Intro to Literary Analysis Writing a 1 Chunk Paragraph Adapted by Ms. Collins

What is Literary Analysis? A form of argument in which you defend your interpretation of a text. Your goal is to prove your interpretation of the text is valid by providing evidence to back it up. Literary analysis writing is NOT just summarizing what happens in a text.

Get Ready to Color Code! When we read and draft literary analysis writing, we will use orange, green, and blue hilighters to color code the sentences: ORANGE is for Topic Sentences (TS) and Concluding Sentences (CS). GREEN is for Concrete Details (CD). BLUE is for Commentary (CM).

Step 1: TOPIC SENTENCE TS = first sentence of the paragraph. It must have a subject and an opinion (commentary) to signal what the paragraph is about. TS = Should include the title and author (if known).

Example Topic Sentence (TS) In Langston Hughes’ “Thank You, M’am,” Roger is unexpectedly trusted by a stranger he tries to rob.

Example Topic Sentence (TS) In Langston Hughes’ “Thank You, M’am,” Roger is unexpectedly trusted by a stranger he tries to rob.

Step 2: CONCRETE DETAIL CD = second sentence in the paragraph that names specific details (facts, quotes, examples, events, descriptions, etc.) that are right there in the text. CD can’t be argued with—anyone can look back at the text and find the concrete details.

Example Concrete Detail (CD) For example, he is taken to Mrs. Jones’ kitchenette and left alone with her purse in view while she fixes a bite to eat.

Step 3: COMMENTARY CM = your insights, interpretations, inferences, and opinions about the topic/concrete detail. CM comes from your head! It cannot be found right there in the text; it’s the idea(s) you get from the text.

Example Commentary Sentences (CM) Mrs. Jones believes Roger can do the right thing and not steal it. His temptation to steal is overcome by her act of faith.

Step 4: CONCLUDING SENTENCE CS = last sentence in the paragraph. It is all commentary, does not simply repeat the topic sentence and gives a finished feeling to the paragraph.

Example Concluding Sentence (CS) Rather than giving up on troubled youth such as Roger, adults should offer more opportunities to build trust.

CD + CM—How much is enough? CHUNKING A combination of CD and CM is called a “chunk.” In literary analysis writing, we will use a combination (or “ratio”) of 1:2. That is, for every 1 CD sentence, you will have 2 CM sentences.

One Chunk = 1 CD + 2 CM For example, he is taken to Mrs. Jones’ kitchenette and left alone with her purse in view while she fixes a bite to eat. Mrs. Jones believes Roger can do the right thing and not steal it. His temptation to steal is overcome by her act of faith. Ratio = 1:2

The Whole Paragraph with 1:2 Chunk In Langston Hughes’ “Thank You, M’am,” Roger is unexpectedly trusted by a stranger he tries to rob. For example, he is taken to Mrs. Jones’ kitchenette and left alone with her purse in view while she fixes a bite to eat. Mrs. Jones believes Roger can do the right thing and not steal it. His temptation to steal is overcome by her act of faith. Rather than giving up on troubled youth such as Roger, adults should offer more opportunities to build trust.

Paragraph without the 1:2 Chunk In Langston Hughes’ “Thank You, M’am,” Roger is unexpectedly trusted by a stranger he tries to rob. For example, he is taken to Mrs. Jones’ kitchenette and left alone with her purse in view while she fixes a bite to eat. Roger looks at the open door, but doesn’t run. Ms. Jones gives him 10 dollars for blue suede shoes. Rather than giving up on troubled youth such as Roger, adults should offer more opportunities to build trust.

Paragraph with 2 1:2 Chunks In Langston Hughes’ “Thank You, M’am,” Roger is unexpectedly trusted by a stranger he tries to rob. For example, he is taken to Mrs. Jones’ kitchenette and left alone with her purse in view while she fixes a bite to eat. Mrs. Jones believes Roger can do the right thing and not steal it. His temptation to steal is overcome by her act of faith. In addition, Mrs. Jones gives Roger ten dollars to buy blue suede shoes. This gesture has the potential to influence Roger’s future decisions. She expects him to use this money wisely and, more importantly, to have more respect for himself and others. Rather than giving up on troubled youth such as Roger, adults should offer more opportunities to build trust and transform lives.