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Literary Analysis Essay

Summary-overview. Line-by-line close analysis. Literary Analysis Essay. Senior Project - IRHS. E x E = +Analysis. Includes an explanation of your ideas and evidence from the text that supports those ideas. Textual evidence: Summary Paraphrase Specific details Direct quotations.

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Literary Analysis Essay

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  1. Summary-overview Line-by-line close analysis. Literary Analysis Essay Senior Project - IRHS

  2. E x E = +Analysis • Includes an explanationof your ideas and evidence from the text that supports those ideas. • Textual evidence: • Summary • Paraphrase • Specific details • Direct quotations

  3. Summary Overview • Provides the reader with broad aspects of comparison/contrast. EX: The boys find the grinding ball, but later attempt to bury it (Evidence: SUMMARY). Burying it is their futile attempt to make time stand still and to preserve perfection (EXPLANATION of Relevance).

  4. Paraphrase • Original: "I was twelve and in junior high school and something happened that we didn't have a name for, but it was nonetheless like a lion, and roaring, roaring that way the biggest things do." • Paraphrase: Early in the story, the narrator tells us that when he turned twelve and started junior high school, life changed in a significant way that he and his friends couldn't quite find a name for.

  5. Specific Details • GOAL: lend concrete support to the development of the central idea. • "usual traffic" • "fluorescent lights" • "checkerboard green-and-cream rubber-tile floor" • "electric eye" • shoppers like "sheep," "houseslaves," and "pigs" • neatly stacked food • dynamite

  6. Close Analysis Uses quoted passages and paraphrasing to suggest elements of similarity and differences in a literary analysis essay. • As the "manager" of the A & P, Lengel is both the guardian and enforcer of "policy." When he gives the girls "that sad Sunday-school-superintendent stare," we know we are in the presence of the A & P's version of a dreary bureaucrat who "doesn't miss much" (Updike 487).

  7. What’s the Right Combination? • Your essay will suffer if you comparisons are TOO GENERAL or BROAD. • Your essay will suffer if it is only about the close analysis of a few pages from the novels.

  8. Balanced Analysis • Includes an explanationof your ideas and evidence from the text that supports those ideas. • Textual evidence: • Summary • Paraphrase • Specific details • Direct quotations

  9. Topic Sentences • The purpose of the topic sentence: • 1. To tie the details of the paragraph to your thesis statement. • 2. To tie the details of the paragraph together.

  10. Sample Body Paragraph Sammy's descriptions of the A & P present a setting that is ugly, monotonous, and rigidly regulated. We can identify with the uniformity Sammy describes because we have all been in chain stores. The fluorescent light is as blandly cool as the "checkerboard green-and-cream rubber tile floor" (486). The "usual traffic in the store moves in one direction (except for the swim suited girls, who move against it), and everything is neatly organized and categorized in tidy aisles. The dehumanizing routine of this environment is suggested by Sammy's offhand references to the typical shoppers as "sheep," "house slaves," and "pigs." These regular customers seem to walk through the store in a stupor; as Sammy tells us, not even dynamite could move them out of their routine (485).

  11. Resources • “Literary Analysis Planning Guide” may help, but it should be expanded to include more than three body paragraphs. • Online Resources on Scheel’s Webpage

  12. Skeletal Structure of Essay • THESIS • Topic Sentence for Body Paragraph #1 • Topic Sentence for Body Paragraph #2 • Topic Sentence for Body Paragraph #3 • Topic Sentence for Body Paragraph #4 • Topic Sentence for Body Paragraph #5 • Topic Sentence for Body Paragraph #6

  13. 3-5 Pages PLUS Works Cited and Reflection • Introduction: • HOOK the reader • Include brief (non-plagiarized) summary • Titles and authors of both novels • Toni Morrison’s The Bluest Eye and Zora Neale Hurston’s Their Eyes Were Watching God both focus on…. • Ends with THESIS statement (C/C) • Caught between action and inaction, Shakespeare’s Hamlet provides a case study for modern readers who face daunting tasks with eternal consequences.

  14. 3-5 Pages PLUS Works Cited and Reflection • Body Paragraphs: • Half page to 1 page in length, generally • Strong Topic Sentences!!! • DO NOT pad with long quotations!!! • Use TRANSITIONAL Topic Sentences

  15. 3-5 Pages PLUS Works Cited and Reflection • Conclusion: • Restate Thesis (switcharoo) • Hamlet provides a detailed examination of the arduous tension between action and inaction. • Summarize MAIN POINTS, but do NOT introduce more info or quotes. • Titles and authors of both novels restated at some point… • End with a sentence that conveys the goal of your analysis: • Shakespeare’s Hamlet provides readers and viewers with the action in a modern world where inaction is perhaps even more a part of the status quo.

  16. This presentation’s Source • Mrs. Scheel distilled some points from this excellent online resource: http://www.gmc.edu/students/arc/documents/Literary%20analysis.pdf From Bucks County Community College

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