Editing: PRO AGR

PRO AGR=when the pronoun does not agree in number with the noun or pronoun, called the antecedent, it references earlier in the sentence or in a prior sentence.


1. Identify Pronouns and Their References

• Circle all pronouns

• On the computer, highlight them yellow

• Draw an arrow back to the word it is replacing

• On the computer, highlight the word they are replacing blue 

2. Identify Pronoun Type (List below is not complete)

Typical Cases

• Indefinite pronouns (each, nobody, everybody, something, nothing) are singular.

• Collective nouns are singular unless the action and result (verb and object) clearly shows plural.

• Compounds=plural

• The either/or | neither/nor rule= agree with the antecedent closest (the second one/the one after 'nor'/'or').

Very Important Catches

• Sentences that begin with pronouns, especially:

• This

• It

Powerful Analysis Sentence Strategies

Practice active, concise sentence construction.

• Don't think that one great sentence allows you to move on.
• An idea builds up into ultimate clarity over a span of clear, active, linked sentences.

• Using a verb that indicates your subject has connotations will force you to think deeply and work to write out those suggestions. 

Subject of sentence=subject of essay (author, text, character) or an example from the text that you are interpreting 

Verb=analysis verb 

O=your inference/interpretation/claim.

Text as subject of sentence:  "The Veil" illustrates _________.

• Look for linking verb constructions, and replace with one powerful analysis verb

• The meaning of the story is...STOP -->  The story illustrates...   or   The story thematically illustrates....

• Being forced to wear the veil is an example of ....-->  Being forced to wear the veil exemplifies...

Evidence as subject of sentence Marji's discussions with God represents _______.

• Notice: continued specific acts that you see happening in the plot because a summarized piece of evidence, to become the subject of an analysis claim.

• Note: it's good to make these larger summations first, as topic sentence claims, because you can then make the paragraph about individual specific examples of this repeated act.

Generating Notes: Chapter Summaries

Writing analysis starts with reading analytically, and actively. 

Stop trying to understand the whole picture from the start.
Stop believing the answer lies in one place.
Stop believing there is one answer, and one way to state that answer.

Explore a muddy idea. Explore it
slowly.
Explore different routes of thinking.

If you feel your mind is scattered, control the narrative
by deciding which things you want to pay most attention to,
based on your interests (characters, plot, images, etc).

Two people can arrive at similar meaning
by focusing on different elements.

The literary elements (plot, character, image, etc.) is your evidence.


Making Chapter Summaries in Notes:

• Your notes are informal, idea generation places. You need to actively generate ideas from:

• the language you are reading

• the plot points/ actions that are happening, including conclusions

• the visuals that are provided by the text

• any drawings, colors, etc.
• spatial orientation
• fonts and font sizes

• BE CURIOUS: every single word and image can provide you with meaning. You have to have a curious mindset and believe that what you are reading has a lot of connotations that you can get.
• You have to want to get information out of a subject.
• You have to understand that there is always the ability to get more out of a reading than "the one thing the teacher wants me to get" or "there is only one meaning in here from the author." 

• Isolate/Identify elements:  in your notes, write outlines for each chapter that include:

• Main characters and their characterizations
• Major plot points
• connect actions from page to page, chapter to chapter, start to finish
• Significant images

• Re-reading with intent/a focused purpose: "How to find those mains, majors, significants.............."

• With short texts, you can give yourself a purpose each time, and you can record your thoughts and evidence each read:

• 1st read: get basic comprehension down.
• 2nd read: focus on one element, such as plot, imagery, or language
• 3rd read: focus on a different element.

• Write using analysis verbs and analysis language:

• click to look at analysis verbs
• no more "is" language:  ______ is __________ when it coms to crafting larger ideas....

• __________ symbolizes/illustrates/represents/(analysis verbs)....

• At the end of reading each chapter:  if you have a prompt given by teacher, or the teacher has given you a focal point for discussions, keep thinking about that prompt/focal point--> Remind yourself by asking, as you read, "What is the purpose of reading this?"--the answer lies in the prompt

• Write down questions you have about the actions taken by characters
• Write down new knowledge the chapter has presented to you about the subject (culture, such as Iran).  
• Write down key images (they are "key" because the author mentions them repeatedly or they stick out in some other way to you as a close reader).