SlideShare a Scribd company logo
1 of 17
Writing a good analytical
paragraph
What does
stand for?
Why is this important?
POINT: What are you going to argue in this
paragraph?
EVIDENCE: A quote from the text to
support your point.
EXPLANATION: Where you
analyse the quote.
WET RATS
• Words
• Effect / embedded quotations
• Techniques
• Reader’s reaction
• Author’s intention / alternative interpretations
• Themes / Time
• Structure
Using Wet Rats in Romeo and Juliet
Stage One: conventional PEE
Tybalt is established as a violent, confident and arrogant character.
We know this because he says “Peace? I hate the word, as I hate hell,
all Montagues, and thee.” This shows that he does not want peace,
but wants to continue the argument in Scene 1 because he hates
Montagues with all his heart.
Using Wet Rats in Romeo and Juliet
Stage One: conventional PEE
Tybalt is established as a violent, confident and arrogant character.
We know this because he says “Peace? I hate the word, as I hate hell,
all Montagues, and thee.” This shows that he does not want peace,
but wants to continue the argument in Scene 1 because he hates
Montagues with all his heart.
Using Wet Rats in Romeo and Juliet
Stage One: conventional PEE
Tybalt is established as a violent, confident and arrogant character.
We know this because he says “Peace? I hate the word, as I hate hell,
all Montagues, and thee.” This shows that he does not want peace,
but wants to continue the argument in Scene 1 because he hates
Montagues with all his heart.
Using Wet Rats in Romeo and Juliet
Stage One: conventional PEE
Tybalt is established as a violent, confident and arrogant character.
We know this because he says “Peace? I hate the word, as I hate hell,
all Montagues, and thee.” This shows that he does not want peace,
but wants to continue the argument in Scene 1 because he hates
Montagues with all his heart.
Using Wet Rats in Romeo and Juliet
Stage 2: W (use of words)
Tybalt is established as a violent, confident and arrogant character.
We know this because he says “Peace? I hate the word, as I hate hell,
all Montagues, and thee.” The use of the word “hate” shows what is
motivating Tybalt.
W
Using Wet Rats in Romeo and Juliet
Stage 3: E (effect)
Tybalt is established as a violent, confident and arrogant character.
We know this because he says “Peace? I hate the word, as I hate hell,
all Montagues, and thee.” The use of the word “hate” shows what is
motivating Tybalt, as he is driven by anger and hatred.
W
E
Using Wet Rats in Romeo and Juliet
Stage 4: T (technique)
Tybalt is established as a violent, confident and arrogant character.
We know this because he says “Peace? I hate the word, as I hate hell,
all Montagues, and thee.” The use of the word “hate” shows what is
motivating Tybalt, as he is driven by anger and hatred. His use of a
rhetorical question to open his speech shows how unbelievable he
finds it that anyone could consider “peace”.
W
E
T
Using Wet Rats in Romeo and Juliet
Stage 5: R (reaction)
Tybalt is established as a violent, confident and arrogant character.
We know this because he says “Peace? I hate the word, as I hate hell,
all Montagues, and thee.” The use of the word “hate” shows what is
motivating Tybalt, as he is driven by anger and hatred. His use of a
rhetorical question to open his speech shows how unbelievable he
finds it that anyone could consider “peace”. Any hope the audience
might have had for a peaceful end to the argument disappears with
Tybalt’s arrival, as he inflames the situation and takes it from a scuffle
between servants to a full-blown street brawl.
W
E
T
R
Using Wet Rats in Romeo and Juliet
Stage 6: A (Author’s intention /
alternative interpretation)
Tybalt is established as a violent, confident and arrogant character.
We know this because he says “Peace? I hate the word, as I hate hell,
all Montagues, and thee.” The use of the word “hate” shows what is
motivating Tybalt, as he is driven by anger and hatred. His use of a
rhetorical question to open his speech shows how unbelievable he
finds it that anyone could consider “peace”. Any hope the audience
might have had for a peaceful end to the argument disappears with
Tybalt’s arrival, as he inflames the situation and takes it from a scuffle
between servants to a full-blown street brawl. Shakespeare is showing
the audience how the two families have a long-standing hatred of one
another and that any meeting between them is almost certain to end
in fighting and bloodshed.
W
E
T
R
A
Using Wet Rats in Romeo and Juliet
Stage 7: T (Themes)
Tybalt is established as a violent, confident and arrogant character.
We know this because he says “Peace? I hate the word, as I hate hell,
all Montagues, and thee.” The use of the word “hate” shows what is
motivating Tybalt, as he is driven by anger and hatred. His use of a
rhetorical question to open his speech shows how unbelievable he
finds it that anyone could consider “peace”. Any hope the audience
might have had for a peaceful end to the argument disappears with
Tybalt’s arrival, as he inflames the situation and takes it from a scuffle
between servants to a full-blown street brawl. Shakespeare is showing
the audience how the two families have a long-standing hatred of one
another and that any meeting between them is almost certain to end
in fighting and bloodshed. He is also showing how love and hate are
opposed throughout the play by contrasting the words “peace” and
“hate”.
W
E
T
R
A
T
Using Wet Rats in Romeo and Juliet
Stage 8: S (Structure)
Tybalt is established as a violent, confident and arrogant character.
We know this because he says “Peace? I hate the word, as I hate hell,
all Montagues, and thee.” The use of the word “hate” shows what is
motivating Tybalt, as he is driven by anger and hatred. His use of a
rhetorical question to open his speech shows how unbelievable he
finds it that anyone could consider “peace”. Any hope the audience
might have had for a peaceful end to the argument disappears with
Tybalt’s arrival, as he inflames the situation and takes it from a scuffle
between servants to a full-blown street brawl. Shakespeare is showing
the audience how the two families have a long-standing hatred of one
another and that any meeting between them is almost certain to end
in fighting and bloodshed. He is also showing how love and hate are
opposed throughout the play by contrasting the words “peace” and
“hate” and by showing peaceful Benvolio opposite violent Tybalt.
W
E
T
R
A
T
S
Compare and contrast
Tybalt is established as a violent, confident and
arrogant character. We know this because he
says “Peace? I hate the word, as I hate hell, all
Montagues, and thee.” This shows that he does
not want peace, but wants to continue the
argument in Scene 1 because he hates
Montagues with all his heart.
Tybalt is established as a violent, confident and arrogant
character. We know this because he says “Peace? I hate
the word, as I hate hell, all Montagues, and thee.” The use
of the word “hate” shows what is motivating Tybalt, as he
is driven by anger and hatred. His use of a rhetorical
question to open his speech shows how unbelievable he
finds it that anyone could consider “peace”. Any hope
the audience might have had for a peaceful end to the
argument disappears with Tybalt’s arrival, as he inflames
the situation and takes it from a scuffle between servants
to a full-blown street brawl. Shakespeare is showing the
audience how the two families have a long-standing
hatred of one another and that any meeting between
them is almost certain to end in fighting and bloodshed.
He is also showing how love and hate are opposed
throughout the play by contrasting the words “peace”
and “hate” and by showing peaceful Benvolio opposite
violent Tybalt.
Compare and contrast
PEE
Tybalt is established as a violent, confident
and arrogant character. We know this
because he says “Peace? I hate the word,
as I hate hell, all Montagues, and thee.” This
shows that he does not want peace, but
wants to continue the argument in Scene 1
because he hates Montagues with all his
heart.
WETRATS
Tybalt is established as a violent, confident and arrogant
character. We know this because he says “Peace? I hate
the word, as I hate hell, all Montagues, and thee.” The use
of the word “hate” shows what is motivating Tybalt, as he
is driven by anger and hatred. His use of a rhetorical
question to open his speech shows how unbelievable he
finds it that anyone could consider “peace”. Any hope
the audience might have had for a peaceful end to the
argument disappears with Tybalt’s arrival, as he inflames
the situation and takes it from a scuffle between servants
to a full-blown street brawl. Shakespeare is showing the
audience how the two families have a long-standing
hatred of one another and that any meeting between
them is almost certain to end in fighting and bloodshed.
He is also showing how love and hate are opposed
throughout the play by contrasting the words “peace”
and “hate” and by showing peaceful Benvolio opposite
violent Tybalt.
WET RATS
• Words
• Effect / embedded quotations
• Techniques
• Reader’s reaction
• Author’s intention / alternative interpretations
• Themes / Time
• Structure

More Related Content

Viewers also liked

Giant Phonics Promotion: Cornwall Learning
Giant Phonics Promotion: Cornwall LearningGiant Phonics Promotion: Cornwall Learning
Giant Phonics Promotion: Cornwall LearningCornwall Learning
 
Collected Revision Presentations
Collected Revision PresentationsCollected Revision Presentations
Collected Revision PresentationsChris Hildrew
 
A growth mindset september staff launch
A growth mindset september staff launchA growth mindset september staff launch
A growth mindset september staff launchChris Hildrew
 
Aggression: Learned or Inherited?
Aggression: Learned or Inherited?Aggression: Learned or Inherited?
Aggression: Learned or Inherited?beccawitt
 
Macbeth PEE+ example
Macbeth PEE+ exampleMacbeth PEE+ example
Macbeth PEE+ exampleMsCaldwell
 
PEEL structure for literature essays
PEEL structure for literature essaysPEEL structure for literature essays
PEEL structure for literature essaysmelodybay
 
Prezi presentation
Prezi presentationPrezi presentation
Prezi presentation201031863
 
Community Helpers Power Point
Community Helpers Power PointCommunity Helpers Power Point
Community Helpers Power PointSharon Moody
 
Structure of a Language Analysis Essay
Structure of a Language Analysis EssayStructure of a Language Analysis Essay
Structure of a Language Analysis Essaymmcdonald2
 

Viewers also liked (12)

Se7en
Se7enSe7en
Se7en
 
Giant Phonics Promotion: Cornwall Learning
Giant Phonics Promotion: Cornwall LearningGiant Phonics Promotion: Cornwall Learning
Giant Phonics Promotion: Cornwall Learning
 
Augustine's Theodicy
Augustine's TheodicyAugustine's Theodicy
Augustine's Theodicy
 
Collected Revision Presentations
Collected Revision PresentationsCollected Revision Presentations
Collected Revision Presentations
 
A growth mindset september staff launch
A growth mindset september staff launchA growth mindset september staff launch
A growth mindset september staff launch
 
Aggression: Learned or Inherited?
Aggression: Learned or Inherited?Aggression: Learned or Inherited?
Aggression: Learned or Inherited?
 
Population Structures
Population StructuresPopulation Structures
Population Structures
 
Macbeth PEE+ example
Macbeth PEE+ exampleMacbeth PEE+ example
Macbeth PEE+ example
 
PEEL structure for literature essays
PEEL structure for literature essaysPEEL structure for literature essays
PEEL structure for literature essays
 
Prezi presentation
Prezi presentationPrezi presentation
Prezi presentation
 
Community Helpers Power Point
Community Helpers Power PointCommunity Helpers Power Point
Community Helpers Power Point
 
Structure of a Language Analysis Essay
Structure of a Language Analysis EssayStructure of a Language Analysis Essay
Structure of a Language Analysis Essay
 

Similar to WETRATS

Romeo and Juliet strong emotion question
Romeo and Juliet strong emotion questionRomeo and Juliet strong emotion question
Romeo and Juliet strong emotion questionMsCaldwell
 
Textual Analysis
Textual AnalysisTextual Analysis
Textual Analysisellie6278
 
Tone and mood
Tone and moodTone and mood
Tone and moodszillat
 
Example Of Sat Essay Prompt. Online assignment writing service.
Example Of Sat Essay Prompt. Online assignment writing service.Example Of Sat Essay Prompt. Online assignment writing service.
Example Of Sat Essay Prompt. Online assignment writing service.Angela Williams
 
Coursework analysis 2
Coursework analysis 2Coursework analysis 2
Coursework analysis 2Tom
 
Product research buried
Product research  buriedProduct research  buried
Product research buriedJesss21
 
Mise en-scene in Horror films
Mise en-scene in Horror filmsMise en-scene in Horror films
Mise en-scene in Horror filmsMachaela Nicholls
 
Taylor swift – blank space (1)
Taylor swift – blank space (1)Taylor swift – blank space (1)
Taylor swift – blank space (1)Lucy Bell
 
Representation in soap
Representation in soapRepresentation in soap
Representation in soapbeckyaliriza
 
Journey’s end structure
Journey’s end   structureJourney’s end   structure
Journey’s end structureSaltashnet Peru
 
Romeo & juliet themes lesson
Romeo & juliet themes lessonRomeo & juliet themes lesson
Romeo & juliet themes lessonKathy Strelow
 
Textual analysis of two soap opera trailers
Textual analysis of two soap opera trailers Textual analysis of two soap opera trailers
Textual analysis of two soap opera trailers tspink27
 
Representation in soap
Representation in soapRepresentation in soap
Representation in soapbeckyaliriza
 
En 11 poetry 3 tone presentation
En 11 poetry 3 tone presentationEn 11 poetry 3 tone presentation
En 11 poetry 3 tone presentationmrturnersenglish
 
The letter
The letterThe letter
The letterMSavva1
 
Music Video Narrative Analysis
Music Video Narrative AnalysisMusic Video Narrative Analysis
Music Video Narrative Analysisf43g4n
 
Tame impala
Tame impalaTame impala
Tame impalaf43g4n
 
Essay About Making Good Decisions
Essay About Making Good DecisionsEssay About Making Good Decisions
Essay About Making Good DecisionsMelissa Smith
 

Similar to WETRATS (20)

Romeo and Juliet strong emotion question
Romeo and Juliet strong emotion questionRomeo and Juliet strong emotion question
Romeo and Juliet strong emotion question
 
Textual Analysis
Textual AnalysisTextual Analysis
Textual Analysis
 
Tone and mood
Tone and moodTone and mood
Tone and mood
 
Example Of Sat Essay Prompt. Online assignment writing service.
Example Of Sat Essay Prompt. Online assignment writing service.Example Of Sat Essay Prompt. Online assignment writing service.
Example Of Sat Essay Prompt. Online assignment writing service.
 
Coursework analysis 2
Coursework analysis 2Coursework analysis 2
Coursework analysis 2
 
Product research buried
Product research  buriedProduct research  buried
Product research buried
 
Mise en-scene in Horror films
Mise en-scene in Horror filmsMise en-scene in Horror films
Mise en-scene in Horror films
 
Taylor swift – blank space (1)
Taylor swift – blank space (1)Taylor swift – blank space (1)
Taylor swift – blank space (1)
 
Representation in soap
Representation in soapRepresentation in soap
Representation in soap
 
Initial ideas
Initial ideasInitial ideas
Initial ideas
 
Journey’s end structure
Journey’s end   structureJourney’s end   structure
Journey’s end structure
 
Lo1 unit 16
Lo1 unit 16Lo1 unit 16
Lo1 unit 16
 
Romeo & juliet themes lesson
Romeo & juliet themes lessonRomeo & juliet themes lesson
Romeo & juliet themes lesson
 
Textual analysis of two soap opera trailers
Textual analysis of two soap opera trailers Textual analysis of two soap opera trailers
Textual analysis of two soap opera trailers
 
Representation in soap
Representation in soapRepresentation in soap
Representation in soap
 
En 11 poetry 3 tone presentation
En 11 poetry 3 tone presentationEn 11 poetry 3 tone presentation
En 11 poetry 3 tone presentation
 
The letter
The letterThe letter
The letter
 
Music Video Narrative Analysis
Music Video Narrative AnalysisMusic Video Narrative Analysis
Music Video Narrative Analysis
 
Tame impala
Tame impalaTame impala
Tame impala
 
Essay About Making Good Decisions
Essay About Making Good DecisionsEssay About Making Good Decisions
Essay About Making Good Decisions
 

More from Chris Hildrew

Year 7 and 8 information evening introduction 2015
Year 7 and 8 information evening introduction 2015Year 7 and 8 information evening introduction 2015
Year 7 and 8 information evening introduction 2015Chris Hildrew
 
Curriculum presentation y8 2015
Curriculum presentation y8 2015Curriculum presentation y8 2015
Curriculum presentation y8 2015Chris Hildrew
 
Curriculum presentation y7 2015
Curriculum presentation y7 2015Curriculum presentation y7 2015
Curriculum presentation y7 2015Chris Hildrew
 
Year 8 presentation
Year 8 presentation Year 8 presentation
Year 8 presentation Chris Hildrew
 
KS4 information evening year 11
KS4 information evening year 11KS4 information evening year 11
KS4 information evening year 11Chris Hildrew
 
KS4 information evening year 10
KS4 information evening year 10KS4 information evening year 10
KS4 information evening year 10Chris Hildrew
 
Behaviour for learning - introductory presentation
Behaviour for learning - introductory presentationBehaviour for learning - introductory presentation
Behaviour for learning - introductory presentationChris Hildrew
 
Curriculum presentation KS4 2015
Curriculum presentation KS4 2015Curriculum presentation KS4 2015
Curriculum presentation KS4 2015Chris Hildrew
 
Sex and relationships education 2015
Sex and relationships education 2015Sex and relationships education 2015
Sex and relationships education 2015Chris Hildrew
 
Evaluation Question 2
Evaluation Question 2 Evaluation Question 2
Evaluation Question 2 Chris Hildrew
 
Narrative theories new
Narrative theories newNarrative theories new
Narrative theories newChris Hildrew
 
Concentration Assembly
Concentration AssemblyConcentration Assembly
Concentration AssemblyChris Hildrew
 
Year 11 Time Line March 2015
Year 11 Time Line March 2015Year 11 Time Line March 2015
Year 11 Time Line March 2015Chris Hildrew
 
The jelly baby disaster
The jelly baby disasterThe jelly baby disaster
The jelly baby disasterChris Hildrew
 
The jelly baby disaster
The jelly baby disasterThe jelly baby disaster
The jelly baby disasterChris Hildrew
 

More from Chris Hildrew (20)

Athene Donald
Athene DonaldAthene Donald
Athene Donald
 
Concentration
ConcentrationConcentration
Concentration
 
Year 7 and 8 information evening introduction 2015
Year 7 and 8 information evening introduction 2015Year 7 and 8 information evening introduction 2015
Year 7 and 8 information evening introduction 2015
 
Curriculum presentation y8 2015
Curriculum presentation y8 2015Curriculum presentation y8 2015
Curriculum presentation y8 2015
 
Curriculum presentation y7 2015
Curriculum presentation y7 2015Curriculum presentation y7 2015
Curriculum presentation y7 2015
 
Year 7 presentation
Year 7 presentationYear 7 presentation
Year 7 presentation
 
Year 8 presentation
Year 8 presentation Year 8 presentation
Year 8 presentation
 
KS4 information evening year 11
KS4 information evening year 11KS4 information evening year 11
KS4 information evening year 11
 
KS4 information evening year 10
KS4 information evening year 10KS4 information evening year 10
KS4 information evening year 10
 
Behaviour for learning - introductory presentation
Behaviour for learning - introductory presentationBehaviour for learning - introductory presentation
Behaviour for learning - introductory presentation
 
Curriculum presentation KS4 2015
Curriculum presentation KS4 2015Curriculum presentation KS4 2015
Curriculum presentation KS4 2015
 
Sex and relationships education 2015
Sex and relationships education 2015Sex and relationships education 2015
Sex and relationships education 2015
 
Taylor swift quiz
Taylor swift quizTaylor swift quiz
Taylor swift quiz
 
Evaluation Question 2
Evaluation Question 2 Evaluation Question 2
Evaluation Question 2
 
Narrative theories new
Narrative theories newNarrative theories new
Narrative theories new
 
Concentration Assembly
Concentration AssemblyConcentration Assembly
Concentration Assembly
 
Easter study camp
Easter study campEaster study camp
Easter study camp
 
Year 11 Time Line March 2015
Year 11 Time Line March 2015Year 11 Time Line March 2015
Year 11 Time Line March 2015
 
The jelly baby disaster
The jelly baby disasterThe jelly baby disaster
The jelly baby disaster
 
The jelly baby disaster
The jelly baby disasterThe jelly baby disaster
The jelly baby disaster
 

Recently uploaded

GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTSGRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTSJoshuaGantuangco2
 
Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Celine George
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parentsnavabharathschool99
 
ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4MiaBumagat1
 
Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management SystemChristalin Nelson
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSMae Pangan
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxlancelewisportillo
 
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptxAUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptxiammrhaywood
 
Active Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfActive Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfPatidar M
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmStan Meyer
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataBabyAnnMotar
 
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxMULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxAnupkumar Sharma
 
Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4JOYLYNSAMANIEGO
 
4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptxmary850239
 
Millenials and Fillennials (Ethical Challenge and Responses).pptx
Millenials and Fillennials (Ethical Challenge and Responses).pptxMillenials and Fillennials (Ethical Challenge and Responses).pptx
Millenials and Fillennials (Ethical Challenge and Responses).pptxJanEmmanBrigoli
 
TEACHER REFLECTION FORM (NEW SET........).docx
TEACHER REFLECTION FORM (NEW SET........).docxTEACHER REFLECTION FORM (NEW SET........).docx
TEACHER REFLECTION FORM (NEW SET........).docxruthvilladarez
 
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...Postal Advocate Inc.
 
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfInclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfTechSoup
 

Recently uploaded (20)

FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptxFINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
 
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTSGRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
 
Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parents
 
ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4
 
Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management System
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHS
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
 
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptxAUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
 
Active Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfActive Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdf
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and Film
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped data
 
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxMULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
 
Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4
 
4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx
 
Millenials and Fillennials (Ethical Challenge and Responses).pptx
Millenials and Fillennials (Ethical Challenge and Responses).pptxMillenials and Fillennials (Ethical Challenge and Responses).pptx
Millenials and Fillennials (Ethical Challenge and Responses).pptx
 
TEACHER REFLECTION FORM (NEW SET........).docx
TEACHER REFLECTION FORM (NEW SET........).docxTEACHER REFLECTION FORM (NEW SET........).docx
TEACHER REFLECTION FORM (NEW SET........).docx
 
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
 
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfInclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
 
YOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptx
YOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptxYOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptx
YOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptx
 

WETRATS

  • 1. Writing a good analytical paragraph What does stand for? Why is this important?
  • 2. POINT: What are you going to argue in this paragraph? EVIDENCE: A quote from the text to support your point. EXPLANATION: Where you analyse the quote.
  • 3. WET RATS • Words • Effect / embedded quotations • Techniques • Reader’s reaction • Author’s intention / alternative interpretations • Themes / Time • Structure
  • 4. Using Wet Rats in Romeo and Juliet Stage One: conventional PEE Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” This shows that he does not want peace, but wants to continue the argument in Scene 1 because he hates Montagues with all his heart.
  • 5. Using Wet Rats in Romeo and Juliet Stage One: conventional PEE Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” This shows that he does not want peace, but wants to continue the argument in Scene 1 because he hates Montagues with all his heart.
  • 6. Using Wet Rats in Romeo and Juliet Stage One: conventional PEE Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” This shows that he does not want peace, but wants to continue the argument in Scene 1 because he hates Montagues with all his heart.
  • 7. Using Wet Rats in Romeo and Juliet Stage One: conventional PEE Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” This shows that he does not want peace, but wants to continue the argument in Scene 1 because he hates Montagues with all his heart.
  • 8. Using Wet Rats in Romeo and Juliet Stage 2: W (use of words) Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” The use of the word “hate” shows what is motivating Tybalt. W
  • 9. Using Wet Rats in Romeo and Juliet Stage 3: E (effect) Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” The use of the word “hate” shows what is motivating Tybalt, as he is driven by anger and hatred. W E
  • 10. Using Wet Rats in Romeo and Juliet Stage 4: T (technique) Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” The use of the word “hate” shows what is motivating Tybalt, as he is driven by anger and hatred. His use of a rhetorical question to open his speech shows how unbelievable he finds it that anyone could consider “peace”. W E T
  • 11. Using Wet Rats in Romeo and Juliet Stage 5: R (reaction) Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” The use of the word “hate” shows what is motivating Tybalt, as he is driven by anger and hatred. His use of a rhetorical question to open his speech shows how unbelievable he finds it that anyone could consider “peace”. Any hope the audience might have had for a peaceful end to the argument disappears with Tybalt’s arrival, as he inflames the situation and takes it from a scuffle between servants to a full-blown street brawl. W E T R
  • 12. Using Wet Rats in Romeo and Juliet Stage 6: A (Author’s intention / alternative interpretation) Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” The use of the word “hate” shows what is motivating Tybalt, as he is driven by anger and hatred. His use of a rhetorical question to open his speech shows how unbelievable he finds it that anyone could consider “peace”. Any hope the audience might have had for a peaceful end to the argument disappears with Tybalt’s arrival, as he inflames the situation and takes it from a scuffle between servants to a full-blown street brawl. Shakespeare is showing the audience how the two families have a long-standing hatred of one another and that any meeting between them is almost certain to end in fighting and bloodshed. W E T R A
  • 13. Using Wet Rats in Romeo and Juliet Stage 7: T (Themes) Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” The use of the word “hate” shows what is motivating Tybalt, as he is driven by anger and hatred. His use of a rhetorical question to open his speech shows how unbelievable he finds it that anyone could consider “peace”. Any hope the audience might have had for a peaceful end to the argument disappears with Tybalt’s arrival, as he inflames the situation and takes it from a scuffle between servants to a full-blown street brawl. Shakespeare is showing the audience how the two families have a long-standing hatred of one another and that any meeting between them is almost certain to end in fighting and bloodshed. He is also showing how love and hate are opposed throughout the play by contrasting the words “peace” and “hate”. W E T R A T
  • 14. Using Wet Rats in Romeo and Juliet Stage 8: S (Structure) Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” The use of the word “hate” shows what is motivating Tybalt, as he is driven by anger and hatred. His use of a rhetorical question to open his speech shows how unbelievable he finds it that anyone could consider “peace”. Any hope the audience might have had for a peaceful end to the argument disappears with Tybalt’s arrival, as he inflames the situation and takes it from a scuffle between servants to a full-blown street brawl. Shakespeare is showing the audience how the two families have a long-standing hatred of one another and that any meeting between them is almost certain to end in fighting and bloodshed. He is also showing how love and hate are opposed throughout the play by contrasting the words “peace” and “hate” and by showing peaceful Benvolio opposite violent Tybalt. W E T R A T S
  • 15. Compare and contrast Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” This shows that he does not want peace, but wants to continue the argument in Scene 1 because he hates Montagues with all his heart. Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” The use of the word “hate” shows what is motivating Tybalt, as he is driven by anger and hatred. His use of a rhetorical question to open his speech shows how unbelievable he finds it that anyone could consider “peace”. Any hope the audience might have had for a peaceful end to the argument disappears with Tybalt’s arrival, as he inflames the situation and takes it from a scuffle between servants to a full-blown street brawl. Shakespeare is showing the audience how the two families have a long-standing hatred of one another and that any meeting between them is almost certain to end in fighting and bloodshed. He is also showing how love and hate are opposed throughout the play by contrasting the words “peace” and “hate” and by showing peaceful Benvolio opposite violent Tybalt.
  • 16. Compare and contrast PEE Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” This shows that he does not want peace, but wants to continue the argument in Scene 1 because he hates Montagues with all his heart. WETRATS Tybalt is established as a violent, confident and arrogant character. We know this because he says “Peace? I hate the word, as I hate hell, all Montagues, and thee.” The use of the word “hate” shows what is motivating Tybalt, as he is driven by anger and hatred. His use of a rhetorical question to open his speech shows how unbelievable he finds it that anyone could consider “peace”. Any hope the audience might have had for a peaceful end to the argument disappears with Tybalt’s arrival, as he inflames the situation and takes it from a scuffle between servants to a full-blown street brawl. Shakespeare is showing the audience how the two families have a long-standing hatred of one another and that any meeting between them is almost certain to end in fighting and bloodshed. He is also showing how love and hate are opposed throughout the play by contrasting the words “peace” and “hate” and by showing peaceful Benvolio opposite violent Tybalt.
  • 17. WET RATS • Words • Effect / embedded quotations • Techniques • Reader’s reaction • Author’s intention / alternative interpretations • Themes / Time • Structure