Analytical Reading and Writing - II

Analytical reading
and writing – II
Writing to persuade
Debraj Mookerjee
23/08/2022 debraj.mookerjee@ramjas.du.ac.in 1
How to write: Creating a rhetorical argument:
What?
How?
Why?
(Definition, Evaluation, Proposal)
Thesis Statement
How do we recognize a thesis statement? It answers
the question -- What are you going to prove? What do
you want your reader to believe by the end of your
answer? While planning the thesis statement it is
important to spell out precisely what you are going to
say. It should answer how and why the argument is
being framed.
CLASS ACTIVITY
Women’s right to reproductive choice:
Definition:
The right to reproductive choice means that women have a
right to choose whether or not to reproduce, including the
right to decide whether to carry or terminate an unwanted
pregnancy and the right to choose their preferred method of
family planning and contraception.
Evaluation
Proposal
Fleshing out
Outline
The thesis statement discussed earlier outlines the major sections
of the thesis. The writing of the statement is sometimes called
blueprinting. Based on the thesis statement, the formal outline
provides a clearer blueprint of the assignment.

Expanding the outline
In this step the information required under each point in the
rough outline needs to be sourced and noted. The evidence
needed to support the thesis statement and the authority or
analysis of the evidence will flesh out the outline made in the
above section.
Class activity
Creating a rhetorical argument.
Introduction and Conclusion
There is a format or structure for writing the
introduction and the conclusion that is generic to all
tasks of writing. These two paragraphs are to be written
after the argument has been established and proven to
aid the rhetorical task of persuasion
Transitions and signposting
These elements are crucial for the writer to lead the
reader through the process of following the thesis, the
outline, the evidence, and the progression of the
argument.
Paragraphing and Sentence Structure
These skills are not taught for their aesthetics. They are
crucial to the logical argument, as language determines
order at the sentence level, and the ordering of points in
paragraphs determines the structure of the argument.
‘Imagine’ (1971)
John Lennon (1940-80)

Imagine there's no heaven
It's easy if you try
No hell below us
Above us only sky
Imagine all the people
Living for today...
Imagine there's no countries

It isn't hard to do
Nothing to kill or die for
And no religion too
Living life in peace...
.
You may say I'm a dreamer

But I'm not the only one
I hope someday you'll join us
And the world will be as one
Imagine no possessions
I wonder if you can
No need for greed or hunger
A brotherhood of man
Sharing all the world...
You may say I'm a dreamer

But I'm not the only one
I hope someday you'll join us
And the world will live as one
THE QUESTION
Analyze the significance of the word

'imagine' in Lennon's song 'Imagine',
and the reasons why the poet thinks
he will be called a 'dreamer'. In what
ways is this imagined world Utopian?
THESIS Statement …
[font colour change to reveal]
Lenon’s ‘Imagine’ is an iconic song that defines the freedom seeking

sentiments of his generation. It became the rallying cry for people
desiring a new world that redefined a world shaped by conflict and
strife.
[This paper shall show how] the repeated use of the word ‘imagine’
indicates that the picture of the world painted for the listener cannot
become reality yet, and is therefore imaginary. He knows he will be
termed a ‘dreamer’ because this new world seems almost impossible
to make a reality, as it imagines concepts that are difficult to believe,
such as the absence of boundaries and a world without religion. This
ideal and perfect Utopian world is offered as an alternative to the
orthodox and violent world of post-World-War Britain.
Outline
I. Introduction
II. The word ‘imagine’ shows that the picture of the world painted for
the listener cannot become reality yet, and is therefore imaginary.
i) Examples
ii) Analysis
III. Termed a ‘dreamer’ because this new world seems almost impossible
to make a reality, as it imagines concepts that are difficult to believe.
Examples
Analysis
Outline …
IV. Utopic world as a future alternative to the orthodox
and violent world of post-World-War Britain.
Examples
Analysis
V. Conclusion
Expanded outline
I - Introduction.
II - The word ‘imagine’ shows that the picture of the

world painted for the listener cannot become reality yet,
and is therefore imaginary.
(1) imagining a world without an afterlife of heaven and hell,
and without religion
(2) imagining a world without any personal possessions
where surviving hunger is not the basic goal of the
individual
This shows that the world Lennon is imagining is one where
the causes for conflict among people like religion,
nationhood, and greed for possessions will not exist.
III - Termed a ‘dreamer’ because this new world seems
almost impossible to make a reality, as it imagines
concepts that are difficult to believe
(1) living just for the present
(2) living a life of peace
(3) inhabiting a world in which there is a brotherhood of
man.
These concepts are completely removed from reality
These examples testify to the fact that the alternative to

the real economic, historic and socio-political world can
only yet be a dream, but when everyone shares the same
dream then it may become reality
IV Utopic world as a future alternative to the orthodox
and violent world of post-World-War Britain
A-
Present reality is one where:
(1) there is killing and dying in the name of religion and
country
(2) there is greed and hunger and violence for
possessions
(3) post world war Britain faced economic and political
problems due to capitalism, industrialisation, de-
colonization
(4) Britain has long had a history of religious struggle
between the Catholics and the Protestants
… IV Utopic world as a future alternative to the orthodox
and viol
B–
Institutionalized religion, capitalism, and national
boundaries have historically created conflicts among
people that have been resolved through war and
violence. Lennon believes that the alternative is for
everyone to share the world equally and to live in peace.
This can only happen when the root causes for violence
and conflict are removed.
V Conclusion
Introduction
Britain experienced extensive social turmoil and political upheaval in
the mid-sixties and early seventies, due to which creative expression
like music and art displayed, as a reaction, a critique of society and a
yearning for social and cultural change. It was in such a vibrant and
challenging atmosphere that John Lennon wrote and performed
‘Imagine’, a song that expressed the concerns of the time and was
ranked by Rolling Stone magazine as the ‘third greatest song of all
time’ in its list of ‘The 500 Greatest Songs.’ This paper will examine
how the repeated use of the word ‘imagine’ shows that the picture of
the world painted for the listener cannot become reality yet, and is
therefore imaginary. Lenon knows he will be termed a ‘dreamer’
because this new world seems almost impossible to make a reality, as
it imagines concepts that are difficult to believe, such as the absence
of boundaries and a world without religion. This ideal and perfect
Utopian world is offered as an alternative to the orthodox and violent
world of post-World-War Britain.
Conclusion
The world that Lennon imagines in his song is a world in
which boundaries and religions no longer exist, and all
people are united. Other music groups were envisioning
similar dream-states; in the same year that ‘Imagine’ was
written, Led Zeppelin wrote a song about a lady who was
buying a ‘Stairway to Heaven’ in the foolish belief that her
material wealth could help her reach spiritual fulfillment;
and six years later, Pink Floyd was beginning work on ‘The
Wall’, which sought to tear down all kinds of walls,
education, state authority, cultural thought control, and
so on. Lennon’s song expresses not just a sentiment but a
socio-cultural climate, one that was not just restricted to
Britain but reverberated during the sixties and seventies
across America and Europe.
Signposting words and phrases

To show addition:
And, also, besides, further, furthermore, in addition, moreover, next, too,
first, second

To give examples:
For example, for instance, to illustrate, in fact, specifically

To contrast;
But, however, on the other hand, in contrast, nevertheless, still, even
though, on the contrary, yet, although, in spite of, despite

To compare:
Also, in the same manner, similarly, likewise

To summarize or conclude:
In other words, in short, in summary, in conclusion, to
sum up, that is, therefore

To show time:
After, as, before, next, during, later, finally, meanwhile,
then, when, while, immediately
To show place or direction:

Above, below, beyond, farther on, nearby, opposite, close,
to the left
To indicate logical relationship:

If, so, therefore, consequently, thus, as a result, for this
reason, since debraj.mookerjee@ramjas.du.ac.in
23/08/2022 21

CHECK LIST FOR ESSAYS
THESIS STATEMENT:
Should appear towards the end of your first
(introductory) paragraph.
Should answer the question: ‘What am I going to prove?’
Should be specific to YOUR answer.
Should state precisely which areas you will address in
each of your subsequent paragraphs.
The sequence of points in your thesis should correspond
to the sequence of points in your paragraphs.

EACH SUBSEQUENT PARAGRAPH SHOULD HAVE:
A ‘mini’ thesis statement, right in the beginning, perhaps in the first
sentence. This statement should indicate the point you’re going to discuss
in that particular paragraph.
The ‘mini’ thesis should be followed by an elaboration of this point.
At least one example from the text, either a quotation, or a reference to a
particular incident, WITHOUT relating the entire incident. Do not tell the
story; do not give a detailed account of a conversation. Simply refer to a
scene or moment, paraphrase key comments by characters if necessary, and
then devote the bulk of your time analyzing rather than summarizing.
When generalizing, stay close to the work that you’re looking at. Generalize
about form, structure, genre, narrative devices etc, but NOT about life in
general.
Perhaps also a quotation from or a paraphrase of a critic. The critic’s
comment should either support what you’re saying, or you should be
disagreeing with it, and explaining why you disagree. Either way, the point
you’re making should be useful for your thesis. Simply quoting a critic for
the sake of quoting is no use at all. Do not quote a critic unless you have
something to say about that quotation.
A concluding sentence, consolidating the point you have made in the
paragraph.
STYLE CHECK LIST:
Begin each sentence with a capital letter.
Proper nouns should be capitalized.
Play titles and book titles should be underlined. No
quotation marks. (One Act plays and novellas in
single quotes)
Poem titles should be within single. No
underlining. Narrative poems in Italics.
Spellings of proper nouns like titles, author names, etc.
should be accurate.
Pay close attention to grammar and punctuation.
Vocabulary: avoid repeating the same word. Use
synonyms.

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Analytical reading

(Definition, Evaluation, Proposal)

Imagine there's no countries

You may say I'm a dreamer

You may say I'm a dreamer

Analyze the significance of the word

Lenon’s ‘Imagine’ is an iconic song that defines the freedom seeking

II - The word ‘imagine’ shows that the picture of the

These examples testify to the fact that the alternative to

To show place or direction:

To indicate logical relationship:

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