39. Connect the Quotation to your Thesis

39. Connect the Quotation to your thesis:

It is argued in The Writing Guide that all textual analysis paragraphs will have at least three categories of commentary: context, condense, and connect. Some sentences of commentary will establish the context of the quotation in the text in which it was excerpted, some will condense the quotation into its essential elements, and some will connect the quotation’s significance to the thesis of the paper. The final element is the most important aspect of analytical writing. But an accomplished writer not only ties the quotation’s significance to the argument of the thesis, she also answers why readers should care about the claims you make By using the starters below you should be able to connect your claims to your thesis and convey the broader relevance of your claims.

For example, in this excerpt from an essay that defines Romanticism, look for the connection starters in bold after the quotation. Remember, the thesis of the essay is to define Romanticism by analyzing the poetry, painting, plays, and prose of the era.

William Blake demonstrates the Romantic questioning of the world through his companion poems, “Chimney Sweeper I,” and “Chimney Sweeper II.” Blake categorized his poems as “Songs of Innocence,” or “Songs of Experience.” “Chimney Sweeper I” is a song of innocence and relays the message that if one prays to God and has faith, they will be happy and blessed. Blake tells the story of little Tom Dacre, using hauntingly vivid imagery, yet simple language. He writes:

…Thousands of sweepers, Dick, Joe, Ned, and Jack,

Were all of them locked up in coffins of black.

And by came an angel, who had a bright key,

And he opened the coffins, and set them all free

…And the angel said to Tom, if he’d be a good boy,

He’d have God for his father, and never want joy.

…Though the morning was cold, Tom was happy and warm:

So, if all do their duty, they need not fear harm,

(lines 11-14, 19-20, 23-4)

In the beginning of the poem, the imagery of the chimney sweeper’s world is bleak, dark, and depressing. This poem communicates the basic, straightforward, good message that God is in his Heaven and is directing all events toward a greater harmony unseen by us. But it has underlying irony that makes it plain to see that Blake is mocking God. It is ironic that God would want to subject his children to pain, suffering and eventually death in “coffins of black” in order tone day go to heaven. The poem “Chimney Sweeper II” is a song of experience. Describing how the parents of a young boy force him to become a chimneysweeper so that he will cherish heaven and God, Blake writes:

‘Where are thy father and mother? Say!’ –

They are both gone up to the church to pray.

They clothed me in the clothes of death,

And taught me to sing the notes of woe.

‘…And are gone to praise God and His priest and king,

Who made up a heaven of our misery.’

(lines: 3-4, 7-8, 11-12)

At this point in the poem, the speaker has established the bliss associated with youthful play in nature. This poem sends the message that one must be miserable in order to want a better place. The boy’s parents clothed him in “clothes of death,” and this implies that his job as a chimneysweeper will ultimately be his death. However, why should this poor boy be made miserable in order to appreciate goodness? Blake’s irreverent questioning of God’s ways captures the defiant, anxious spirit present in the Romantic era. As a result of William Blake’s bold spirit, the Romantic era began with difficult questions about strict religion.

“CONNECTION STARTERS” TO USE:

-_______________ develops the notion that ________________________________.

-_______________ conveys the idea that ________________________________.

-Though this analysis ________________________________ is developed.

-Although this analysis is primarily concerned with _____________________, it also develops the larger concept of ___________________________.

-_________________ matters because _______________________________________.

-My discussion of _______________ is in fact addressing the larger matter of ____________________________________.

-As a result, ______________________________________.

-Consequently, ______________________________________.

-Therefore, ______________________________________.

-________________ matters because ________________________________.

-This is important because __________________________________________.

-In the end, ______________________________________.