Some argue that space exploration is a waste of resources that should be allocated to solving Earth’s problems. Others believe it drives innovation and long-term human survival.
Discuss both views and give your opinion.

re-phrase –

From cutting-edge tech talent to substantial government subsidies, the space industry consumes significant global resources. Critics, however, contend that these allocations should remedy urgent terrestrial crises like poverty and climate change. This essay argues that while earthly problems demand immediate attention, balanced investments in space exploration are imperative for humanity’s long-term survival.

5/30/2025

1) Which of the following TWO sentences do not use a semi-colon correctly?

notes:

Use a semicolon to connect two complete sentences (independent clauses) that are closely related in meaning.

Instead of: She loves reading. Her favorite genre is fantasy.
Example: She loves reading; her favorite genre is fantasy.

When linking clauses with words like however, therefore, moreover, nevertheless, for example, etc., use a semicolon before them and a comma after.

Example: He wanted to go out; however, it was raining.
Example: She studied hard; as a result, she aced the exam.

If list items already contain commas, use semicolons to separate them for clarity.
Example: The conference had attendees from Paris, France; Tokyo, Japan; and Sydney, Australia.

• I went to Paris; London; Rome; and New York City. (X)

This list DOES NOT ontain commas.

• When we went to dinner, Stephanie ordered noodles, vegetables and meat; Raoul ordered rice, vegetable, and fish; and I got pizza. (√)

This is correct because we’re using semi-colons to connect complete sentences.
1) When we went to dinner, Stephanie ordered noodles, vegetables, and meat.
2) Raoul ordered rice, vegetables, and fish.
3) And I got pizza.

[1];[2];[3]

• Don’t go to that store; you should go to another one.

This is also correct. It combines two independent sentences.
1) Don’t go to that store.
2) You should go to another one.

• The party was over; and everyone decided to go home. (X)
Don’t use it with coordinating conjunction (FANBOY).

2) Which sentence contains errors with comma placement?

• Before the concert began, all of the fans were waiting with anticipation for Taylor to take the stage.
• The DLC for Elden Ring had new maps, weapons, and bosses.
• Ellen saw her favorite band, the Linda Lindas, perform last night.

• When doing intense exercise, like running please be careful to stay hydrated.

The comma should be placed after ‘running’. “like running” is a preposition phrase that modifies exercise.

3) How could your correct the error in the sentence below:
They laughs at the silly comedian

Error is at laughs
“They” is NOT a third person singular, thus, verb ‘laugh’ should be left alone.

• Change a subject case pronoun to an object case one
• Change a singular verb to a plural verb
• Change a personal pronoun to a demonstrative pronoun
• Change a transitive verb to an intransitive verb

4) What is the error in the sentence below?

Dan and Carl love to play games, but he isn’t good at them.

Dan and Carl –> love √
Dan and Carl –> he (X)

• Pronoun does not match antecedent number
• Pronoun is the wrong case
• Pronoun is the wrong gender
• Personal pronoun should be a relative pronoun

5) Identify the sentence in the passive voice.

Passive Voice template:

subj + [was/were] + past participle

• The cars are all parked in the garage, where they are to be fixed. (X)

• The tools that had been used to fix the car were broken. (√)

The tools [that had been used to fix the car] were broken. // Let’s remove the relative clause

The tools(s) [were] broken(past participle as adj).

• The cars were all fixed by the same mechanic. (√)

The cars(subj) [were] fixed(past participle as adj).

• The mechanic had been tired that day as fixed many cars. (X)

6) Identify the sentence that contains an error.

• Mario made it across the bridge just before it collapsed.

• Bring it on!

• The detective looked inside the car[,] and he found the bloody knife. (√)

It is missing a comma.

• Whenever you wear the hat[,] you look good with the feathers. (√)

missing a comma

7) Identify the complex sentence.

• Although the exam was over, the students continued to study grammar. (√)
• The examination was over[, and] the students still studied grammar.
This is a coordinating conjunction that combines two independent clause.

• When the students finished the exam, they still studied grammar; it was their favorite subject. (√)

Semicolon Adds a Second Independent Clause. So it is (Dependent, independent; independent)

Another way (Dependent, independent, and independent):
When the students finished the exam, they still studied grammar, and it was their favorite subject.

• The sentences above are all lies. (X)

8) Identify the sentence where the relative clause modifies a gerund.

gerund = Hiking
relative clause = [noun] (who/whose/which/that…)

• Inside the pool, that was never cleaned, Christopher saw many insects.
‘that was never cleaned’ is a relatie clause, but it modifies the noun ‘pool’, not a geround.

• Hiking, which is great exercise, is fun to do in groups. (√)
‘Hiking’ is a gerund.
‘which…’ is a relative clause that modifies ‘hiking’.

• The boy that always volunteers to answer questions in class loves studying.
‘that always…’ modifies ‘boy’, and not a gerund.

• The singing student in 7.8, Gary, is someone who often gets on the teacher’s nerves.
‘Gary’ modifies student. And ‘singing’ is used as an adjective.

9) Identify the sentence with an essential adverbial phrase

• The computer that is powered off belongs to Danny.
• Besides a dog, a book is a man’s best friend.
• You’ve got the power to change the world!
• After the victory the fans cheered with great enthusiasm.

10) Identify the sentence where an appositive modifies the indirect object.

An appositive is a noun or noun phrase that renames, explains, or identifies another noun right beside it.
In our case, it is ‘Fluffy’, and it identifies ‘dog’.

• Earl’s dog Fluffy has an ironic name.
• While you would think the dog is fluffy, it actually has very coarse hair, which is brown.

• One time, when Early tried to give a treat to his dog Fluffy, the dog went insane.

• Now, everyone is scared of the dog.

11) Identify the sentence where the infinitive is the direct object of a preposition.

• The chickens(s) ran(v) inside(p) [to get](inf) out of the rain.
• Greg(s) [does not want](v) [to eat](obj) vegetables after dinner. // infinitive at object position
• Under the bridge, there is nothing to see. // no infinitive
• To win is the ultimate goal of sport. (X) // infinitive at the subject

12) Identify the sentence where the predicate nominative modifies a noun clause.

• Punching people in the face for no reason is a crime. (X)

crime = predicate nominative
no noun clause available

• The video of Tommy punching someone in the face is hard to watch. (X)

hard is a prediate adjective.
No predicate nominative available.

• The boy that was punched [became] Tommy’s friend.

became = linking verb
Tommy’s friend = predicate nominative
that was punched = relative clause

This is the closest answer, but the subject is not a noun clause. It is a relative clause that modifies the subject.

• The boy did not press charges against Tommy because Tommy seemed repentant. (X)

This is a complex sentence that uses subordinate conjunction ‘because’

• No answer matches the requirement. Let’s make our own!

* [Whoever wins] (noun clause) is (linking verb) an idiot (pred nominative).
* [What he wanted] (noun clause) was (linking verb) meat (pred nominative).
* [Whoever killed the victims] (noun clause) became (linking verb) a mystery (pred nominative).

There is a problem with this question. I think your teacher meant to say “rename” not “modify”.
Predicate nominative’s function can ONLY rename or identy, they cannot modify!

13) Identify the sentence where a predicate adjective modifies a participle phrase.

• My pet cat and pet rabbit are not friends.
friends = predicate nominative

• Whenever the rabbit comes out the cat looks nervous.
no participle phrase

• Sometimes they play together and look happy.
this is predicate [and] predicate sentence.

• [Playing animals] are [fun] to watch.

– (√) Playing is an adjective that modifies animals, thus “playing animals” is a participle phrase.
– predicate adjective = fun
– linking verb = are

14) In which sentence is the gerund a subject?

• Did you know that Mr.Slonim loves making grammar questions?
// making is a gerund but at the object position.

• He is learning by making questions.
// present continuous – ‘learning’ is a present pariticiple.

• Learning more about grammar excites Mr.S, and it should excite you too.
Learning – gerund
excites – verb
Mr. S – obj

• Did you notice that when the gerund is a subject the sentence is often is passive voice?
// no gerund.

15) Which of the following sentences contains a participle that modifies a compound direct object?

• James ran out of the burning building.
• It’s never too late to begin studying grammar and to begin sleeping early.

• Oswald(s) looked(v) {at (prep) the dancing (partple) [panda and person] (comp dir obj)}.

• The freezing room and hallway need to be better heated.
// the participle modifies compound nouns, but they’re at the subject position.

16) In which sentence does the prepositional phrase modify a verb that is part of a noun-clause?

1) prep phrase modify a verb (…)
2) verb is part of a noun clause […]

ex:
– What she [said] (about us)
– Whoever [took] the book (from the library)

• Boris wanted to leave after the first song of the concert. // no noun clause

• The most beautiful flowers are those that [bloom] (during winter).

• You cannot build a snowman inside the house. // no noun clause

• The fastest car on the highway is the Ferrari F150. // no noun clause

17) Find the sentence where there is an indirect object that is not the direct object of a prepositional phrase:

I gave some cookies.
I gave [Slonim] some cookies. <-- wants this! I gave some cookies [to Slonim]. <-- not this. 'Slonim' IS the direct object of a prepositional phrase. 'to' is preposition • Give me the money! (√) • I refuse to give the money to you! (X) • Why won’t you put the money in the bag? • Because it does not belong to you. (X)

18) Identify the sentence where the object of the prepositional phrase is a participle phrase:

object of prepositional phrase:

in [a cave]
with [my friends]

is a participle phrase:

She is obsessed {with [striking it rich]}
She is obsessed {with [dreaming about a boyfriend]}
I dream {about [swimming in the ocean]}

• When the clock strikes midnight, Milly’s father expects her at home.
• Milly, however, is stuck in traffic.
• In that house, When Milly arrives, there will be a lot of arguing.

• You don’t want to be {near [the screaming voices]}.

19) Read the sentence below and determine the direct and indirect object of the transitive verb:
After my mom gave me my presents, I rushed to the room to play.

My mom gave(transitive verb) my presents.
My mom gave(tv) me(ind obj) my presents (direct obj).

• Direct: Me; Indirect: Presents
• Direct: Presents; Indirect: Me (√)
• Direct: Room; Indirect: Play
• Direct: Me; Indirect: Room

20) Identify the compound sentence with a compound subject.

compound sentence = [clause 1], [fanboy] [clause 2]
compound subject = [noun1 and noun 2]

• Harry and Barry are two best friends.
• They are often seen at the store, where they cause a lot of trouble.
• The shopkeepers hate them because Harry and Barry try steal things.

• [Eventually the store owner called the police][, and] [Harry and Barry were taken to jail].

21) Which of the following correctly describes the pronouns in the sentence below:

They were not happy with their resultsthem, (which) were quite low, and so they completed that review packet.

• Object case personal, subject case personal, relative, subject case personal, relative. (X)

• Subject case personal, object case personal, relative, subject case personal, demonstrative (√)

• Subject case personal, subject case personal, demonstrative, object case personal, relative

• Object case personal, object case personal, relative, object case personal, demonstrative. (X)

22)
Identify the verb types in the sentence below:

I want you to bring me a gift, it is my birthday.

• Transitive, intransitive, transitive (X)

• Transitive, transitive, linking (√)

I(s) [want](transitive) you(obj). // single verb
I(s) [want to play](transitive) basketball(obj). // verbal phrase

• Intransitive, transitive, linking (X)

• Intransitive, intransitive, transitive (X)

23)

Which sentence contains a transitive verb where the direct object is a gerund phrase?

transitive verb:
I [hate] seafood.
Happy [gobbles] meat.

direct object is gerund phrase:

a) I hate reading. b) I hate [reading letters].
b) My mom loves cooking. B) My mom loves [cooking seafood].
c) She prefers [eating at home].

• My favorite movie is Harry Potter and the Deathly Hallows. (X) no gerund exists

• I was planning to watch the movie this weekend. (X) This is a past continuous: subj + [was/were] + verbing

Does the teacher mean infinitive phrase? If so, then this is the answer.

I(s) [was planning](trans verb) [(to watch) the movie this weekend] (infinitive phrase)

• Would you like to watch it with me? (X) infinitive

• Or, will you need to study? (X) infinitive

24)

Identify the sentence with a non-essential appositive that is also a relative clause:

non-essential appositive – My brother, a talented musician, won the award.
that is also a relative clause – My brother, who is a talented musician, won the award.

None found:
• Superstar athlete Labron James is a phenomonal basketball player.

• If you watch the superstar athlete, Labron James, you will see greatness in action.

• While some say the players who are on different teams are better, others still think that James is the greatest basketball player in the world.
• I believe that we should all have great respect for what James has accomplished.

25)

Identify the sentence where a non-essential relative clause modifies an infinitive:

non-essentail relative clause – ,which takes work,
modifies an infinitive – To be a champion, which takes work, is worth it.

• I do not want to go down to the basement that is dark and scary.
• To search the basement, which is dark and scary, is to ask for trouble.
• Haven’t you watched scary movies, where the basement away contains a monster?
• The basement, that is never well lit, is quite scary.

They had walked in single file down the path, and even in the open one stayed behind the other. 

Both were dressed in denim trousers and in denim coats with brass buttons. Both wore black, shapeless hats and both carried tight blanket rolls slung over their shoulders. 

The first man was small and quick, dark of face, with restless eyes and sharp, strong features. 

Every part of him was defined: small, strong hands, slender arms, a thin and bony nose. Behind him walked his opposite, a huge man, shapeless of face, with large, pale eyes, and wide, sloping shoulders; 

and he walked heavily, dragging his feet a little, the way a bear drags his paws. 

His arms did not swing at his sides, but hung loosely.



The first man stopped short in the clearing, and the follower nearly ran over him. 

He took off his hat and wiped the sweat-band with his forefinger and snapped the moisture off. 

His huge companion dropped his blankets and flung himself down and drank from the surface of the green pool; 

drank with long gulps, snorting into the water like a horse. 

The small man stepped nervously beside him.



“Lennie!” he said sharply. “Lennie, for God’ sakes don’t drink so much.”

Lennie continued to snort into the pool.

The small man leaned over and shook him by the shoulder.

“Lennie. You gonna be sick like you was last night.”



Lennie dipped his whole head under, hat and all, and then he sat up on the bank and his hat dripped down on his blue coat and ran down his back. 

“Tha’s good,” he said. “You drink some, George. You take a good big drink.” 

He smiled happily.



George unslung his bindle and dropped it gently on the bank. 

“I ain’t sure it’s good water,” he said. “Looks kinda scummy.”



Lennie dabbled his big paw in the water and wiggled his fingers so the water arose in little splashes; rings widened across the pool to the other side and came back again.

Lennie watched them go.

“Look, George. Look what I done.”



George knelt beside the pool and drank from his hand with quick scoops. 

“Tastes all right,” he admitted. “Don’t really seem to be running, though. You never oughta drink water when it ain’t running, Lennie,” he said hopelessly. 

“You’d drink out of a gutter if you was thirsty.”

He threw a scoop of water into his face and rubbed it about with his hand, under his chin and around the back of his neck.

26) Which of the following is true about the details in the first paragraph:
• They suggest that one is overly cautious
• They establish that one is a round character
• They directly characterize the two as wealthy
• They suggest that the two are foils

27) What does the simile “like a horse” reveal about Lennie?
• He is extremely fast (X)

• He acts in a way that is ungraceful (√)

• He is the one who will support his friend (X)
• He is extremely hairy (X)

28) How does Lennie react to George reminding him that he was sick the night before?
• He does not seem to care
• He shows concern
• He has an emotional outburst
• He is angry

29) The phrase “Lennie dabbed his big paw …” is:
• A simile related to Lennie’s drinking of water
• Personification that reveals Lennie’s true thoughts
• An example of angry diction creating an upset tone
• A metaphor highlighting Lennie’s size and clumsy nature

30) Which of the following best describes the tone of George’s dialog?
• Concerned yet reasonable (X)
• Strict and uncompromising (X)
• Caring and emotional(√)
• Upset and impatient (X)

31) Which of the following best describes the setting of the extract?
• A big city
• The woods (√)
• A dessert
• A dystopia

32) Which of the following best describes the conflict in the extract?
• Person vs supernatural
• Person vs nature (√)
• Person vs society
• Person vs technology


Some argue that governments should fund space exploration to advance scientific knowledge, while others believe this money should be spent solving Earth’s immediate problems like poverty and healthcare.

Discuss both views and give your own opinion.

rephrase the prompt

Investing funds into space exploration is imperative to the growth and improvement of modern societies. However, a significant portion of the human population has been neglected and dehumanized by war, disease, and famine. This essay examines how resources should be allocated to help them recover. While space exploration fosters innovation and paves the way for long-term human survival, I contend that expenditures should be spent to alleviate poverty and the sufferings of the underprivileged.

topic sentence 1 – present opposing perspective 1

Space exploration can be a beneficial catalyst in resolving earth’s energy predicaments. Our current energy resources are limited to fossil fuel and lithium. However, exploring distant planets can provide a tapestry of benefits such as using satellites to predict weather, finding intergalactic environments suitable for human habitation, and looking at new minerals from distant planets to be used as fuel. These are all excellent reasons why monetary investments should be allocated for science and space.

give example, instance
some kind of public figure

– logical connectors
– vary grammar
– use of academic terms

topic sentence 2

conclusion

Some people believe that governments should invest more in public transportation to reduce traffic congestion and pollution. Others argue that individuals should take responsibility for their own transportation choices.

Discuss both views and give your own opinion.

Sample Band 9 Structure:
Introduction: Paraphrase the prompt + state your opinion.
Body 1: Discuss government’s role (e.g., fund metros, tax incentives).
Body 2: Analyze individual responsibility (e.g., carpooling, cycling).
Conclusion: Reiterate your position (e.g., “While individuals must contribute, systemic change requires state intervention”).

Government investments in public transportation are a worldwide issue. While some believe that public transportation is a human necessity and helps curb air pollution, others contend that having one’s own transportation is much more comfortable and maintains a better travel experience. This essay analyzes both sides of the argument, and it will conclude that a balanced approach is best.

Proponents of public transportation argue that government investments in buses, subways, and metros help the city develop by attracting talent and making businesses more available. For instance, Shenzhen’s growth as a modern green city was only possible because of its transport infrastructure. Its network has not only given its citizens quick access to fast travel, but it has dealt with air pollution that results from potential traffic, thus giving it the name “Green City”. Due to the success of its initial transit lines, government investments have added five more lines to its network of trains, and this has alleviated road congestion as well. It does this by offering express lines, where it can move its passengers from one area of the city to the next quickly with few stops. Moreover, governmental investments in such public services have made strides providing transit to low-income groups. Now, the underprivileged who cannot afford to live in the city can commute into the city to attend schools, begin socioeconomic integration, and have equitable access to what the city has to offer.

Conversely, overcrowding in public transit is detrimental to commuter well-being. Sitting next to someone with body odor, or listening to loud conversations compromises passenger comfort. Tokyo’s rush hour is a perfect example. During rush hour, station workers overload transit cars past their capacity, and this creates anxiety, discomfort, and annoyance to everyone onboard. The mixture of various types of people can also create unwanted sparks. Arguments and physical confrontations may often happen, and unfortunately, your safety may be compromised. When roads are free, commuters consequently opt to drive their own cars or use private car services. This liberates commuters from traveling on a slower fixed schedule.

In conclusion, while government investments in public transportation is vital for reducing air pollution and traffic congestion, individuals should retain the freedom to choose private transport for comfort. A hybrid approach ensures that Shenzhen will continue as a role model without compromising freedom of choice for its citizens.

“Discussion + Opinion” Type Questions

Structure Follows the Prompt:

Introduction:

intro + merge – Paraphrases the debate
thesis – states the essay’s purpose.

Body 1: Discusses View 1 (funding the arts) with examples.

Body 2: Discusses View 2 (prioritizing public services) with counterpoints.

Conclusion: Offers a balanced opinion (“a modest percentage for arts, bulk for services”).

Essay

Introduction

The allocation of public funds to the arts versus essential services is a perennial debate. While some contend that arts subsidies are vital for cultural preservation, others prioritize healthcare and infrastructure. This essay will examine both perspectives before concluding that a balanced approach is optimal.

Body Paragraph 1 (Support for Arts Funding)

Proponents of arts funding argue that cultural institutions enrich society immeasurably. Theatres, museums, and music festivals not only safeguard heritage but also stimulate tourism and local economies. For instance, the West End in London generates billions annually, proving that arts investments yield financial returns. Furthermore, the arts foster creativity and critical thinking—skills crucial in an innovation-driven world. Without state support, many cultural gems might vanish, leaving future generations impoverished.

Body Paragraph 2 (Case for Public Services)

Conversely, critics assert that taxpayer money should address urgent societal needs. In nations with underfunded hospitals or crumbling roads, lavish opera houses seem indulgent. A single hospital’s budget could save countless lives, whereas a symphony orchestra benefits a privileged few. Prioritizing public services also promotes equity; free healthcare and education uplift marginalized communities far more than subsidized ballet tickets.

Conclusion

In conclusion, while the arts elevate national identity and economy, essential services are non-negotiable for societal welfare. Governments should strike a balance—perhaps by earmarking a modest percentage of budgets for the arts while channeling the bulk toward healthcare and education. This compromise ensures cultural vibrancy without compromising public well-being.

(Word count: 250)

Juxtaposition = Placing two things side by side (physically or in text).

Oxymoron = A phrase that combines contradictory terms (e.g., “deafening silence,” “bittersweet”).

Why Use Juxtaposition?

It grabs attention, deepens meaning, and makes the audience think differently about the subjects being compared.

Would you like examples from a specific book, movie, or artwork?

1. “The Monkey’s Paw” by W.W. Jacobs

Juxtaposition: Wishes vs. Consequences

The Whites jokingly wish for £200, only to receive it as compensation for their son’s gruesome death at work.

The cozy, domestic setting of their home contrasts with the horrifying knock at the door at the end.

Effect: The story highlights how desire and tragedy are unnervingly close—what seems like a blessing is actually a curse.

2. “The Lottery” by Shirley Jackson

Juxtaposition: Ordinary Village Life vs. Brutal Ritual

The story opens with a cheerful, sunny day—children playing, neighbors chatting—yet ends with a barbaric stoning.

The lottery is treated as a normal tradition, like a town picnic, making the violence even more shocking.

Effect: The contrast exposes how cruelty can hide beneath the surface of “civilized” society.

3. “The Little Things” (Assuming you mean the short story by Raymond Carver, later adapted into the film The Night Comes for Us)

Juxtaposition: Domestic Mundanity vs. Impending Violence

A couple’s ordinary conversation about chores and errands is interrupted by an intruder’s threat.

The title itself (“The Little Things”) contrasts with the life-or-death stakes of the situation.

Effect: The banality of daily life makes the sudden danger feel more jarring.

1. Ask the Key Question:

Direct Object (DO):

“Subject + Verb + What/Whom?”

If the infinitive answers this, it’s a direct object.

Example: “She loves to sing.”

“Loves what?” → “to sing” (Direct Object).

Adverbial Infinitive:

“Subject + Verb + Why/How/When/Where?”

If the infinitive answers this, it’s adverbial.

Example:
“She exercises to relax.”

“Exercises why?” → “to relax” (adverbial).

2. Try the “In Order To” Test:

If you can replace the infinitive with “in order to”, it’s adverbial:

“He studies to pass.” → “He studies “in order” to pass.” (Adverbial).

If not, it’s likely a direct object:

“She wants to sleep.” → ❌ “She wants “in order” to sleep.” (Makes no sense → Direct Object).

3. Examples to Compare:

She is learning to swim.

Learning what? “to swim” → Direct Object

He is shouting to help.

Shouting why? “to help” → Adverbial

They hate to wait.

Hate what? “to wait” → Direct Object

“She naps to recover.”

Naps why? “to recover” → Adverbial

She wants [to travel the world].

Wants what? → “to travel the world” Direct Object.

They hate [to wake up early].

“Hate what?” → “to wake up early” Direct Object

He attempted [to climb the mountain].

“Attempted what?” → “to climb the mountain” Direct Object.

I wish to buy a car

“Wish what” → “to buy a car” Direct Object

She kills to feed her anger”?

why does she kill? to feed her anger. adverbial

She trains to become the best

Why does she train? to be the best. –> adverbial

Step 1: Identify the Literary Device

Ask: What technique is the author using?
Example from “Greenleaf”:

Device: Situational Irony (when the opposite of what’s expected happens)

Evidence: Mrs. May honks the car horn to hurry Mr. Greenleaf, but it summons the bull that kills her.

Step 2: Explain the Device’s Basic Function

Ask: How does this device usually work in literature?
Example:

Situational irony surprises readers by subverting expectations. It often reveals deeper truths or themes.

Step 3: Analyze the Device in Context

Ask: How does the author use this device specifically in the text?
Example:

Textual Evidence:

Mrs. May honks “three sustained honks and two or three shorter ones” to assert control.

The horn, typically a safety tool, becomes a weapon of her arrogance.

Analysis:

O’Connor twists the horn’s purpose: it changes from a symbol of human authority to a divine “trumpet of judgment.”

Step 4: Connect to Themes

Ask: How does this device reinforce the story’s themes?
Example:

Theme: Divine justice vs. human pride.

Analysis:

The horn’s blare mirrors biblical judgments (e.g., Jericho’s trumpets).

Mrs. May’s attempt to control Greenleaf backfires, showing that God’s justice overrides human arrogance.

Step 5: Explore the Author’s Purpose

Ask: Why did the author choose this device?
Example:

O’Connor uses irony to:

Critique pride: Mrs. May’s hubris leads to her downfall.

Show grace through violence: Her death is a grotesque moment of revelation.

Step 6: Write a Polished Analysis

Combine all steps into a cohesive paragraph:

Example Analysis:

O’Connor employs situational irony to expose Mrs. May’s fatal arrogance. When she honks the car horn—“three sustained honks and two or three shorter ones”—she expects to hurry Mr. Greenleaf, asserting her superiority. Yet this ordinary act backfires spectacularly: the horn summons the bull that kills her, transforming a tool of control into a divine instrument of judgment. The irony lies in how O’Connor subverts the horn’s mundane purpose (safety) into a supernatural signal, mirroring biblical calls for reckoning (like Joshua’s trumpets at Jericho). This moment crystallizes O’Connor’s theme of violent grace: Mrs. May’s pride invites a punishment that, though brutal, forces her to confront her moral blindness. Here, irony becomes the vehicle for divine justice, proving that no human arrogance escapes judgment.

Key Tips for Strong Analysis:

Always cite evidence (quotes or specific plot points).

Avoid summary—focus on how and why the device matters.

Link to broader themes (e.g., justice, pride, redemption).

Consider the author’s style (e.g., O’Connor’s grotesque religious visions).

In a body paragraph of a prose analysis, you’re answering one focused aspect of how the author’s literary techniques create meaning or effect. Here’s the breakdown:

1. Core Question to Answer:
“How does a specific literary device or stylistic choice contribute to the text’s themes, tone, or emotional impact?”

2. Key Elements to Include:
A. Topic Sentence
Clearly state the device/technique (e.g., irony, symbolism, diction) and its purpose.

Example:

Carver uses situational irony in the title “The Little Things” to underscore how trivial conflicts escalate into tragedy.

B. Evidence
Quote or paraphrase the text (1–2 lines max).

Example:

The couple’s argument begins over a suitcase but culminates in a tug-of-war: “He felt the baby slipping out of his hands and he pulled back very hard.”

C. Analysis
Explain how the device works in the quote and why it matters.

Example:

The verb “slipping” suggests the child’s literal and metaphorical loss, while “pulled back very hard” reveals the parents’ violent desperation. By later calling the baby an “issue,” Carver strips the scene of empathy, showing how pride dehumanizes.

D. Connection to Theme/Effect
Link the device to the broader message or author’s purpose.

Example:

This irony mirrors Carver’s warning: minor conflicts, fueled by ego, destroy what matters most.

3. Avoid These Pitfalls:
❌ Summarizing plot (focus on how the story is told, not what happens).
❌ Vague claims (e.g., “This shows the story is sad”—explain how the language creates sadness).
❌ Listing devices without analysis (e.g., “Carver uses symbolism and irony” → How? Why?).

4. Checklist for Success:
✔ One device per paragraph (e.g., dedicate one paragraph to irony, another to symbolism).
✔ Textual evidence + page/line numbers (if applicable).
✔ Author’s name (e.g., “Carver implies…”) to maintain focus on craft.

Example Thesis-to-Body Flow:
Thesis: Carver’s irony and symbolism reveal how pride corrupts love.

Body Paragraph: Analyzes how the title’s irony (“The Little Things”) contrasts with the horrific ending to expose this corruption.

Pro Tip: Imagine you’re explaining why the author made a specific choice and how it impacts the reader’s understanding. This keeps your analysis sharp and original.

Would you like to practice with another passage?

A prose analysis is a close examination of how an author’s language, style, and literary devices contribute to the meaning and effect of a prose passage (such as a short story, novel excerpt, or essay). Unlike a summary, which retells events,

a prose analysis focuses on how the writing works and why the author makes specific stylistic choices.

Here’s a standard structure for a prose analysis:

1. Introduction
Briefly introduce the text (title, author, and context if necessary).

State the focus of your analysis (e.g., theme, tone, character development, or specific literary devices).

Thesis statement – A clear argument about how the prose functions and what effect it creates.

Example:
In Raymond Carver’s “The Little Things,” the minimalist prose and use of symbolism amplify the story’s tension, illustrating how trivial conflicts escalate into irreversible tragedy.

2. Body Paragraphs (Multiple, if needed)
Each paragraph should focus on one key literary device or stylistic choice and explain its effect. A strong analysis follows this pattern:

Topic Sentence – Introduces the literary device or technique being analyzed.

Evidence – A direct quote or paraphrased example from the text.

Analysis – Explanation of how the device works and why it matters.

Connection to Theme/Effect – Ties the analysis back to the thesis.

Example (from Carver’s story):
Carver’s use of dialogue without attribution (e.g., “Give me the baby.” “No.”) strips the argument down to its rawest form, heightening the tension. The lack of “he said/she said” tags forces the reader to focus solely on the escalating conflict, mirroring the characters’ inability to communicate beyond hostility.

3. Conclusion
Summarize key points without repetition.

Reinforce the thesis in light of the evidence.

Consider broader implications (e.g., why the author’s style matters, how it affects the reader, or how it relates to other works).

Example:
Through sparse dialogue and symbolic imagery, Carver transforms a mundane domestic dispute into a harrowing commentary on human stubbornness. The story’s power lies in what is left unsaid, forcing readers to confront the devastating consequences of unresolved conflict.