Unit 3: Literary Analysis College Prep Essay

Author Search On your handout… research information about: the author August Wilson History of African American baseball players Jim Crow Laws “Fences” (the play) Answer the question (paragraph): why do you think we are going to read the play “Fences” by August Wilson?

As You Read… Think about aspects that you: Enjoy Have questions about Don’t enjoy/actively dislike Find curious or intriguing Characters you feel connected to or interested in Characters you really dislike

After the Reading Your assignment is to write a paper about “Fences”. College requirements Where do I start? Characterization Symbolism Theme

Characterization What do I write about characterization? Are characters believable, dynamic/static, round/flat? Do any of the characters represent anything (symbolic of oppression or compassion, etc)? Proof.

Symbolism A symbol is usually a concrete object that represents an abstract idea. A dove represents peace or hope. A wedding ring symbolizes commitment. Your example? Find a concrete object and discuss it’s symbolic meaning. Does the meaning change? What does the meaning add to the play?

Theme The universal idea or life lesson drawn from reading/experiencing the text. How do we find the theme? Significant moments of change for characters Central conflicts Ah ha! Moments Beginnings and endings (any tie?) Titles Determine your theme and then prove it with examples from throughout the text. Use a variety of proof points (characters, conflict, and beginnings/endings)

Today… With a partner, in your notebook write a… One your own… Brainstorm about characters- possible topics. Brainstorm about possible symbols. Brainstorm about themes (lessons learned). One your own… Choose which one INTERESTS you most. Start formulating ideas to support your chosen topic. Look for textual support.

Overview of an Essay Intro paragraph Body paragraph(s) Thesis Background information Setting up the paper (what do I need to know?) Body paragraph(s) YOUR ideas/arguments Support from the text Analysis of how the text supports YOUR ideas Concluding paragraph Restates the thesis Restates your main ideas Ties it to the world/human experience

NO First or Second Person Perspective NO first person: “I think” or “I believe” NO Second person: “You can see” INSTEAD: “The reader sees” or “The reader knows” Keep it in 3rd person: “The reader”, “The audience” or “people”

Identifying Characters Avoid vague (unclear) pronouns Pronouns replace nouns Ex: he, she, them, it, her, him, they, etc. INSTEAD, use… Character names or descriptions Ex: The princess, her lover, James

Avoiding Vague Pronouns (NO) Vague Pronouns Example: She thought she wasn’t good enough for him. (YES) Clear sentence structure: The princess thought the lady behind the door wasn’t good enough for her boyfriend.

Thesis Statement Includes: Author Title Your answer to the question & why. In the end of “The Lady or the Tiger” by Frank Stockton, the princess leads her lover to open the door of the tiger. The reader knows this because the princess is semi-barbaric, jealous of the woman behind the other door, and she knows she can meet up with her lover in the afterlife.

Overview of a Paragraph 1) Transitional word/phrase 2) Topic Sentence 3) Set up quote 4) Give quote (and page #) 5) Rephrase/Explain quote 6) Analysis & tie back to thesis

Topic Sentence Tells the readers what THIS paragraph is about. Should relate directly to proving the thesis. At the start of EVERY body paragraph.

Using Quotes In order for a quote to make sense & be useful, you need to: SET UP the quote Use a DIRECT quote (exactly the way the text wrote it) Include the PAGE NUMBER EXPLAIN the quote (in your own words) APPLY the quote (to your main topic)

Set Up Your Quotes Set up the quote: WHO is speaking, and any important context clues Ex: The narrator says about the princess, “She loved him passionately” (3).

Using a Direct Quote Term “Direct Quote” means exactly that. It comes directly from the text, word for word. It does NOT have to be a quote that someone said to be considered a direct quote. However, you may choose the most important part of the quote which will prove your point. Example: The princess was, “…the apple of his eye” (3).

Include the Page Number Page numbers go after quotes (unless included in the sentence prior to the quote). Periods go at the END of the parenthesis, not the quote. Do NOT use “page” or “p.” or “pg.” Ex: The narrator stated about the princess, “She was semi-barbaric”(2).

Page numbers continued… Ex: The princess exclaimed, “I hate her!” (4). Ex: The king asked, “Do you love him?” (5). Ex: The narrator describes the lover’s feelings saying, “He loved her more than ice cream on a hot day” (2-3).

EXPLAIN the Quote Most people think quotes can stand up for themselves… they can’t! So you have to explain what the quote means, in YOUR OWN WORDS. Ex: The narrator asks the question, “Wouldn’t it be better for him to die at once, and go wait for her in the blessed regions of semi-barbaric futurity?” (6). Here the author encourages the reader to remember that the princess and her lover may also meet up again in the afterlife, should she choose the tiger for her lover’s fate.

APPLY the Quote Once you have put the quote in your own words, you need to APPLY the quote to your main topic (yep, you gotta draw the connection FOR the reader). We’ll use our previous example…

Example… The narrator asks the question, “Wouldn’t it be better for him to die at once, and go wait for her in the blessed regions of semi-barbaric futurity?” (6). Here the author encourages the reader to remember that the princess and her lover may also meet up again in the afterlife, should she choose the tiger for her lover’s fate. This strengthens the argument that the princess chose the tiger. For, this idea gives the princess the option of choosing the tiger and still getting to be with her lover. Sure he’ll be dead, but someday they both will be and at least they’ll be together.

Using Quotes As Proof Remember, YOU come up with the idea or the opinion. The quote is PROOF to your reader that your opinion or idea could be correct. Make sure you choose quotes that PROVE your point, not just something that fills up the page or your need for another quote.

Transition Words Transition words are used to show movement from one TOPIC to another OR to introduce NEW INFORMATION. Often, they will be used at the start of a new paragraph or prior to a quote. What are some transition words?

Illustration: for example, in other words, to illustrate, for instance… Contrast: in contrast, contrarily, nevertheless, in spite of this, conversely, notwithstanding Addition: in addition to, additionally, furthermore, however, similarly, in the same way, moreover… Time/order: Next, second, last, at first, subsequently, to begin with, meanwhile, finally, previously, afterwards…

Quick Review Avoid “I think” or “you” statements (use “the reader”) Avoid vague pronouns (she, he, them)- Use character names and descriptions Topic sentence includes… Explain & apply quotes Don’t forget page numbers! Transition words Quotes PROVE you know what you’re talking about! 

Overview of a Paragraph 1) Transitional word/phrase 2) Topic Sentence 3) Set up quote 4) Give quote (and page #) 5) Rephrase/Explain quote 6) Analysis & tie back to thesis

Personal Editing Workday Search for “I think” or “I believe” (delete!) Search for your pronouns (she, he, them)– Have you used too many? Use character names and descriptions Topic sentence for each paragraph? Do your quotes have page numbers in parenthesis? Title is capitalized and italics or quotes: “Fences” or Fences

Peer Editing Workday First Editor: Second Editor: In each paragraph, does the quote prove the topic sentence? Do the topic sentences prove the thesis? Did s/he explain & apply quotes to the thesis? Second Editor: Are there transition words between ideas or before an example is given? Does the essay flow? Are there areas that are choppy? Is the essay insightful and interesting?