Body-paragraph drafting — CEA at scale with embedded evidence

Apply the summary-vs-analysis test to 4 sample sentences. Which describe WHAT happens (summary)? Which argue HOW or WHY (analysis)?

• Press: if you could rewrite the sentence as 'and then...' it's summary
• Affirm: analysis names a craft move + names an effect + names a reason

Today we draft. Each CEA body paragraph has 4 parts: TOPIC SENTENCE (the sub-claim, named yesterday). EVIDENCE (the textual evidence, embedded with G7-fall's quote-sandwich pattern). ANALYSIS (multiple sentences — at least 2 — that explain HOW or WHY the evidence supports the claim). LINK (a closing sentence tying back to the thesis). The pitfall to watch: PLOT SUMMARY. If your sentence describes WHAT HAPPENS in the text rather than HOW or WHY the author made a craft choice, it's summary. Summary is occasionally necessary for context — but never as analysis. The summary-vs-analysis test: can your sentence be rewritten as 'and then...'? If yes, it's summary; rewrite. Today's drafting move: write 2 full CEA paragraphs. Embed at least one quote per paragraph. Apply the summary-vs-analysis test sentence by sentence.

• Sentence A could open a paragraph as brief context. Sentence B must do the analytic work.

  model A is summary (plot point — and then she did this). B is analysis (names craft choice + names effect + names a reason).

  prompt Sentence A: 'Then she stopped speaking for five years.' Sentence B: 'Angelou's choice to render the silence as a five-year span — rather than describe its emotional content — gives the silence physical duration, transforming an abstract grief into an object the reader can measure.' Which is summary, which is analysis?
• Topic sentence is the sub-claim — assertive, specific, debatable.

  model (Student draft) 'Angelou's concrete diction transforms silence from feeling into matter.'

  prompt Draft a topic sentence for your first sub-claim.

• Pair-share: read your topic sentence aloud — is it a claim, not a topic?
• Cold Call: name the 4 parts of a CEA paragraph.

M-7-S-WR-14-A Chart

MG-20 anchor: 2-column card — SUMMARY (and-then test passes; describes WHAT happens) / ANALYSIS (names craft + effect + reason; cannot be rewritten as 'and then...'). 5 worked sentence pairs. Print-ready 11x17.

MG-20 Chart

Three literary-theory lenses anchor (intro-level): 3-band card. LENS 1 — READER-RESPONSE (yellow): 'What does this text do to a READER — to me, with my experiences?' STARTER QUESTIONS: What did I notice first? Where did I pause? Where did I feel something? What did this remind me of? KEY: valid reader-response analysis is GROUNDED in the text (not just personal opinion). LENS 2 — FORMALIST (blue): 'What do the text's words, structure, and form DO — independent of author and reader?' STARTER QUESTIONS: What patterns repeat? Where does the structure shift? What does the diction concentrate on? How does the form (sonnet, free verse, paragraph shape) carry meaning? KEY: formalist analysis stays inside the text. LENS 3 — HISTORICAL/CULTURAL (red): 'What world produced this text — when, where, by whom, for whom?' STARTER QUESTIONS: What was happening when this was written? What does the writer's background bring? Who was the original audience? What references would they have caught that I might miss? KEY: historical/cultural analysis connects text to world. Bottom rule: 'Different lenses produce different valid readings. A skilled analyst NAMES the lens.' Worked example: Hughes's 'Harlem' read through all three lenses. Print-ready 18x24.

• Draft body paragraph 1 — topic sentence, embedded evidence (quote sandwich), 2+ analytical sentences, link.

  scaffold MG-4 anchor + planning template + sentence frames
• Apply the summary-vs-analysis test to every sentence. Mark S or A in the margin. Revise S sentences toward analysis.

  scaffold MG-20 test card + colored-pen marking

M-7-S-WR-14-B Chart

MG-4 CEA anchor displayed: 4-band card with topic sentence / embedded evidence / multi-sentence analysis / link. Includes worked Angelou example. Print-ready 11x17.

MG-4 Chart Physical / non-image

CEA analytical-paragraph anchor: 3-part stacked card. CLAIM (top, purple): one analytical sub-claim, more specific than the thesis, that the paragraph will prove. Sentence frame: 'Angelou's diction in this passage reveals ___.' EVIDENCE (middle, blue): a quoted phrase or sentence from the text, integrated with a signal phrase and parenthetical citation (G7-fall quote-sandwich pattern). Sentence frame: 'For instance, the speaker calls the room "___" (Angelou 47).' ANALYSIS (bottom, green): 3-4 sentences explaining HOW the evidence supports the claim by naming what the language is doing. NOT summary. Names diction, syntax, imagery, tone — the moves from Pass 2. Sentence frames: 'The word "___" carries a connotation of ___, which ___.' / 'By choosing "___" instead of "___", Angelou ___.' / 'This diction shows that ___.' Bottom rule: 'Without ANALYSIS, you have only summary. Analysis is the work.' Print-ready 11x17.

• Submit body paragraph 1 with S/A margin marks. At least 70% of sentences should be A.

• Restate: CEA paragraph = topic sentence + embedded evidence + analysis + link; summary-vs-analysis is the test
• Preview tomorrow's counter-interpretation acknowledgment

• Draft body paragraph 2 for your practice essay. Bring tomorrow.