Analytical & Reflective Writing. Please make sure to follow all instructions

I’m stuck on a English question and need an explanation.

You will do 2 Analytical Writing paragraphs, and 1 Reflective Writing paragraph. The final Essay Exam is 3 paragraphs total. Treat the paragraphs as separate–do not try to edit the entire exam into one essay. Write multiple drafts and turn in your very best, polished final versions of the paragraphs. Take your time! Turn in your best writing possible. Demonstrate all of the writing concepts for analytical and reflective writing that you have learned this semester. Then, when you are finished, copy and paste the paragraphs into the text box for this assignment.

A) Analytical Writing

Follow the Analytical Writing Instructions : POINT OF VIEW

Do not use a first-person point of view, personal reactions, feelings, or personal experience in the analytical or essay assignments. Write these with the aim of discussing the author’s intentions, accomplishments, technique, language use, and meaning. In responding to the readings and in writing essays, you will be wearing your scholar’s hat. Use only the third-person point of view when doing ALL of the ANALYTICAL writing in this course for the ENTIRE semester. Do not use “I,” “me,” “my,” etc., as discussed in the “Writing Voice” lecture. Do not use first-person plurals, such as “we,” “us,” and “our.” Do not use second-person “you.”


1.TAKE NOTES: Before you begin the Analytical assignments, write out the prompt you have been given and take notes as you read. Use the notes to write your paragraphs and essays. However, these notes are only notes, and NOT what you will turn in as work.

2. BE SURE TO ANSWER THE QUESTION or PROMPT SPECIFICALLY—DO NOT MERELY SUMMARIZE WHAT YOU READ. You are expected to discuss the meaning of the text, and discuss the meaning in the scope of the courses’s themes and discussion topics.

Extremely Important Tips for Success in Analytical Writing:

Do not merely summarize texts that you read. Summary is not analysis. The most important goal of this course is to learn to analyze texts, so do yourself a favor and start analyzing right away. If you spend too much time summarizing, you are actually wasting precious time, and it will not be rewarded. Yes, summary is a writing tool, but use it sparingly and only where it is necessary in developing a paragraph. Summary does not equate to critical thinking.

Summary can also be a study tool. What do I mean by this? Some people benefit from summarizing what they read in order to understand the reading, but this is not what you will turn in as your work for the class–those are only notes. So what should you do to start analyzing right away? Stick closely to the writing prompts and instructions that are provided for you. They are provided for you in this course to serve as models for how to approach academic writing assignments. In the future, you will probably be required to set up your own approaches, but right now you are getting used to writing as an academic, so I cut out some of the preliminary organization for you by providing outlines. But the trade off is that you are required to do analysis. Essentially, analysis in academic writing means to discuss meaning. So focus on discussing meaning more than re-telling a text by simply summarizing. Re-telling is not analysis! If you turn in work that is merely a summary of a text, it will not get a good grade.

Do analysis. Use the text only as evidence to back up your analysis. Pick apart the text piece by piece to make your points of argument. After you analyze these specifics, speculate about and comment on the “big picture” of the theme at hand. Discuss how the little parts (such as genre elements, literary devices, and essay structures) create a whole impression and meaning. It is okay to write notes, and do other pre-writing exercises to prepare your analysis, but these are just usually preparation. If you need to draw little pictures or idea trees or graphs, please do so.


Write the Analytical assignment ONLY in third-person—no first-person point of view is allowed for these. Do not use “I,” “me,” “my,” etc., as discussed in the “Writing Voice” lecture in Week 1. Do not use first-person plurals, such as “we,” “us,” and “our.” Do not use second-person “you.”

The purpose for these exercises is to practice writing in an objective, academic voice, which you will use throughout your academic career and in the future workplace.

4. Start paragraphs with a topic sentence that addresses the point you are going to make in that paragraph. Never begin with a quote—always use your own words and thoughts. This may take more than one sentence. It is okay to use more than one sentence to articulate the main point of the paragraph.

5. Provide an explanation of and an example from the text(s) that you are working with for the point you are making in the topic sentence.

6. Use evidence from the text. This may be quoted directly or paraphrased. You must cite this information from the text, even if it is not a direct quote. That means providing a page number for where it came from in a text. We are using MLA in-text page number citations, which you will learn from the information provided in this course, or from the optional Little, Brown Brief Handbook. See the LBB, section 53e, for how to integrate quotes and for how to do page number citations.

7. Incorporate at least one direct quote into EVERY analytical paragraph. Use a direct quote as evidence from the primary text for the point you are making in EVERY paragraph–you must do this in EVERY analytical writing assignment–for the entire semester. Put a direct quote in essay introductions and conclusions, in addition to body paragraph.

8. Do not just plunk a entire quoted sentence whole into your paragraph. Use an introductory phrase, and/or incorporate the quote into your own sentence.


DO NOT DO THIS–“Advances in AI fields like facial recognition will open up new ways to interact with AI assistants” (Dormehl 119).

YES–In Thinking Machines, there is speculation that “advances in AI fields like facial recognition will open up new ways to interact with AI assistants”(Dormehl 119). See other materials in this course for how to incorporate quotes.

9. Of course, always use a citation to give credit for the quote. We are using MLA page number citations. If you ever use a legitimate source from the Internet and there are no page numbers, you may need to use a paragraph number (just count them yourself if they are not marked), but you will use page numbers when they are available.

10. Never begin or end paragraphs with a quote. Always use your own topic sentence at the beginning, and at the end, continue to explain the quote and connect it to the main point of the paragraph.

11. Provide concluding commentary that analyzes and addresses the wider significance of the point of the paragraph. This is the most important part of the paragraph. In other words, discuss the meaning; do not merely summarize.

12. Ideally, analysis occurs throughout a paragraph (and not just at the end), but as you get used to this skill, use this outline for analytical paragraphs: Topic sentence, example/explanation, direct quote, commentary about meaning.Then, later, when you get better, you can do analysis throughout a paragraph.


Many students are unaware that they are required to cite all paraphrases and summaries, IN ADDITION to direct quotes. Use a page number citation for ALL information that you use in academic writing, even if it is not a direct quote.

You are also required to support your comments, arguments, and assertions on a topic with legitimate sources, and you must cite these sources. This will help you to avoid plagiarism.

In addition to what is provided in this course, you may also want to see Dr. Montagne’s Student Channel on YouTube for instructions on how to integrate citations and sources, points of view in writing (writing voice), and for instructions on many other necessary skills that you will be expected to learn this quarter.

IMPORTANT CAUTION: Do not simply “Google it” to find out how to do MLA formatting. Use only the instructions in this course, and the sources suggested by this course. In the past, students have just “Googled it,” and the results were not good. Most random websites that promise to help you with MLA formatting and writing college essays have inaccurate, poor information. They may also try to exploit you for money or steal your personal information, so use ONLY the sources provided for you by this course. If you use random websites for this course and end up doing the MLA formatting incorrectly, you will not get a good grade on your work and it will put you a step backwards in your development as an academic writer.

TIP: Remember, follow this paragraph structure: Topic sentence, example/explanation, direct quote, commentary about meaning.Then, later, when you get better, you can do analysis throughout a paragraph.

TIP: Please have a clear topic sentence at the beginning of your paragraphs that addresses the topic of your paragraph. Thanks!

TIP: Proofread, proofread, proofread! The first draft you write is not the finished product. You should proofread and edit everything 5 to 10 times, depending on how much you need to create a high-quality, finished product.

to write one, long paragraph for each of the following 2 prompts below. You will turn in 2 paragraphs total for the analytical writing portion of this exam.

  • Use only third-person point of view. Every paragraph needs to be developed using the principles of unity and coherence. Have a clear topic sentence at the beginning that states the meaning of the text, and then provide specific examples from the text to support your claim in the topic sentence. Analyze the meaning of each example and explain how the examples support and demonstrate the main point of the paragraph that you wrote about in the topic sentence. Then, end the paragraph discussing the overall importance and wider significance of the meaning of the text. Connect it to real-world, current issues in technology. Analyze, do not summarize.
  • Every paragraph needs at least one direct quote smoothly integrated into it, and there should be multiple MLA-format, page number citations In addition to direct quotes, cite paraphrases and summaries. And, each time you make a claim of your own, point to the place in the text that supports your claim by citing that place in the text.


1. Harrison Bergeron by Kurt Vonnegut. To write the citations, use the page numbers provided in the file in the upper, right-hand corner.

This science-fiction short story is by Kurt Vonnegut, who was a 20th-century, American writer. Vonnegut won multiple awards for his work, and he is probably most known for writing the novel Slaughterhouse Five.

Discuss the meaning of this short story. Consider these ideas and questions as you write your analysis: 1. What does the story speculate about the future of the United States? 2. What impact does this change have on ordinary citizens? 3. What is terrible about this change? 4. What would be the impact on free speech, personal freedom, and society if this change were to take place in the future?

2. Thinking Machines, “Chapter 8: The Future Risks of Thinking Machines” by Luke Dormehl. For the citations, use the page numbers provided on the pages of the text.

Discuss the wider significance of Dormehl’s predictions about the future of technology in the world. Consider these ideas and questions as you write your analysis: 1. What may happen when humans finally build general artificial intelligence smarter than themselves? 2. What does the singularity mean and what could be the impact of this? 3. What are the possible benefits and detriments of artificial intelligence in the future? 4. What are the arguments of the philosopher Descartes regarding this topic, and what can be concluded about wider significance of them?

B) Reflective Writing

Follow the Reflective Writing Instructions ( same as it is explained up ) to write one, long paragraph for the following prompt. You will turn in 1 paragraph total for the reflective writing portion of this exam.

Describe the most important aspects of what you learned in this course about the topics listed

below, and discuss how you have changed as a person, a writer, a researcher, a scholar, and a member of an online learning community during this semester.

You have studied and learned many things in this course, including the following topics: genres of writing, analytical and academic writing, reflective writing, writing about literature, writing about current issues, the technology theme, fiction and non-fiction written by professional writers, the effect of language and style elements on meaning, critical thinking (analysis), writing tone and writing voice, college-level research, MLA documentation, argument, language skills, reading habits, essay structure, organizing essays, MLA documentation, and anything else that you can think of.

Get 20% discount on your first order with us. Use code: GET20