1. Literary Analysis Paragraph Structure

2. Main Paragraph Parts Topic Sentence – Topic Sentence – Support Sandwiches Support Sandwiches –Claim: Your argument or point –Evidence: Examples and details from the text –Warrant: Commentary and discussion that links the evidence to your claim (Here is where you display your thinking.) Closing sentence Closing sentence

3. Topic Sentence Might be preceded by sentence with author/title Might be preceded by sentence with author/title Makes clear the subject of the paragraph Makes clear the subject of the paragraph Helen Robinson is a symbolic mockingbird in the novel who is generally not harmed and even protected by some members of the Maycomb community.

4. Claim Indicates the specific point you are making with this text detail. Indicates the specific point you are making with this text detail. Is generally its own sentence. It might include context of the quotation. Is generally its own sentence. It might include context of the quotation.

5. Evidence Can be in the form of: Direct quotations – anything copied from the text (preferred) Direct quotations – anything copied from the text (preferred) –“In quotation marks with page” (#). –Plays are indicated with act, scene and line numbers (1.2.34-35). Summary of specific text events (when quoting is awkward or difficult) USE RARELY!! Summary of specific text events (when quoting is awkward or difficult) USE RARELY!!

6. Evidence – Set it Up Quotes should not be simply ‘dropped.’ Introduce quotes and give context. Introduce quotes and give context. –The Prince highlights the violence in the conflict when he reprimands the families for “Three civil brawls…” Do NOT announce a quote Do NOT announce a quote –This quote shows… YUK! (I know it’s a quote and what it’s doing there!) (I know it’s a quote and what it’s doing there!)

7. Punctuation Introduce quote with either a comma, colon, or neither. Scout said, “I want to go to the tailgating party tonight after school” (30). Scout said, “I want to go to the tailgating party tonight after school” (30). She later reflected on thought of a better idea: “Well, perhaps I can go with my friends and stay for the game against SLUH, too” (33). She later reflected on thought of a better idea: “Well, perhaps I can go with my friends and stay for the game against SLUH, too” (33). Choosing a team to root for would be simple; she always choose “the team with the brightest colors” to win the game (35). Choosing a team to root for would be simple; she always choose “the team with the brightest colors” to win the game (35).

8. Warrant: Analyze It Explains the quotation and its context Explains the quotation and its context Analyzes the quote’s larger meaning Analyzes the quote’s larger meaning Links the quotation to the claim and your topic sentence Links the quotation to the claim and your topic sentence NOTE: A strong paragraph should have at least THREE detail/commentary sets A stand-alone paragraph, FOUR+

9. Closing Sentence Connects together the support sandwiches to round out your overall argument Connects together the support sandwiches to round out your overall argument If part of a full essay- Circles back to topic sentence and connects to thesis Circles back to topic sentence and connects to thesis Does NOT bridge directly to the next paragraph (just wait until you get there!) Does NOT bridge directly to the next paragraph (just wait until you get there!)

10. Other Guidelines Include transitions between support items Include transitions between support items –Additionally, next, as a result, another example of Embed quotations as much as possible: Embed quotations as much as possible: –Lee describes Miss Caroline Fisher as “a peppermint drop” (16).

11. … and more Guidelines Write in third person (no I, you, we…) Write in third person (no I, you, we…) Use present tense: Use present tense: –The book happens all over again every time someone opens it Use proper format (double-space, 12 point, MLA heading, centered title) Use proper format (double-space, 12 point, MLA heading, centered title)

12. Claim-Evidence-Warrant Helen Robinson is a symbolic mockingbird who is generally not harmed and is even protected by some members of the Maycomb community. Helen has a ‘song’ which is demonstrated through her domestic life. When Atticus visits with the news of Tom’s death, her children are happily playing on the front steps and Helen politely greets Atticus: “ ‘evenin’, Mr. Finch, won’t you have a seat?’” (240). Clearly, Helen is a positive member of her community; both she and her children are respectable and polite even though life has been hard for her black family. Helen Robinson is a symbolic mockingbird who is generally not harmed and is even protected by some members of the Maycomb community. Helen has a ‘song’ which is demonstrated through her domestic life. When Atticus visits with the news of Tom’s death, her children are happily playing on the front steps and Helen politely greets Atticus: “ ‘evenin’, Mr. Finch, won’t you have a seat?’” (240). Clearly, Helen is a positive member of her community; both she and her children are respectable and polite even though life has been hard for her black family.

13. Claim-Evidence-Warrant Unlike the treatment of Tom, others notice Helen’s vulnerability, and Link Deas makes sure that she is left alone. Mr. Deas not only gives Helen a job, but threatens Bob Ewell that he’ll “‘have you up for assault’” (249). In accordance with Lee’s theme of protecting those who are vulnerable and innocent, Link Deas recognizes that Helen has no one to help her, especially now that Tom is dead, and he admirably steps up to shield this “mockingbird” from danger.

14. Your turn! Select the four quotations that best support your definition. Select the four quotations that best support your definition. Which are strongest? Which show different elements of the definition? Which are strongest? Which show different elements of the definition? Write the support sandwich for each of these text details. (Do not worry yet about order, flow, transitions, etc.) Write the support sandwich for each of these text details. (Do not worry yet about order, flow, transitions, etc.) Bring a printed copy AND have digital access to the document for our next class. Bring a printed copy AND have digital access to the document for our next class.

15. STOP HERE!

16. Helen Robinson is a symbolic mockingbird who is generally not harmed and is even protected by some members of the Maycomb community. Helen has a ‘song’ which is working hard to have a respectable family and house. When Atticus visits with the news of Tom’s death, her children are happily playing on the front steps and Helen politely greets Atticus: “ ‘evenin’, Mr. Finch, won’t you have a seat?’” (240). Clearly, Helen is a positive member of her community; she is respectable and polite even through life has been hard for her black family. Helen is also a mockingbird because of her vulnerability. She is an easy target for Mr. Ewell who harasses and upsets Helen on her way to and from work. As he follows her, Helen hears “A soft voice, crooning foul words” (249). No one else knows how this upsets her, and she does her best to avoid him, but cannot accomplish this on her own. Despite her vulnerability, Link Deas makes sure that she is left alone. Mr. Deas not only gives Helen a job, but threatens Bob Ewell that he’ll “‘have you up for assault’” (249). In accordance with Lee’s theme of protecting those who are vulnerable and innocent, Link Deas recognizes that Helen has no one to help her, especially now that Tom is dead, and he admirably steps up to shield this “mockingbird” from danger. Thankfully, society does not “kill” this mockingbird and actually protects her from further harm. Helen Robinson is a symbolic mockingbird who is generally not harmed and is even protected by some members of the Maycomb community. Helen has a ‘song’ which is working hard to have a respectable family and house. When Atticus visits with the news of Tom’s death, her children are happily playing on the front steps and Helen politely greets Atticus: “ ‘evenin’, Mr. Finch, won’t you have a seat?’” (240). Clearly, Helen is a positive member of her community; she is respectable and polite even through life has been hard for her black family. Helen is also a mockingbird because of her vulnerability. She is an easy target for Mr. Ewell who harasses and upsets Helen on her way to and from work. As he follows her, Helen hears “A soft voice, crooning foul words” (249). No one else knows how this upsets her, and she does her best to avoid him, but cannot accomplish this on her own. Despite her vulnerability, Link Deas makes sure that she is left alone. Mr. Deas not only gives Helen a job, but threatens Bob Ewell that he’ll “‘have you up for assault’” (249). In accordance with Lee’s theme of protecting those who are vulnerable and innocent, Link Deas recognizes that Helen has no one to help her, especially now that Tom is dead, and he admirably steps up to shield this “mockingbird” from danger. Thankfully, society does not “kill” this mockingbird and actually protects her from further harm.