1. Literary Analysis Writing Tips

2. Overall Structure Introduction with thesis statement Introduction with thesis statement Body Paragraphs with quotes Body Paragraphs with quotes Conclusion Conclusion Use of transitions Use of transitions

3. Introduction 1 st sentence: attention grabbing 1 st sentence: attention grabbing 2 nd -3 rd sentence: introduce the author and the work—make sure that the author’s name is spelled correctly and that the title of the work is also correct and is underlined or italicized 2 nd -3 rd sentence: introduce the author and the work—make sure that the author’s name is spelled correctly and that the title of the work is also correct and is underlined or italicized 3 rd -6 th sentences: relevant background information that leads directly to your thesis 3 rd -6 th sentences: relevant background information that leads directly to your thesis 7 th or 8 th sentence: thesis statement 7 th or 8 th sentence: thesis statement

4. Thesis Statement Definition: a proposition to be proved (Merriam-Webster’s High School Dictionary) Definition: a proposition to be proved (Merriam-Webster’s High School Dictionary) The thesis statement is the focal point of your paper, your controlling idea, your objective. Your thesis statement is what you are trying to PROVE. The thesis statement is the focal point of your paper, your controlling idea, your objective. Your thesis statement is what you are trying to PROVE. If your paper does not have a clear, strong, concrete thesis statement then your body paragraphs are inconsequential and invalid. Why? If your paper does not have a clear, strong, concrete thesis statement then your body paragraphs are inconsequential and invalid. Why? An effective thesis statement must be a declarative sentence(simple or complex), a statement of the controlling idea, not a question. Your thesis should focus on only one idea, and it should be in the active voice so that it does not suggest passivity. An effective thesis statement must be a declarative sentence(simple or complex), a statement of the controlling idea, not a question. Your thesis should focus on only one idea, and it should be in the active voice so that it does not suggest passivity. Your thesis should be a universal statement rather than a personal one. Do not use “I”. Your thesis should be a universal statement rather than a personal one. Do not use “I”.

5. Examples: Examples: 1. Symbols are used constantly throughout A Separate Peace to describe the characters and events. 2. Throughout the book, Gene and Phineas’ views about war and peace change depending on what their situation is. 3. Gene, the main character, grows and matures greatly through the book because he experiences many life changing events like the death of his only good friend, a paranoia induced imagined competition between him and Phineas, and a friend becoming psychotic because he joined the army.

6. Body Paragraphs TS = Topic Sentence: 1 st sentence that states the topic of the paragraph. It should reflect your thesis statement TS = Topic Sentence: 1 st sentence that states the topic of the paragraph. It should reflect your thesis statement example: One example of symbolism in the book is the two rivers. If your body paragraph does not have a TS then your supporting sentences are inconsequential and invalid. Why? If your body paragraph does not have a TS then your supporting sentences are inconsequential and invalid. Why? Supporting sentences: 2 nd -4 th /5 th sentences that develop your topic sentence. These provide specific, concrete examples from the text that help explain and develop your topic sentence which reflects your thesis statement. Supporting sentences: 2 nd -4 th /5 th sentences that develop your topic sentence. These provide specific, concrete examples from the text that help explain and develop your topic sentence which reflects your thesis statement.

7. Supporting Quote: This is woven appropriately into your supporting sentences. A supporting quote provides further credibility for your supporting sentences. Your supporting quote should be specific and directly reflect the supporting sentences. You should provide a lead-in and/or follow-up phrase for your quote. Parenthetical citation is a must. Supporting Quote: This is woven appropriately into your supporting sentences. A supporting quote provides further credibility for your supporting sentences. Your supporting quote should be specific and directly reflect the supporting sentences. You should provide a lead-in and/or follow-up phrase for your quote. Parenthetical citation is a must. example: Right after Leper says, “Like that time you crippled him [Finny] for life” (145). If a quote exceeds three typed lines then you need to set it apart from the rest of the paragraph (see your MLA packet). CS = Clincher (Concluding) Sentence: This is the last sentence of your body paragraph. The clincher sentence summarizes the body paragraph. It does not act as a lead-in to the next paragraph, nor does it include any new information. CS = Clincher (Concluding) Sentence: This is the last sentence of your body paragraph. The clincher sentence summarizes the body paragraph. It does not act as a lead-in to the next paragraph, nor does it include any new information. A well-structured and organized literary analysis should contain at least 3 body paragraphs that directly reflect and develop the thesis statement. A well-structured and organized literary analysis should contain at least 3 body paragraphs that directly reflect and develop the thesis statement.

8. Conclusion The conclusion should contain all of the following: The conclusion should contain all of the following: 1. Restatement of the thesis (reworded) 2. Summarization of main points (hint: look to your topic sentences for these) 3. A satisfying ending A well-written conclusion should be approximately 6-8 sentences in length. A well-written conclusion should be approximately 6-8 sentences in length. The conclusion does not introduce any new information. If it is not included in your thesis, topic sentences, or supporting sentences then do not include it in your conclusion. The conclusion does not introduce any new information. If it is not included in your thesis, topic sentences, or supporting sentences then do not include it in your conclusion. You may end your conclusion with a thought provoking question that directly pertains to the thesis You may end your conclusion with a thought provoking question that directly pertains to the thesis

9. Transitions Transitions are needed to help construct smooth movement for the reader from point to point. Without them your analysis will seem choppy and fragmented. Transitions are needed to help construct smooth movement for the reader from point to point. Without them your analysis will seem choppy and fragmented. Use transitions to connect paragraphs. Use transitions to connect paragraphs. Use transitions within paragraphs. Use transitions within paragraphs.

10. MLA Heading Student AA 1 Mrs. Boren English 9H 24 February 2008 Title (Do not bold, underline, italicize, or use quotes unless using a published title) 1 st sentence…

11. MLA Format Double Spaced only throughout—from top to bottom, 1 st word to last Double Spaced only throughout—from top to bottom, 1 st word to last 12 point font only 12 point font only New Times Roman New Times Roman Pagination on each and every page Pagination on each and every page

12. Notations and Common Errors to Avoid WC = word choice WC = word choice T = transitional word or phrase needed T = transitional word or phrase needed SP = spelling error, word will be circled SP = spelling error, word will be circled Reword / work / structure / phrase for effectiveness Reword / work / structure / phrase for effectiveness Literary Present: Your analysis should be written in the literary present. What does that mean? See handout. Literary Present: Your analysis should be written in the literary present. What does that mean? See handout. Who, which, that: Who refers to person only. Which refers to things only. That may refer to either persons or things. Who, which, that: Who refers to person only. Which refers to things only. That may refer to either persons or things. Empty circle = needed punctuation Empty circle = needed punctuation Punctuation that is circled = excess punctuation Punctuation that is circled = excess punctuation Overuse of the verb “to get” Overuse of the verb “to get” Yuck = poorly constructed sentence Yuck = poorly constructed sentence What? = Confusing sentence…most times missing important words What? = Confusing sentence…most times missing important words Contractions: Do not use contractions in a formal piece except within quotes. Contractions: Do not use contractions in a formal piece except within quotes.

13. There, Their, and They’re: There, Their, and They’re: --there is a demonstrative pronoun indicating a location --their is a personal pronoun --their is a personal pronoun --they’re is a contraction for “they are” --they’re is a contraction for “they are” Its vs It’s Its vs It’s --Its is an adjective meaning “of or relating to itself or itself especially as a possessor, agent, or object of an action” (Webster’s Ninth New Collegiate Dictionary) --It’s will always and forever only be a contraction for “it is”. It does not indicate possession.

14. Everyone, everybody, anyone, anybody, someone, somebody…These are SINGULAR, therefore, you must use a singular pronoun Everyone, everybody, anyone, anybody, someone, somebody…These are SINGULAR, therefore, you must use a singular pronoun example: Everyone needs to diligently revise his literary analysis paper. Avoid vague pronoun references Avoid vague pronoun references Avoid using elementary phrases such as “In this paper I will show…”, “This paper will discuss…”, “As you can see…” Avoid using elementary phrases such as “In this paper I will show…”, “This paper will discuss…”, “As you can see…” Cannot Cannot Avoid ending sentences with a preposition Avoid ending sentences with a preposition

15. Drafts and Revision Draft: a preliminary sketch, outline, or version (Merriam-Webster’s High School Dictionary) Draft: a preliminary sketch, outline, or version (Merriam-Webster’s High School Dictionary) Revising: 1. To look over again in order to correct or improve 2. to make a new, amended, improved version (Merriam-Webster’s High School Dictionary) Revising: 1. To look over again in order to correct or improve 2. to make a new, amended, improved version (Merriam-Webster’s High School Dictionary) Writing Process: to go from a first idea to final realization in words Writing Process: to go from a first idea to final realization in words Your first draft should never be your final copy. Steps: 1. prewriting—thinking and planning: thinking about the purpose and audience; determining what you are going to write about; collecting ideas and details, creating a plan for presenting ideas 2. writing—writing a first draft: expressing ideas and details in sentences and paragraphs; carrying out the writing plan 3. evaluating and revising—reviewing the draft to decide what works well and what does not; changing the draft to improve it 4. proofreading—finding and correcting mistakes; writing or printing out a final copy If you do not make the effort nor take the time to follow the steps of the writing process, I will not make the effort nor take the time to grade it.