The Critical Lens Essay
What is a critical lens??
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A “critical lens” is a critical quotation. It is much like
the lens on a camera, in that it provides a view or a
focus for the analysis of two works of literature you
have read.
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The “critical lens” is not a book report. The essay
does not ask you to “retell” the story. Rather, you
are to provide a thoughtful discussion of how the
author uses specific literary methods to bring out a
certain idea (the idea stated in the critical lens)
Why do I have to write one??
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The critical lens essay is first and foremost an
analytical essay. In other words, it requires you
to think and write critically and analytically (a skill
that will help you in places other than high
school English!).
It demonstrates your knowledge of the works of
literature you have studied in high school and
your understanding of how and why an author
uses literary techniques/devices.
How do I Write this Essay?
I’m so glad you asked!!
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The essay, in many ways, is “formulaic.” That
does not mean, however, that there is no room
for individuality. The way you express your
thoughts and ideas, your written voice, is very
much a part of your writing. It is what makes
your writing unique (more on this later).
There are also different ways you can approach
your discussions, depending on how strong a
writer you are.
The Approach – The
Introduction: 4 steps
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First, you give the actual critical lens.
You must clearly explain what the lens means –
Interpret it (thoroughly and using your own words)
Agree or Disagree with the lens as you have
interpreted it – do not use “I” (This statement is true,
This is a valid statement . . .) and briefly explain why.
Thesis statement : Give titles and authors, literary
methods, and briefly connect each work back to the
lens (all in one sentence!!)
Thesis “Format”
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You may use the following format to construct
a clear thesis – just fill in the blanks:
In ______________, ___________ uses _________ and
__________ to show ________________, and in
______________, ______________ uses ___________
and ___________ to bring out _______________.
Sample Introduction
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Step One : Give Critical lens: “All literature
shows us the power of emotion. It is emotion,
not reason, that motivates characters in
literature.”
-paraphrased from an interview with Duff Brenna
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Step Two: Interpretation: What do you think this
means?
Sample Interpretation
Like people, literary characters are
driven to act not by what is in their
heads but by what their hearts tell
them to do. They do not always think
and reason out what is the best course
of action. Rather, they act on their
feelings.
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Step Three: Agree or Disagree :
This statement is true because the
characters that appear most real to
readers are the ones who act most
human. Very often, humans do not
calmly and rationally think through a
decision; instead, they act on their
instinct.
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Step Four: Thesis Statement:
In Romeo and Juliet, William
Shakespeare uses characterization and
conflict to show how Romeo and Juliet’s
love overpowers their ability to reason and
see all sides of their situation, and in A
Separate Peace, John Knowles uses
characterization and conflict to show how
Gene reacts to his jealousy rather than on
what he knows about his friend Phineas.
All together now . . .
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“All literature shows us the power of emotion. It is emotion, not
reason, that motivates characters in literature.” Like people, literary
characters are driven to act not by what is in their heads but by what
their hearts tell them to do. They do not always think and reason out
what is the best course of action. Rather, they act on their feelings.
This statement is true because the characters that seem most real
to readers are the ones who act most human. Very often, humans
do not calmly and rationally think through a decision; instead, they
act on their instinct. In Romeo and Juliet, William Shakespeare uses
characterization and conflict to show how Romeo and Juliet’s love
overpowers their ability to reason and see all sides of their situation,
and in A Separate Peace, John Knowles uses characterization and
conflict to show how Gene reacts to his jealousy rather than on what
he knows about his friend Finny.
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Other ways to word the same thesis:
William Shakespeare uses characterization and
conflict in Romeo and Juliet to demonstrate how
love can overpower reason, and John Knowles
uses conflict and characterization in A Separate
Peace to show how Gene’s jealousy causes him
to act irrationally and against his better judgment.
Body Paragraphs
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You are going to be discussing at least two
literary methods that each author uses. There
are two approaches to this:
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A) Four body paragraphs – each body paragraph
focuses on developing/explaining how one literary
method is used
B) Two body paragraphs (this is more advanced)
– within your discussion of the work (support
paragraph) you discuss how the two literary
methods are used
Body Paragraphs
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Regardless of which method of development you select,
remember:
 Begin the paragraph with a topic sentence that will link
the discussion back to the thesis and guide the
content of that paragraph
 Give specific evidence from the work to show/prove
how the works support what the critical lens is saying fully explain your ideas
 Be thorough in developing the paragraph with specific
and relevant support from the work you are
discussing.
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Do NOT give a plot summary – always assume
your reader is familiar with the work Instead, you discuss how an author uses a
particular literary method to help bring out the
idea stated in the critical lens.
The paragraph then becomes a blending of
specific support from the text while discussing
the usage of a particular literary method.
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Develop the paragraph in a logical and
coherent manner – one sentence needs to
logically flow from the one before it.
Sample Body Paragraph
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Approach “A”
Knowles characterizes his narrator and
protagonist, Gene Forrester, as a very
jealous and insecure young man who is
ruled by his emotions. Gene’s jealousy of
Finny gradually develop; it first becomes
clear when Gene resents that Finny is able
to talk his way out of all potential trouble.
Because even Gene is disturbed by his
feelings, he rationalizes that it is natural to
be jealous of your best friend just a little.
Gene also becomes so envious of his
best friend Finny that he actually talks
himself into believing that Finny is
deliberately trying to ruin his studies,
rather than simply trying to help Gene
to have a good time. This jealousy
overwhelms what Gene knows about
Finny’s personality, that Finny is a
truly good person who would never
consider harming his best friend.
When Gene does finally realize that
Finny could never do the things that
Gene, in his jealousy and insecurity,
thought he was doing, Gene’s
emotions again override his ability to
reason. He cannot stand the idea that
Finny might be a better person than
him and thus causes Finny to fall from
the tree near the river.
Sample Body Paragraph
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Approach “B”
Romeo and Juliet’s love for one
another is so powerful that they are
blinded by it. From the moment Romeo
and Juliet meet at the Capulet ball, being
with one another overrides the knowledge
of the long-standing conflict that exists
between their two families and that their
relationship could cause bloodshed. While
they both acknowledge the existence of
the feud, it is their overwhelming desire to
be with each other that wins out. After the
Capulet ball, Romeo sneaks into the
Capulet garden to catch a glimpse of
Juliet, though he knows the danger to
himself. In her soliloquy, Juliet wishes that
Romeo could have any other name so
they could easily be together. Throughout
the play, both Romeo and Juliet are
motivated by their love for one another.
For example, Romeo wishes to marry
Juliet right away (dismissing his “false”
love for Rosaline). The Friar recognizes
the characteristic impulsiveness that
Romeo, being young, demonstrates and
tries to talk him into slowing down, Romeo
can not. This same sense of urgency is
seen in Juliet. Driven by her intense
feeling for Romeo and her youthful
impatience, she scolds the Nurse when
the Nurse does not immediately give Juliet
the message from Romeo. Their
impulsiveness carries through to the end
of the play when Romeo ironically takes
his own life in his belief that Juliet is dead,
and Juliet, rather than listen to the Friar,
then takes her own life. Interestingly,
though, it is through the rash and
emotionally charged actions of these two
characters that the conflict between the
two families is resolved, that with their
deaths they “bury their parents’ strife.”
Conclusion
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The conclusion is not simply a repeat of the
introduction. Its purpose is to recap the key ideas
that have been presented in the body so that your
reader remembers all of the points that you made.
The conclusion should include:
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Titles and authors
Restatement of the critical lens (actual or interpretation)
Summary of ideas brought out/developed in the body