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12.14: Sample Student Literary Analysis Essays

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• Page ID 40514

• Heather Ringo & Athena Kashyap
• City College of San Francisco via ASCCC Open Educational Resources Initiative

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The following examples are essays where student writers focused on close-reading a literary work.

While reading these examples, ask yourself the following questions:

• What is the essay's thesis statement, and how do you know it is the thesis statement?
• What is the main idea or topic sentence of each body paragraph, and how does it relate back to the thesis statement?
• Where and how does each essay use evidence (quotes or paraphrase from the literature)?
• What are some of the literary devices or structures the essays analyze or discuss?
• How does each author structure their conclusion, and how does their conclusion differ from their introduction?

Example 1: Poetry

Victoria Morillo

Instructor Heather Ringo

3 August 2022

How Nguyen’s Structure Solidifies the Impact of Sexual Violence in “The Study”

Stripped of innocence, your body taken from you. No matter how much you try to block out the instance in which these two things occurred, memories surface and come back to haunt you. How does a person, a young boy , cope with an event that forever changes his life? Hieu Minh Nguyen deconstructs this very way in which an act of sexual violence affects a survivor. In his poem, “The Study,” the poem's speaker recounts the year in which his molestation took place, describing how his memory filters in and out. Throughout the poem, Nguyen writes in free verse, permitting a structural liberation to become the foundation for his message to shine through. While he moves the readers with this poignant narrative, Nguyen effectively conveys the resulting internal struggles of feeling alone and unseen.

The speaker recalls his experience with such painful memory through the use of specific punctuation choices. Just by looking at the poem, we see that the first period doesn’t appear until line 14. It finally comes after the speaker reveals to his readers the possible, central purpose for writing this poem: the speaker's molestation. In the first half, the poem makes use of commas, em dashes, and colons, which lends itself to the idea of the speaker stringing along all of these details to make sense of this time in his life. If reading the poem following the conventions of punctuation, a sense of urgency is present here, as well. This is exemplified by the lack of periods to finalize a thought; and instead, Nguyen uses other punctuation marks to connect them. Serving as another connector of thoughts, the two em dashes give emphasis to the role memory plays when the speaker discusses how “no one [had] a face” during that time (Nguyen 9-11). He speaks in this urgent manner until the 14th line, and when he finally gets it off his chest, the pace of the poem changes, as does the more frequent use of the period. This stream-of-consciousness-like section when juxtaposed with the latter half of the poem, causes readers to slow down and pay attention to the details. It also splits the poem in two: a section that talks of the fogginess of memory then transitions into one that remembers it all.

In tandem with the fluctuating nature of memory, the utilization of line breaks and word choice help reflect the damage the molestation has had. Within the first couple of lines of the poem, the poem demands the readers’ attention when the line breaks from “floating” to “dead” as the speaker describes his memory of Little Billy (Nguyen 1-4). This line break averts the readers’ expectation of the direction of the narrative and immediately shifts the tone of the poem. The break also speaks to the effect his trauma has ingrained in him and how “[f]or the longest time,” his only memory of that year revolves around an image of a boy’s death. In a way, the speaker sees himself in Little Billy; or perhaps, he’s representative of the tragic death of his boyhood, how the speaker felt so “dead” after enduring such a traumatic experience, even referring to himself as a “ghost” that he tries to evict from his conscience (Nguyen 24). The feeling that a part of him has died is solidified at the very end of the poem when the speaker describes himself as a nine-year-old boy who’s been “fossilized,” forever changed by this act (Nguyen 29). By choosing words associated with permanence and death, the speaker tries to recreate the atmosphere (for which he felt trapped in) in order for readers to understand the loneliness that came as a result of his trauma. With the assistance of line breaks, more attention is drawn to the speaker's words, intensifying their importance, and demanding to be felt by the readers.

Most importantly, the speaker expresses eloquently, and so heartbreakingly, about the effect sexual violence has on a person. Perhaps what seems to be the most frustrating are the people who fail to believe survivors of these types of crimes. This is evident when he describes “how angry” the tenants were when they filled the pool with cement (Nguyen 4). They seem to represent how people in the speaker's life were dismissive of his assault and who viewed his tragedy as a nuisance of some sorts. This sentiment is bookended when he says, “They say, give us details , so I give them my body. / They say, give us proof , so I give them my body,” (Nguyen 25-26). The repetition of these two lines reinforces the feeling many feel in these scenarios, as they’re often left to deal with trying to make people believe them, or to even see them.

It’s important to recognize how the structure of this poem gives the speaker space to express the pain he’s had to carry for so long. As a characteristic of free verse, the poem doesn’t follow any structured rhyme scheme or meter; which in turn, allows him to not have any constraints in telling his story the way he wants to. The speaker has the freedom to display his experience in a way that evades predictability and engenders authenticity of a story very personal to him. As readers, we abandon anticipating the next rhyme, and instead focus our attention to the other ways, like his punctuation or word choice, in which he effectively tells his story. The speaker recognizes that some part of him no longer belongs to himself, but by writing “The Study,” he shows other survivors that they’re not alone and encourages hope that eventually, they will be freed from the shackles of sexual violence.

Works Cited

Nguyen, Hieu Minh. “The Study” Poets.Org. Academy of American Poets, Coffee House Press, 2018, https://poets.org/poem/study-0 .

Example 2: Fiction

Todd Goodwin

Professor Stan Matyshak

Advanced Expository Writing

Sept. 17, 20—

Poe’s “Usher”: A Mirror of the Fall of the House of Humanity

Right from the outset of the grim story, “The Fall of the House of Usher,” Edgar Allan Poe enmeshes us in a dark, gloomy, hopeless world, alienating his characters and the reader from any sort of physical or psychological norm where such values as hope and happiness could possibly exist. He fatalistically tells the story of how a man (the narrator) comes from the outside world of hope, religion, and everyday society and tries to bring some kind of redeeming happiness to his boyhood friend, Roderick Usher, who not only has physically and psychologically wasted away but is entrapped in a dilapidated house of ever-looming terror with an emaciated and deranged twin sister. Roderick Usher embodies the wasting away of what once was vibrant and alive, and his house of “insufferable gloom” (273), which contains his morbid sister, seems to mirror or reflect this fear of death and annihilation that he most horribly endures. A close reading of the story reveals that Poe uses mirror images, or reflections, to contribute to the fatalistic theme of “Usher”: each reflection serves to intensify an already prevalent tone of hopelessness, darkness, and fatalism.

It could be argued that the house of Roderick Usher is a “house of mirrors,” whose unpleasant and grim reflections create a dark and hopeless setting. For example, the narrator first approaches “the melancholy house of Usher on a dark and soundless day,” and finds a building which causes him a “sense of insufferable gloom,” which “pervades his spirit and causes an iciness, a sinking, a sickening of the heart, an undiscerned dreariness of thought” (273). The narrator then optimistically states: “I reflected that a mere different arrangement of the scene, of the details of the picture, would be sufficient to modify, or perhaps annihilate its capacity for sorrowful impression” (274). But the narrator then sees the reflection of the house in the tarn and experiences a “shudder even more thrilling than before” (274). Thus the reader begins to realize that the narrator cannot change or stop the impending doom that will befall the house of Usher, and maybe humanity. The story cleverly plays with the word reflection : the narrator sees a physical reflection that leads him to a mental reflection about Usher’s surroundings.

The narrator’s disillusionment by such grim reflection continues in the story. For example, he describes Roderick Usher’s face as distinct with signs of old strength but lost vigor: the remains of what used to be. He describes the house as a once happy and vibrant place, which, like Roderick, lost its vitality. Also, the narrator describes Usher’s hair as growing wild on his rather obtrusive head, which directly mirrors the eerie moss and straw covering the outside of the house. The narrator continually longs to see these bleak reflections as a dream, for he states: “Shaking off from my spirit what must have been a dream, I scanned more narrowly the real aspect of the building” (276). He does not want to face the reality that Usher and his home are doomed to fall, regardless of what he does.

Although there are almost countless examples of these mirror images, two others stand out as important. First, Roderick and his sister, Madeline, are twins. The narrator aptly states just as he and Roderick are entombing Madeline that there is “a striking similitude between brother and sister” (288). Indeed, they are mirror images of each other. Madeline is fading away psychologically and physically, and Roderick is not too far behind! The reflection of “doom” that these two share helps intensify and symbolize the hopelessness of the entire situation; thus, they further develop the fatalistic theme. Second, in the climactic scene where Madeline has been mistakenly entombed alive, there is a pairing of images and sounds as the narrator tries to calm Roderick by reading him a romance story. Events in the story simultaneously unfold with events of the sister escaping her tomb. In the story, the hero breaks out of the coffin. Then, in the story, the dragon’s shriek as he is slain parallels Madeline’s shriek. Finally, the story tells of the clangor of a shield, matched by the sister’s clanging along a metal passageway. As the suspense reaches its climax, Roderick shrieks his last words to his “friend,” the narrator: “Madman! I tell you that she now stands without the door” (296).

Roderick, who slowly falls into insanity, ironically calls the narrator the “Madman.” We are left to reflect on what Poe means by this ironic twist. Poe’s bleak and dark imagery, and his use of mirror reflections, seem only to intensify the hopelessness of “Usher.” We can plausibly conclude that, indeed, the narrator is the “Madman,” for he comes from everyday society, which is a place where hope and faith exist. Poe would probably argue that such a place is opposite to the world of Usher because a world where death is inevitable could not possibly hold such positive values. Therefore, just as Roderick mirrors his sister, the reflection in the tarn mirrors the dilapidation of the house, and the story mirrors the final actions before the death of Usher. “The Fall of the House of Usher” reflects Poe’s view that humanity is hopelessly doomed.

Poe, Edgar Allan. “The Fall of the House of Usher.” 1839. Electronic Text Center, University of Virginia Library . 1995. Web. 1 July 2012. < http://etext.virginia.edu/toc/modeng/public/PoeFall.html >.

Example 3: Poetry

Amy Chisnell

Professor Laura Neary

Writing and Literature

April 17, 20—

Don’t Listen to the Egg!: A Close Reading of Lewis Carroll’s “Jabberwocky”

“You seem very clever at explaining words, Sir,” said Alice. “Would you kindly tell me the meaning of the poem called ‘Jabberwocky’?”

“Let’s hear it,” said Humpty Dumpty. “I can explain all the poems that ever were invented—and a good many that haven’t been invented just yet.” (Carroll 164)

In Lewis Carroll’s Through the Looking-Glass , Humpty Dumpty confidently translates (to a not so confident Alice) the complicated language of the poem “Jabberwocky.” The words of the poem, though nonsense, aptly tell the story of the slaying of the Jabberwock. Upon finding “Jabberwocky” on a table in the looking-glass room, Alice is confused by the strange words. She is quite certain that “ somebody killed something ,” but she does not understand much more than that. When later she encounters Humpty Dumpty, she seizes the opportunity at having the knowledgeable egg interpret—or translate—the poem. Since Humpty Dumpty professes to be able to “make a word work” for him, he is quick to agree. Thus he acts like a New Critic who interprets the poem by performing a close reading of it. Through Humpty’s interpretation of the first stanza, however, we see the poem’s deeper comment concerning the practice of interpreting poetry and literature in general—that strict analytical translation destroys the beauty of a poem. In fact, Humpty Dumpty commits the “heresy of paraphrase,” for he fails to understand that meaning cannot be separated from the form or structure of the literary work.

Of the 71 words found in “Jabberwocky,” 43 have no known meaning. They are simply nonsense. Yet through this nonsensical language, the poem manages not only to tell a story but also gives the reader a sense of setting and characterization. One feels, rather than concretely knows, that the setting is dark, wooded, and frightening. The characters, such as the Jubjub bird, the Bandersnatch, and the doomed Jabberwock, also appear in the reader’s head, even though they will not be found in the local zoo. Even though most of the words are not real, the reader is able to understand what goes on because he or she is given free license to imagine what the words denote and connote. Simply, the poem’s nonsense words are the meaning.

Therefore, when Humpty interprets “Jabberwocky” for Alice, he is not doing her any favors, for he actually misreads the poem. Although the poem in its original is constructed from nonsense words, by the time Humpty is done interpreting it, it truly does not make any sense. The first stanza of the original poem is as follows:

’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe;

All mimsy were the borogroves,

An the mome raths outgrabe. (Carroll 164)

If we replace, however, the nonsense words of “Jabberwocky” with Humpty’s translated words, the effect would be something like this:

’Twas four o’clock in the afternoon, and the lithe and slimy badger-lizard-corkscrew creatures

Did go round and round and make holes in the grass-plot round the sun-dial:

All flimsy and miserable were the shabby-looking birds

with mop feathers,

And the lost green pigs bellowed-sneezed-whistled.

By translating the poem in such a way, Humpty removes the charm or essence—and the beauty, grace, and rhythm—from the poem. The poetry is sacrificed for meaning. Humpty Dumpty commits the heresy of paraphrase. As Cleanth Brooks argues, “The structure of a poem resembles that of a ballet or musical composition. It is a pattern of resolutions and balances and harmonizations” (203). When the poem is left as nonsense, the reader can easily imagine what a “slithy tove” might be, but when Humpty tells us what it is, he takes that imaginative license away from the reader. The beauty (if that is the proper word) of “Jabberwocky” is in not knowing what the words mean, and yet understanding. By translating the poem, Humpty takes that privilege from the reader. In addition, Humpty fails to recognize that meaning cannot be separated from the structure itself: the nonsense poem reflects this literally—it means “nothing” and achieves this meaning by using “nonsense” words.

Furthermore, the nonsense words Carroll chooses to use in “Jabberwocky” have a magical effect upon the reader; the shadowy sound of the words create the atmosphere, which may be described as a trance-like mood. When Alice first reads the poem, she says it seems to fill her head “with ideas.” The strange-sounding words in the original poem do give one ideas. Why is this? Even though the reader has never heard these words before, he or she is instantly aware of the murky, mysterious mood they set. In other words, diction operates not on the denotative level (the dictionary meaning) but on the connotative level (the emotion(s) they evoke). Thus “Jabberwocky” creates a shadowy mood, and the nonsense words are instrumental in creating this mood. Carroll could not have simply used any nonsense words.

For example, let us change the “dark,” “ominous” words of the first stanza to “lighter,” more “comic” words:

’Twas mearly, and the churly pells

Did bimble and ringle in the tink;

All timpy were the brimbledimps,

And the bip plips outlink.

Shifting the sounds of the words from dark to light merely takes a shift in thought. To create a specific mood using nonsense words, one must create new words from old words that convey the desired mood. In “Jabberwocky,” Carroll mixes “slimy,” a grim idea, “lithe,” a pliable image, to get a new adjective: “slithy” (a portmanteau word). In this translation, brighter words were used to get a lighter effect. “Mearly” is a combination of “morning” and “early,” and “ringle” is a blend of “ring” and "dingle.” The point is that “Jabberwocky’s” nonsense words are created specifically to convey this shadowy or mysterious mood and are integral to the “meaning.”

Consequently, Humpty’s rendering of the poem leaves the reader with a completely different feeling than does the original poem, which provided us with a sense of ethereal mystery, of a dark and foreign land with exotic creatures and fantastic settings. The mysteriousness is destroyed by Humpty’s literal paraphrase of the creatures and the setting; by doing so, he has taken the beauty away from the poem in his attempt to understand it. He has committed the heresy of paraphrase: “If we allow ourselves to be misled by it [this heresy], we distort the relation of the poem to its ‘truth’… we split the poem between its ‘form’ and its ‘content’” (Brooks 201). Humpty Dumpty’s ultimate demise might be seen to symbolize the heretical split between form and content: as a literary creation, Humpty Dumpty is an egg, a well-wrought urn of nonsense. His fall from the wall cracks him and separates the contents from the container, and not even all the King’s men can put the scrambled egg back together again!

Through the odd characters of a little girl and a foolish egg, “Jabberwocky” suggests a bit of sage advice about reading poetry, advice that the New Critics built their theories on. The importance lies not solely within strict analytical translation or interpretation, but in the overall effect of the imagery and word choice that evokes a meaning inseparable from those literary devices. As Archibald MacLeish so aptly writes: “A poem should not mean / But be.” Sometimes it takes a little nonsense to show us the sense in something.

Brooks, Cleanth. The Well-Wrought Urn: Studies in the Structure of Poetry . 1942. San Diego: Harcourt Brace, 1956. Print.

Carroll, Lewis. Through the Looking-Glass. Alice in Wonderland . 2nd ed. Ed. Donald J. Gray. New York: Norton, 1992. Print.

MacLeish, Archibald. “Ars Poetica.” The Oxford Book of American Poetry . Ed. David Lehman. Oxford: Oxford UP, 2006. 385–86. Print.

Attribution

• Sample Essay 1 received permission from Victoria Morillo to publish, licensed Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International ( CC BY-NC-SA 4.0 )
• Sample Essays 2 and 3 adapted from Cordell, Ryan and John Pennington. "2.5: Student Sample Papers" from Creating Literary Analysis. 2012. Licensed Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported ( CC BY-NC-SA 3.0 )

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Introduction

You’ve been assigned a literary analysis paper—what does that even mean? Is it like a book report that you used to write in high school? Well, not really.

A literary analysis essay asks you to make an original argument about a poem, play, or work of fiction and support that argument with research and evidence from your careful reading of the text.

It can take many forms, such as a close reading of a text, critiquing the text through a particular literary theory, comparing one text to another, or criticizing another critic’s interpretation of the text. While there are many ways to structure a literary essay, writing this kind of essay follows generally follows a similar process for everyone

Crafting a good literary analysis essay begins with good close reading of the text, in which you have kept notes and observations as you read. This will help you with the first step, which is selecting a topic to write about—what jumped out as you read, what are you genuinely interested in? The next step is to focus your topic, developing it into an argument—why is this subject or observation important? Why should your reader care about it as much as you do? The third step is to gather evidence to support your argument, for literary analysis, support comes in the form of evidence from the text and from your research on what other literary critics have said about your topic. Only after you have performed these steps, are you ready to begin actually writing your essay.

Writing a Literary Analysis Essay

How to create a topic and conduct research:.

Writing an Analysis of a Poem, Story, or Play

If you are taking a literature course, it is important that you know how to write an analysis—sometimes called an interpretation or a literary analysis or a critical reading or a critical analysis—of a story, a poem, and a play. Your instructor will probably assign such an analysis as part of the course assessment. On your mid-term or final exam, you might have to write an analysis of one or more of the poems and/or stories on your reading list. Or the dreaded “sight poem or story” might appear on an exam, a work that is not on the reading list, that you have not read before, but one your instructor includes on the exam to examine your ability to apply the active reading skills you have learned in class to produce, independently, an effective literary analysis.You might be asked to write instead or, or in addition to an analysis of a literary work, a more sophisticated essay in which you compare and contrast the protagonists of two stories, or the use of form and metaphor in two poems, or the tragic heroes in two plays.

You might learn some literary theory in your course and be asked to apply theory—feminist, Marxist, reader-response, psychoanalytic, new historicist, for example—to one or more of the works on your reading list. But the seminal assignment in a literature course is the analysis of the single poem, story, novel, or play, and, even if you do not have to complete this assignment specifically, it will form the basis of most of the other writing assignments you will be required to undertake in your literature class. There are several ways of structuring a literary analysis, and your instructor might issue specific instructions on how he or she wants this assignment done. The method presented here might not be identical to the one your instructor wants you to follow, but it will be easy enough to modify, if your instructor expects something a bit different, and it is a good default method, if your instructor does not issue more specific guidelines.You want to begin your analysis with a paragraph that provides the context of the work you are analyzing and a brief account of what you believe to be the poem or story or play’s main theme. At a minimum, your account of the work’s context will include the name of the author, the title of the work, its genre, and the date and place of publication. If there is an important biographical or historical context to the work, you should include that, as well.Try to express the work’s theme in one or two sentences. Theme, you will recall, is that insight into human experience the author offers to readers, usually revealed as the content, the drama, the plot of the poem, story, or play unfolds and the characters interact. Assessing theme can be a complex task. Authors usually show the theme; they don’t tell it. They rarely say, at the end of the story, words to this effect: “and the moral of my story is…” They tell their story, develop their characters, provide some kind of conflict—and from all of this theme emerges. Because identifying theme can be challenging and subjective, it is often a good idea to work through the rest of the analysis, then return to the beginning and assess theme in light of your analysis of the work’s other literary elements.Here is a good example of an introductory paragraph from Ben’s analysis of William Butler Yeats’ poem, “Among School Children.”

“Among School Children” was published in Yeats’ 1928 collection of poems The Tower. It was inspired by a visit Yeats made in 1926 to school in Waterford, an official visit in his capacity as a senator of the Irish Free State. In the course of the tour, Yeats reflects upon his own youth and the experiences that shaped the “sixty-year old, smiling public man” (line 8) he has become. Through his reflection, the theme of the poem emerges: a life has meaning when connections among apparently disparate experiences are forged into a unified whole.

In the body of your literature analysis, you want to guide your readers through a tour of the poem, story, or play, pausing along the way to comment on, analyze, interpret, and explain key incidents, descriptions, dialogue, symbols, the writer’s use of figurative language—any of the elements of literature that are relevant to a sound analysis of this particular work. Your main goal is to explain how the elements of literature work to elucidate, augment, and develop the theme. The elements of literature are common across genres: a story, a narrative poem, and a play all have a plot and characters. But certain genres privilege certain literary elements. In a poem, for example, form, imagery and metaphor might be especially important; in a story, setting and point-of-view might be more important than they are in a poem; in a play, dialogue, stage directions, lighting serve functions rarely relevant in the analysis of a story or poem.

The length of the body of an analysis of a literary work will usually depend upon the length of work being analyzed—the longer the work, the longer the analysis—though your instructor will likely establish a word limit for this assignment. Make certain that you do not simply paraphrase the plot of the story or play or the content of the poem. This is a common weakness in student literary analyses, especially when the analysis is of a poem or a play.

Here is a good example of two body paragraphs from Amelia’s analysis of “Araby” by James Joyce.

Within the story’s first few paragraphs occur several religious references which will accumulate as the story progresses. The narrator is a student at the Christian Brothers’ School; the former tenant of his house was a priest; he left behind books called The Abbot and The Devout Communicant. Near the end of the story’s second paragraph the narrator describes a “central apple tree” in the garden, under which is “the late tenant’s rusty bicycle pump.” We may begin to suspect the tree symbolizes the apple tree in the Garden of Eden and the bicycle pump, the snake which corrupted Eve, a stretch, perhaps, until Joyce’s fall-of-innocence theme becomes more apparent.

The narrator must continue to help his aunt with her errands, but, even when he is so occupied, his mind is on Mangan’s sister, as he tries to sort out his feelings for her. Here Joyce provides vivid insight into the mind of an adolescent boy at once elated and bewildered by his first crush. He wants to tell her of his “confused adoration,” but he does not know if he will ever have the chance. Joyce’s description of the pleasant tension consuming the narrator is conveyed in a striking simile, which continues to develop the narrator’s character, while echoing the religious imagery, so important to the story’s theme: “But my body was like a harp, and her words and gestures were like fingers, running along the wires.”

The concluding paragraph of your analysis should realize two goals. First, it should present your own opinion on the quality of the poem or story or play about which you have been writing. And, second, it should comment on the current relevance of the work. You should certainly comment on the enduring social relevance of the work you are explicating. You may comment, though you should never be obliged to do so, on the personal relevance of the work. Here is the concluding paragraph from Dao-Ming’s analysis of Oscar Wilde’s The Importance of Being Earnest.

First performed in 1895, The Importance of Being Earnest has been made into a film, as recently as 2002 and is regularly revived by professional and amateur theatre companies. It endures not only because of the comic brilliance of its characters and their dialogue, but also because its satire still resonates with contemporary audiences. I am still amazed that I see in my own Asian mother a shadow of Lady Bracknell, with her obsession with finding for her daughter a husband who will maintain, if not, ideally, increase the family’s social status. We might like to think we are more liberated and socially sophisticated than our Victorian ancestors, but the starlets and eligible bachelors who star in current reality television programs illustrate the extent to which superficial concerns still influence decisions about love and even marriage. Even now, we can turn to Oscar Wilde to help us understand and laugh at those who are earnest in name only.

Dao-Ming’s conclusion is brief, but she does manage to praise the play, reaffirm its main theme, and explain its enduring appeal. And note how her last sentence cleverly establishes that sense of closure that is also a feature of an effective analysis.

You may, of course, modify the template that is presented here. Your instructor might favour a somewhat different approach to literary analysis. Its essence, though, will be your understanding and interpretation of the theme of the poem, story, or play and the skill with which the author shapes the elements of literature—plot, character, form, diction, setting, point of view—to support the theme.

Academic Writing Tips : How to Write a Literary Analysis Paper. Authored by: eHow. Located at: https://youtu.be/8adKfLwIrVk. License: All Rights Reserved. License Terms: Standard YouTube license

BC Open Textbooks: English Literature Victorians and Moderns: https://opentextbc.ca/englishliterature/back-matter/appendix-5-writing-an-analysis-of-a-poem-story-and-play/

Literary Analysis

The challenges of writing about english literature.

Writing begins with the act of reading . While this statement is true for most college papers, strong English papers tend to be the product of highly attentive reading (and rereading). When your instructors ask you to do a “close reading,” they are asking you to read not only for content, but also for structures and patterns. When you perform a close reading, then, you observe how form and content interact. In some cases, form reinforces content: for example, in John Donne’s Holy Sonnet 14, where the speaker invites God’s “force” “to break, blow, burn and make [him] new.” Here, the stressed monosyllables of the verbs “break,” “blow” and “burn” evoke aurally the force that the speaker invites from God. In other cases, form raises questions about content: for example, a repeated denial of guilt will likely raise questions about the speaker’s professed innocence. When you close read, take an inductive approach. Start by observing particular details in the text, such as a repeated image or word, an unexpected development, or even a contradiction. Often, a detail–such as a repeated image–can help you to identify a question about the text that warrants further examination. So annotate details that strike you as you read. Some of those details will eventually help you to work towards a thesis. And don’t worry if a detail seems trivial. If you can make a case about how an apparently trivial detail reveals something significant about the text, then your paper will have a thought-provoking thesis to argue.

Common Types of English Papers Many assignments will ask you to analyze a single text. Others, however, will ask you to read two or more texts in relation to each other, or to consider a text in light of claims made by other scholars and critics. For most assignments, close reading will be central to your paper. While some assignment guidelines will suggest topics and spell out expectations in detail, others will offer little more than a page limit. Approaching the writing process in the absence of assigned topics can be daunting, but remember that you have resources: in section, you will probably have encountered some examples of close reading; in lecture, you will have encountered some of the course’s central questions and claims. The paper is a chance for you to extend a claim offered in lecture, or to analyze a passage neglected in lecture. In either case, your analysis should do more than recapitulate claims aired in lecture and section. Because different instructors have different goals for an assignment, you should always ask your professor or TF if you have questions. These general guidelines should apply in most cases:

• A close reading of a single text: Depending on the length of the text, you will need to be more or less selective about what you choose to consider. In the case of a sonnet, you will probably have enough room to analyze the text more thoroughly than you would in the case of a novel, for example, though even here you will probably not analyze every single detail. By contrast, in the case of a novel, you might analyze a repeated scene, image, or object (for example, scenes of train travel, images of decay, or objects such as or typewriters). Alternately, you might analyze a perplexing scene (such as a novel’s ending, albeit probably in relation to an earlier moment in the novel). But even when analyzing shorter works, you will need to be selective. Although you might notice numerous interesting details as you read, not all of those details will help you to organize a focused argument about the text. For example, if you are focusing on depictions of sensory experience in Keats’ “Ode to a Nightingale,” you probably do not need to analyze the image of a homeless Ruth in stanza 7, unless this image helps you to develop your case about sensory experience in the poem.
• A theoretically-informed close reading. In some courses, you will be asked to analyze a poem, a play, or a novel by using a critical theory (psychoanalytic, postcolonial, gender, etc). For example, you might use Kristeva’s theory of abjection to analyze mother-daughter relations in Toni Morrison’s novel Beloved. Critical theories provide focus for your analysis; if “abjection” is the guiding concept for your paper, you should focus on the scenes in the novel that are most relevant to the concept.
• A historically-informed close reading. In courses with a historicist orientation, you might use less self-consciously literary documents, such as newspapers or devotional manuals, to develop your analysis of a literary work. For example, to analyze how Robinson Crusoe makes sense of his island experiences, you might use Puritan tracts that narrate events in terms of how God organizes them. The tracts could help you to show not only how Robinson Crusoe draws on Puritan narrative conventions, but also—more significantly—how the novel revises those conventions.
• A comparison of two texts When analyzing two texts, you might look for unexpected contrasts between apparently similar texts, or unexpected similarities between apparently dissimilar texts, or for how one text revises or transforms the other. Keep in mind that not all of the similarities, differences, and transformations you identify will be relevant to an argument about the relationship between the two texts. As you work towards a thesis, you will need to decide which of those similarities, differences, or transformations to focus on. Moreover, unless instructed otherwise, you do not need to allot equal space to each text (unless this 50/50 allocation serves your thesis well, of course). Often you will find that one text helps to develop your analysis of another text. For example, you might analyze the transformation of Ariel’s song from The Tempest in T. S. Eliot’s poem, The Waste Land. Insofar as this analysis is interested in the afterlife of Ariel’s song in a later poem, you would likely allot more space to analyzing allusions to Ariel’s song in The Waste Land (after initially establishing the song’s significance in Shakespeare’s play, of course).
• A response paper A response paper is a great opportunity to practice your close reading skills without having to develop an entire argument. In most cases, a solid approach is to select a rich passage that rewards analysis (for example, one that depicts an important scene or a recurring image) and close read it. While response papers are a flexible genre, they are not invitations for impressionistic accounts of whether you liked the work or a particular character. Instead, you might use your close reading to raise a question about the text—to open up further investigation, rather than to supply a solution.
• A research paper. In most cases, you will receive guidance from the professor on the scope of the research paper. It is likely that you will be expected to consult sources other than the assigned readings. Hollis is your best bet for book titles, and the MLA bibliography (available through e-resources) for articles. When reading articles, make sure that they have been peer reviewed; you might also ask your TF to recommend reputable journals in the field.

Harvard College Writing Program: https://writingproject.fas.harvard.edu/files/hwp/files/bg_writing_english.pdf

In the same way that we talk with our friends about the latest episode of Game of Thrones or newest Marvel movie, scholars communicate their ideas and interpretations of literature through written literary analysis essays. Literary analysis essays make us better readers of literature.

Only through careful reading and well-argued analysis can we reach new understandings and interpretations of texts that are sometimes hundreds of years old. Literary analysis brings new meaning and can shed new light on texts. Building from careful reading and selecting a topic that you are genuinely interested in, your argument supports how you read and understand a text. Using examples from the text you are discussing in the form of textual evidence further supports your reading. Well-researched literary analysis also includes information about what other scholars have written about a specific text or topic.

Literary analysis helps us to refine our ideas, question what we think we know, and often generates new knowledge about literature. Literary analysis essays allow you to discuss your own interpretation of a given text through careful examination of the choices the original author made in the text.

ENG134 – Literary Genres Copyright © by The American Women's College and Jessica Egan is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Literary Analysis Essay

Literary Analysis Essay Writing

Last updated on: May 21, 2023

Literary Analysis Essay - Ultimate Guide By Professionals

By: Cordon J.

Reviewed By: Rylee W.

Published on: Dec 3, 2019

A literary analysis essay specifically examines and evaluates a piece of literature or a literary work. It also understands and explains the links between the small parts to their whole information.

It is important for students to understand the meaning and the true essence of literature to write a literary essay.

One of the most difficult assignments for students is writing a literary analysis essay. It can be hard to come up with an original idea or find enough material to write about. You might think you need years of experience in order to create a good paper, but that's not true.

This blog post will show you how easy it can be when you follow the steps given here.Writing such an essay involves the breakdown of a book into small parts and understanding each part separately. It seems easy, right?

Trust us, it is not as hard as good book reports but it may also not be extremely easy. You will have to take into account different approaches and explain them in relation with the chosen literary work.

It is a common high school and college assignment and you can learn everything in this blog.

Continue reading for some useful tips with an example to write a literary analysis essay that will be on point. You can also explore our detailed article on writing an analytical essay .

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What is a Literary Analysis Essay?

A literary analysis essay is an important kind of essay that focuses on the detailed analysis of the work of literature.

The purpose of a literary analysis essay is to explain why the author has used a specific theme for his work. Or examine the characters, themes, literary devices , figurative language, and settings in the story.

This type of essay encourages students to think about how the book or the short story has been written. And why the author has created this work.

The method used in the literary analysis essay differs from other types of essays. It primarily focuses on the type of work and literature that is being analyzed.

Mostly, you will be going to break down the work into various parts. In order to develop a better understanding of the idea being discussed, each part will be discussed separately.

The essay should explain the choices of the author and point of view along with your answers and personal analysis.

How To Write A Literary Analysis Essay

So how to start a literary analysis essay? The answer to this question is quite simple.

The following sections are required to write an effective literary analysis essay. By following the guidelines given in the following sections, you will be able to craft a winning literary analysis essay.

Introduction

The aim of the introduction is to establish a context for readers. You have to give a brief on the background of the selected topic.

It should contain the name of the author of the literary work along with its title. The introduction should be effective enough to grab the reader’s attention.

In the body section, you have to retell the story that the writer has narrated. It is a good idea to create a summary as it is one of the important tips of literary analysis.

Other than that, you are required to develop ideas and disclose the observed information related to the issue. The ideal length of the body section is around 1000 words.

To write the body section, your observation should be based on evidence and your own style of writing.

It would be great if the body of your essay is divided into three paragraphs. Make a strong argument with facts related to the thesis statement in all of the paragraphs in the body section.

Start writing each paragraph with a topic sentence and use transition words when moving to the next paragraph.

Summarize the important points of your literary analysis essay in this section. It is important to compose a short and strong conclusion to help you make a final impression of your essay.

Pay attention that this section does not contain any new information. It should provide a sense of completion by restating the main idea with a short description of your arguments. End the conclusion with your supporting details.

You have to explain why the book is important. Also, elaborate on the means that the authors used to convey her/his opinion regarding the issue.

For further understanding, here is a downloadable literary analysis essay outline. This outline will help you structure and format your essay properly and earn an A easily.

DOWNLOADABLE LITERARY ANALYSIS ESSAY OUTLINE (PDF)

Types of Literary Analysis Essay

• Close reading - This method involves attentive reading and detailed analysis. No need for a lot of knowledge and inspiration to write an essay that shows your creative skills.
• Theoretical - In this type, you will rely on theories related to the selected topic.
• Historical - This type of essay concerns the discipline of history. Sometimes historical analysis is required to explain events in detail.
• Applied - This type involves analysis of a specific issue from a practical perspective.
• Comparative - This type of writing is based on when two or more alternatives are compared

Examples of Literary Analysis Essay

Examples are great to understand any concept, especially if it is related to writing. Below are some great literary analysis essay examples that showcase how this type of essay is written.

A ROSE FOR EMILY LITERARY ANALYSIS ESSAY

TO KILL A MOCKINGBIRD LITERARY ANALYSIS ESSAY

THE GREAT GATSBY LITERARY ANALYSIS ESSAY

THE YELLOW WALLPAPER LITERARY ANALYSIS ESSAY

If you do not have experience in writing essays, this will be a very chaotic process for you. In that case, it is very important for you to conduct good research on the topic before writing.

There are two important points that you should keep in mind when writing a literary analysis essay.

First, remember that it is very important to select a topic in which you are interested. Choose something that really inspires you. This will help you to catch the attention of a reader.

The selected topic should reflect the main idea of writing. In addition to that, it should also express your point of view as well.

Another important thing is to draft a good outline for your literary analysis essay. It will help you to define a central point and division of this into parts for further discussion.

Literary Analysis Essay Topics

Literary analysis essays are mostly based on artistic works like books, movies, paintings, and other forms of art. However, generally, students choose novels and books to write their literary essays.

Some cool, fresh, and good topics and ideas are listed below:

• Role of the Three Witches in flaming Macbeth’s ambition.
• Analyze the themes of the Play Antigone,
• Discuss Ajax as a tragic hero.
• The Judgement of Paris: Analyze the Reasons and their Consequences.
• Oedipus Rex: A Doomed Son or a Conqueror?
• Describe the Oedipus complex and Electra complex in relation to their respective myths.
• Betrayal is a common theme of Shakespearean tragedies. Discuss
• Identify and analyze the traits of history in T.S Eliot’s ‘Gerontion’.
• Analyze the theme of identity crisis in The Great Gatsby.
• Analyze the writing style of Emily Dickinson.

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Frequently Asked Questions

What should a literary analysis essay include.

A good literary analysis essay must include a proper and in-depth explanation of your ideas. They must be backed with examples and evidence from the text. Textual evidence includes summaries, paraphrased text, original work details, and direct quotes.

What are the 4 components of literary analysis?

Here are the 4 essential parts of a literary analysis essay;

No literary work is explained properly without discussing and explaining these 4 things.

How do you start a literary analysis essay?

Start your literary analysis essay with the name of the work and the title. Hook your readers by introducing the main ideas that you will discuss in your essay and engage them from the start.

How do you do a literary analysis?

In a literary analysis essay, you study the text closely, understand and interpret its meanings. And try to find out the reasons behind why the author has used certain symbols, themes, and objects in the work.

Why is literary analysis important?

It encourages the students to think beyond their existing knowledge, experiences, and belief and build empathy. This helps in improving the writing skills also.

What is the fundamental characteristic of a literary analysis essay?

Interpretation is the fundamental and important feature of a literary analysis essay. The essay is based on how well the writer explains and interprets the work.

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Cordon. is a published author and writing specialist. He has worked in the publishing industry for many years, providing writing services and digital content. His own writing career began with a focus on literature and linguistics, which he continues to pursue. Cordon is an engaging and professional individual, always looking to help others achieve their goals.

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How to Write a Literary Analysis Essay: Purposes, Outline, Samples

Firstly to understand what a literary analysis essay means, it’s a way to determine and understand the work of an author, even if it is a single work or an entire body of work. Literary criticism is a description, analysis, evaluation, or interpretation of a particular literary work or an author’s writings as a whole.

Many students, writers, and english scholars are told to write essays on different literary analysis essay topics because this type of assignment helps and makes writers to think about the reason why a poem, short story, novel, or play was written. To analyze literature, writers will need to remember that authors have specific decisions for particular reasons. Your essay should point out the author’s decision and try to explain their intentions.

Learn how to write a book review and check out related guides: poem analysis essay , poetry analysis essay or critical lens essay at EssayHub blog.

What Is A Literary Analysis Essay?

The most comprehensive literary analysis definition goes as follows. It is a text that objectively analyzes the weak and strong points of another text. One author shares their opinion on what another author wrote. The most common literary analysis format is an essay.

The writer examines a novel, short story, or another type of fiction created by someone else. They praise or criticize the plot, style, characters, and other aspects of the text. After reading a piece of literary analysis, people should understand whether the book is worthy or not. 

What Is The Purpose Of A Literary Analysis Essay?

When a newbie checks literary analysis examples, they will see that they are very personal. Different people might perceive the same text very differently. It depends on their character, life experience, and cultural background. The aim of writing a literary analysis is to express one’s individual understanding of the text and back it up with facts.

It is not sufficient to say, "I enjoyed every minute of reading this book!" or "It is too dull." All types of literary analysis involve the assessment of both technical and emotional aspects of the text. It implies an impartial balancing of pros and cons.

Imagine that someone is looking for a good book. Their time and finances are limited, so they can afford just one text. They want to avoid hit-or-miss decisions. They prefer an expert to recommend to them what to read.

They do not want this expert to be a high-brow professional critic. They are interested in the opinions of people whose lifestyle and worldview are close to theirs. They read book blogs and unbiased reviews on profile sites. When they finally buy a piece of fiction, they know what to expect of it.

After a reader gains experience, they become ready to share viewpoints with others. They read articles on how to analyze literature and start writing their own reviews. They can post their works in their private blogs or share them on social networks. Plus, literary analysis is an essential part of the educational process in schools and colleges.

Content Of A Literary Analysis Essay

There are many topics for literary analysis, but it all depends on the kind of work that a writer analyzes. For instance, the approach is not the same in poems as it is in the case with a play. Before writing it is important to know what you want to analyze in the literature that you have read. That brings us to types of literature analysis. How can a writer analyze the literature? This is done by:

• Character Analysis
• Symbolism Analysis
• Theme Analysis
• Setting Analysis
• Structure and Style Analysis
• Diction, Imagery, and Denotation Analysis. etc.

How To Write A Literary Analysis Essay?

Read the text critically.

When carrying out literature analysis, a person should read slowly. They should start a notebook where they would put down their thoughts. They should take notes when they find themselves in one of the following situations:

• disagree with the author;
• want to praise the author’s skills;
• come across a plot twist that resembles their own lives;
• have anything to say on the matter.

When people read an interesting text, they have controversial desires. On the one hand, they want to finish it to get to know what happens in the end. On the other hand, they want to enjoy it for as long as possible. When compiling a literary analysis sample, people should focus on their thoughts and not emotions.

Literary Devices

When newbies ask about how to write a good literary analysis, literary devices become the most challenging aspect for them. These devices involve the following terms and notions:

• literary elements, such as plot, mood, and protagonists;
• figurative language, including symbolism and metaphors;
• literary techniques, such as foreshadowing and repetition.

To be able to analyze these aspects, newbies should read theory in textbooks. Also, they should examine enough sample literary analysis essays. They need to see how other writers handle the overview of literary devices without making their texts too formal.

In a literary analysis paper, it is not enough to say that the author has a masterful command of the word. The writer should concentrate on the following important aspects.

• Is the language modern, archaic, or full of slang?
• Does the author use poetic phrases?
• Are the sentences predominantly long or short? How does the rhythm of the text impact its mood?

It would be wise to answer the following question in a literary analysis essay example. Do all characters speak the same language, or does each one have their particular style? Individual speech manners are significant merits of fiction.

Narrative Voice

A text can be written either from a first-person or third-person perspective. In a literary analysis example, the author should explain the position of the narrator. Are they omnipresent, or does the reader hardly notice them? Are they reliable, or do they share a distorted version of events?

Writers with little experience might ask how to do literary analysis when the narrator is absent. In this case, speak about the tone. Is it neutral, comic, or tragic? What emotions does it evoke in the readers from the first passage? How often does the reader come across exaggerations, irony, or incongruities?

In a novel, the key elements of literary analysis are chapters. In a play, these constituents are acts and scenes. In a poem, these are lines and stanzas. The author of the essay should think of how skilfully the writer divided their text into parts.

Chapters, scenes, and stanzas should be interconnected logically and emotionally. The last line of the previous part should motivate the reader to glance through the next one. The structure of the text helps emphasize its conflicts and build up the tension. The pauses between every two parts might speak louder than a thousand words.

Most examples of literary analysis essay include comments on the timeline of the story. Do the events unfold in chronological order? Does the author make the readers travel back and forth in a time machine? How easy is it to switch between different time layers, and which effect does it produce?

The following types of conflicts are most likely to be present in a literary analysis:

• one person versus another;
• person versus society;
• person versus technology;
• person versus supernatural forces;
• an inner conflict within a person (good versus bad intentions).

Instead of one person, there might be a group of people.

Newbies should not get confused about how to write a thesis for a literary analysis. The term "thesis" denotes the main point that they are planning to focus on. Modern books are multifaceted: they feature numerous problems and give readers a lot of food for thought. Yet, the writer should concentrate only on a handful of aspects in their work.

There are three approaches to thesis writing:

• analytical;
• argumentative;
• explanatory.

The literary analysis thesis of the first type strives to answer the questions "why?" and "how?" The writer tries to explain why the author created that book. Why is their perception of the world so unique and innovative? Why do they draw certain parallels and use specific devices?

This sentence might serve as a good example of an analytical thesis: "Outraged by gender inequality in this Eastern country, the author ridicules the problem instead of trying to undermine the traditions."

An argumentative thesis for literary analysis implies that the writer explains their own perception of the text. They take a certain position that might differ from the opinion of the majority. They further prove their point by quoting the book. For instance: "While most critics perceive this novel as an educational one, I believe that the main conflict lies in the lack of tolerance in society."

Literary analysis thesis examples of the explanatory type do not include the author’s opinion at all. They just help other readers understand the message of the book: "The author depicts their ideal political system."

Write A Literary Analysis Essay

Write a title.

After reading the title, the person should understand what the literary analysis paper example is about. The title should contain the digest of the paper. It should reveal the writer’s attitude to the piece of fiction that they criticize. 

Those who do not know how to start a literary analysis can use a popular trick that works for any book genre. They can include a short quote from the book in the name of their essay. Then, they should put a colon and accompany the quote with their own comment.

Write An Introduction

The instruction on how to write literary analysis starts with a clear statement of one’s goals. The author should tell their readers what the book they are going to criticize is about and why they chose it. They should share the title of the text and the name of its writer. They might briefly outline the plot and problems of the manuscript. They might focus the readers’ attention on the main points of their essay — language, characters, or conflicts.

Write A Body

All the best examples of literary analysis essay have an identical structure. Each paragraph is focused on one aspect or topic. In the first sentence, the author briefly outlines this topic. That initial phrase should be concise and unambiguous. 

The last sentence of each paragraph should summarize its essence. It should not contradict the first phrase and overall logic of the passage.

The writer should avoid lengthy and complicated structures. Even if the author of the book prefers compound sentences, a literary analysis sample should be easier to read. One phrase should contain only one thought. To link sentences, the writer should use transition words.

"The book dissects the impact of virtual reality technologies on the life of single people in cosmopolitan cities" — this is an example of a topic sentence that opens a paragraph. "Nevertheless, its target audience is not geeks or die-hard gamers" — here, the word "nevertheless" serves as a transition.

In any literary analysis template, the writer should back up their opinion with textual evidence. They should quote parts of the original texts only if they contain no more than 30 words. Otherwise, they should reword the quotes to deliver the essence of large passages.\

Write A Conclusion

The answer to the question "How to conclude a literary analysis?" is very simple. The writer needs to reword and sum up everything that they have said above. They should share no original quotes and introduce no new thoughts. It is enough to summarize their main ideas logically and concisely.

Literary Analysis Essay Outline

Introduction.

Introduction should be sophisticated and creative, and it should catch the reader’s attention, so they can read the rest of the essay. A literary analysis should not sound boring. It should create some enthralling and fascinating quotes, reflection or motives. The main sentences of the introduction should give backdrop facts so that the analysis will make sense; facts such as Title of the Book, Name of Author and little information about the book. Don’t write bulky details of the book the reader would have read this book and they just want to read the analysis. Make sure that your backdrop information and your thesis statement are short and transitional. To make the reader understand and connect to the literature and what exactly is been analyzed. The analysis or thesis statement is what you will prove in your essay, and it should come at the end of your introductory paragraph. The Intro could be more than one paragraph but about 5 important sentences.

The body must be very convincing. Here start rendering evidences of the argument. A convincing body will have at least three to four paragraphs or more. Also, do not go out of context the question has to be related. How does it relate to the overall theme of what the analysis? Make emphasis on the ways in which these elements bestow to the entire quality of the book. Emphasize one major point per paragraph in this section. No need to rush all of your evidence into one idea. Do more reading and analyze different factors in your literary analysis. Argue on a character's development, for example how the individual changes from the beginning to the end of the book. Center core on a character's fatal flaw and query or question the person's mistakes.

The conclusion should end dynamically and energetically. Start rounding up the literary essay paper in the last paragraph. It should include all the major points that have been made in the aforementioned statements of your literary analysis. Also, make emphasis on the on the implications of your argument.

Literary Analysis Essay Example

Symbolism Manifestation in Little Prince By Antoine De Saint-Exupery

The storyline arose from the author's personal experience. He survived an airplane accident in a desert. It happened when the writer served as a pilot during World War II.

A seemingly simple-hearted fairy tale has two main plotlines that uncover deeper problems. The leading one is the pilot-narrator line, lined up with the metaphor of adult reality. The second line dwells on the adventures of the Little Prince. Two protagonists travel to different planets, get acquainted with various characters, both positive and negative. 

Each planet introduces the readers to a different philosophical conundrum. Each item and being in the book bear unique symbolic meaning. 

The Pilot impersonates the author in his adult years. Antoine de Saint-Exupéry was, in fact, a pilot and survived a plane crash in the desert.

The sudden encounter of an adult and a child (both are metaphors for inner psychological states) occurs in the desert, symbolizing the disastrous inner state of the narrator. The story unravels during the repair of the plane. The maintenance itself is a metaphor for mending the inner traumas through direct dialogue with the inner child.

The Little Prince

The description of the Little Prince gives the readers a hint of its relation to the author in his childhood years. Antoine de Saint-Exupery came from an impoverished aristocratic family. Through the Little Prince, the author shows himself. He reveals his struggle to survive within the boring world of adults. 

His visit to our planet is a symbol of birth. The return to the home planet occurs through physical death from the poison of a snake. Here, we can observe the impact of Christian religious thinking on the plotline. The physical death of the protagonist is a reference to the religious idea of an immortal soul. Thus, after receiving knowledge about life from the Fox and Pilot, Little Prince has to die to be reborn into a new state.

The line telling about the love of the Little Prince and Rose shows an allegorical depiction of love. It reveals the ironic unsimilarity of how men and women see and express this feeling. 

Rose gets introduced to the readers as a proud and beautiful character who has power over the Little Prince and his feelings. Gentle, timid, dewy-eyed Little Prince suffers from the frivolity of Rose. Because of his naïve perception, the protagonist struggled to see that it was necessary to love her for her essence – for the aroma and the joy she brought him.

When the protagonist sees that roses are abundant in the gardens on Earth, he feels disappointed. Later, he meets the Fox who serves as the guide to the little lost being. Fox explains to the protagonist some basic philosophical truths. He teaches the Little Prince to look with his heart, not his eyes, and be responsible for those we have tamed.

When Little Prince absorbs the knowledge imparted by his new friend, he becomes mortal. This transition symbolizes him growing up and shaking off idealistic world perception.

Planets And Their Inhabitants

The author shows his readers two sorts of evil. The first kind of evil reveals itself in the negative sides of separate people. 

The inhabitants of different planets, visited by the protagonist, reveal the most dangerous human vices. It seems relevant to note that all of them are adults. Drunkards, politicians, and selfish people seem quite morally bankrupt.

The author exposes life devoid of meaning as a common vice. The only relatable person to the protagonist is a lamplighter. He differs because his craft is good for others.

Baobab Trees

Another element of evil in the book is macro-evil. Baobabs represent evil in general. This image is a metaphor for fascism. Saint-Exupery gently leads the readers to the idea that such evil endangers the world. It should be extinguished like undesirable plants.

The main idea of the used allegories is the presentation of true values. The author contrasts naive and rational ways of world perception, the individual, and the crowd. In the tale, the unraveling of the main themes is connected with compositional structure, metaphors, and similes used by the author. 

The author dwells on deep philosophical issues through similes and symbols. He emphasizes such topics as true love, friendship, and loneliness.

Romantic traditions play a keynote role in the plot formation. Unraveling the deep problems of humanity in a form of the fairytale is the main sign of that. It comprises all typical elements of this genre: child protagonist, fairy-tale characters, and a fantastic journey. These symbolic characters and items introduce the depth to the plot. They make readers see deeper into the book and reconsider their perception of reality.

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Essay Writing Fundamentals

How to prepare to write an essay, how to edit an essay, how to share and publish your essays, how to get essay writing help, how to find essay writing inspiration, resources for teaching essay writing.

Essays, short prose compositions on a particular theme or topic, are the bread and butter of academic life. You write them in class, for homework, and on standardized tests to show what you know. Unlike other kinds of academic writing (like the research paper) and creative writing (like short stories and poems), essays allow you to develop your original thoughts on a prompt or question. Essays come in many varieties: they can be expository (fleshing out an idea or claim), descriptive, (explaining a person, place, or thing), narrative (relating a personal experience), or persuasive (attempting to win over a reader). This guide is a collection of dozens of links about academic essay writing that we have researched, categorized, and annotated in order to help you improve your essay writing. 

Essays are different from other forms of writing; in turn, there are different kinds of essays. This section contains general resources for getting to know the essay and its variants. These resources introduce and define the essay as a genre, and will teach you what to expect from essay-based assessments.

Purdue OWL Online Writing Lab

One of the most trusted academic writing sites, Purdue OWL provides a concise introduction to the four most common types of academic essays.

"The Essay: History and Definition" (ThoughtCo)

This snappy article from ThoughtCo talks about the origins of the essay and different kinds of essays you might be asked to write. 

"What Is An Essay?" Video Lecture (Coursera)

The University of California at Irvine's free video lecture, available on Coursera, tells  you everything you need to know about the essay.

Wikipedia Article on the "Essay"

Wikipedia's article on the essay is comprehensive, providing both English-language and global perspectives on the essay form. Learn about the essay's history, forms, and styles.

"Understanding College and Academic Writing" (Aims Online Writing Lab)

This list of common academic writing assignments (including types of essay prompts) will help you know what to expect from essay-based assessments.

Before you start writing your essay, you need to figure out who you're writing for (audience), what you're writing about (topic/theme), and what you're going to say (argument and thesis). This section contains links to handouts, chapters, videos and more to help you prepare to write an essay.

How to Identify Your Audience

"Audience" (Univ. of North Carolina Writing Center)

This handout provides questions you can ask yourself to determine the audience for an academic writing assignment. It also suggests strategies for fitting your paper to your intended audience.

"Purpose, Audience, Tone, and Content" (Univ. of Minnesota Libraries)

This extensive book chapter from Writing for Success , available online through Minnesota Libraries Publishing, is followed by exercises to try out your new pre-writing skills.

"Determining Audience" (Aims Online Writing Lab)

This guide from a community college's writing center shows you how to know your audience, and how to incorporate that knowledge in your thesis statement.

"Know Your Audience" ( Paper Rater Blog)

This short blog post uses examples to show how implied audiences for essays differ. It reminds you to think of your instructor as an observer, who will know only the information you pass along.

How to Choose a Theme or Topic

"Research Tutorial: Developing Your Topic" (YouTube)

Take a look at this short video tutorial from the University of North Carolina at Chapel Hill to understand the basics of developing a writing topic.

"How to Choose a Paper Topic" (WikiHow)

This simple, step-by-step guide (with pictures!) walks you through choosing a paper topic. It starts with a detailed description of brainstorming and ends with strategies to refine your broad topic.

"How to Read an Assignment: Moving From Assignment to Topic" (Harvard College Writing Center)

Did your teacher give you a prompt or other instructions? This guide helps you understand the relationship between an essay assignment and your essay's topic.

"Guidelines for Choosing a Topic" (CliffsNotes)

This study guide from CliffsNotes both discusses how to choose a topic and makes a useful distinction between "topic" and "thesis."

How to Come Up with an Argument

"Argument" (Univ. of North Carolina Writing Center)

Not sure what "argument" means in the context of academic writing? This page from the University of North Carolina is a good place to start.

"The Essay Guide: Finding an Argument" (Study Hub)

This handout explains why it's important to have an argument when beginning your essay, and provides tools to help you choose a viable argument.

"Writing a Thesis and Making an Argument" (University of Iowa)

This page from the University of Iowa's Writing Center contains exercises through which you can develop and refine your argument and thesis statement.

"Developing a Thesis" (Harvard College Writing Center)

This page from Harvard's Writing Center collates some helpful dos and don'ts of argumentative writing, from steps in constructing a thesis to avoiding vague and confrontational thesis statements.

"Suggestions for Developing Argumentative Essays" (Berkeley Student Learning Center)

This page offers concrete suggestions for each stage of the essay writing process, from topic selection to drafting and editing. 

How to Outline your Essay

"Outlines" (Univ. of North Carolina at Chapel Hill via YouTube)

This short video tutorial from the University of North Carolina at Chapel Hill shows how to group your ideas into paragraphs or sections to begin the outlining process.

"Essay Outline" (Univ. of Washington Tacoma)

This two-page handout by a university professor simply defines the parts of an essay and then organizes them into an example outline.

"Types of Outlines and Samples" (Purdue OWL Online Writing Lab)

Purdue OWL gives examples of diverse outline strategies on this page, including the alphanumeric, full sentence, and decimal styles. 

"Outlining" (Harvard College Writing Center)

Once you have an argument, according to this handout, there are only three steps in the outline process: generalizing, ordering, and putting it all together. Then you're ready to write!

"Writing Essays" (Plymouth Univ.)

This packet, part of Plymouth University's Learning Development series, contains descriptions and diagrams relating to the outlining process.

"How to Write A Good Argumentative Essay: Logical Structure" (Criticalthinkingtutorials.com via YouTube)

This longer video tutorial gives an overview of how to structure your essay in order to support your argument or thesis. It is part of a longer course on academic writing hosted on Udemy.

Now that you've chosen and refined your topic and created an outline, use these resources to complete the writing process. Most essays contain introductions (which articulate your thesis statement), body paragraphs, and conclusions. Transitions facilitate the flow from one paragraph to the next so that support for your thesis builds throughout the essay. Sources and citations show where you got the evidence to support your thesis, which ensures that you avoid plagiarism. 

How to Write an Introduction

"Introductions" (Univ. of North Carolina Writing Center)

This page identifies the role of the introduction in any successful paper, suggests strategies for writing introductions, and warns against less effective introductions.

"How to Write A Good Introduction" (Michigan State Writing Center)

Beginning with the most common missteps in writing introductions, this guide condenses the essentials of introduction composition into seven points.

"The Introductory Paragraph" (ThoughtCo)

This blog post from academic advisor and college enrollment counselor Grace Fleming focuses on ways to grab your reader's attention at the beginning of your essay.

"Introductions and Conclusions" (Univ. of Toronto)

This guide from the University of Toronto gives advice that applies to writing both introductions and conclusions, including dos and don'ts.

"How to Write Better Essays: No One Does Introductions Properly" ( The Guardian )

This news article interviews UK professors on student essay writing; they point to introductions as the area that needs the most improvement.

How to Write a Thesis Statement

"Writing an Effective Thesis Statement" (YouTube)

This short, simple video tutorial from a college composition instructor at Tulsa Community College explains what a thesis statement is and what it does. 

"Thesis Statement: Four Steps to a Great Essay" (YouTube)

This fantastic tutorial walks you through drafting a thesis, using an essay prompt on Nathaniel Hawthorne's The Scarlet Letter as an example.

"How to Write a Thesis Statement" (WikiHow)

This step-by-step guide (with pictures!) walks you through coming up with, writing, and editing a thesis statement. It invites you think of your statement as a "working thesis" that can change.

"How to Write a Thesis Statement" (Univ. of Indiana Bloomington)

Ask yourself the questions on this page, part of Indiana Bloomington's Writing Tutorial Services, when you're writing and refining your thesis statement.

"Writing Tips: Thesis Statements" (Univ. of Illinois Center for Writing Studies)

This page gives plentiful examples of good to great thesis statements, and offers questions to ask yourself when formulating a thesis statement.

How to Write Body Paragraphs

"Body Paragraph" (Brightstorm)

This module of a free online course introduces you to the components of a body paragraph. These include the topic sentence, information, evidence, and analysis.

"Strong Body Paragraphs" (Washington Univ.)

This handout from Washington's Writing and Research Center offers in-depth descriptions of the parts of a successful body paragraph.

"Guide to Paragraph Structure" (Deakin Univ.)

This handout is notable for color-coding example body paragraphs to help you identify the functions various sentences perform.

"Writing Body Paragraphs" (Univ. of Minnesota Libraries)

The exercises in this section of Writing for Success  will help you practice writing good body paragraphs. It includes guidance on selecting primary support for your thesis.

"The Writing Process—Body Paragraphs" (Aims Online Writing Lab)

The information and exercises on this page will familiarize you with outlining and writing body paragraphs, and includes links to more information on topic sentences and transitions.

"The Five-Paragraph Essay" (ThoughtCo)

This blog post discusses body paragraphs in the context of one of the most common academic essay types in secondary schools.

How to Use Transitions

"Transitions" (Univ. of North Carolina Writing Center)

This page from the University of North Carolina at Chapel Hill explains what a transition is, and how to know if you need to improve your transitions.

"Using Transitions Effectively" (Washington Univ.)

This handout defines transitions, offers tips for using them, and contains a useful list of common transitional words and phrases grouped by function.

"Transitions" (Aims Online Writing Lab)

This page compares paragraphs without transitions to paragraphs with transitions, and in doing so shows how important these connective words and phrases are.

"Transitions in Academic Essays" (Scribbr)

This page lists four techniques that will help you make sure your reader follows your train of thought, including grouping similar information and using transition words.

"Transitions" (El Paso Community College)

This handout shows example transitions within paragraphs for context, and explains how transitions improve your essay's flow and voice.

"Make Your Paragraphs Flow to Improve Writing" (ThoughtCo)

This blog post, another from academic advisor and college enrollment counselor Grace Fleming, talks about transitions and other strategies to improve your essay's overall flow.

"Transition Words" (smartwords.org)

This handy word bank will help you find transition words when you're feeling stuck. It's grouped by the transition's function, whether that is to show agreement, opposition, condition, or consequence.

How to Write a Conclusion

"Parts of An Essay: Conclusions" (Brightstorm)

This module of a free online course explains how to conclude an academic essay. It suggests thinking about the "3Rs": return to hook, restate your thesis, and relate to the reader.

"Essay Conclusions" (Univ. of Maryland University College)

This overview of the academic essay conclusion contains helpful examples and links to further resources for writing good conclusions.

"How to End An Essay" (WikiHow)

This step-by-step guide (with pictures!) by an English Ph.D. walks you through writing a conclusion, from brainstorming to ending with a flourish.

"Ending the Essay: Conclusions" (Harvard College Writing Center)

This page collates useful strategies for writing an effective conclusion, and reminds you to "close the discussion without closing it off" to further conversation.

How to Include Sources and Citations

"Research and Citation Resources" (Purdue OWL Online Writing Lab)

Purdue OWL streamlines information about the three most common referencing styles (MLA, Chicago, and APA) and provides examples of how to cite different resources in each system.

EasyBib: Free Bibliography Generator

This online tool allows you to input information about your source and automatically generate citations in any style. Be sure to select your resource type before clicking the "cite it" button.

CitationMachine

Like EasyBib, this online tool allows you to input information about your source and automatically generate citations in any style. 

Modern Language Association Handbook (MLA)

Here, you'll find the definitive and up-to-date record of MLA referencing rules. Order through the link above, or check to see if your library has a copy.

Chicago Manual of Style

Here, you'll find the definitive and up-to-date record of Chicago referencing rules. You can take a look at the table of contents, then choose to subscribe or start a free trial.

How to Avoid Plagiarism

"What is Plagiarism?" (plagiarism.org)

This nonprofit website contains numerous resources for identifying and avoiding plagiarism, and reminds you that even common activities like copying images from another website to your own site may constitute plagiarism.

"Plagiarism" (University of Oxford)

This interactive page from the University of Oxford helps you check for plagiarism in your work, making it clear how to avoid citing another person's work without full acknowledgement.

"Avoiding Plagiarism" (MIT Comparative Media Studies)

This quick guide explains what plagiarism is, what its consequences are, and how to avoid it. It starts by defining three words—quotation, paraphrase, and summary—that all constitute citation.

"Harvard Guide to Using Sources" (Harvard Extension School)

This comprehensive website from Harvard brings together articles, videos, and handouts about referencing, citation, and plagiarism. 

Grammarly contains tons of helpful grammar and writing resources, including a free tool to automatically scan your essay to check for close affinities to published work. 

Noplag is another popular online tool that automatically scans your essay to check for signs of plagiarism. Simply copy and paste your essay into the box and click "start checking."

Once you've written your essay, you'll want to edit (improve content), proofread (check for spelling and grammar mistakes), and finalize your work until you're ready to hand it in. This section brings together tips and resources for navigating the editing process. 

"Writing a First Draft" (Academic Help)

This is an introduction to the drafting process from the site Academic Help, with tips for getting your ideas on paper before editing begins.

"Editing and Proofreading" (Univ. of North Carolina Writing Center)

This page provides general strategies for revising your writing. They've intentionally left seven errors in the handout, to give you practice in spotting them.

"How to Proofread Effectively" (ThoughtCo)

This article from ThoughtCo, along with those linked at the bottom, help describe common mistakes to check for when proofreading.

"7 Simple Edits That Make Your Writing 100% More Powerful" (SmartBlogger)

This blog post emphasizes the importance of powerful, concise language, and reminds you that even your personal writing heroes create clunky first drafts.

"Editing Tips for Effective Writing" (Univ. of Pennsylvania)

On this page from Penn's International Relations department, you'll find tips for effective prose, errors to watch out for, and reminders about formatting.

"Editing the Essay" (Harvard College Writing Center)

This article, the first of two parts, gives you applicable strategies for the editing process. It suggests reading your essay aloud, removing any jargon, and being unafraid to remove even "dazzling" sentences that don't belong.

"Guide to Editing and Proofreading" (Oxford Learning Institute)

This handout from Oxford covers the basics of editing and proofreading, and reminds you that neither task should be rushed. 

In addition to plagiarism-checkers, Grammarly has a plug-in for your web browser that checks your writing for common mistakes.

After you've prepared, written, and edited your essay, you might want to share it outside the classroom. This section alerts you to print and web opportunities to share your essays with the wider world, from online writing communities and blogs to published journals geared toward young writers.

Sharing Your Essays Online

Go Teen Writers

Go Teen Writers is an online community for writers aged 13 - 19. It was founded by Stephanie Morrill, an author of contemporary young adult novels. 

Tumblr is a blogging website where you can share your writing and interact with other writers online. It's easy to add photos, links, audio, and video components.

Writersky provides an online platform for publishing and reading other youth writers' work. Its current content is mostly devoted to fiction.

Publishing Your Essays Online

This teen literary journal publishes in print, on the web, and (more frequently), on a blog. It is committed to ensuring that "teens see their authentic experience reflected on its pages."

The Matador Review

This youth writing platform celebrates "alternative," unconventional writing. The link above will take you directly to the site's "submissions" page.

Teen Ink has a website, monthly newsprint magazine, and quarterly poetry magazine promoting the work of young writers.

The largest online reading platform, Wattpad enables you to publish your work and read others' work. Its inline commenting feature allows you to share thoughts as you read along.

Publishing Your Essays in Print

Canvas Teen Literary Journal

This quarterly literary magazine is published for young writers by young writers. They accept many kinds of writing, including essays.

The Claremont Review

This biannual international magazine, first published in 1992, publishes poetry, essays, and short stories from writers aged 13 - 19.

Skipping Stones

This young writers magazine, founded in 1988, celebrates themes relating to ecological and cultural diversity. It publishes poems, photos, articles, and stories.

The Telling Room

This nonprofit writing center based in Maine publishes children's work on their website and in book form. The link above directs you to the site's submissions page.

Essay Contests

Scholastic Arts and Writing Awards

This prestigious international writing contest for students in grades 7 - 12 has been committed to "supporting the future of creativity since 1923."

Society of Professional Journalists High School Essay Contest

An annual essay contest on the theme of journalism and media, the Society of Professional Journalists High School Essay Contest awards scholarships up to $1,000.

National YoungArts Foundation

Here, you'll find information on a government-sponsored writing competition for writers aged 15 - 18. The foundation welcomes submissions of creative nonfiction, novels, scripts, poetry, short story and spoken word.

Signet Classics Student Scholarship Essay Contest

With prompts on a different literary work each year, this competition from Signet Classics awards college scholarships up to $1,000.

"The Ultimate Guide to High School Essay Contests" (CollegeVine)

See this handy guide from CollegeVine for a list of more competitions you can enter with your academic essay, from the National Council of Teachers of English Achievement Awards to the National High School Essay Contest by the U.S. Institute of Peace.

Whether you're struggling to write academic essays or you think you're a pro, there are workshops and online tools that can help you become an even better writer. Even the most seasoned writers encounter writer's block, so be proactive and look through our curated list of resources to combat this common frustration.

Online Essay-writing Classes and Workshops

"Getting Started with Essay Writing" (Coursera)

Coursera offers lots of free, high-quality online classes taught by college professors. Here's one example, taught by instructors from the University of California Irvine.

"Writing and English" (Brightstorm)

Brightstorm's free video lectures are easy to navigate by topic. This unit on the parts of an essay features content on the essay hook, thesis, supporting evidence, and more.

"How to Write an Essay" (EdX)

EdX is another open online university course website with several two- to five-week courses on the essay. This one is geared toward English language learners.

Writer's Digest University

This renowned writers' website offers online workshops and interactive tutorials. The courses offered cover everything from how to get started through how to get published.

Writing.com

Signing up for this online writer's community gives you access to helpful resources as well as an international community of writers.

How to Overcome Writer's Block

"Symptoms and Cures for Writer's Block" (Purdue OWL)

Purdue OWL offers a list of signs you might have writer's block, along with ways to overcome it. Consider trying out some "invention strategies" or ways to curb writing anxiety.

"Overcoming Writer's Block: Three Tips" ( The Guardian )

These tips, geared toward academic writing specifically, are practical and effective. The authors advocate setting realistic goals, creating dedicated writing time, and participating in social writing.

"Writing Tips: Strategies for Overcoming Writer's Block" (Univ. of Illinois)

This page from the University of Illinois at Urbana-Champaign's Center for Writing Studies acquaints you with strategies that do and do not work to overcome writer's block.

"Writer's Block" (Univ. of Toronto)

Ask yourself the questions on this page; if the answer is "yes," try out some of the article's strategies. Each question is accompanied by at least two possible solutions.

If you have essays to write but are short on ideas, this section's links to prompts, example student essays, and celebrated essays by professional writers might help. You'll find writing prompts from a variety of sources, student essays to inspire you, and a number of essay writing collections.

Essay Writing Prompts

"50 Argumentative Essay Topics" (ThoughtCo)

Take a look at this list and the others ThoughtCo has curated for different kinds of essays. As the author notes, "a number of these topics are controversial and that's the point."

"401 Prompts for Argumentative Writing" ( New York Times )

This list (and the linked lists to persuasive and narrative writing prompts), besides being impressive in length, is put together by actual high school English teachers.

"SAT Sample Essay Prompts" (College Board)

If you're a student in the U.S., your classroom essay prompts are likely modeled on the prompts in U.S. college entrance exams. Take a look at these official examples from the SAT.

"Popular College Application Essay Topics" (Princeton Review)

This page from the Princeton Review dissects recent Common Application essay topics and discusses strategies for answering them.

Example Student Essays

"501 Writing Prompts" (DePaul Univ.)

This nearly 200-page packet, compiled by the LearningExpress Skill Builder in Focus Writing Team, is stuffed with writing prompts, example essays, and commentary.

"Topics in English" (Kibin)

Kibin is a for-pay essay help website, but its example essays (organized by topic) are available for free. You'll find essays on everything from  A Christmas Carol  to perseverance.

"Student Writing Models" (Thoughtful Learning)

Thoughtful Learning, a website that offers a variety of teaching materials, provides sample student essays on various topics and organizes them by grade level.

"Five-Paragraph Essay" (ThoughtCo)

In this blog post by a former professor of English and rhetoric, ThoughtCo brings together examples of five-paragraph essays and commentary on the form.

The Best Essay Writing Collections

The Best American Essays of the Century by Joyce Carol Oates (Amazon)

This collection of American essays spanning the twentieth century was compiled by award winning author and Princeton professor Joyce Carol Oates.

The Best American Essays 2017 by Leslie Jamison (Amazon)

Leslie Jamison, the celebrated author of essay collection  The Empathy Exams , collects recent, high-profile essays into a single volume.

The Art of the Personal Essay by Phillip Lopate (Amazon)

Documentary writer Phillip Lopate curates this historical overview of the personal essay's development, from the classical era to the present.

The White Album by Joan Didion (Amazon)

This seminal essay collection was authored by one of the most acclaimed personal essayists of all time, American journalist Joan Didion.

Consider the Lobster by David Foster Wallace (Amazon)

Read this famous essay collection by David Foster Wallace, who is known for his experimentation with the essay form. He pushed the boundaries of personal essay, reportage, and political polemic.

"50 Successful Harvard Application Essays" (Staff of the The Harvard Crimson )

If you're looking for examples of exceptional college application essays, this volume from Harvard's daily student newspaper is one of the best collections on the market.

Are you an instructor looking for the best resources for teaching essay writing? This section contains resources for developing in-class activities and student homework assignments. You'll find content from both well-known university writing centers and online writing labs.

Essay Writing Classroom Activities for Students

"In-class Writing Exercises" (Univ. of North Carolina Writing Center)

This page lists exercises related to brainstorming, organizing, drafting, and revising. It also contains suggestions for how to implement the suggested exercises.

"Teaching with Writing" (Univ. of Minnesota Center for Writing)

Instructions and encouragement for using "freewriting," one-minute papers, logbooks, and other write-to-learn activities in the classroom can be found here.

"Writing Worksheets" (Berkeley Student Learning Center)

Berkeley offers this bank of writing worksheets to use in class. They are nested under headings for "Prewriting," "Revision," "Research Papers" and more.

"Using Sources and Avoiding Plagiarism" (DePaul University)

Use these activities and worksheets from DePaul's Teaching Commons when instructing students on proper academic citation practices.

Essay Writing Homework Activities for Students

"Grammar and Punctuation Exercises" (Aims Online Writing Lab)

These five interactive online activities allow students to practice editing and proofreading. They'll hone their skills in correcting comma splices and run-ons, identifying fragments, using correct pronoun agreement, and comma usage.

"Student Interactives" (Read Write Think)

Read Write Think hosts interactive tools, games, and videos for developing writing skills. They can practice organizing and summarizing, writing poetry, and developing lines of inquiry and analysis.

This free website offers writing and grammar activities for all grade levels. The lessons are designed to be used both for large classes and smaller groups.

"Writing Activities and Lessons for Every Grade" (Education World)

Education World's page on writing activities and lessons links you to more free, online resources for learning how to "W.R.I.T.E.": write, revise, inform, think, and edit.

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Elements of Literature

WHAT DO WE MEAN BY THE PHRASE ‘ELEMENTS OF LITERATURE?

The phrase ‘elements of literature’ refers to the constituent parts of a work of literature in whatever form it takes: poetry, prose, or drama.

Why are they important?

Students must understand these common elements if they are to competently read or write a piece of literature.

Understanding the various elements is particularly useful when studying longer works. It enables students to examine specific aspects of the work in isolation before piecing these separate aspects back together to display an understanding of the work as a whole.

Having a firm grasp on how the different elements work can also be very useful when comparing and contrasting two or more texts. 

Not only does understanding the various elements of literature help us to answer literature analysis questions in exam situations, but it also helps us develop a deeper appreciation of literature in general.

what are the elements of literature ?

This article will examine the following elements: plot , setting, character, point-of-view, theme, and tone. Each of these broad elements has many possible subcategories, and there is some crossover between some elements – this isn’t Math , after all!

Hundreds of terms are associated with literature as a whole, and I recommend viewing this glossary for a complete breakdown of these.

WHAT IS THE DIFFERENCE BETWEEN AN ELEMENT OF LITERATURE AND A LITERARY DEVICE?

Elements of literature are present in every literary text. They are the essential ingredients required to create any piece of literature, including poems, plays, novels, short stories, feature articles, nonfiction books, etc.

 Literary devices , on the other hand, are tools and techniques that are used to create specific effects within a work. Think metaphor, simile, hyperbole, foreshadowing, etc. We examine literary devices in detail in other articles on this site.

 While the elements of literature will appear in every literary text, not every literary device will.

 Now, let’s look at each of these oh-so-crucial elements of literature.

A COMPLETE UNIT ON TEACHING STORY ELEMENTS

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Plot refers to all related things that happen in the sequence of a story. The shape of the plot comes from the order of these events and consists of several distinct aspects that we’ll look at in turn.

The plot comprises a series of cause-and-effect events that lead the reader from the story’s beginning, through the middle, to the story’s ending (though sometimes the chronological order is played with for dramatic effect).

Exposition: This is the introduction of the story. Usually, it will be where the reader acquires the necessary background information they’ll need to follow the various plot threads through to the end. This is also where the story’s setting is established, the main characters are introduced to the reader, and the central conflict emerges.

Conflict: The conflict of the story serves as the focus and driving force of most of the story’s actions. Essentially, conflict consists of a central (and sometimes secondary) problem. Without a problem or conflict, there is no story. Conflict usually takes the form of two opposing forces. These can be external forces or, sometimes, these opposing forces can take the form of an internal struggle within the protagonist or main character.

Rising Action: The rising action of the narrative begins at the end of the exposition. It usually forms most of the plot and begins with an inciting incident that kick-starts a series of cause-and-effect events. The rising action builds on tension and culminates in the climax.

Climax: After introducing the problem or central conflict of the story, the action rises as the drama unfolds in a series of causes and effects . These events culminate in the story’s dramatic high point, known as the climax. This is when the tension finally reaches its breaking point

Falling Action: This part of the narrative comprises the events that happen after the climax. Things begin to slow down and work their way towards the story’s end, tying up loose ends on the way. We can think of the falling action as a de-escalation of the story’s drama.

Resolution: This is the final part of the plot arc and represents the closing of the conflict and the return of normality – or new normality – in the wake of the story’s events. Often, this takes the form of a significant change within the main character. A resolution restores balance and order to the world or brings about a new balance and order.

PRACTICE ACTIVITY: PLOT

Discuss a well-known story in class. Fairytales are an excellent resource for this activity. Students must name a scene from each story that corresponds to each of the sections of the plot as listed above: exposition, conflict, rising action, climax, falling action, and resolution.

Setting consists of two key elements: space and time. Space refers to the where of the story, most often the geographical location where the action of the story takes place. Time refers to the when of the story. This could be a historical period, the present, or the future.

The setting has other aspects for the reader or writer to consider. For example, drilling down from the broader time and place, elements such as the weather, cultural context, physical surroundings, etc., can be important.

The setting is a crucial part of a story’s exposition and is often used to establish the mood of the story. A carefully crafted setting can be used to skillfully hint at the story’s theme and reveal some aspects of the various characters.

PRACTICE ACTIVITY: SETTING

Gather up a variety of fiction and nonfiction texts. Students should go through the selected texts and write two sentences about each that identify the settings of each. The sentences should make clear where and when the stories take place.

3. CHARACTER

A story’s characters are the doers of the actions. Characters most often take human form, but, on occasion, a story can employ animals, fantastical creatures, and even inanimate objects as characters. 

Some characters are dynamic and change over the course of a story, while others are static and do not grow or change due to the story’s action.

There are many different types of characters to be found in works of literature, and each serves a different function.

Now, let’s look at some of the most important of these.

Protagonist

The protagonist is the story’s main character. The story’s plot centers around these characters, who are usually sympathetic and likable to the reader; that is, they are most often the ‘hero’ of the story.

The antagonist is the bad guy or girl of the piece. Most of the plot’s action is borne of the conflict between the protagonist and the antagonist. 

Flat Character

Flat characters are one-dimensional characters that are purely functional in the story. They are more a sketch than a detailed portrait, and they help move the action along by serving a simple purpose. We aren’t afforded much insight into the interior lives of such characters.

Rounded Character

Unlike flat characters, rounded characters are more complex and drawn in more detail by the writer. As well as being described in comprehensive physical detail, we will gain an insight into the character’s interior life, their hopes, fears, dreams, desires, etc.

Choose a play that has been studied in class. Students should look at the character list and then categorize each of the characters according to the abovementioned types: protagonist, antagonist, flat character, or rounded character. As an extension, can the students identify whether each character is dynamic or static by the end of the tale?

4: POINT OF VIEW

Point of view in literature refers to the perspective through which you experience the story’s events. 

There are various advantages and disadvantages to the different points of view available for the writer, but they can all be usefully categorized according to whether they’re first-person, second-person, or third-person points of view.

Now, let’s look at some of the most common points of view in each category.

First Person

The key to recognizing this point of view is using pronouns such as I, me, my, we, us, our, etc. There are several variations of the first-person narrative , but they all have a single person narrating the story’s events either as it unfolds or in the past tense.

When considering a first-person narrative, the first question to ask is who is the person telling the story. Let’s look at two main types of the first-person point of view.

First-Person Protagonist : This is when the story’s main character relates the action first-hand as he or she experiences or experienced it. As the narrator is also the main character, the reader is placed right at the center of the action and sees events unfold through the main character’s eyes.

First-Person Periphery: In this case, we see the story unfold, not from the main character’s POV but from the perspective of a secondary character with limited participation in the story itself.

Second Person: This perspective is uncommon. Though it is hard to pull off without sounding corny, you will find it in some books, such as those Choose Your Own Adventure-type books. You can recognize this perspective by using the second person pronoun ‘you’.

Third Person Limited: From this perspective, we see events unfold from the point of view of one person in the story. As the name suggests, we are limited to seeing things from the perspective of the third-person narrator and do not gain insight into the internal life of the other characters other than through their actions as described by the third-person narrator (he, she, they, etc.).

Third Person Omniscient: The great eye in the sky! The 3rd person omniscient narrator, as the name suggests, knows everything about everyone. From this point of view, nothing is off-limits. This allows the reader to peek behind every curtain and into every corner of what is going on as the narrator moves freely through time and space, jumping in and out of the characters’ heads along the way.

Advantages and Disadvantages

As we’ve mentioned, there are specific advantages and disadvantages to each of the different points of view. While the third-person omniscient point of view allows the reader full access to each character, the third-person limited point of view is great for building tension in a story as the writer can control what the reader knows and when they know it.

The main advantage of the first-person perspective is that it puts the reader into the head of the narrator. This brings a sense of intimacy and personal detail to the story.

We have a complete guide to point of view here for further details.

PRACTICE ACTIVITY: POINT OF VIEW

Take a scene from a story or a movie that the student is familiar with (again, fairytales can serve well here). Students must rewrite the scene from each of the different POVs listed above: first-person protagonist, first-person periphery, second-person, third-person limited, and third-person omniscient. Finally, discuss the advantages and disadvantages of writing the scene from each POV. Which works best and why?

THE STORY TELLERS BUNDLE OF TEACHING RESOURCES

A MASSIVE COLLECTION of resources for narratives and story writing in the classroom covering all elements of crafting amazing stories. MONTHS WORTH OF WRITING LESSONS AND RESOURCES, including:

If the plot refers to what happens in a story, then the theme is to do with what these events mean. 

The theme is the big ideas explored in a work of literature. These are often universal ideas that transcend the limits of culture, ethnicity, or language. The theme is the deeper meaning behind the events of the story.

Notably, the theme of a piece of writing is not to be confused with its subject. While the subject of a text is what it is about, the theme is more about how the writer feels about that subject as conveyed in the writing.

It is also important to note that while all works of literature have a theme, they never state that theme explicitly. Although many works of literature deal with more than one theme, it’s usually possible to detect a central theme amid the minor ones.

The most commonly asked question about themes from students is, ‘ How do we work out what the theme is? ’ 

The truth is, how easy or how difficult it will be to detect a work’s theme will vary significantly between different texts. The ease of identification will depend mainly on how straightforward or complex the work is.

Students should look for symbols and motifs within the text to identify the theme. Especially symbols and motifs that repeat. 

Students must understand that symbols are when one thing is used to stand for another. While not all symbols are related to the text’s theme, when symbols are used repeatedly or found in a cluster, they usually relate to a motif. This motif will, in turn, relate to the theme of the work.

Of course, this leads to the question: What exactly is a motif?

A motif is a recurring idea or an element that has symbolic significance. Uncovering this significance will reveal the theme to a careful reader.

We can further understand the themes as concepts and statements. Concepts are the broad categories or issues of the work, while statements are the position the writer takes on those issues as expressed in the text.

Here are some examples of thematic concepts commonly found in literature:

• Forgiveness

When discussing a work’s theme in detail, identifying the thematic concept will not be enough. Students will need to explore what the thematic statements are in the text. That is, they need to identify the opinions the writer expresses on the thematic concepts in the text.

For example, we might identify that a story is about forgiveness, that is, that forgiveness is the primary thematic concept. When we identify what the work says about forgiveness, such as it is necessary for a person to move on with their life, we identify a thematic statement.

PRACTICE ACTIVITY: THEME

Again, choose familiar stories to work with. For each story, identify and write the thematic concept and statement. For more complex stories, multiple themes may need to be identified.

AN EXCELLENT VIDEO TUTORIAL ON STORY ELEMENTS

Tone refers to how the theme is treated in a work. Two works may have the same theme, but each may adopt a different tone in dealing with that theme. For example, the tone of a text can be serious, comical, formal, informal, gloomy, joyful, sarcastic, or sentimental, to name but eight.

The tone that the writer adopts influences how the reader reads that text. It informs how the reader will feel about the characters and events described. 

Tone helps to create the mood of the piece and gives life to the story as a whole.

PRACTICE ACTIVITY: TONE

Find examples of texts that convey each of the eight tones listed above: serious, comical, formal, informal, gloomy, joyful, sarcastic, and sentimental. Give three examples from each text that convey that specific tone. The examples can be drawn from direct quotations of the narrative or dialogue or a commentary on the structure of the text.

Conclusion:

Though the essential elements of literature are few in number, they can take a lifetime to master. The more experience a student gains in creating and analyzing texts regarding these elements, the more adept they will become in their use.

Time invested in this area will reap rich rewards regarding the skill with which a student can craft a text and the level of enjoyment and meaning they can derive from their reading. 

Time well spent, for sure.

TEACHING RESOURCES

Other great articles related to elements of literature.

7 ways to write great Characters and Settings | Story Elements

Teaching The 5 Story Elements: A Complete Guide for Teachers & Students

Short Story Writing for Students and Teachers

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Literature analysis is the cornerstone of many college classes, in subjects ranging from English literature to history. Literature analysis papers as you to consider how and why a literary text was written and conveys some kind of message. The ability to take apart a text and break it down into its separate parts enables you to judge how effective an author’s argument is, what symbols or motifs are important throughout the novel, poem or other text, and ultimately, to understand the text in a more holistic way.  Therefore, knowing how to craft a good argument and defend it well using textual evidence is an important skill to learn in preparing for your college career.

The most important things to consider when writing a literary analysis paper are: what is your argument? Are you expressing it correctly via a well-placed thesis statement ? Do you support your argument well throughout your essay? Support for an argument typically involves using lots of evidence from the text in the form of quotations from a close reading of a passage (for more on how to successfully use quotations, see our “Integrating Quotations” support guide). Often this also involves reading, analyzing, and using outside research to support what you are arguing. Learning the basic structure of literary analysis will be helpful for writing many different kinds of essays.

Helpful Links

Here are a few links to get you started on writing your literature analysis paper:

What is literature analysis (including a glossary of literary terms)?

• Purdue Owl: What Makes a Good Literature Paper?
• Roan State: The Elements of Literature

Tips on writing effective literature analysis essays.

• How to Write a Literature Analysis Essay Handout (from Bucks County Community College)
• Writing a Paper on Fiction in 9 Steps (from UNC Chapel Hill)

How do I support my argument?

• Using Evidence (from UNC Chapel Hill)
• How to do a Close Reading (from Carson-Newman University)

Literary Analysis Essay Writing

Literary Analysis Essay Outline

Literary Analysis Essay Outline - A Step By Step Guide

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How to Write a Literary Analysis Essay - A Step-by-Step Guide

Interesting Literary Analysis Essay Topics & Ideas

Have you ever felt stuck, looking at a blank page, wondering what a literary analysis essay is? You are not sure how to analyze a complicated book or story? 

Writing a literary analysis essay can be tough, even for people who really love books. The hard part is not only understanding the deeper meaning of the story but also organizing your thoughts and arguments in a clear way.

But don't worry!

In this easy-to-follow guide, we will talk about a key tool: The Literary Analysis Essay Outline. 

We'll provide you with the knowledge and tricks you need to structure your analysis the right way. In the end, you'll have the essential skills to understand and structure your literature analysis better.   So, let’s dive in!

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• 1. How to Write a Literary Analysis Essay Outline?
• 2. Literary Analysis Essay Format 
• 3. Literary Analysis Essay Outline Example
• 4. Literary Analysis Essay Topics 

How to Write a Literary Analysis Essay Outline?

An outline is a structure that you decide to give to your writing to make the audience understand your viewpoint clearly. When a writer gathers information on a topic, it needs to be organized to make sense.

When writing a literary analysis essay, its outline is as important as any part of it. For the text’s clarity and readability, an outline is drafted in the essay’s planning phase.

According to the basic essay outline, the following are the elements included in drafting an outline for the essay:

• Introduction
• Thesis statement
• Body paragraphs

A detailed description of the literary analysis outline is provided in the following section.

Literary Analysis Essay Introduction

An introduction section is the first part of the essay. The introductory paragraph or paragraphs provide an insight into the topic and prepares the readers about the literary work.

A literary analysis essay introduction is based on three major elements:

Hook Statement: A hook statement is the opening sentence of the introduction. This statement is used to grab people’s attention. A catchy hook will make the introductory paragraph interesting for the readers, encouraging them to read the entire essay.

For example, in a literary analysis essay, “ Island Of Fear,” the writer used the following hook statement:

“As humans, we all fear something, and we deal with those fears in ways that match our personalities.”

Background Information: Providing background information about the chosen literature work in the introduction is essential. Present information related to the author, title, and theme discussed in the original text.

Moreover, include other elements to discuss, such as characters, setting, and the plot. For example:

“ In Lord of the Flies, William Golding shows the fears of Jack, Ralph, and Piggy and chooses specific ways for each to deal with his fears.”

Thesis Statement: A thesis statement is the writer’s main claim over the chosen piece of literature. 

A thesis statement allows your reader to expect the purpose of your writing. The main objective of writing a thesis statement is to provide your subject and opinion on the essay.

For example, the thesis statement in the “Island of Fear” is:

“...Therefore, each of the three boys reacts to fear in his own unique way.”

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Literary Analysis Essay Body Paragraphs

In body paragraphs, you dig deep into the text, show your insights, and build your argument.

 In this section, we'll break down how to structure and write these paragraphs effectively:

Topic sentence: A topic sentence is an opening sentence of the paragraph. The points that will support the main thesis statement are individually presented in each section.

For example:

“The first boy, Jack, believes that a beast truly does exist…”

Evidence: To support the claim made in the topic sentence, evidence is provided. The evidence is taken from the selected piece of work to make the reasoning strong and logical.

“...He is afraid and admits it; however, he deals with his fear of aggressive violence. He chooses to hunt for the beast, arms himself with a spear, and practice killing it: “We’re strong—we hunt! If there’s a beast, we’ll hunt it down! We’ll close in and beat and beat and beat—!”(91).”

Analysis: A literary essay is a kind of essay that requires a writer to provide his analysis as well.

The purpose of providing the writer’s analysis is to tell the readers about the meaning of the evidence.

“...He also uses the fear of the beast to control and manipulate the other children. Because they fear the beast, they are more likely to listen to Jack and follow his orders...”

Transition words: Transition or connecting words are used to link ideas and points together to maintain a logical flow.  Transition words  that are often used in a literary analysis essay are:

• Furthermore
• Later in the story
• In contrast, etc.

“...Furthermore, Jack fears Ralph’s power over the group and Piggy’s rational thought. This is because he knows that both directly conflict with his thirst for absolute power...”

Concluding sentence: The last sentence of the body that gives a final statement on the topic sentence is the concluding sentence. It sums up the entire discussion held in that specific paragraph.

Here is a literary analysis paragraph example for you: 

Literary Essay Example Pdf

Literary Analysis Essay Conclusion

The last section of the essay is the conclusion part where the writer ties all loose ends of the essay together. To write appropriate and correct concluding paragraphs, add the following information:

• State how your topic is related to the theme of the chosen work
• State how successfully the author delivered the message
• According to your perspective, provide a statement on the topic
• If required, present predictions
• Connect your conclusion to your introduction by restating the thesis statement.
• In the end, provide an opinion about the significance of the work.

For example,

“ In conclusion, William Golding’s novel Lord of the Flies exposes the reader to three characters with different personalities and fears: Jack, Ralph, and Piggy. Each of the boys tries to conquer his fear in a different way. Fear is a natural emotion encountered by everyone, but each person deals with it in a way that best fits his/her individual personality.”

Literary Analysis Essay Outline (PDF)

Literary Analysis Essay Format 

A literary analysis essay delves into the examination and interpretation of a literary work, exploring themes, characters, and literary devices. 

Below is a guide outlining the format for a structured and effective literary analysis essay.

Formatting Guidelines 

• Use a legible font (e.g., Times New Roman or Arial) and set the font size to 12 points.
• Double-space your essay, including the title, headings, and quotations.
• Set one-inch margins on all sides of the page.
• Indent paragraphs by 1/2 inch or use the tab key.
• Page numbers, if required, should be in the header or footer and follow the specified formatting style.

Literary Analysis Essay Outline Example

To fully understand a concept in a writing world, literary analysis outline examples are important. This is to learn how a perfectly structured writing piece is drafted and how ideas are shaped to convey a message. 

The following are the best literary analysis essay examples to help you draft a perfect essay. 

Literary Analysis Essay Rubric (PDF)

High School Literary Analysis Essay Outline

Literary Analysis Essay Outline College (PDF)

Literary Analysis Essay Example Romeo & Juliet (PDF)

AP Literary Analysis Essay Outline

Literary Analysis Essay Outline Middle School

Literary Analysis Essay Topics 

Are you seeking inspiration for your next literary analysis essay? Here is a list of literary analysis essay topics for you:

• The Theme of Alienation in "The Catcher in the Rye"
• The Motif of Darkness in Shakespeare's Tragedies
• The Psychological Complexity of Hamlet's Character
• Analyzing the Narrator's Unreliable Perspective in "The Tell-Tale Heart"
• The Role of Nature in William Wordsworth's Romantic Poetry
• The Representation of Social Class in "To Kill a Mockingbird"
• The Use of Irony in Mark Twain's "The Adventures of Huckleberry Finn"
• The Impact of Holden's Red Hunting Hat in the Novel
• The Power of Setting in Gabriel García Márquez's "One Hundred Years of Solitude"
• The Symbolism of the Conch Shell in William Golding's "Lord of the Flies"

Need more topics? Read our literary analysis essay topics blog!

All in all, writing a literary analysis essay can be tricky if it is your first attempt. Apart from analyzing the work, other elements like a topic and an accurate interpretation must draft this type of essay.

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Keep reading

What is Essay? Definition, Usage, and Literary Examples

Essay definition.

An essay (ES-ey) is a nonfiction composition that explores a concept, argument, idea, or opinion from the personal perspective of the writer. Essays are usually a few pages, but they can also be book-length. Unlike other forms of nonfiction writing, like textbooks or biographies, an essay doesn’t inherently require research. Literary essayists are conveying ideas in a more informal way.

The word essay comes from the Late Latin exigere , meaning “ascertain or weigh,” which later became essayer in Old French. The late-15th-century version came to mean “test the quality of.” It’s this latter derivation that French philosopher Michel de Montaigne first used to describe a composition.

History of the Essay

Michel de Montaigne first coined the term essayer to describe Plutarch’s Oeuvres Morales , which is now widely considered to be a collection of essays. Under the new term, Montaigne wrote the first official collection of essays, Essais , in 1580. Montaigne’s goal was to pen his personal ideas in prose . In 1597, a collection of Francis Bacon’s work appeared as the first essay collection written in English. The term essayist was first used by English playwright Ben Jonson in 1609.

Types of Essays

There are many ways to categorize essays. Aldous Huxley, a leading essayist, determined that there are three major groups: personal and autobiographical, objective and factual, and abstract and universal. Within these groups, several other types can exist, including the following:

• Academic Essays : Educators frequently assign essays to encourage students to think deeply about a given subject and to assess the student’s knowledge. As such, an academic essay employs a formal language and tone, and it may include references and a bibliography. It’s objective and factual, and it typically uses a five-paragraph model of an introduction, two or more body paragraphs, and a conclusion. Several other essay types, like descriptive, argumentative, and expository, can fall under the umbrella of an academic essay.
• Analytical Essays : An analytical essay breaks down and interprets something, like an event, piece of literature, or artwork. This type of essay combines abstraction and personal viewpoints. Professional reviews of movies, TV shows, and albums are likely the most common form of analytical essays that people encounter in everyday life.
• Argumentative/Persuasive Essays : In an argumentative or persuasive essay, the essayist offers their opinion on a debatable topic and refutes opposing views. Their goal is to get the reader to agree with them. Argumentative/persuasive essays can be personal, factual, and even both at the same time. They can also be humorous or satirical; Jonathan Swift’s A Modest Proposal is a satirical essay arguing that the best way for Irish people to get out of poverty is to sell their children to rich people as a food source.
• Descriptive Essays : In a descriptive essay, the essayist describes something, someone, or an event in great detail. The essay’s subject can be something concrete, meaning it can be experienced with any or all of the five senses, or abstract, meaning it can’t be interacted with in a physical sense.
• Expository Essay : An expository essay is a factual piece of writing that explains a particular concept or issue. Investigative journalists often write expository essays in their beat, and things like manuals or how-to guides are also written in an expository style.
• Narrative/Personal : In a narrative or personal essay, the essayist tells a story, which is usually a recounting of a personal event. Narrative and personal essays may attempt to support a moral or lesson. People are often most familiar with this category as many writers and celebrities frequently publish essay collections.

Notable Essayists

• James Baldwin, “ Notes of a Native Son ”
• Joan Didion, “ Goodbye To All That ”
• George Orwell, “ Shooting an Elephant ”
• Ralph Waldo Emerson, “ Self-Reliance ”
• Virginia Woolf, " Three Guineas "

Examples of Literary Essays

1. Michel De Montaigne, “Of Presumption”

De Montaigne’s essay explores multiple topics, including his reasons for writing essays, his dissatisfaction with contemporary education, and his own victories and failings. As the father of the essay, Montaigne details characteristics of what he thinks an essay should be. His writing has a stream-of-consciousness organization that doesn’t follow a structure, and he expresses the importance of looking inward at oneself, pointing to the essay’s personal nature.

2. Virginia Woolf, “A Room of One’s Own”

Woolf’s feminist essay, written from the perspective of an unknown, fictional woman, argues that sexism keeps women from fully realizing their potential. Woolf posits that a woman needs only an income and a room of her own to express her creativity. The fictional persona Woolf uses is meant to teach the reader a greater truth: making both literal and metaphorical space for women in the world is integral to their success and wellbeing.

3. James Baldwin, “Everybody’s Protest Novel”

In this essay, Baldwin argues that Harriet Beecher Stowe’s novel Uncle Tom’s Cabin doesn’t serve the black community the way his contemporaries thought it did. He points out that it equates “goodness” with how well-assimilated the black characters are in white culture:

Uncle Tom’s Cabin is a very bad novel, having, in its self-righteous, virtuous sentimentality, much in common with Little Women. Sentimentality […] is the mark of dishonesty, the inability to feel; […] and it is always, therefore, the signal of secret and violent inhumanity, the mask of cruelty.

This essay is both analytical and argumentative. Baldwin analyzes the novel and argues against those who champion it.

Further Resources on Essays

Top Writing Tips offers an in-depth history of the essay.

The Harvard Writing Center offers tips on outlining an essay.

We at SuperSummary have an excellent essay writing resource guide .

Related Terms

• Academic Essay
• Argumentative Essay
• Expository Essay
• Narrative Essay
• Persuasive Essay

• Translators
• Graphic Designers

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The Fundamental Elements of a Literary Analysis

If you're a college student, graduate student, or you have a job or internship that requires or asks you to write literary analysis, you might be wondering what the heck that is and how to tackle it.

Fundamentally, a literary analysis is an essay that closely examines a particular text. However, it should not be confused with other essays like rhetorical analysis, book report, or book summary. It's an in-depth argumentative essay that focuses on a piece of literary writing, such as a novel, a novella, a collection of poetry, a play. The literary analysis identifies a point, or argument—in other words, your thesis—that is the bases of the essay, and the examination of the text will allow you to gather the evidence you need to explain or prove that point.

This essay focuses on how the text was written, homing in on the plot development, characters, tone, writing style, and other devices the writer employs to tell the story. It does not focus on the content in terms of judging the idea, writing about how interesting—or not—the text was, or if the writer enjoyed it. The literary analysis focuses on the technical aspects of writing and storytelling to determine what makes the story effective.

So, if you've got a literary analysis in your future, or you'd like to write one for your own personal use, we've got some tips to make the process a little easier.

Choose your thesis

The thesis is the argument of your essay. In other words, it's the foundation on which your essay will be written. You'll want to pick a thesis you already have some strong feelings about . Perhaps you want to focus on a text's use of an unreliable narrator . Or maybe you want to focus on the way they've written the story in second-person perspective. Perhaps you've read a novel that has two storylines happening concurrently, and you want to examine this device from the perspective of it adding clarity rather than confusion to a story. Whatever the case, choose a specific point that address some facet of the writing mechanics.

Ideally, you'll choose a thesis based on an opinion that began germinating while you read the book. This will allow you to approach the selection of your thesis more easily, and allow you to tackle the writing itself with more clarity.

It's also important to note here that you want to choose a thesis you can readily write about and argue. You don't want to choose a thesis that leaves you stumped while you're sitting at the computer, if you have a say in the matter. Occasionally, a thesis will be provided to you, particularly if you're in school, which can present some challenges. You may need to read the text more than once and do some research to better understand the thesis you are being asked to write about.

Elements of the literary analysis

No matter what your thesis is, whether you've chosen it yourself or it has been assigned to you, you'll want to start organizing the elements of the text you plan to analyze to argue your thesis. Common elements of an analysis of a text include:

• Type: This element focuses on what kind of text you're analyzing—whether it's a novel, a novella, a memoir, a short story, a collection poetry or a single poem, a play.
• Genre: This element is usually fiction and its various subgenres , like literary fiction, historical fiction, etc. Non-fiction that has creative elements, like memoirs or creative non-fiction, are also good choices due to the creative element and use of literary writing devices and techniques.
• Characters/character development: This element might focus on the role of the characters in the story, what they represent, how they act for or against the main character, how they further the plot development, and criticisms of their development.
• Plot/plot development: This element may address the complexity of the plot, whether or not it is fully developed, whether or not any plot holes exist, if it builds tension at an adequate pace, if the climactic event feels developed and adequately positioned in the novel, etc.
• Use of plot devices: This element focuses on their usage and effectiveness within the text. Some examples include the red herring (a fake-out), plot voucher/Chekov's Gun , love triangle, quest, cliffhanger, and deus ex machina. Some plot devices are frowned up, and others are celebrated, so considering the various devices a particular text uses may help you determine whether the plot device was adequately or inadequately applied to the text.
• Use of literary devices: This element differs from the plot device, in that where a plot device is immediately connected to the story or text you're reading, a literary device is used to deepen the meaning of themes and ideas. Examples include symbolism allegory, foreshadowing, satire, and others.
• Writing style: This element can include writing tense (e.g., past, present), point of view/perspective (e.g., first person, third person), tone, voice, language. Writing style plays arguably the largest role in storytelling, as it's the vehicle that carries every other element of the story. While a literary analysis shouldn't focus on whether or not you "liked" the writing style, you can argue its effectiveness or lack thereof.
• Structure of the novel/text: This element addresses how the novel is organized. Is it told linearly? Does it make use of flashbacks? Is it told through news articles or letters or blog posts? When analyzing the structure of a text, you'll want to do so through the lens of how effective it was in conveying the story/plot/narrative.

This will be an intensive and time-consuming part of the literary analysis, wherein you will go through the text in detail to pull out passages, sentences, paragraphs that highlight your thesis. For instance, if your thesis is about the use of the plot devices and you're addressing the use of Chekov's Gun in a particular novel, you might reference passages as evidence that highlight the places where the "gun" was "placed on the table" that tie into when it is finally "fired" later in the novel. Or, conversely, you might reference various things that seem like they're Chekov's Guns, but never "fire" in the story at all, which creates a confusing and frustrating reading experience.

You'll want to ensure you're selecting passages that directly speak to your thesis, one way or the other. You will want to make notes while you're reading and researching. You might want to read reviews of the work, articles about the work, and articles about the writer. There might be analytical information available that deal with your thesis and the writing, explaining why the writer made a decision to include or not include something in their text. Explore resources outside of the text but that directly relate to the text so that you can gather a robust collection of evidence that will help you argue your thesis.

During the evidence-collecting phase, you may discover that your thesis needs to change. An entirely different thesis may come to you as a much better point for you to argue, or you may need to tweak your currently thesis slightly to be more specific or pointed. If you were assigned a thesis, make sure to check with your instructor before altering your thesis.

Organization

Now that you have your thesis and your evidence, it's time to organize your essay. This is an important step to take before writing, so that the writing process will go much more smoothly.

Start with an outline to organize the general flow of your essay. There are plenty of resources online that can offer guidance on how to do this— this is a good one . In general, your essay will comprise three parts: introduction, body, and conclusion. The introduction will introduce your thesis—why you're writing the analysis. The body will present all of the evidence you gathered in a logical, progressive flow. Your conclusion should restate the thesis and answer the question within the thesis (it should not introduce any new information).

Once you have your thesis developed, your outline detailed and organized, and a conclusion drawn, it's time to write—and having a well-developed and highly detailed outline will make the writing much easier!

Writing a literary analysis whether you want to write it or because you've been assigned to write it can seem daunting, but following the steps above will ensure you have the proper tools to execute it confidently. It's a good idea to give yourself adequate time to complete your analysis—from reading the material to researching it to organizing your ideas. This isn't something you'll want to tackle the night before the deadline, so give yourself plenty of time to conduct your research and write your analysis.

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• ELA G4:M1:U2:L10

Writing a Literary Essay: Introduction

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Universal design for learning, closing & assessments, you are here:.

• ELA Grade 4
• ELA G4:M1:U2

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These are the CCS Standards addressed in this lesson:

• W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• W.4.2a: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
• W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• L.4.1f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
• I can plan and write the introductory paragraph for my essay. ( W.4.2a, W.4.5 )
• I can recognize and write a complete sentence. ( L.4.1f )
• Introduction to literary essay ( W.4.2a, W.4.5 )
• Strategically pair students for work in this lesson, with at least one strong reader per pair.
• The Parts of the Model Literary Essay Introductory Paragraph (one part per pair; see supporting materials). When possible, ensure the correct number of parts to complete paragraphs. This may involve giving some students more than one part.
• Literary Essay anchor chart, by writing the title on a blank piece of chart paper (see supporting materials).
• Review the Informative Writing Checklist.
• Post: Learning targets, Working to Become Effective Learners anchor chart, and Parts of Speech anchor chart.

Tech and Multimedia

• Work Time B: Students write their introductory paragraphs on a word-processing document--for example, a Google Doc.

Supports guided in part by CA ELD Standards 4.I.A.4, 4.I.C.1o, 4.I.C.11, 4.II.A.1, and 4.II.B.4

Important points in the lesson itself

• The basic design of this lesson supports ELLs with opportunities to work closely with essay structure, building on their understanding one paragraph at a time. In this lesson, students focus exclusively on the introductions to their informative essays. Students continue to benefit from the color-coding system established in prior lessons for visual support.
• ELLs may find it challenging to immediately apply their new learning about essay structure and write their introductions within the time allotted. Consider working with a small group after working with the class, and help the group members create their introductions together. The group can begin writing as an interactive writing experience and finish independently (see Meeting Students' Needs column).

Levels of support

For lighter support:

• Before providing templates or additional modeling during Work Time A, observe student work and allow students to grapple. Provide supportive materials only after students have grappled with the task. Observe the areas in which they struggle to target appropriate support.
• For additional work with complete sentences, invite intermediate and advanced proficiency students to create sentences and to write them on sentence strips in the manner described below. Students who need heavier support can work to identify the subjects and predicates of these sentences.

For heavier support:

• During Work Time A, create color-coded sentence strips that students can manipulate as they discuss subject and predicate. Write the subject of each sentence in blue and the predicate of each sentence in red on separate strips. Invite students to scramble and unscramble them. Probe students' thinking about what makes each strip a subject or a predicate.
• If students who need heavier support are grouped in the same expert group, consider working closely with this group during Work Time B. Consider completing their introductions together as a shared or interactive writing session.
• During Work Time B, provide a near complete version of the introduction template suggested in the Meeting Students' Needs column. Omit only a few words, such as the names of their poets. Students can complete the paragraph as a cloze exercise, while focusing on comprehending the paragraph and its purpose within the essay structure.
• Multiple Means of Representation (MMR): In Work Time B, students write the introduction to their essay. This will require drawing on several tools, such as the Painted EssayO template, the model literary essay, and their Informative Writing Checklist. Whenever possible, use think-alouds and/or peer models to make the thought process explicit. For example, offer a think-aloud to show how you incorporate ideas from the model literary essay into an original paragraph. This way, students not only will see the model visually, but also will be able to understand the thought processes behind it.
• Multiple Means of Action and Expression (MMAE): This lesson provides 30 minutes of writing time. Some students may need additional support to build their writing stamina over such a long time period. Support students in building their stamina and focus by providing scaffolds that build an environment that is conducive to writing. See lesson supports for specific examples.
• Multiple Means of Engagement (MME): Students who need additional support with writing may have negative associations with writing tasks based on previous experiences. Help them feel successful with writing by allowing them to create feasible goals and celebrate when these goals are met. For instance, place a sticker or a star at a specific point on the page (e.g., two pages) that provides a visual writing target for the day. Also, construct goals for sustained writing by chunking the 30-minute writing block into smaller pieces. Provide choice for a break activity at specific time points when students have demonstrated writing progress. Celebrate students who meet their writing goals, whether it is length of the text or sustained writing time.

Key:  Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

• introductory paragraph, complete sentence, subject, noun, predicate, verb, topic, task, purpose, audience, responsibility, sources (L)
• inspire, poet, poetry (W)
• Parts of the Model Literary Essay Introductory Paragraph (one part per pair)
• The Painted Essay(r) template (from Lesson 9; one per student)
• Red, green, yellow, and blue colored pencils (one of each per student)
• Model literary essay (from Lesson 9; one per student and one to display)
• Literary Essay anchor chart (new; co-created with students during Opening A; see supporting materials)
• Literary Essay anchor chart (example, for teacher reference)
• Informative Essay Prompt: What Inspires Poets? (from Lesson 6, one per student and one to display)
• Working to Become Effective Learners anchor chart (begun in Lesson 1)
• Writing Complete Sentences handout (one per student and one for display)
• Parts of Speech anchor chart (from Unit 1, Lesson 5)
• Blue and red markers (one of each for the teacher)
• Informative Writing Checklist (from Lesson 9; one per student and one for display)
• Expert group poet biographies (from Lesson 7; one per student in each expert group)
• Close Read Note-catcher: Expert Group Poet (from Lesson 7; one per student)
• Red markers (one per student)
• Paper (lined; one piece per student)
• Domain-Specific Word Wall (begun in Unit 1, Lesson 3)

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

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