1. ISU Lesson: Evidence
Integrating Evidence from a Literary Text into a Literary Analysis Paper

2. As you choose quotations for a literary analysis, remember the purpose of quoting. Your paper develops an argument about what the author of the text is doing--how the text "works."

3. Use quotations to support an argument; that is, you select, present, and discuss material from the text specifically to "prove" your point--to make your case--in much the same way a lawyer brings evidence before a jury.
Quoting for any other purpose is counterproductive.

4. Don't quote to "tell the story" or otherwise convey basic information about the text; assume the reader knows the text.
Don't quote just for the sake of quoting or just to fill up space. Your quotes either FRAME the argument’s context or are specific evidence.

5. The following paragraph is from a student's analysis of the relationship between two characters in Woolf's To the Lighthouse . Notice how statements expressing the writer's ideas and observations are verified with specific evidence from the novel in both summarized/paraphrased and quoted form.

6. Leads and Exits: Two kinds
Argument (arguing a point not stated in a quote)
Data (giving context to the quote)

7. Point
The reader learns about Mrs. Ramsey's empathetic personality by observing her feelings about other characters

8. Lead/Entrance into Proof (L/E)
For example, Mrs. Ramsey has mixed feelings toward Mr. Tansley, but her feelings seem to grow more positive over time as she comes to know him better.
This lead is an argument – it leads by arguing a point/sub-point before entering a quote.

9. Proof 1
At first Mrs. Ramsey finds Mr. Tansley annoying, as shown especially when he mentions that no one is going to the lighthouse (Woolf 52).
This is a paraphrase (no quote marks)
You still cite the source, since it is a very specific reference to the text as evidence
Last name, space, then page #
Period follows end bracket. No commas!

10. Exit and another lead-in
But rather than hating him, at this point she feels pity, since "she pitied men always as if they lacked something . . ." (85).
Lead by argument again
Always have your own words link a series of quotes/paraphrases
Here is an exit (But…him) then and then a lead/entrance (at…since)
Since source material is the same, just cite the page # after the quote.

11. Another Lead and Quote
Then later, during the gathering, pity turns to empathy as she realizes that Mr. Tansley must feel inferior. He (Mr. Tansley) must know, Mrs. Ramsey thinks, that "no woman would look at him with Paul Rayley in the room" (106).
Data (“then later, during the gathering”)
Argument (“pity turns to …”)
Note that this quote needs no explaining after as the writer’s lead argues then explains enough.

12. Entrance and Final Quote
Finally, by the end of the dinner scene, she feels some attraction to Mr. Tansley and also a new respect: "She like[s] his laugh She like[s] his awkwardness. [She realizes] [t]here was a lot in that man after all" (110).
Data (“by the end of the dinner scene”)
Argument (“she feels some attraction…”)

13. Final Explanation
She has moved from hate, through pity, to respect. This evolution in her attitude reveals more about Mrs. Ramsey than about Mr. Tansley. The change in Mrs. Ramsey's attitude is not used by Woolf to show that Mrs. Ramsey is fickle or confused; rather it is used to show her capacity for understanding both the frailty and complexity of human beings.
Explanation is detailed (not just one sentence)

14. Conclusion/Summary Sentence
This empathy is a central characteristic of Mrs. Ramsey's personality.
Ties back to the main point of the paragraph (which ties in with the thesis, as it is one of the MODS used to support the thesis)

15. The contents of a literary analysis.
Notice that this paragraph includes three basic kinds of materials:
statements expressing the student's own ideas (includes Point) and links
data or evidence from the text in summarized, paraphrased, and quoted form (Proofs or Evidence)
Explanations of how proofs/evidence support paragraph & essay’s points

16. Two Guidelines for Using Proofs/Evidence
Refer
Quote Selectively

17. Refer Included refer to textual data, summarize , and paraphrase.
Summarize or paraphrase when it is not so much the language of the text that justifies your position, but the substance or content.
This can help reduce “quote overload”

18. Quote Selectively
Quote only the portions of the text specifically relevant to your point. Think in terms of units: words, phrases, sentences, and groups of sentences, and use only the units you need.

19. Patterns for Selectively Integrating Quotations into Sentences
Do not always quote entire sentences (between two of your own)
Other ways create variety and, therefore, better interest – insert parts of sentences, insert your own words into quotes for clarity by using [ ], and so on.
Paraphrases work well at creating variety