attention to poor child working conditions led to public outcry and
reforms due to the danger children faced in factories.

QI: In 1904, American photographer Lewis Wickes Hine took a photo of a young girl
employed in a cotton mill surrounded by heavy machinery and dangerous cotton fiber
(Hine).

CM: By sharing this photograph with the public, Hine brings attention to the
dehumanizing working conditions of child laborers in hopes of advocating for humane
work regulations for the lower class. This led people to want to change the rules
about who could work in the factories.
Norm An Anchor Sample
Excelling
Proficient
Insightfully analyzes CD
Discusses a specific, accurate and relevant detail from the quote and provides an
explanation as to why the detail is significant
Insightfully connects the use of the evidence to the argument
Explains how the evidence supports the argument of the TS and thesis.
Uses specific and accurate ideas
This is developing because CM 1 does not sufficiently address the CD. What was
written for CM 1 actually works well if it were CM 2. The current CM 2 summarizes.
If this student had used CM 1 to really address the quote, and used what they wrote
as CM 1 for CM 2, this would have worked a lot better.

Spring Anchor CM (English example):

TS: Increased attention to the poor working conditions led to public outcry and
reforms due to the long hours faced by the working class in factories.
QI: In the 1914 poem “In the Factory,” Rosenfeld articulates the devastating impact
harsh working conditions had on his soul and writes “unaware that I am, or have
been, I sink and am lost in the terrible tumult, and void is my soul…I am a
machine” (Rosenfeld).

CM: Through metaphor, Rosenfield equates himself to a machine and stretches the
boundaries of reality to emphasize the wretchedness of the situation. This
depiction of the working class shows how bad the working conditions were in the
factories.
Norm An Anchor Sample
Excelling
Proficient
Insightfully analyzes CD
Discusses a specific, accurate and relevant detail from the quote and provides an
explanation as to why the detail is significant
Insightfully connects the use of the evidence to the argument
Explains how the evidence supports the argument of the TS and thesis.
Uses specific and accurate ideas
This is developing because CM 1 lacks depth and meaning. It should identify what he
and the machine have IN COMMON. CM 2 also simply restates the argument that this is
bad without really explaining how it is bad.
This is considered a developing. While the writer has clearly identified the lit
device and what is being compared, the analysis is lacking depth and meaning. It
needs to identify what he and the machine have IN COMMON

Let’s Get Organized!

You will need the following resources to successfully complete this prompt. Please
get these out.

Anchor Source Packet

Prompt Sheet & Outline (passed out today)
Your TFA novel
Any other quote
collectors your
teacher used.

Unpacking the prompt

TO DO:

Pick your impacts. You should have two distinct ones

Move on to picking your quotes if you finish

Let’s break down the prompt

Unpacking the Prompt

What is Chinua Achebe’s claim about the impact imperialism has on colonized people
in Things Fall Apart? Corroborate Achebe’s claim using historical evidence.
What steps do you need to take in order to be able to answer all aspects of this
prompt?

Turn to your neighbor and discuss what you will need to do.

03
Pick your quotes
DAY THREE

You should know which impacts you will be addressing by now. Some possible
categories are below, but you do not need to use them.

CULTURAL IMPACT - What CHANGED in the Igbo daily life, interactions, societal
structure, or beliefs as a result of British occupation?

POLITICAL IMPACT - What CHANGED about the laws, rules, government, or who had power
to enact those things as a result of British occupation?

Now go find quotes!

Picking Quotes
TO DO:

Pick your quotes

Check your quotes with your teacher (no need to integrated them first!)

Move on to writing your thesis if you finish

Find your TFA quotes

Pick TWO DISTINCT IMPACTS to write about.

Some things to consider:

What were the biggest, most important impacts that resulted in the most damage (or
benefit) to the Igbo identity?

Which impacts that appeared in TFA also appeared in your historical documents? What
has the strongest connections?

Picking a GOOD quote

Does it show a clear impact?
Can it be corroborated (supported) by a historical document?
Does it contain a literary device that you can analyze?
If you answered no to any of these questions, don’t pick that quote.
When you have found TWO TFA quotes, write them in your quote organizer

Finding your TFA Quotes

Find your history quotes

Things to consider in picking your history quotes.

Does this show a clear impact of imperialism?

Does this connect to the Things Fall Apart quotes that were selected?

You could consider packaging your essay with either the POINT or BLOCK METHOD.
POINT METHOD - two distinct impacts of imperialism, one per paragraph. Each
paragraph has a TFA and history quote that show the same impact.

BLOCK METHOD - one paragraph on historical impacts of imperialism and one paragraph
on TFA portrayal of the same impacts

You may need to try several quote combinations before you find the winning ones.

You MUST use TWO

DIFFERENT HISTORY
DOCUMENTS in your
anchor.

Unpacking the Prompt

04
Write your Thesis

DAY FOUR

Recall Parts of a Thesis

SUBJECT - The topic you are addressing,

ARGUMENT - Answers the prompt. In this case, you are identifying what Achebe is
saying

FOCUS - The evidence you will use to support your argument. In this case, you will
cite the impacts
of imperialism from the novel.

(Rejoice! You have

already picked these!)

If you would like extra

help writing your thesis,
visit help desk item #2
Review & Write Thesis Statements
TO DO

Get your quotes checked

Write your thesis. Get it checked.

Move on to outlining BP #1 if you finish

05
Outline Body Paragraph #1

DAY FIVE
Access the outline
You can use bullet points to frame what you want to say; your wording does not need
to be perfect. Be sure that you FOLLOW THE STRUCTURE, as not adhering to is will
cost you big points.

Outline Body Paragraph #1

TO DO

Get your thesis checked (if you haven’t yet!)

Outline your first body paragraph

Help Desk for Body Paragraphs

Before coming to me with questions, click the following links to learn more about
how to perform this

Help Desk Item #3: Topic Sentences

Help Desk Item #4: CD Soapstone

Help Desk Item #5: CD Integration

Help Desk Item #6: CM; Analyzing for a lit device

Help Desk Item #7: Explaining an impact of Imperialism

Help Desk Item #9: Transitions

Help Desk Item #10: Concluding Sentences

Outline Body Paragraph #1
Once you have completed drafting body paragraph #1, move on to body paragraph #2

06
OUTLINE Body Paragraph #2

DAY SIX

By today you should have Body Paragraph #1 OUTLINED.

If you have not done this, you need to complete this as your first priority.

Body Paragraph #2
You can use bullet points to frame what you want to say; your wording does not need
to be perfect. Be sure that you FOLLOW THE STRUCTURE, as not adhering to is will
cost you big points.

OUTLINE Body Paragraph #2

TO DO

Outline your second body paragraph

Move on to the Intro/ Conclusion if you finish

Help Desk for Body Paragraphs
Before coming to me with questions, click the following links to learn more about
how to perform this

Help Desk Item #3: Topic Sentences

Help Desk Item #4: CD Soapstone

Help Desk Item #5: CD Integration

Help Desk Item #6: CM; Analyzing for a lit device

Help Desk Item #7: Explaining an impact of Imperialism

Help Desk Item #9: Transitions

Help Desk Item #10: Concluding Sentences

Drafting Body Paragraph #2
Once you have completed drafting your outline, copy and paste to your MLA formatted
final document and begin revising

07
Introductions and Conclusions

DAY SEVEN

Outline your Introduction / Conclusion

You can use bullet points to frame what you want to say; your wording does not need
to be perfect.

When this is done →

Create and Share your Anchor Document

Please share the MLA formatted google document with your Humanities teachers.

Introduction & Conclusion

TO DO

Outline your introduction & conclusion

Begin typing once your introduction and conclusion are complete

Anchor folders may go home today

Hook: Introduce the concept that you are discussing… in this case Imperialism in
Africa. We suggest using a quote from Adichie’s Danger of the Single Story or an
African proverb.

Big Picture: The origins of the 2nd wave of Imperialism, particularly the
motivation for the Europeans going to the lower Niger River Valley.

Introduce Chinua Achebe and TFA: Provide some biographical information on Achebe
and the context of his writing of Things Fall Apart

Narrow the focus: Bring your discussion of Achebe to his motivation for writing the
novel.
Thesis: You already have this! Hooray!

Introduction & Conclusion

Introduction TIPS
Your paragraph should be 10 sentences maximum. Avoid the temptation to squeeze
everything you know about the motivation for the second wave of Imperialism into
your introduction. Pick details that relate to your argument.

Your paragraph should be 8 sentences minimum. Don’t skip any of the parts we are
asking for. Be sure you provide the reader some understanding of the historical
context.

Transition between the elements of your Introduction to provide a smoother reading

experience. To review transition words, click here

Do not give us a plot summary of Things Fall Apart. You should assume your reader
is familiar with the particulars.
For more introduction help, visit the help desk

Restated Thesis: Restate your original argument to remind the reader of the main
point you were trying to make

Revisit your evidence: Briefly remind the reader of your examples-- what were the
central or key ideas to take away about these specific impacts of imperialism?

Achebe’s overall claim about the impact of imperialism: What lessons does Achebe
want readers to take away from his novel?

The Lesson: What should we have understood from studying imperialism in general?
How did imperialism impact identity?

Final Word: Give a final thought on this topic by revisiting your hook in some way.

Introduction & Conclusion

Conclusion TIPS
Your paragraph should be 4 - 8 sentences maximum.

Avoid the temptation to simply copy/paste elements of your paper into your
conclusion. You must restate, paraphrase or summarize in a broad way.

Transition between the elements of your Introduction to provide a smoother reading

experience. To review transition words, click here

Do NOT introduce any new ideas or information

This is your absolute last priority to all your other paragraphs. You do not earn
many points in your conclusion-- resist the urge to wordsmith/ get hung up on your
phrasing. Write stuff down, move on, and come back when your body paragraphs are in
good shape.
For more conclusion help, visit the help desk

08
Complete a full draft

DAY EIGHT

Create and Share your Anchor Document

Please share the MLA formatted google document with your Humanities teachers if you
have not done so already.

I am going to start having writing conferences once people have things typed.

If you have a specific area you want me to look at, please highlight it so that
when we have our conference, you remember to ask me about it.

Finish a Full Draft

TO DO

Get through typing half your essay

You need to catch up if you haven’t started typing today.

09
Draft, Revise & Submit

DAY NINE - TEN

Writing conferences will continue for people who have not had time for a conference
yet on days 9 & 10.

If you have a draft completed, you can do some peer editing or self-editing
activities.

If you have a specific area you want me to look at, please highlight it so that
when we have our conference, you remember to ask me about it.
Draft, Revise and Submit
TO DO

Peer Edit

Finish your Draft

Submit BEFORE you exit class March 8th

10
Help Desk Articles

Help Desk Table of Contents

Item #1: Analysis of a Visual Anchor Document

Item #2: Writing your Thesis
Item #3: Topic Sentences
Item #4: CD Soapstone
Item #5: CD Integration
Item #6: English CM; Analyzing for a lit device
Item #7: English CM; Explaining an impact of Imperialism
Item #9: Transitions
Item #10: Concluding Sentences
Item #12: Introduction
Item #13: Conclusion
Item #14: Common Mistakes In Anchor

Item #1: Analysis of a Visual Anchor Document

Using an image as a CD (Concrete Detail) can be challenging. Compare the examples
below to see how this is done.

Since there are no “quotes” in the original political cartoon (titled “The Rhodes
Colossus”), the writer needs to point out specific details in the image that they
want their reader to “see” as they describe it in writing. See how the writer broke
the image into significant parts or details in the annotated image (right).

Item #1: Analysis of a Visual Anchor Document

The following is an example of how the writer “quotes” this document. Notice that
the writer:
used a small amount of historical background to help contextualize the image
did not use all the details he annotated.
“The Rhodes Colossus” is a political cartoon published in 1892 that
caricatures British explorer Cecil Rhodes and his plan to establish a telegraph
line across the continent of Africa. Giant in stature, Rhodes stands tall with open
arms and spread legs that span the entire continent (Sambourne).

Item #2: Writing Your Thesis Statement

Step 1: Identify your subject - argument - focus

SUBJECT: the historical fiction novel Things Fall Apart by Chinua Achebe
ARGUMENT: What is Chinua Achebe saying about the impact of imperialism on
colonized people?

FOCUS: The impact focus points you picked when you selected your quotes.

Step 2: Form your argument by answering the question.

What do your textual examples show happened to the Igbo as a result of imperialism?

Try to be BROAD in your answer so that you can narrow down in your commentary to
specifics.

Step 3: Provide your focal points. Two impacts

Here’s a frame you can use: In Things Fall Apart by Chinua Achebe, he shows that
(insert your argument here) by depicting (impact #1) and (impact #2)

Note: Using frames may earn you proficiency, but will NOT be considered excelling.

Item #3: Writing Your Topic Sentence

Topic sentences are like mini-thesis statements. They also have a subject,
argument, and a focus, but they are more fine-tuned to the specifics of the
paragraph.

Subject: One of the focuses in your thesis statement

Argument: A more specific impact on colonized people than in your thesis, tailored
to this paragraph. Try to go beyond stating that there was an impact and instead
explain what that impact was.

Focus: The specifics of what changed to the culture or politics. Your focus should
address both chunks in your paragraph, but it’s better if your chunks are related.

Here’s a frame you can use: Focus #1 shows (impact to more specific aspect of
colonized people) because (summary of evidence in chunk #1) and (summary of
evidence in chunk #2)

Note: Using frames may earn you proficiency, but will NOT be considered excelling.

Item #4: Concrete Detail SOAPstone - Historical CD

Your quote CANNOT stand alone. Always use SOAPS to give your Concrete Details
context. You can either do this as part of your quote blend, or you may include an
extra sentence of context before your integrated quote. Either way, your need to
attach your quote to words of your own.

SOAPS
Only choose the most relevant parts of SOAPS to include in your blend. How do you
know what is relevant? Ask yourself-- does my reader need to know this in order to
understand my argument? You must use at least two.

Hint: You will usually need the speaker (who), the occasion (contextualize the
source), the purpose (why). Include the other parts of SOAPS only as they help
clarify your point.

S
Speaker - Who is the author? Be sure to give us an idea of their place in the world
beyond just their name.
O
Occasion - What relevant information about the when and where helps make meaning of
the document? Explain the lead up to what prompted the writing.
A
Audience - Who was the document created for? Who is the author trying to persuade?
P
Purpose - Why does the document exist? Why was the document created? What was the
writer’s goal in creating the document?

Item #4: Concrete Detail SOAPstone - Literary CD

Similarly, if your CD comes from a literary source, it also CANNOT stand alone. You
can still use SOAPS to help you give your quote context

SOAPS
You still need to pick only the relevant parts of SOAPS to include in your blend.
The criteria is the same -- what does my reader need to know in order to understand
my argument?

For a spoken quote (something that one character says), you will still emphasize
speaker, occasion, and purpose

For a narrated quote (an action or narrated observation), the speaker becomes less
important, but we still need the lead up to the quote (occasion)

S
Speaker - Who said it or did it (if it is a narrated action)? Go beyond their name
and identify their role in the story
O
Occasion - What happened to cause them to say this or do this? What led up to this
in the story?
A
Audience - Who did they say or do it to? Who was present for the incident?
P
Purpose - Why did they say or do this? What did they hope to achieve?

Item #4: Concrete Detail SOAPstone - Literary CD

Example of SOAPstone
S
Speaker - Who said it or did it (if it is a narrated action)? Go beyond their name
and identify their role in the story
O
Occasion - What happened to cause them to say this or do this? What led up to this
in the story?
A
Audience - Who did they say or do it to? Who was present for the incident?
P
Purpose - Why did they say or do this? What did they hope to achieve?
Sample Quote: “The heathen say you will die if you do this or that, you are afraid…
The heathen speak nothing but falsehood. Only the word of our God is true” (157).
S
Speaker
Mr. Kiaga, a missionary in Mbanta
O
Occasion
When he insisted that the osu shave their heads to be admitted to the church
A
Audience
The osu and other converts
P
Purpose
To demonstrate that Christianity is the true religion and Igbo is false

Item #5: CD Integration

When you are quoting from a text, you need to consider Quote Length

You do not need to quote complete sentences or thoughts.

You should be quoting ONLY what is absolutely necessary to make your point.

If you have a lengthy quote, you can paraphrase some of it into your blend

Rule of thumb: No more than 2 typed lines.

Bad Version
Good Version
“How can he when he does not even speak our tongue? But he says our customs are
bad, and our brothers who have taken up his religion also say our customs are bad.
How do you think we can fight when our own brothers have turned against us? The
white man is very clever. He came quietly and peaceably (176).
“He says our customs are bad, and our brothers… also say our customs are bad”
(176).
What’s wrong with it?
What’s right with it?
It’s too long
There are too many different ideas expressed
The reader gets lost in the quote.
There isn’t enough space for your interpretation when there is this much quote
It’s focused on one clear idea
The quote is short and to the point
There is lots more room to interpret this quote in the paper.

Item #5: CD Integration

When using concrete details (CDs/ quotations) as evidence in writing, you must
integrate the CD with your own words.

Integrate (verb):
To combine or work together
in a way that makes something more effective.

Notice how the context in Example 1 suddenly stops, and then the CD suddenly
begins? This is disorienting for readers.

In Example 2, the writer has rearranged their original sentence of context and
added words to integrate the two parts of this sentence together.

Integration Missing (Example 1)

Integration Present (Example 2)
Cassius complains to Brutus while they wait outside of Caesar’s celebration. “We
petty men/ Walk under his huge legs and peep about/ To find ourselves dishonorable
graves” (Julius Caesar 1.2).
While waiting outside of a celebration for Caesar, Cassius complains to Brutus, “We
petty men/ Walk under his huge legs and peep about/ To find ourselves dishonorable
graves” (Julius Caesar 1.2).

Item #5: CD Integration

Remember these rules when integrating your CDs
Concrete details need to be integrated with your own words. Do not let CDs stand
alone.
Concrete details should be brief and to-the-point. Only use the language you need
to make your point.
Provide a citation for your quote using the correct format, which is usually
“[Quote]“ (Author’s last name).

Quote Sandwich strategy

A simple way to think about blending a CD and context is to put a dependent clause
in front of your quote.
A dependent clause has a subject, a verb, but DOES NOT express a complete thought
Use a conjunction or preposition such as since, when, after, because, if, by
somewhere in your integration
Bread - Context for your quote followed by correct punctuation (usually a comma)
Meat - the quote
Bread - the citation

Integration Example
When explaining the benefit of his financial plan to Jefferson, Hamilton asserts,
“If we assume debts, the union gets a new line of credit, a financial diuretic”
(Miranda).

Item #5: CD Integration

Example of a Quote integration

Common Words to Aid Integration & Quote Blending

Subordinating Conjunctions
Correlative Conjunctions
Conjunctive Adverbs
Synonyms for “Says”
Because
Unless
While
Where
Until
Since
How
Even if/ though
Before
As
Either…or…
Both…and…
Neither…nor…
Although… ultimately…
Not only…but also…
After all
As a result
Besides
Consequently
Likewise
Therefore
Thus
Otherwise
In addition
Claims (claimed)
Declares (declared)
Maintains (maintained)
Suggests (suggested)
Reports (reported)
Explains (explained)
Admits (admits)
Concedes (conceded)
Responds (responded)
Adds (added)
Reads (read)
Asserts (asserted)
Sample Quote: “The heathen say you will die if you do this or that, you are afraid…
The heathen speak nothing but falsehood. Only the word of our God is true” (157).
S
Speaker
Mr. Kiaga, a missionary in Mbanta
O
Occasion
When he insisted that the osu shave their heads to be admitted to the church
A
Audience
The osu and other converts
P
Purpose
To demonstrate that Christianity is the true religion and Igbo is false
In order to demonstrate that Christianity was more valid than the Igbo religion,
Mr. Kiaga, a Christian missionary in Mbanta, insisted that the Osu shave their
heads, saying, "The heathen say you will die if you do this or that, you are
afraid… The heathen speak nothing but falsehood. Only the word of our God is true”
(157).

Item #6: English CM; Analyzing for a Lit Device

The literary devices we are looking for this time are DICTION, CHARACTERIZATION,
SYMBOLISM, and METAPHOR. Note that you only have to find these in your TFA quotes,
not your history ones.
To write your first sentence of commentary ask yourself the following questions:

What is the literary device that is being used here?

How do I know?
What does the use of this literary device show the reader?

When you are writing your first CM, be sure to reference language in the quote. If
your CM sentence can be used with any old CD, it is not specific enough.

Diction - the author’s specific word choice that conveys an emotion. To

successfully analyze for this, your quote needs to contain words with strong
emotional meaning (connotation).

Characterization - the qualities or characteristics of a character in a story. To

successfully analyze for this, you will need to explain how the way a character
behaves shows significance to Achebe’s overall meaning.

Symbol - when an object is used to stand in for an idea. To successfully analyze

for this, you need to explain what the symbol stands for, what is literally
happening to the symbol and how that figuratively connects to the impact of
imperialism.

Metaphor - when an indirect comparison is made between two unlike things. To

successfully analyze for this, you need to explain what the two things have in
common and how that relates to an impact of imperialism.
Beware the following traps:
Summarizing the CD for plot
Simply restating the CD in your own words without making an interpretation
Re-quoting large chunks of the CD you just quoted. You can pull out specific words
if needed, but no more.

Item #6: English CM; Analyzing for a Lit Device

Common Mistakes:

Choosing a quote where the impact Achebe describes is expressed in a literal sense,
not in a figurative one.

“The white men had also brought a government” (175).

This is literally what happened. You will have a difficult time finding any clear
use of literary devices in this quote.

Diction -- choosing a word to analyze that is too neutral.

“Umuofia had indeed changed during the seven years” (175). And trying to use the
word “changed” to show diction.

You should not have to force your word to have an emotional meaning. It should be
readily clear to the reader.

Confusing Symbolism and Metaphor- these are very closely related, so can be quite
difficult to identify.

Ask yourself what the point the device is:

Is Achebe trying to emphasize the comparison? Use metaphor.
Is Achebe using what is literally happening to something to represent what is
figuratively happening to the thing it stands for? Use symbol.

When in doubt, ask your English teacher.

Analyzing a weird part of the quote that has nothing to do with an impact.

“The low-born and the outcast... joined” (175). And then analyzing the use of “low-
born”

If your analysis does not relate to the impact you’re claiming, you’re doing it
wrong.

Item #6: English CM; Analyzing for a Lit Device

Common Questions

My concrete detail has multiple literary devices in it. What should I analyze for?

Answer: Pick the device that you will be able to connect best to the claim and
impact you are arguing.

Can I use a literary device OTHER than the four you mentioned?

Answer: Yes, but clear this with your English teacher. But also, don’t make this
assignment harder than it is. Don’t pick obscure devices. You don’t get extra
credit for stumping your history teacher with your analysis of synecdoche.

What if I’m not sure what literary device is in my quote? Should I just guess?

Answer: No, don’t just guess. Get help from your teacher or a friend, or pick a
quote where you are confident about your literary device.

Item #6: English CM; Analyzing for a Lit Device

Example of analyzing a concrete detail for a lit device:

Ask yourself which literary device is present in the quote.

Diction - or word choice - is the literary device most apparent in this quote.

Since you’ve identified Diction, ask yourself, which words show the strongest
emotional meaning?
Heathen, falsehood, and afraid all have very strong negative meaning associated
with it.
Ask yourself, what is Achebe showing the reader about the impact on the Igbo with
the use of these words?
Achebe is showing how the missionaries used language with negative words to
persuade the Igbo to convert to Christianity.

Sample Quote (with integration): In order to demonstrate that Christianity was more
valid than the Igbo religion, Mr. Kiaga, a Christian missionary in Mbanta, insisted
that the Osu shave their heads, saying, "The heathen say you will die if you do
this or that, you are afraid… The heathen speak nothing but falsehood. Only the
word of our God is true” (157).
Example of CM #1: Achebe uses diction with negative connotations like “heathen” and
“falsehood” to show how the missionaries were so persuasive in converting the
tribesmen to Christianity.

Item #7: English CM; Explaining an impact of Imperialism

To write commentary #2, consider the following question:

Go back to your topic sentence to determine what you say Achebe’s claim is.
Explain how this incident shows that you are correct in your interpretation of
Achebe’s claim.

How does the literary device support Achebe’s claim about the impact of Imperialism
on the Igbo?
Sample Quote (with integration): In order to demonstrate that Christianity was more
valid than the Igbo religion, Mr. Kiaga, a Christian missionary in Mbanta, insisted
that the Osu shave their heads, saying, "The heathen say you will die if you do
this or that, you are afraid… The heathen speak nothing but falsehood. Only the
word of our God is true” (157).
Example of CM #1: Achebe uses diction with negative connotations like “heathen” and
“falsehood” to show how the missionaries were so persuasive in converting the
tribesmen to Christianity.
Sample CM #2: Once the validity of the native religion was called into question by
this negative diction, the natives searched for answers, finding them in
Christianity instead, and leaving their old customs behind.

Item #8: Counterclaim & Rebuttal

Commonly ask questions

Do I need to put my counterargument in my Topic Sentence for this paragraph?

Answer: Up to you. Does it enhance your argument? Does your TS still read clearly
and cleanly/ Can you stay in the page length requirement? If so, you can do it.

Do I need to analyze my counterargument CD from TFA for a literary device?

Answer: No. But if you feel like you can, you should try.

Can I do the extra chunk AND have an extra sentence of commentary?

Answer: Nope. You can do one or the other. Make sure you are using the proper
number of sentences in your commentary section because otherwise you will be marked
down for not following the structure.
Extra Line of Commentary
Extra Chunk
This will only work if you have a focus specific counter argument, in other words a
different impact to that same aspect of cultural or political identity.

I.E. If your CD is about impact to family, then your counter commentary line needs
to also be about impact to family, not some other aspect of culture
This will only work if you have an argument specific counter argument, in other
words a different impact to political or cultural identity overall.

I.E. Your argument pertains to the family aspect of culture, but you have a counter
argument regarding a religious impact, you should use this method.

Item #8: Counterclaim & Rebuttal

Option #1 (Outline 1: Extra CM)
In your TFA chunk, add a THIRD sentence of commentary that acknowledges the
counterclaim. This can also be a done in a phrase or clause that is tacked on to
your second sentence of commentary.
UCLA athletics are better than USC because UCLA has more national championships.
According to the National Collegiate Athletics Association, UCLA has “116 national
championships, second only to Stanford’s 117 championships” (ncaa.com) while USC
only has 107. This clearly shows that UCLA has a better sports program than USC
because mathematically 116 is greater than 107. Even though USC may have more
titles in popular sports such as football, UCLA still is the superior school
overall for sports.
Blue = TS; Red = Integrated CD; Green = Commentary; Bold = Counterclaim

Option #2 (Outline 2: Extra Chunk)

Add a second TFA chunk to your first paragraph, add a counter CD that you will
explain away.

Even though USC has a better football program, UCLA athletics are better than USC
because UCLA has more national championships. According to data collected by the
National Collegiate Athletics Association, USC has “won 39 conference
championships” and “17 national championships” (ncaa.com), although at least one of
those was vacated due to NCAA violations, in comparison to UCLA’s one football
championship. Although it is true that 17 national football titles is far more than
one, this does not tell the whole story of a school’s athletics program. Instead,
by looking at UCLA’s overall 116 national titles compared to USC’s 107, a much
clearer picture of the athletic program comes into view, unmistakably showing
UCLA’s athletics to be better.
Blue = TS; Red = Integrated CD; Green = Commentary; Bold = Counterclaim

Notice that the commentary for this chunk shifts. You are no longer trying to
explain why this evidence supports your claim; rather, you are trying to explain
that even though this evidence exists, your claim is still the proper
interpretation.
CM #1 - acknowledge what this evidence shows that might contradict your argument,
but make sure not to prove the point of the otherside. Don’t stay too long on your
acknowledging.
CM #2 - Turn back toward your claim. Explain: Why is your interpretation still
right even though this evidence exists?

Item #9: Transitions

Every time you move between chunks, you need to transition.Every time you move
between paragraphs, you need to transition.
Transitions help make your writing easier to read. They give the reader a bridge
between ideas, clarifying their relationship and how they connect.
Adding information: To give more information
also
not only
together with
Furthermore
in addition
additionally
in fact
Moreover
Giving examples/ clarifying: To state an example
for example,
for instance,
specifically,
in particular,
to demonstrate
to illustrate,
notably,
Showing a contrast/ difference: To state how something is different
although
however
on the other hand
in comparison
in contrast
otherwise
instead
Showing a comparison/ similarity: To state how something is the same
likewise
similarly
in the same way
just as
as
too
again
thus
Adding an emphasis: To highlight an important point
Above all,

Even more
More importantly,
Showing a time sequence: To show the order that something occurs
meanwhile
therefore
furthermore
altogether
overall
finally
Showing a cause or effect: To show the result of some action
Due to ____,
For
For the reason that ____,
Since __, then __
Consequently
as a consequence
If… then
as a result
therefore
thus

Item #10: History CM

In comparison to the
literary analysis, the
historical analysis you
will be completing is
fairly straightforward.

CM #1: Analyze how the OCCASION shows an impact of imperialism. You must use
outside historical knowledge (facts, key terms, people, events, etc) for your
OCCASION.

CM #2: How does impact support what Chinua Achebe is saying was an impact of
Imperialism in TFA in your TFA chunk?

“The Rhodes Colossus” is a political cartoon published in 1892 that

caricatures British explorer Cecil Rhodes and his plan to establish a telegraph
line across the continent of Africa. Giant in stature, Rhodes stands tall with open
arms and spread legs that span the entire continent (Sambourne).
Cecil Rhodes’ dominance over the continent of Africa illustrates the British belief
in Anglo-Saxonism, which led them to view the natives of Africa as inferior peoples
to be conquered and westernized for their own good.
This reflects the same attitude portrayed by the missionaries, like Mr. Smith, in
Things Fall Apart, who believed his religion to be superior to the Igbo religion,
which was ultimately the motivation for converting the native people to
Christianity.

Item #10: Concluding Sentences

The Concluding Sentence (CS) is the closing sentence that wraps up the TS and sums
up the paragraph. It closes up the thoughts and gives insight to the next
paragraph.

You MUST include a transition in your concluding sentence. Click HERE for
transition words

This is where you are going to address the “So What?”

Why does this change that the British brought to the Igbo matter?
What did it do to the Igbo overall?
What was the consequence of this change to their society and ability to function?

Please do not say “things fall apart” or any variation of that ANYWHERE in your
paper, unless you are specifically referencing the book title. It’s not cute.
Item #12: Introductions
Write an exciting first sentence that hooks the reader with an interesting idea
about your topic. Be sure to explain your hook by explaining its significance and
connecting it to your topic

Suggestions:
Start with a broad thematic idea that encompasses an overarching idea about your
topic.
Start with a viewpoint through which the reader is viewing your essay. What lens
should we be looking through to understand your argument? Through what prism should
we see your argument?
Start with a symbol that represents the key ideas of your thesis.
Start with a quote that gives insight to the theme (or message of your topic). A
quote, if used, should be significant and relevant to your thesis (not random and
cute).
Avoid using narrow questions that don’t relate to your thesis or that are not based
on facts. Questions in an essay should be strong rhetorical queries that explore
the philosophies of your topic, adding insight and interest to your reader.

Item #13: Conclusions

What the reader should have learned and why is your essay relevant and valid? To
answer this:

Synthesize your entire argument to showing the connections among all paragraphs.
Bring new insight to your argument. This should be commentary, not summary.

Come to a conclusion: How have you proven your thesis? What new insight should the
reader have about your thesis?

Prove your thesis by taking a stance on the validity of your argument.

Big Picture Ideas: What is the greater importance of this essay? Is there a
societal impact? What does this say about our morality and ethics? How does this
change our understanding of this literature and/or the world we live in? Answer the
question: So what?

Lasting effects & impressions: Leave the reader with provocative thoughts with
lessons learned.

Tie into your hook, showing new insight into the ideas you introduced at the
beginning of your essay.

Item #14: Common Mistakes on the Anchor

Topic Sentences
Many topic sentences are missing a connection to the prompt, Achebe’s claim, or a
discussion about how indigenous identity changed as a result of Imperialism. Review
the topic sentence lesson here.

Structural Issues
Paragraphs that are too similar in impact, not distinct enough. One way to think
about separating your impacts is to use these frames:
Cultural impact: How what the people believed and how they interact with each other
has changed, including family and religion, but could also include cultural
practices.

Political impact: How the distribution of power has changed, including new laws,
systems of government, determined outcomes to disputes/ crimes, but could also
include who has authority and who does not.

Commentary amount - for any given chunk, you are only allowed TWO SENTENCES of
commentary. The one exception is for your counterargument chunk.

Item #14: Common Mistakes on the Anchor

Quote Issues
Quotes do not show an impact -- There needs to be a clear change to how the Igbo
systems of government and culture worked in your CD.

Quote length -- be sure you only have as much quote as you need. Rule of thumb is
that if it is more than 2 lines it is probably too much and you can paraphrase some
instead.

Quote integration -- we need to move beyond simply tacking a quote onto the end of
SOAPS. Try to get it to read as a complete thought.

Unintegrated Hook -- you should be integrating your hook with SOAPS if you are
using a quote for your hook. Avoid leaving this one plain.

Concluding Sentence
Many people are skipping straight to the transition in their CS. You need to
address the question “so what?” in your concluding sentence. You just established
that something changed about political or cultural identity… why does this matter?
What is the big picture impact?

Miscellaneous Common Errors

Editorializing -- avoid inserting your own opinion about characters, speakers, or
the overall topic into your essay. Keep it about facts.

Overwriting -- Use fewer words to say more. Look for places you get long-winded and
try to simplify. This goes for word choice too. Do not be a Thesaurus Rex.

Point of View -- Stay in third person. No “I” or “we” or “you.” If you must refer
to a general individual, use the pronoun “one.”

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