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Why?
Why?
Writing About Literature: General Guidelines
Writing About Literature: General Guidelines
In most 100-level, 200-level and 300-level English courses, you'll be asked to write a formal analysis (sometimes called a "research paper," a "term paper," or a "documented literary analysis"). This paper should present an original argument about an aspect or aspects of literature and should engage with critical sources. It is important to keep in mind that this assignment is not a report. It should not merely rehearse the critical arguments that have already been made about your topic. Rather, the argument should be based on your own close reading of your chosen text(s) and, at the same time, demonstrate the scholarly maturity that comes with situating this argument in relation to the work of other scholars. Material from these sources should be carefully documented using the MLA style of documentation.
basic steps to a literary essay:
basic steps to a literary essay:
Ask questions. (Those DQs and Major Works Data sheets come in handy)
Collect evidence. (Pst! Annotate! It helps!)
Construct a thesis.
Develop and organize arguments.
Write the introduction.
Write the body paragraphs.
Write the conclusion.
HOW TO WRITE A LITERARY ANALYSIS: Step-by-step
HOW TO WRITE A LITERARY ANALYSIS: Step-by-step
The purpose of a literary analysis essay is to carefully examine and sometimes evaluate a work of literature or an aspect of a work of literature. As with any analysis, this requires you to break the subject down into its component parts for a strong argument,
Examining the different elements of a piece of literature is not an end in itself but rather a process to help you better appreciate and understand the work of literature as a whole. For instance, an analysis of a poem might deal with the different types of images in a poem or with the relationship between the form and content of the work. If you were to analyze (discuss and explain) a play, you might analyze the relationship between a subplot and the main plot, or you might analyze the character flaw of the tragic hero by tracing how it is revealed through the acts of the play.
Analyzing a short story might include identifying a particular theme (like the difficulty of making the transition from adolescence to adulthood) and showing how the writer suggests that theme through the point of view from which the story is told; or you might also explain how the main character’s attitude toward women is revealed through his dialogue and/or actions.REMEMBER: Writing is the sharpened, focused expression of thought and study. As you develop your writing skills, you will also improve your perceptions and increase your critical abilities. Writing ultimately boils down to the development of an idea. Your objective in writing a literary analysis essay is to convince the person reading your essay that you have supported the idea you are developing.
Unlike ordinary conversation and classroom discussion, writing must stick with great determination to the specific point of development. This kind of writing demands tight organization and control.
Unlike ordinary conversation and classroom discussion, writing must stick with great determination to the specific point of development. This kind of writing demands tight organization and control.
Therefore, your essay must have a central idea (thesis), it must have several paragraphs that grow systematically out of the central idea, and everything in it must be directly related to the central idea and must contribute to the reader’s understanding of that central idea.
Your essay must have a CENTRAL IDEA (stated in your thesis) that governs its development.
Your essay must have a CENTRAL IDEA (stated in your thesis) that governs its development.
Your essay must be ORGANIZED so every part contributes to the reader’s understanding of the central idea.
Your essay must be ORGANIZED so every part contributes to the reader’s understanding of the central idea.
Establish a strong argument, cogently advanced and well-supported by evidence from the literature.
Organization counts [scroll down for more on organization].
Make sure you have a focused, detailed thesis within your introductory paragraph.
Succeeding paragraphs should state a topic and supply evidence and argument to support that topic.
Don't forget the conclusion. A strong conclusion leaves your reader with a clear sense of your perspective and helps the reader to recall the most important aspects of your argument.
Don't let the critics run away with your paper. Subordinate their views to your own, and make sure that the preponderance of the paper is yours. Never cite a critical view that you do not understand.
Remember to revise your work and proof-read carefully. Some professors care more about one aspect of paper writing than others. Some particularly hate to see documentation errors; for others sloppy writing (lots of spelling, punctuation and other mechanical errors) spells doom. Always do your best work, and don't assume that you can neglect any aspect of your essay.
Your professor will give you specific guidelines for topic selection, but general topics often include: poetry explication, analysis of theme(s), exploration of one or more characteristic(s) of an author's style and approach, placement of a work or works in literary historical context, the comparison/contrast of works sharing similarities but written by different authors and/or in different literary periods.
THE Thesis Statement
THE Thesis Statement
Information borrowed from libguides. Remember! Your essay must cover the TOPIC you are writing about. Click HERE for topics to analyze in a literary analysis!
#1 Analyze the imagery
#1 Analyze the imagery
Example: In both the epistolary novel Frankenstein by Mary Shelley and the tragic play Hamlet by William Shakespeare, vivid imagery of death depict the protagonists' endless determination and indomitable human spirit.
The work, author, element, and general theme to be analyzed are identified in this thesis statement.
relies on a strong verb (depict).
identifies the element of fiction the writer analyze (imagery)
provides a point for discussion (endless determination and indomitable human spirit).
#2 Analyze a particular genre’s forms, philosophy, or ideas of a particular school of thought.
#2 Analyze a particular genre’s forms, philosophy, or ideas of a particular school of thought.
Example: Renowned playwright William Shakespeare's 16th century tragedy of The Tragedy of Hamlet, specifically in the Act 3 "To Be or Not To Be" soliloquy, portrays Hamlet's decision to let himself be free of guilt and fall into ignorance through his use of specific context and symbolism. Note how the thesis statement classifies the work and identifies the specific soliloquy that will be analyzed
#3 Analyze parallels between some element in the work and real-life situations or subject matter
#3 Analyze parallels between some element in the work and real-life situations or subject matter
Example: In both Mary Shelley's Frankenstein and William Shakespeare's Hamlet, suicidal tendencies occur as a result of societal pressures.
SAMPLE PATTERNS
SAMPLE PATTERNS
1. In (title of work), (author) (illustrates, shows) (aspect) (adjective).
Example: In “Barn Burning,” William Faulkner shows the characters --- and ---struggling for their identity.
2. In (title of work), (author) uses (one aspect) to (define, strengthen, illustrate) the (element of work).
Example: In “Youth,” Joseph Conrad uses foreshadowing elements to strengthen the plot.
3. In (title of work), (author) uses (an important part of work) as a unifying device for (one element), (another element), and (another element).
Example: In Hamlet and in Frankenstein, by William Shakespeare and Mary Shelley, respectively, the skull is a unifying device for setting and theme.
4. In (title of work), (author) uses (literary device) to (accomplish, develop, illustrate, strengthen) (element of work).
Example: In “The Masque of the Red Death,” Poe uses the symbolism of the stranger, the clock, and the seventh room to develop the theme of death.
5. (Author) (shows, develops, illustrates) the theme of __________ in the (play, poem, story).
Example: Flannery O’Connor illustrates the theme of the effect of the selfishness of the grandmother upon the family in “A Good Man is Hard to Find.” .
the paragraphs
the paragraphs
Every paper must contain an introduction (which states the argumentative thesis), subsequent argument paragraphs, and a conclusion.
INTRODUCTORY PARAGRAPH
As Janet E. Gardner writes in Writing About Literature, "Essentially, an introduction accomplishes two things. First, it gives a sense of both your topic and your approach to that topic, which is why it is common to make your thesis statement a part of the introduction. Second, an introduction compels your readers' interest and makes them want to read on and find out what your paper has to say. INTRODUCTORY PARAGRAPH
Don't spin your wheels: get specific and get to the point right away. [see example essays BELOW]
SUCCEEDING PARAGRAPHS
SUCCEEDING PARAGRAPHS
A complete argument paragraph consists of the following components:
State the claim:
Suggests generally what the paragraph is talking about; often includes a transition from previous paragraphs; the statement makes a very specific claim that the paragraph will argue is true; you’ll likely derive this claim from your thesis statement (together, all your paragraph claims will work to prove your thesis).
Evidence:
Provides well-supported by evidence from the literature as the textual support for the claim
☺ Quotation used properly as part of a sentence, using the paraphrasing method: Hamlet sees Ophelia “in orisons.” He also says, “’I will watch” (1.2.3). At this moment, Hamlet contemplates his next decision as he…. ← Analyze quoted material
Succeeding paragraphs should state a topic and supply evidence and argument to support that topic. Don't let the critics run away with your paper. Subordinate their views to your own, and make sure that the preponderance of the paper is yours. Never cite a critical view that you do not understand.
Explanation:
Explains how the evidence actually relates to the argument. This is typically the most challenging part of composing your paragraph, and it is often forgotten (much to the peril of both reader and writer!). Here, you must articulate how the passage you’ve just cited supports the paragraph claim/argument premise. You must explain how the textual evidence means what you think it means. Never rely on the reader to be able to interpret the evidence on his or her own....
Interpretation:
Provides additional interpretation. If your argument is a statement with which the careful reader can disagree, this means that the evidence you provide can likely be interpreted in many different ways. You need to guide your reader in interpreting the evidence so as to argue why your claim is true. Remember to connect the evidence to the theme, too!
*Let's say the theme is: Ignorance makes it easier for the an individual to seek eternal bliss.
“I will not pursue the ghost” (1.2.3.). Hamlet does not pursue the ghost because he wants to remain ignorant. Why is this not well-written analysis? The student does not have any strategic plot context around the quotation. The sentence lacks any thought process, merely repeating key terminology, for choppy, with little transition. The last sentence repeats key terms from a theme, but does not show a connecting to the evidence.
A well written example:
“…I will not pursue the ghost’” (1.2.3). Hamlet informs the audience of his consideration although desires no pursuit of the ghost. In this moment of contemplation, Hamlet begins to consider his purpose in life as well as his intention of fulfilling his duty of vengeance. Instead of paying attention to the onlookers surrounding him, as Horatio and the guards wonder if Hamlet will inquire of the ghost’s existence, Hamlet is busy dreaming of his own vulnerability.
Implications:
Offers implications of the argument and evidence, often transitions to the next paragraph. This often answers the “so what?” question. It articulates why what you’ve just proven matters and usually articulates how your argument claims relates to/proves the thesis statement.
Ask yourself a series of questions about how the evidence you've quoted shows the theme or answers certain questions which have come up in class discussion or handouts. Begin with the "cause" part of your theme. How does Hamlet act toward the ghost? The answer(s) to your questions often result in your analysis of the text.
After the explanation of evidence, a well-developed paragraph might also include:
Additional Evidence/Explanation: What other evidence is there to support your claim?
Concession/ Nonclusion (these are an inseparable pair!): What evidence might contradict your claim? (The concession acknowledges the perceived opposition (perhaps in the form of another critic) or the skeptical reader). And, why, despite this evidence, is your argument still more effective than the concession? (The nonclusion is essential—never end a paragraph with a concession; take the concession into account while further proving your argument!)
CONCLUSION
As Janet E. Gardner points out in Writing About Literature, "Your conclusion should give your reader something new to think about, a reason not to just forget your essay. Some writers like to use the conclusion to return to an idea, a quotation, or an image first raised in the introduction, creating a satisfying feeling of completeness and self-containment…. Some writers use the conclusion to show the implications of their claims or the connections between literature and real life. This is your chance to make a good final impression, so don't waste it with a simple summary and restatement." This doesn't mean that your conclusion should not restate your thesis. Your conclusion is the place in which you draw together all the threads of your argument and neatly tie them up. When Gardner says not to "waste" your conclusion with "simple summary and restatement," she means don't ONLY summarize and restate. Your should absolutely recap your main points, but a good conclusion ALSO does more. Additionally, treading the path between not giving your reader anything new in the conclusion and introducing more unsupported claims can be tricky. The conclusion is a good place to SUGGEST the further implications of your argument, for life, for literature, for an author's body of work, etc., but be careful that you don't find yourself making new claims your reader is unlikely to agree with. These implications should follow naturally from the structure of your argument and often are best expressed with less-definitive phrasing (i.e. "perhaps," implies," "suggests," "hints," "may," etc.).CONCLUSION
A strong conclusion leaves your reader with a clear sense of your perspective and helps the reader to recall the most important aspects of your argument.
We'll practice writing paragraphs, thesis statements, integrating textual evidence, and finally, whole essays.
POST-WRITING
POST-WRITING
Revise again and again. All good writing is rewriting. Clarify, define, smooth-out rough spots. Work to develop ideas, and round out paragraphs. Try to be more accurate and graceful, to clean up mistakes, and to correct embarrassing errors. Look hard at your evidence. Be tough and cut out the nonsense.
Proofread carefully, by means of spell-check and by your own reading. Make sure you have supplied a title, page numbers for the paper. (No decorative bindings; use 12-point type, double spaced, with standard page margins.)
Make sure you have provided accurate documentation for every quotation and outside source cited or consulted.
Procedure & Requirements
Procedure & Requirements
Papers for 100-level and 200-level credit *similar requirements at area universities, such as USD and UNL, for Literature courses
Papers for 100-level and 200-level credit *similar requirements at area universities, such as USD and UNL, for Literature courses
Usual Length: 5-7 pages
The paper should be a formal analysis of an aspect or aspects of literature read in the course and should utilize at least two critical sources. Material from these sources should be carefully documented using the MLA style of documentation. Appropriate general topics include: poetry explication, analysis of theme(s), exploration of one or more characteristic(s) of an author's style and approach, placement of a work or works in literary historical context, the comparison/contrast of works sharing similarities but written by different authors and/or in different literary periods.
Papers for 300-level credit
Papers for 300-level credit
Length: 10-12 pages
The paper should be a formal analysis of an aspect or aspects of literature read in the course and should utilize at least four critical sources. Sources should be carefully documented using the MLA style of documentation. Ordinarily, the paper should treat a major work of literature (a long poem, play or novel, as opposed to a sonnet) or more than one shorter work to create an argument of some substance.
Sample INTRO FOR A LIT ANALYSIS With Primary Source Only (THE TEXT YOU'RE ANALYZING)...
Sample INTRO FOR A LIT ANALYSIS With Primary Source Only (THE TEXT YOU'RE ANALYZING)...
Student Name
Class: Assignment (1st two paragraphs)
Teacher
Month Day Year
The Symbolism of the Conch
For centuries philosophers have debated the question of whether man is innately evil. William Golding poses this question in his realistic novel Lord of the Flies. Set on a tropical island during World War II, the novel begins when schoolboys from Great Britain are being flown to safety and their plane is shot down. No adults survive, and the boys are left to govern themselves and get rescued. William Golding uses symbolism in the form of the conch to represents the concept of society. The boys’ evolving relationship with the conch illustrates Golding’s theme that humans, when removed from the pressures of civilized authority, will become evil.
In the beginning, the boys view the conch as an important symbol that unites them and gives them the power to deal with their difficult situation. When the conch is first found and blown, it brings everyone together: “Ralph found his breath and blew a series of short blasts. Piggy exclaimed, ‘There’s one!’” (Golding 16). Here Piggy observes one boy emerging from the jungle but soon boys conform all around. Each comes for his own reason: some for plain curiosity, other for the prospect of rescue. They all form the first assembly thanks to the conch. The first job of this assembly is to unite even further and choose a leader or chief. Once again the conch plays an important part. It is Ralph who is chosen to be chief, and the main reason for this is because he holds the conch.
FINAL NOTES:
FINAL NOTES:
Conventions for Writing a Literary Analysis Essay or Research Paper
Conventions for Writing a Literary Analysis Essay or Research Paper
Ensure that your essay…
Ensure that your essay…
makes an argument or claim or illustrates an engaging perspective on the work
includes a thesis which lists the key points the essay will discuss
provides evidence to support your claim
refers to the author(s) and the work(s) in the opening sentences.
uses the author’s full name the first time and the author’s last name in all further references in the essay.
uses literary present tense to discuss events in the fiction, poetry, or drama.
uses strong verbs in the thesis statement and throughout the essay: demonstrates, uses, develops, underscores, accomplishes, strengthens, illustrates, shows, reveals, serves, emphasizes, identifies, suggests, implies, etc.
uses formal rather than informal language
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