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I-American MIEL-Con Essay Revision Day One. 1 st MIEL-Con BODY PARAGRAPH Look at the MAIN IDEA sentence. Make sure it…  States text #1 and character.

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Presentation on theme: "I-American MIEL-Con Essay Revision Day One. 1 st MIEL-Con BODY PARAGRAPH Look at the MAIN IDEA sentence. Make sure it…  States text #1 and character."— Presentation transcript:

1 I-American MIEL-Con Essay Revision Day One

2 1 st MIEL-Con BODY PARAGRAPH Look at the MAIN IDEA sentence. Make sure it…  States text #1 and character #1 from thesis. Is the short story or poem punctuated with quotation marks around it?  Gives specifics about race, culture, OR tradition from the story.  Relates back to the argument of the thesis.  Does not include ambiguous pronouns referencing characters or stories/poems.

3 1 st MIEL-Con BODY PARAGRAPH The EVIDENCE that you choose needs to support the main idea.  Does the evidence support the main idea? Read the first sentence and then skip directly to the evidence (quote). If it does not clearly support it, find another piece of evidence. In choosing your EVIDENCE, do not use dialogue between two people or a mixture of dialogue and narration.

4 1 st MIEL-Con BODY PARAGRAPH Read the INTRO to EVID and EVIDENCE.  Are there 2-4 sentences in the intro to evid before the evidence (quote)?  Does the intro to evid give enough background on what is happening before the evidence is introduced? Is all the information relevant? Is the transition between intro to evidence and evidence seamless?

5 1 st MIEL-Con BODY PARAGRAPH Are your own words connected to the quote like in the example below? The narrator states, “ Hamadi liked to use Spanish words” (136).  Comma needed after the signal phrase  Some common signal phrases: states, says, narrates, recalls, asks, wonders, exclaims  Do not say, “ In the text it says… ” or “ The evidence to support this is… ” Instead, tell me who says or thinks the quoted line. Incorrect: In the text it says “ Hamadi liked to use Spanish words. ” Correct: The narrator states, “ Hamadi liked to use Spanish words. ”

6 1 st MIEL-Con BODY PARAGRAPH Look at the EVIDENCE. Is it cited correctly? Example: The narrator feels that she has been punched in the stomach and states, “ Though I liked the sharp taste of garlic and pepper biting my tongue, I stopped eating my mother ’ s food ” (106).  Parentheses are around the page number  Page number is written without “ pg ”  Period comes after the parentheses (not inside the quotes)

7 1 st MIEL-Con BODY PARAGRAPH Look at the LINK.  Are there at least 2-3 sentences of analysis here?  Does your link clearly explain HOW the evidence supports your main idea?  Does the link clearly explain what the quote means and it’s importance?  Link should NOT explicitly state the phrases this quote means or this quote says. If those actual phrases are in the paragraph, cross them off (and make sure the sentence still makes sense.)

8 1 st MIEL-Con BODY PARAGRAPH Look at the CONCLUDING SENTENCE.  Make sure it is not the exact same wording as the main idea sentence.  Make sure it restates the idea of the main idea and summarizes the evidence.

9 2 nd MIEL-Con BODY PARAGRAPH Look at the MAIN IDEA sentence. Make sure it…  States text #2 and character #2 from thesis. Is the short story or poem punctuated with quotation marks around it?  Gives specifics about race, culture, OR tradition from the story.  Relates back to the argument of the thesis.  Does not include ambiguous pronouns referencing characters or stories/poems.

10 2 nd MIEL-Con BODY PARAGRAPH The EVIDENCE that you choose needs to support the main idea.  Does the evidence support the main idea? Read the first sentence and then skip directly to the evidence (quote). If it does not clearly support it, find another piece of evidence. In choosing your EVIDENCE, do not use dialogue between two people or a mixture of dialogue and narration.

11 2 nd MIEL-Con BODY PARAGRAPH Read the INTRO to EVID and EVIDENCE.  Are there 2-4 sentences in the intro to evid before the evidence (quote)?  Does the intro to evid give enough background on what is happening before the evidence is introduced? Is all the information relevant? Is the transition between intro to evidence and evidence seamless?

12 2 nd MIEL-Con BODY PARAGRAPH Are your own words connected to the quote like in the example below? The narrator states, “ Hamadi liked to use Spanish words” (136).  Comma needed after the signal phrase  Some common signal phrases: states, says, narrates, recalls, asks, wonders, exclaims  Do not say, “ In the text it says… ” or “ The evidence to support this is… ” Instead, tell me who says or thinks the quoted line. Incorrect: In the text it says “ Hamadi liked to use Spanish words. ” Correct: The narrator states, “ Hamadi liked to use Spanish words. ”

13 2 nd MIEL-Con BODY PARAGRAPH Look at the EVIDENCE. Is it cited correctly? Example: The narrator feels that she has been punched in the stomach and states, “ Though I liked the sharp taste of garlic and pepper biting my tongue, I stopped eating my mother ’ s food ” (106).  Parentheses are around the page number  Page number is written without “ pg ”  Period comes after the parentheses (not inside the quotes)

14 2 nd MIEL-Con BODY PARAGRAPH Look at the LINK.  Are there at least 2-3 sentences of analysis here?  Does your link clearly explain HOW the evidence supports your main idea?  Does the link clearly explain what the quote means and it’s importance?  Link should NOT explicitly state the phrases this quote means or this quote says. If those actual phrases are in the paragraph, cross them off (and make sure the sentence still makes sense.)

15 2 nd MIEL-Con BODY PARAGRAPH Look at the CONCLUDING SENTENCE.  Make sure it is not the exact same wording as the main idea sentence.  Make sure it restates the idea of the main idea and summarizes the evidence.

16 3 rd MIEL-Con BODY PARAGRAPH Look at the MAIN IDEA sentence. Make sure it…  States text #3 and character #3 from thesis. Is the short story or poem punctuated with quotation marks around it?  Gives specifics about race, culture, OR tradition from the story.  Relates back to the argument of the thesis.  Does not include ambiguous pronouns referencing characters or stories/poems.

17 3 rd MIEL-Con BODY PARAGRAPH The EVIDENCE that you choose needs to support the main idea.  Does the evidence support the main idea? Read the first sentence and then skip directly to the evidence (quote). If it does not clearly support it, find another piece of evidence. In choosing your EVIDENCE, do not use dialogue between two people or a mixture of dialogue and narration.

18 3 rd MIEL-Con BODY PARAGRAPH Read the INTRO to EVID and EVIDENCE.  Are there 2-4 sentences in the intro to evid before the evidence (quote)?  Does the intro to evid give enough background on what is happening before the evidence is introduced? Is all the information relevant? Is the transition between intro to evidence and evidence seamless?

19 3 rd MIEL-Con BODY PARAGRAPH Are your own words connected to the quote like in the example below? The narrator states, “ Hamadi liked to use Spanish words” (136).  Comma needed after the signal phrase  Some common signal phrases: states, says, narrates, recalls, asks, wonders, exclaims  Do not say, “ In the text it says… ” or “ The evidence to support this is… ” Instead, tell me who says or thinks the quoted line. Incorrect: In the text it says “ Hamadi liked to use Spanish words. ” Correct: The narrator states, “ Hamadi liked to use Spanish words. ”

20 3 rd MIEL-Con BODY PARAGRAPH Look at the EVIDENCE. Is it cited correctly? Example: The narrator feels that she has been punched in the stomach and states, “ Though I liked the sharp taste of garlic and pepper biting my tongue, I stopped eating my mother ’ s food ” (106).  Parentheses are around the page number  Page number is written without “ pg ”  Period comes after the parentheses (not inside the quotes)

21 3 rd MIEL-Con BODY PARAGRAPH Look at the LINK.  Are there at least 2-3 sentences of analysis here?  Does your link clearly explain HOW the evidence supports your main idea?  Does the link clearly explain what the quote means and it’s importance?  Link should NOT explicitly state the phrases this quote means or this quote says. If those actual phrases are in the paragraph, cross them off (and make sure the sentence still makes sense.)

22 3 rd MIEL-Con BODY PARAGRAPH Look at the CONCLUDING SENTENCE.  Make sure it is not the exact same wording as the main idea sentence.  Make sure it restates the idea of the main idea and summarizes the evidence.


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