Developing strong analysis will help to ensure student success in 110, which means instructors need to dissect the process and the components of argumentation.

• Summary versus Analysis (Brooklyn College): A mini-lesson for students to learn how to distinguish and prepare for summary and analysis
  of a text.
• Argumentation (QC FYW): Once students understand the parts of the argument, ask them to use different highlighter or pen colors to identify the parts of an argument (claim, analysis, evidence) in the sample paragraphs and then to do the same in each of their own analysis paragraphs. The expectation is that they will need to expand their analysis.
• Analyzing Using Simple Sentences (QC FYW): Have students create a paragraph of analysis using simple sentences that respond to the questions of a skeptical audience/listener. Students then combine sentences where appropriate and insert transitions words.
• Developing Strong Claims (QC FYW): Have students identify the strong claims and explain what makes them strong claims. Students spend the rest of the class developing and strengthening the claims in their analysis paragraphs.
• Writing Introductions (University of North Carolina Writing Center): Explains the purpose of introductions and strategies for writing and revising them, along with what not to do.
• Writing Conclusions (University of North Carolina Writing Center): Explains the purpose of conclusions and strategies for writing and revising them, along with what not to do.