Everyday Papers

Writing Workshop on Passage Analysis

Developing an Argument

O Topic Sentences—develops key terms/concepts

O Passage + AnalysisO InterpretationO Landing Sentences—points out the

significance of this interpretation

Topic Sentences

Refer to the idea of the thesis

Transition from previous paragraph

Identify the main (new) point or concept or key idea in the paragraph

>Maurice Blanchot describes how everyday life is an escape.

>The idea of escape relates to the idea of the fleeting nature of everyday life.

>Next, he talks about how newspapers cannot present the everyday.

EXAMPLES--*CONSIDER DOING A TOPIC SENTENCE OUTLINE*

Passage Integration and Analysis

O Analysis refers to the act of breaking a passage into smaller pieces and looking at these pieces separately.

O In your paper, analysis should be used to show your reader how you arrive at an interpretation of a passage.

O Therefore, analysis is distinctly different from summarizing, which attempts to condense a longer passage.

O Analysis leads to interpretation.

One very helpful way to start performing analysis is to ask: Why this word, and not some other word? How would this sentence be different if the

author has chosen word X instead of word Y?

Though your paper should not necessarily include this deliberation, this deliberation might help to see that a particular word was chosen over other possible options, and to see that that choice might contribute to your understanding or interpretation of the passage as a whole.

ANALYSIS: HOW TO DO IT?

A short list: TOP FIVE elements to look for• Word choice • tone • figurative language (metaphor)• syntax/punctuation• repetition

Take this passage from Silvia Federici, “Precarious Labor"

“We can see why these theories have become popular. They have utopian elements especially attractive to cognitive workers—the “cognitariat” as Negri and some Italian activists call them. With the new theory, in fact, a new vocabulary has been invented. Instead of proletariat we have the “cognitariat.” Instead of working class, we have the “Multitude,” presumably because the concept of Multitude reveals the unity that is created by the new socialization of work; it expressed the communalization of the work process, the idea that within the work process workers are becoming more homogenized. For all forms of work incorporate elements of cognitive work, of computer work, communication work and so forth.” (3)

NO DROPPED QUOTES!: How to Integrate a Quote (4 steps):

1. Introduce/Situate it. Federici writes, “…” • You can use this to craft your

argument/guide your reader: Commenting upon the shortcomings of Negri and Italian Marxists, Federici writes, “….”

2. Quote it. Cite it.

• Use a run-in quote: Federici writes, “We can see why these theories have become popular. They have utopian elements especially attractive to cognitive workers—the “cognitariat” as Negri and some Italian activists call them” (3).

• Or a block quote:Federici writes,

We can see why these theories have become popular. They have utopian elements especially attractive to cognitive workers—the “cognitariat” as Negri and some Italian activists call them. (3)

3. Summarize it. One sentence. Here, Federici claims that the popularity of theories of immaterial labor can be understood.

****you may have already done this in situating/introducing the quote. Don’t repeat summary!!

4. Analyze it! (TWICE as long as passage)

Proceed scientifically. Collect evidence.TOP FIVE:

• Word choice (why word X and not word Y?) • Tone• Figurative language (metaphor)• Syntax/punctuation• Repetition

With the new theory, in fact, a new vocabulary has been invented. Instead of proletariat we have the “cognitariat.” Instead of working class, we have the “Multitude,” presumably because the concept of Multitude reveals the unity that is created by the new socialization of work; it expressed the communalization of the work process, the idea that within the work process workers are becoming more homogenized. For all forms of work incorporate elements of cognitive work, of computer work, communication work and so forth.

Developing an Argument

Analysis, Interpretation leads to Landing Sentence:

In this passage, Federici is critical of the concepts that have become important for thinking about precarious labor. Her critical tone comes across in phrases that point to the newness of these terms. The use of “new” to modify first “theory” and then “vocabulary” contributes to her critical tone because we can see that since she is explicitly critical of such theories, she is also then critical of the “new vocabulary” that is used. This critique not just of the ideas but also of the language is important for thinking about how she wants to reevaluate the problem of precarious work.

warrant

summary

Analysis begins

Interpretation moves out to

argument

Writing Workshop

Part I. 5 minutes. In groups of 3, take turns describing your paper and what you are trying to do, where you are having trouble. Keep in mind these questions, from the assignment sheet:

O How does this critical notion of everyday life allow you to see or to read a particular aspect of life?

O Given the problems that pop up once we bring the everyday into perspective or start reflecting (everyday life ceases to be everyday, and so forth), how can we think about the knowledge that we gain from this investigation, even if we lose the experience of the everyday?

Part II. Analysis Work. 10 minutes

1. Exchange your drafts.2. Read through each draft. Highlight passages and then label any summary, analysis, or interpretation. Track the author’s argument and evaluate (note in a couple marginal comments) how the passages chosen move things forward.3. Return to passages that are used. For each, try to identify the words/phrases that require interpretation—in other words, that have more than one possible meaning. 4. Using these words/phrases, think of at least two alternative interpretations of the passage—in other words, try to challenge the interpretation made by your writing peers. If no interpretation is present, try to suggest several alternatives.

Part III. Discuss. 10 minutes Take turns discussing papers/passages. The objective is to highlight the contentious aspects of passages that might at first seem banal or everyday (although important!) so that each writer can see what needs to spelled out via analysis in order to have convincingly presented evidence (passages).