Writing a
Literary Analysis
Format Notes
Goal of Literary Analysis Papers
 To
identify and explain a main theme that
an author includes in their writing.
 to express an author's idea
 to dig deeper in your reading
comprehension and logical understanding
of a particular piece of literature.
Organizing Your Literary Analysis
 Intro
paragraph (includes thesis)
 Body Paragraphs (2-4)
 Conclusion Paragraph
 Conclusion statement
Intro paragraph

introduces the reader to topic identified in a
story.
 brief description of the setting and theme/topic
introduces the reader to your basic
understanding of the text in a broad, general
way.
 transition sentences narrow your topic or
provide hints at the things to come in your body
paragraphs.
 Thesis/claim sentence concisely defines your
theme based on the author's writing.
Thesis/Claim Statement
 Respond
to the Prompt
 Include a Definite Statement
 Create an arguable claim
 Show Knowledge of Topic
 Create parameters
DOES NOT MEET STANDARD
(Poor)

I will show how
Parker incorporates
suicide into her story
so the reader can get
a better picture of the
feelings associated
with the situation.
MEETS STANDARD
(Better)

Dorothy Parker's
"Résumé" uses
images of suicide to
make her point about
living.
Exceeds Standard
(Best)
 Dorothy
Parker's
"Résumé" doesn't
celebrate life, but
rather scorns those
who would fake or
attempt suicide just
to get attention.
Exceeds Standard
(Best)

In "Résumé," Dorothy
Parker subverts the idea
of what a résumé is-accomplishments and
experiences--with an
ironic tone, silly images of
suicide, and witty rhymes
to point out the banality of
life for those who remain
too disengaged from it.
Does Not Meet Standard
 Shakespeare's
Hamlet is a play about a
young man who seeks revenge.
(That doesn't say anything-it's basically just
a summary and is hardly debatable. )
Meets Standard
 Hamlet
experiences internal conflict
because he is in love with his mother.
How can we make this thesis/claim
statement EXCEED standards?
Exceeds Standard
(Best)

Despite her avowal on
the importance of love,
and despite her belief that
she would not sell her
love, the speaker in Edna
St. Vincent Millay's "Love
is not all: it is not meat
nor drink" remains
unconvinced and bitter,
as if she is trying to trick
herself into believing that
love really does matter for
more than the one night
she is in some lover's
arms.
Exceeds Standard
(Best)

In his novel, The Secret
Agent, Conrad uses
beast and cannibal
imagery to describe the
characters and their
relationships to each
other. This pattern of
images suggests that
Conrad saw corruption in
every level of early
twentieth century London
society.
You can use two
sentences for your
thesis statement if it
is necessary.
Does Not Meet Standard
 Spirituality
means different things to
different people. King Lear, The Book of
Romans, and Zen and the Art of
Motorcycle Maintenance each view the
spirit differently.

Again, that says nothing that's not already self-evident.
Why bother writing a paper about that? You're not writing
an essay to list works that have nothing in common other
than a general topic like "spirituality."
Meets Standard
 King
Lear, Romans, and Zen each view
the soul as the center of human
personality.
Then you prove it, using examples from the texts that show
that the soul is the center of personality
Thesis/Claim Statement Frames

In (text), (author) criticizes/expresses/proves
(verb)…


Through (situation/character development, etc.),
(author) shows/criticizes/expresses/explains/etc.


EX: In ‘Harrison Bergeron,’ Vonnegut criticizes the
government by ______________
EX: Through Paul’s experience behind the lines, at a
Russian prisoner of war camp, and especially under
bombardment in the trenches, Erich Maria Remarque
realistically shows how war dehumanizes a man.
CREATIVE OPENING: the beginning
sentences of the introduction that
catch the reader’s interest.

1) A startling fact or bit of information


Ex. Nearly two citizens were arrested as witches
during the Salem witch scare of 1692. Eventually
nineteen were hanged, and another was pressed to
death (Marks 65).
2) A snatch of dialogue between two characters

Ex. “It is another thing. You [Frederic Henry] cannot
know about it unless you have it.”
“ Well,” I said. “If I ever get it I will tell you [priest].”
(Hemingway 72).With these words, the priest in
Ernest Hemingway’s A Farewell to Arms sends the
hero, Frederic, in search of the ambiguous “it” in his
life.
More Hooks…

3) A meaningful quotation (from the work or
another source)


Ex. “To be, or not to be, that is the question” {3.1.57}.
This familiar statement expresses the young prince’s
moral dilemma in William Shakespeare’s tragedy
Hamlet, Prince of Denmark.
4) A universal idea.

Ex.The terrifying scenes a soldier experiences on the
front probably follow him throughout his life—if he
manages to survive the war.
More Hooks...

5) A rich, vivid description of the setting


Ex. Sleepy Maycomb, like other Southern towns, suffers
considerably during the Great Depression. Poverty reaches from
the privileged families, like the Finches, to the Negroes and
“white trash” Ewells, who live on the outskirts of town. Harper
Lee paints a vivid picture of life in this humid Alabama town
where tempers and bigotry explode into conflict.
6) An analogy or metaphor

Ex. Life is like a box of chocolates: we never know what we’re
going to get. This element of uncertainty plays a major role in
many dramas. For example, in Shakespeare’s play, Romeo and
Juliet have no idea what tragedieslie ahead when they fall so
passionately and impetuously in love.
Body Paragraph Structure








1. topic sentence / support thesis
2. lead-in to concrete detail
3. concrete detail
4. commentary
5. transition and lead-in to next concrete detail
6. concrete detail
7. commentary
8. concluding or clincher sentence
Transitions to Use in Literary Analysis
Writing

To EMPHASIZE A POINT:
for this reason
again
truly
nevertheless
to emphasize
to repeat
in fact
 To CONCLUDE or SUMMARIZE:
as a result
finally *
in conclusion (avoid if possible)
therefore last/lastly
all in all
in summary
 To CLARIFY:
in other words
for instance
put another way
that is

To ADD INFORMATION:
Again
another
for instance
finally *
also
and
moreover
as well
additionally
besides
next
along with
in addition
for example
likewise
Concluding Paragraph






1) Reflect on how your essay topic relates to the
book as a whole
2) Evaluate how successful the author is in
achieving his or her goal or message
3) Give a personal statement about the topic
4) Make predictions
5) Connect back to your creative opening
6) Give your opinion of the novel’s value or
significance
Concluding Paragraph

Make a new statement about the topics/texts
rather than repeat any of your main points
 Sample: Although Othello’s imperfections cause
his ultimate downfall, he still manages to
experience an awakening of self.
 Sample: Using his descriptions of the life on the
river and life on the shore, Twain encourages
people to look outside themselves to find
meaning.
TEWWG Literary Analysis



Choice A: The statement, “clothes make the man,” is generally
accepted to mean that who a person is on the inside (what they are
feeling, etc.) is represented on the outside by their attire. In Their
Eyes Were Watching God, how does Hurston use to clothing to
“make” Janie? Analyze the ways in which Janie’s clothing reflects
her inner self and comment on Hurston’s use of these articles to
convey her thoughts.
Choice B: Janie experienced different kinds of love throughout her
marriages. Her time with Joe and Tea Cake, in particular, helped
shape her into the woman she is by the end of the novel. Compare
and contrast the relationships between Janie and Joe and Janie and
Tea Cake. Focus primarily on the areas of expectations, status,
courtship and death. Be sure to address all four areas in your essay.
Choice C: Throughout the novel Their Eyes Were Watching God,
you have examined the language used by the author and its effect
on the reader. Explain how Hurston uses figurative language
(imagery, similes, metaphors, etc.) to develop a character from the
novel.