1. Literary Analysis Essay FIRST THEY KILLED MY FATHER

2.  Survival techniques:  Secrecy  Sacrifice  Stealing  Separation  practical measures  Emotions: anger and hatred  Trace the themes of survival in the book and its effect on the characters.  Choose one technique of survival and reflect upon the effect it has on multiple characters.  Choose one character and comment on how he/she survives throughout the story.  Choose two or three techniques and show how they helped multiple characters survive for an amount of time. ESSAY PROMPT

3.  Five paragraph essay:  Introduction  3 body paragraphs  Conclusion  Thesis statement must  Present a persuasively worded argument  Include character(s) name(s)  Outline survival technique(s) used by character(s) ESSAY STRUCTURE

4.  Hook  Famous quote  Short anecdote or narrative  Interesting statistic or fact  Short, shocking statement  Interesting, relevant background information  Analogy (comparison)  Definition of a term (go beyond simple dictionary definitions)  Plot summary  4-5 sentences that summarize the memoir  Include author, title, and genre of work  Thesis statement  Ends the introduction INTRODUCTION

5. I.Introduction A.Hook B.Transition sentence C.Plot summary D.Transition sentence E.Thesis statement INTRODUCTION FORMAT

6.  Topic sentences  Define topic (characters, survival technique)  Word persuasively (support the thesis)  Lead-in sentences  Introduce/prepare for evidence (relate to topic sentence)  Provide context to prepare for quote  Evidence  Integrate evidence (quotes) into your sentences  Commentary  Comment upon/analyze significance of evidence  Discuss how evidence supports the thesis statement  Clinchers  Persuasively worded summary statement that supports thesis BODY PARAGRAPHS

7. Follow this process: II.Topic sentence (support the thesis) A.Transition, Introduce first quote 1.Provide quote as evidence 2.Explain significance of quote and how it supports the thesis B.Transition, Introduce second quote 1.Provide quote as evidence 2.Explain significance of quote and how it supports the thesis C.Transition, Introduce third quote 1.Provide quote as evidence 2.Explain significance of quote and how it supports the thesis D.Transition, Clincher summarizes topic of paragraph III.Repeat process for body paragraph #2 IV.Repeat process for body paragraph #3

8. An effective literary analysis essay relies upon quotes to strengthen the analysis. A quote need not be more than a few words or a phrase. Generally, there is no need to quote an entire sentence. Choose only the most important word(s) to quote. Explain the quote without referencing it directly by saying “This quote shows…” or “This proves…” Cite all quotes: “Quoted” words (Page #). QUOTES

9. Quotes must be smoothly integrated into a sentence of your own. Without quotations marks, the reader should not be able to tell where your words end and the quoted words begin. Contextualize quotes by providing the context and speaker (if quoting dialogue): When he hears her answer, Jessup “flies off the handle” and tells her to “Get lost!” (94). If you need to change words within a quote, use brackets [new word] around the new word. After the trial, Scout tells Jem that she “heard [Miss Gates] say it’s time somebody taught [the black people of Maycomb] a lesson” (247). QUOTE INTEGRATION

10. Always go one step further in your commentary and be sure to answer the question “So what?” Always explain your point. The story is set in the South. So what? The main character is a hypochondriac. So what? The road symbolizes choice. So what? COMMENTARY: SO WHAT?

11.  Restate the thesis (in different wording)  Summarize each point/piece of evidence offered in every body paragraph  Connect back to the hook/offer insight CONCLUSION

12. V.Conclusion A.Restate thesis B.Summary sentences of first body paragraph C.Summary sentences of second body paragraph D.Summary sentences of third body paragraph E.Connect to hook/provide insight CONCLUSION FORMAT

13. VERB USAGE  Use present tense verbs when discussing events from literature.  Atticus tells Scout that she needs to step into someone else’s shoes in order to better understand that person.  Eliminate overuse of linking verbs. Replace/reword with action verbs.  is, am, are, was, were, be, been, being  Weak: Atticus is a good father.  Better: Atticus possesses many fine qualities that make him a good father.

14. WHAT TO AVOID  Avoid:  First-person pronouns: I, me, my, us, we  Second-person pronouns: you  Adverbs (-ly words): really, actually, totally, very  Things is not to be used at all.  Vague words: kind of, sort of, probably  Like is not to be used at all.

15. ALSO AVOID  Do not refer to your writing in your essay by saying any of the following:  I think  This shows  That quote shows  In this essay  I have shown  In the last paragraph  As stated above  This proves