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POINT
EVIDENCE
TECHNIQUE
EXPLAIN
REFLECTION
Clearly state the point of the
paragraph – the answer to
the question.
Use evidence and examples
from the text to support
your point. Select a key
quote (SHORT) or make
specific reference to the
text.
Identify language and
structural features, graphic
novel elements in the text.
ZOOM IN on individual
words or phrases and
identify the part of speech
or literary technique:
Explain how your evidence
and examples support your
point.
Refer back to the question.
Explain why the writer has
chosen the type of word or
technique identified.
Explain any
alternative/different
meanings of the quote.
Word type:
Verb, adjective, adverb,
Literary technique:
Metaphor, simile,
personification,
foreshadowing…
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From the extract/text the
reader learns…
The writer tries to…
The writer uses language
to reflect that…
The author (or use the
author’s name) is trying
to show…
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The evidence that shows
this is…
A quote that supports
this point is …
A word that proves this
is…
This is shown/revealed
when (character’s name
or author) says/does…
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The author uses… to
highlight that ….
The word… is an
example of …
The author has used a …
to show that…
… is a technique used
to …
Write about the text as a
whole.
Include CONTEXT – link to
what was going on at the
time the story was written.
Analyse the effect on the
reader – what has the quote
made the reader think/feel.
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The author creates a
sense of …
The language used
makes the reader feel…
The impression of the
quote is that …
The effect on the reader
is that…
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The author’s overall
message is that…
This links to…
During this era/time
period… the audience…
As a results of this the
reader is left with the
opinion that…
The author’s intention is
to…
This refers back to the
point of…
How to write about context in your literary analysis essays – 3 guiding questions
To incorporate contextual links in your literary analysis, I’ve come up with 3 guiding questions you can
consider to navigate the process:
1. Given what I know about the historical background of the work, what are some similar events, characters or patterns
between the text and the time when the author was writing the text?
2. Given the socio-political and/or economic conditions of the author’s context, what would a person similar to the
character in the text most likely do, think or feel in that sort of environment?
3. Why would the author be so influenced or impacted by what was going on around her to want to write a creative work
about it? What is the historical significance of those events?
In this extract the creature is trying to get Victor to listen to him and is trying to understand why Victor
treated him so badly. He begins by telling Victor that he was, ‘benevolent and good’ and that ‘misery made
(him) a fiend’ (pg55) . This reveals that when the creature was first “born” he was ready to accept and
return any love shown to him. The personified use of ‘misery’ suggests that he perceived himself as human
and did not anticipate the prejudice he would suffer or the effect it would have on him. His hurt and
confusion is further emphasised by the use of irregular yellow speech bubbles which highlight the
differences between him and Victor. This contrast in the monster’s character can be linked to Rousseau’s
theory that people are born good but are made evil by the influence of society. The reader feels sympathy
for the monster because he was born innocent and ‘good’ but made evil and a ‘fiend’ by society and
Frankenstein’s abandonment.
PETE(C)R