1. An approach to ANALYZING nonfiction text
English 10 LIT

2. FIRST
READ to comprehend the piece. (You can’t begin to analyze until you know what the writer is saying!)
USE YOUR DEVICE to research definitions of “difficult” words.
ANALYZE the elements of the text. (This requires a 2nd, 3rd, 4th reading to comprehend and interpret.)

3. In “We’re No.1(1)!” Model: I noticed the title with exclamation point
I noticed in the first sentence the author wishes to discuss “what ails America today,” which is “too little discussed”
I noticed CONTRAST: “Greatest Generation” versus “Baby Boomer Generation”
I noticed that no words - for me - were too difficult (I could use context clues to assist...)

4. In “We’re No.1(1)!”
Model: I noticed RHETORICAL QUESTIONING first paragraph: “How about No. 11? second paragraph: “Why, he asked, have we...?” fifth paragraph (1st one on the back): “What made our Greatest Generation great?”
I noticed REPETITION of “who acknowledge,” in 8th paragraph, emphasizing who might address the issue “...Democrats and Republicans who start by acknowledging that we can’t cut...; who acknowledge that we can’t compete...; who acknowledge that bad...”

5. To THINK deeply about the piece...
What is the writer’s main point / assertion / thesis
What ISSUE moves the writer to have a written opinion?

6. In “We’re No.1(1)”
Model: Main point; Assertion; Thesis
To caution that “We had a values breakdown” (“a national epidemic”) about which citizens showed little concern and the citizens’ leaders appear stagnant (or ready with an excuse).

7. To THINK deeply about the piece...
What is the overall purpose?
In addition to a primary purpose, what OTHER goals or objectives does the author have?
What parts of the text make you AWARE of these goals?

8. In “We’re No.1(1)”
Model:
To start a discussion (“too little discussed” 1st sentence; to “tell the people” - last paragraph)
To inform and/or evaluate why the U.S. is number 11.; To caution (4th paragraph mentioning of “values breakdown”)

9. In “We’re No.1(1)”
Model:
To consider a generational contrast in approach to “sacrifice” (“Contrast that with the Baby Boomer Generation”) AND how countries above us on the list are LIKE our Greatest Generation.

10. To THINK deeply about the piece...
What is the particular occasion for writing this?
In addition to the occasion, who is the intended audience?
What parts of the text make you AWARE of the audience? Is there more than one audience?

11. In “We’re No.1(1)”
Model:
“I recently came across... a couple of articles”
Interest in America (and what causes its failure)
Audience: NYTimes readers, especially those interested in “Op/Ed” - opinions and editorials
“our Greatest Generation” - older readers
those fed up with “U.S. politics” and “national debate”

12. To THINK deeply about the piece...
What is the TONE? How does the author’s DICTION make this attitude clear?
In addition to tone, what is the MOOD (the emotional quality)? Does it change? Why?

13. In “We’re No.1(1)” Model: Tone and Mood
pessimistic: “ails; gloom; failure; break- down; problems; decline; too hard; blame”
critical: contrast of generations - one “sacrificing” and one excuse-making and unmotivated; criticism of youth / their parents; criticism of national leaders / political parties

14. To THINK deeply about the piece...
What is the MAIN THEME? - worded as a sentence
Cite the textual evidence in support of theme(s)

15. In “We’re No.1(1)” Model: Theme
“The United States is No. 11 and sliding as a superpower according to credible research - perhaps this is a result of motivation; we are being outworked by hungrier, harder-working citizens of up- and-coming superpowers like China or India, who portray an ethic we used to have just a generation or two ago.”

16. To THINK deeply about the piece...
Where are there SHIFTS / CHANGES in tone, mood, theme
Where does the ORGANIZATIONAL PATTERN change within the article? WHY?

17. In “We’re No.1(1)” Model: “Shifts”??
first three paragraphs: “I want to share ...articles”; synopsis of articles
fourth paragraph: “We”; critical language regarding Wall Street
fifth paragraph: Shifts to “Ask yourself”; positive connotations for Greatest Generation...
sixth paragraph: “CONTRAST that with...”

18. To THINK deeply about the piece...
Identify the author’s WRITING STYLE
Does the author use scholarly diction or colloquial diction?
Telegraphic sentences (about 5 words or shorter) or Long and involved sentences (30 or more words)?
Short paragraphs or Long paragraphs? Lots of imagery and description or Limited imagery and description?

19. OTHER Considerations types of POWER; responses to POWER
STRUCTURE in relation to effectiveness
DIFFERING MODES of DISCOURSE (argumentative strategies, for example)
ADD on the BACK these considerations...
types of POWER; responses to POWER
PURPOSEFUL LISTING

20. In “We’re No.1(1)” Purposeful LISTING
“ASYNDETON” (asyndetic listing)
a list of THREE OR MORE items
NO conjunction (“and” or “or”) is used as would be typical of a list; instead, there are commas or semicolons between the listed items

21. In “We’re No.1(1)” Purposeful LISTING
“ASYNDETON” (asyndetic listing)
Asyndetic Lists create TWO effects:
(1) Unpremeditated Multiplicity: The order of the listed items does not matter; Suggests MORE could be added...

22. In “We’re No.1(1)” Purposeful LISTING
“ASYNDETON” (asyndetic listing)
Asyndetic Lists create TWO effects:
(2) Climactic Conclusion The order of the listed items DOES matter, as it BUILDS toward the final, most important item...

23. In “We’re No.1(1)” Purposeful LISTING
“ASYNDETON” (asyndetic listing)
3rd paragraph: “curiosity and ambition; parental expectations; the desire to get into a ‘good’ college; inspiring or intimidating teachers; peer pressure” *what is the EFFECT?

24. In “We’re No.1(1)” Purposeful LISTING
“ASYNDETON” (asyndetic listing)
8th paragraph: “...who start by acknow- ledging...and then debate; who acknow- ledge...and then debate; who acknow ledge that bad parents...and debate what to do about that. *what is the EFFECT?
*Notice: “we”; “we”; “bad parents”

25. RESPONSE TOPIC for “What is an American?”
Having actively read and understood Jean de Crevecoeur’s essay “What is an American?” evaluate the effectiveness of his figurative language in his portrayal of the contrasts between American and Europe.