2. Writing the Literary Analysis Including BREAKING DOWN THE PROMPT

3. Why Write One? A literary analysis broadens understanding and appreciation of a piece of literature. A literary analysis broadens understanding and appreciation of a piece of literature.

4. AP Lit Essay Breakdown Intro: thesis  answers the question WHAT? Intro: thesis  answers the question WHAT? -What is the complex/dramatic situation here? - What did the author do to create the drama? ________________________________________________ The body of the essay  answers the question HOW? The body of the essay  answers the question HOW? - How did the author accomplish the complexity in each the given passage or poem? - Discuss and analyzie (don’t simply identify) the effect of the devices used: structure, imagery, tone, diction, syntax.

5. Example 1: Introduction: How do I arrive at my thesis? Step 1: What is the prompt asking you to do? e.g. If the prompt asks you to discuss the complex meanings, write the definition of “complex meanings” for yourself. Step 2: Mark the passage every time something is presented in a complex way: Step 3: Linger in the details about the many meanings of the element you are examining! Approach the subject from as many angles as possible. Let the details pile up. Annotate, annotate, annotate. Circle/ highlight any detail, word, or sentence that stands out about the complexity of the subject.

6. Example 2: Introduction: How do I arrive at my thesis? Step 1: What is the prompt asking you to do? e.g. If the prompt asks you to discuss the attitude of the speaker, write the definition of “attitude” at the top of your paper. Step 2: Mark the passage every time the attitude changes or is described. Step 3: Linger in the details about the attitude! Let the details about the passage pile up. Annotate, annotate, annotate. Circle/ highlight any detail, word, or sentence that stands out about the speaker’s attitude. Now you’re ready to have a position and write your thesis.

7. Let’s re-cap: In the intro, we need The title of the literary work (what do we underline? when do we use quotations?) The title of the literary work (what do we underline? when do we use quotations?) Full name of the author at first; after that, only the last name Full name of the author at first; after that, only the last name Thesis – CFC (complexity or shift, function, conjunctions) Thesis – CFC (complexity or shift, function, conjunctions) 1. An argument, position - NOT A FACT 2. C: States the main “complexity” (contradiction: hot & cold, tension/release, irony, juxtaposition, change, shift) OF THE ENTIRE PROMPT 3. F: Explains the “function” of the complexity/shift (What is the purpose or role of that complexity?) 4. C: Conjunctions or key words to help you construct the thesis: not only … but, however, yet, despite, but

8. Raising the level of student work Essays scored 4 (out of 9) or lower most often result from students “dumbing down” the task. Essays scored 4 (out of 9) or lower most often result from students “dumbing down” the task. A series of lower-scoring sample essay opening paragraphs will be projected in the next few slides. What instructions would you give these students in order to get them to engage the task more fully? A series of lower-scoring sample essay opening paragraphs will be projected in the next few slides. What instructions would you give these students in order to get them to engage the task more fully?

9. The Prompt and the Problem The following prompt can be found on Question 1 of the 2010 AP English Lit/Comp Exam: Read carefully the following poem by Marilyn Nelson Waniek. Then write an essay analyzing how Waniek employs literary techniques to develop the complex meanings that the speaker attributes to The Century Quilt. You may wish to consider such elements as structure, imagery, and tone. 2010 Q1 Sample B; score: 4

10. …and the Problem again… 2010 Sample A; score: 3

11. …and the Problem again 2010 Q1 Sample R – Score 4

12. What instructional questions do these low-scoring essay-openings raise? 1. Should students be trained to repeat the prompt in the first paragraph? 2. Should students be trained to organize essays around a list of literary techniques/devices? 3. Should the first paragraph make specific claims about the complex effect or meaning of the text? Or should it remain vague?

13. What important tasks are these essay writers failing to take on? These writers don’t discuss specific “complex meanings” that the speaker attributes to The Century Quilt. These writers don’t discuss specific “complex meanings” that the speaker attributes to The Century Quilt. They introduce specific literary techniques without stating how these are used by the poet “to develop the complex meanings that the speaker attributes to The Century Quilt.” They introduce specific literary techniques without stating how these are used by the poet “to develop the complex meanings that the speaker attributes to The Century Quilt.”

14. What an adequate response might look like: Sample YYY; score: 9

15. What strategies does this highly successful student-writer use? The first paragraph has a thesis which defines the complex meanings attributed to the quilt. The first paragraph has a thesis which defines the complex meanings attributed to the quilt. The description of the quilt’s theme or meanings respects that fact that the poem’s meaning is not static but “develops” as we read and as we deepen our understanding of the work. The description of the quilt’s theme or meanings respects that fact that the poem’s meaning is not static but “develops” as we read and as we deepen our understanding of the work.

16. What is this highly successful student-writer NOT doing? The student does not repeat the prompt. The student does not repeat the prompt. There is no laundry list of technical terms for literary techniques. There is no laundry list of technical terms for literary techniques. There is not much of a distracting “grabber”- type introduction. Nearly all of this first paragraph is about the poem; there is a brief “grabber” sentence, but it is seamlessly related to the statement of the poem’s theme (i.e.“complex meanings”). There is not much of a distracting “grabber”- type introduction. Nearly all of this first paragraph is about the poem; there is a brief “grabber” sentence, but it is seamlessly related to the statement of the poem’s theme (i.e.“complex meanings”).

17. A different way to succeed: 2010 Q1 Sample VVV – Score 8

18. Analysis PUMPS YOU UP! Both writing and analysis form new synapses in your brains. Two benefits for the price of one! Both writing and analysis form new synapses in your brains. Two benefits for the price of one! Remember, your brain is like a muscle. The more you use it, the stronger it Remember, your brain is like a muscle. The more you use it, the stronger it becomes, and “weight training” is becomes, and “weight training” is essential to meet one’s potential. essential to meet one’s potential.

19. THINK 1. The author attempts to convey what themes? 2. The author employs which techniques to convey the theme, mood, characterization, and etc.? 3. What ideas lie beneath the text? 4. What significance/importance does the reader find in the work?

20. An Author’s Purpose When writing a literary analysis, you can go beyond the basic literary elements and apply them to other issues/categories. (psychology, politics, history, and etc.)

21. A literary analysis should focus on one or a combination of the following elements to convey your investigation of the author’s purpose.

22. Author’s Purpose ThemeConflictCharacterization

23. Theme Never analyze theme alone. Instead, analyze how the author conveys theme through the use of other techniques. Never analyze theme alone. Instead, analyze how the author conveys theme through the use of other techniques. Theme conflictirony Figurative language Point of View DictionSymbolism

24. Conflict Author’s Purpose Internal?External? Human vs. Human? Human vs. Nature? Human vs. Society? Human vs. self?

25. Characterization Thoughts Actions Thoughts of others Dialogue Theme or Author’s Purpose Emotional Development Personality Elements Character’s “Place” In Setting How Author’s Reveal Characterization

26. The Process Read the piece of literature a plethora of times, noting important passages. Read the piece of literature a plethora of times, noting important passages. Decide upon the literature’s theme and author’s purpose. Then explore the means by which he/she reveals the purpose. Decide upon the literature’s theme and author’s purpose. Then explore the means by which he/she reveals the purpose. Keep collecting information until you have enough to develop your topic thoroughly. Keep collecting information until you have enough to develop your topic thoroughly.

27. Organize your information. If you are going to discuss how a character is revealed through dialogue, setting, and symbolism (all literary categories), you would group information under “dialogue,” “setting,” and “symbolism.” If you are going to discuss how a character is revealed through dialogue, setting, and symbolism (all literary categories), you would group information under “dialogue,” “setting,” and “symbolism.”

28. If you are going to explore how a story’s setting (literary category) portrays a climate of fear (psychological category) that turns into anarchy (political category), you would group information under “setting,” “fear,” and “anarchy.” If you are going to explore how characterization (literary category), diction (literary category), and conflict reveal discrimination (social category), you would group information under “characterization,” “diction,” “conflict,” and discrimination.

29. Continue organization Study the categories that you decide upon and look for relationships amongst them. Study the categories that you decide upon and look for relationships amongst them. metaphor symbolism irony theme point of view society setting diction conflict

30. Determine what these relationships reveal about the work and what will increase the audience’s knowledge and appreciation of the work. This insight, which should be stated in one sentence, becomes the essay’s thesis statement. IF THE SENTENCE MERELY SUMMARIZES, BUT DOES NOT ANALYZE THE WORK, REEVALUATE YOUR INFORMATION.