In project 2, I took my approach to analysis in a whole new direction. I decided, instead of looking at the quote as a whole. I would break it down and annotate it like I would an essay. So I started my essay by going back to the two chosen works I would include, Consider the Lobster and What the Crow Knows, and annotating them as profoundly as possible. Then on a separate piece of paper, I wrote down all the themes and main ideas in both works of literature. The themes that stood out to me I selected to form a thesis out of. I chose themes based on what I found most fascinating and educated my mindset. Once I had my thesis, I selected my quotes. I scanned through the two papers and looked for annotations referring to central ideas in my thesis. If it seemed like it would fit well in my essay, I included it. Specifically, for my first quote included in Project 2, I annotated it like I would a paper by breaking it down into sentences and analyzing word choice. I would write down all my annotations and ask myself how this analysis applies to my thesis. I would write this down in my essay and then deepen the analysis by asking questions to fill in blanks that I did not include. Then I deepened it even further by connecting it to the other literature work, followed by asking more questions to fill in blanks I missed and repeating this until I felt content with the analysis. I took ideas from different classmates’ approaches to analysis and made my way. I have found this the easiest and most effective way of analyzing. Analyzing can be challenging because I have so many ideas, and I need to make sure it applies to my thesis, so I do not get off track. Analyzing quotes in previous essays, I used the quote broadly and applied it to my thesis statement. This was good in high school. However, I have learned that writing in the adult world is a lot more analytical and mature.