![]() ![]() By the time you explained Bill's hesitant ellipses, the effect of Hughes' parentheses, and the significance of the word "wanted," you'd surely have three lines. Or you could try to identify what exactly made you think her age was all he could think about. 6.1 Cite relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ![]() Note: Some signal words/phrases appear in more than one text structure. Instead of claiming that Bill thinks Mary is young and beautiful, the voice says "Well, sure, he thinks she's old, but that's not the only thing he thinks about." At that point, you could modify your claim. six common text structures used by authors of expository texts. ‘Genre’ can also describe categories of form. between texts, such as typical plots, characters and setting. The ‘genre’ of a text describes larger recurring patterns of subject matter and textual structures observable. So try imagining a more complex voice disagreeing with you. The categories into which texts are grouped based on similarities in premise, structure and function. The truth is, no one could read that story and imagine that Bill thinks Mary is young and beautiful. Many papers that you write in college will require you to make an argument this means that you must take a position on the subject you are discussing and support that position with. The Langston Hughes example above provides a good example of how you can expand your ideas. Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project. Do any of the words sometimes have multiple meanings? What are the connotations of each word? What is the tone? Notice that "stating the obvious" will help you meet the three-to-one rule. What textual evidence does the text give to prove these generalizations are accurate. For example, in Langston Hughes short story 'Early Autumn,' we made. What textual evidence did you identify to support your analysis of the text. Every time you make a claim large or small about a story, you need to explain how you know what you know. ![]() This can seem really daunting, but try to examine every word of the quotation. Textual evidence is used to prove the larger argument youre making about a story, but it is also used to support all the smaller points you make along the way. For every line you quote, you should plan to write at least three lines explaining what the quotation means and how it relates to the larger point of your paper. ![]()
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