Analytical Essay

Composition No. 5: Analytical Essay Here are some guidelines you ought to look over and remember as you begin conceiving and writing your

composition.

Your essay must be some sort of interpretive argument. In a formal scholarly essay, this means that you must make some interesting claim about the play or part of the play that focuses on the text alone and

uses evidence from the text (quotations and references) to back up and extend your argument.

Another word for an essay’s argument is the thesis.

Your argument or thesis should be interesting and, ideally, a little surprising, something your reader

might not have expected if he or she had read the play casually. When you state your thesis (usually

at the end of the first paragraph of the essay), your reader should be curious, even eager, to see how

such an argument can be supported. And all writers want eager readers. The flip-side of this situation

is an essay that argues for something that may already be obvious to any reader of the novel start.

Assume that your reader has read the text. Thus, do not spend much time recounting the facts of the story

for their own sake; refer to such facts only in the process of saying something about them.

Indicate a broad reading on the subject. Be sure to incorporate what at least three scholars have also said

in support or to challenge your thesis. While the majority of ideas must be yours, a carefully

placed reference to scholarly research indicates additional reflection and insight on your part.

Give your essay a logical organization. Make sure that you know, and your writing at least implies, why

one particular sentence is following another and why one particular paragraph is following another

Also, do not feel obliged to write a “conclusion” if all that means is restating what you have already

said. While such recapitulations are useful in longer essays where the reader might have forgotten the

dimensions and substance of the writer’s argument, if that substance is clearly set forth in a short

essay, a summary at the end is not really needed.

Do not write a lot more words than ideas. That is, do not pad your essay with unnecessary repetitions or

wordy expressions.

Technical guidelines

APA Quotation Form should be as follows: for a quotation less than three lines long, quote the passage in your double-spaced text, ending with this form: “Charley tries to make Willy realize the limits of his

personal philosophy, "Willy, when're you gonna realize that them things don't mean anything? You

named him Howard, but you can't sell that” (Miller, p.97). For longer quotations, introduce the passage in

a clear and specific way and then put the quoted passage, without quotation marks (unless it is quoted in

the book), in a double-spaced block of text, indented twice as far as the start of a paragraph, with the page

number from the play in clearly indicated in parentheses under the block as shown in the following

example. (The sentences in this example are for illustrative purposes only and may be completely

invalid.)

Pre-writing Suggestions:

1. When you have finished reading the text, and completed your activity sheets, sit for a while to think

about how this novel relates to our course themes. What does it means to you? Ask yourself what you

have learned, or what you have experienced in a new way. For example, reading great writers may

have given you a deeper understanding of some aspect of the human condition: the value of

authenticity, the need for honesty, our insensitivity to one another, death, trust, and so on.

2. Re-read the sections of the novel that most interests you, this time going beyond text details to look at

issues like reliable narration and authorial point of view. Good story-telling can often be interpreted on

several different levels. For example, scholars continue to write about Jean Valjean, the protagonist of

the novel, as "fallen saint," a disturbed convict, a victim of an insensitive society and a rebellious man

who has dedicated himself to generosity, humility and integrity. On a deeper level, though, some have

suggested he is a Christ like figure who finds peace in a highly immoral and unfair world.

3. Moreover, we all have a tendency to put something of ourselves into what we read; a personal response

makes interpretation possible. However, you must be careful not to put into a work something that the

author has not written or intended. Do not let your feelings get in the way of textual evidence. Read

what the author has written and try to deduce, or "contextualize" what Hugo is implying. Critically

examining literary elements should give you an indication of what the author is trying to say.

4. Most of the time, when you write an essay, you are given a specific piece of literature and a specific

topic; other times, you may have a great deal of choice and are able to brainstorm topics. If the choice

of topic is up to you, you may want to examine the influence of one of the literary elements on the

worth of the piece of literature; for example, the importance of a particular set of plot events, the

development of the main character, the meaning of a central symbol, or your interpretation of a theme.

5. Choose one of the writing topics from your activity sheets based on the novel. Here is a sampling of

essay topics for your consideration:

The classic definition of the tragic hero in literature is found in Aristotle's Poetics:

...A man not pre-eminently virtuous and just,

whose misfortune is brought upon him not by vice or depravity, but by some error in

judgement...the change in the cause of it must

lie not in any depravity, but in some great error on his part...

Write your thoughts about this quotation with respect to the novel. Is Jean Valjean a hero in the

classic sense?

6. If you still feel you have nothing to say after you have read any of the essay suggestions, thought about

it, and discussed it with others, you might like to refer to a few secondary sources and read what others

have said about the novel. Following is a list of suggested resources; your school or community library

should have many others.

Drafting Suggestions:

1. As always, state your thesis clearly and early, (the first or last sentence of the first paragraph) as well as

the title and the author of the work you are discussing.

2. Be selective in using quotations and text details; use only those that support your argument. Ask

yourself, does the evidence prove what I want it to prove?" If not, you may want to look for stronger

evidence, or revise your main claims and thesis.

3. Never retell, or outline, the events of the chapter or novel. If you assume that your reader knows that he

or she is reading your essay to reach some understanding of the selection that had not occurred to

him/her, you will produce a much tighter essay. Some teachers, though, may ask for a brief summary

of the selection. I do not want one.

4. Generally, your essay should be written in the third person rather than the first and usually in the

present tense rather than the past. Though only a convention of this type of writing, the third person

sounds authoritative and objective; the present tense keeps the piece in question alive. For example,

the first person and past tense of "In my opinion, Romeo and Juliet died needlessly" are not as

effective as the third person and present tense of "Romeo and Juliet die needlessly." Not to mention

that one is more concise than the other also.

The following essay demonstrates many of these qualities. Note the proper referencing of longer and

shorter quotes. check your style book for appropriate notation.

Here is a literary analytical composition after reading Lord of the Flies by Harper Lee (with stylistic inclusions in parenthesis):

Behind the Mask of Society: An examination of Symbols in Lord of the Flies

"Ralph wept for the end of innocence, the darkness of man's heart"

Deep in the subconscious of each man lurks an inevitable, ever growing evil; one that hides behind the

supposed civilized manner of people in society and awaits a chance to manifest itself. Several

opportunities exist where evil may be revealed, such as moments of fear or uncertainty. When the vice in

people is made apparent, all civility is lost. In the Lord of the Flies (Golding, 1954), many symbols are

used to explain that there is an evil that lies in all; three of them being the beast, the Lord of the Flies, and

the conch shell. Through his writing, Golding shows how man can instantly turn the angelic paradise

with which has been given into chaos and destruction.

In the Lord of the Flies (Golding, 1954), (Prep. Phrase #1) the main cause of the boys’ fear is the

beast. The beast is first reported by a little ‘un which brings fear to the other young boys, however

(Conjunctive Adverb #1) the notion is immediately dismissed by Ralph, the group leader. (Compound-

Complex Sentence #1) The beast is seen by the boys as a real object; a dangerous creature that frightens

the children. One boy even proposes that the beast may live in the sea. In fact, the beast is imaginary, a

symbol. The beast stands for the primal instincts of savagery that exists within all human beings.

(Complex Sentence #1) In chapter eight, Simon finally recognizes that the beast is not real when the Lord

of the Flies says to him, ““There isn’t anyone to help you. Only me. And I’m the Beast. . . . Fancy

thinking the Beast was something you could hunt and kill! . . . You knew, didn’t you? I’m part of you?

Close, close, close! I’m the reason why it’s no go? Why things are the way they are?” (Golding, 1954, p.

151). Only Simon discovers that the children are afraid of the beast because it resides in each one of

them, but (Conjunctive Adverb #2) he is killed when he tries to tell the others of his realization (novelguide, 2009). (Compound-Complex Sentence #2) As the boys grow more savage, (Prep. Phrase

#2) the beast grows stronger in them. Their behaviour is what brings the beast into existence since its

reality grows with the barbarity of the children. (Complex Sentence #2) The symbol of the beast contributes to the meaning of the book, which is to show that there is an evil in all human beings.

(Complex Sentence #3) The beast represents the way in which man will try to convince himself that there is no evil inside of him by making someone or something else seem to be the cause for the evil. The beast

itself resembles this evil that Golding speaks of through the experiences of the young boys.

Fear is a strong emotion that can cause people to act in ways that are uncivilized. (Complex Sentence #1) The fear of the beast causes the boys on the island to lose their humanity so (Conjunctive Adverb #2)

they act on bare instinct, without reason. As the boys’ fear rises, (Prep. Phrase #1) they begin to worship

the beast and provide sacrifices for it. Jack declares that “This head is for the beast. It’s a gift,” (Golding,

1954, p. 151). Jack, the leader of the hunters, impales a severed pig’s head onto a stake as an offering

because he believes it will appease the beast. (Complex Sentence #2) The severed pig’s head is called, “the Lord of the Flies.” This symbol is very important since it delivers the message to Simon, telling him

that evil lies within every human heart and that it promises to have some “fun” with him. (Compound- Complex Sentence #1) In chapter eight, the Lord of the Flies says to Simon, “You’re not

wanted. Understand? We are going to have fun on this island. Understand? We are going to have fun

on this island! So don’t try it on, my poor misguided boy, or else—” (Golding, 1954, p. 158). This “fun”

spoken of foreshadows Simon’s death in the next chapter of the book. The Lord of the Flies becomes a

physical manifestation of the beast, an evil figure that induces the beast in the young boys. “The Lord of

the Flies” is actually an exact translation of the biblical name Beelzebub. In the Bible, (Prep. Phrase #2)

Beelzebub is a powerful demon in hell who some thought to be the devil; a Satan figure and symbol of

evil. (Compound-Complex Sentence #2) (Berg, n.d.). The Lord of the Flies contributes to readers’

understanding of the book’s purpose because it represents the devil, which tempts mankind with

materialistic things: belongings, fortune, etc. (Complex Sentence #3) The devil brings out the evil in

everyone just as (Conjunctive Adverb #2) the beast brings out the evil and uncivilized manner of the boys.

The first item that is found on the island is the conch. The conch was precious for more than its rare

beauty because it was the key to civility and sense on the island. (Complex Sentence #1) At the start of

the novel, (Prep. Phrase #1) Ralph and Piggy discover the conch and use it to summon the boys together

after they have been separated by the crash. It becomes a symbol of civilization and authority in the

group since it had the power to assemble the children. (Complex #2) The conch represents the rules and

duties of all the boys which are important because as Ralph says in chapter four, “...the rules are the only

thing we’ve got!” (Golding, 1954, p. 99). It governs the boys’ meetings and allows the right to speak to

whoever holds it, however (Conjunctive Adverb#1) as the boys lose their civility and fall deeper and

deeper into chaos the effectiveness of the conch lessens to a point where the children completely

disregard it. In chapter eleven, the conch shell is broken to pieces, “...the conch exploded into a thousand

white fragments and ceased to exist,” (Golding, 1954, p. 200). The conch is destroyed in Roger’s attempt

to kill Piggy, which symbolizes the fall of civilization and authority (Complex Sentence #3) (News,

2007). The conch brings together the boys and it possesses a great order. When the conch is smashed,

(Prep. Phrase #2) so (Conjunctive Adverb #2) is the whole civil pretence. The boys themselves shatter

the conch which shows how they ignore Ralph’s demand for discipline and act on animal instincts.

(Compound-Complex Sentence #1) The boys’ growing horror of the beast causes them to care only about pleasing the beast and providing it with sacrifices. Their fear of the beast brings out the true evil in each

of them and chaos quickly grows because the authority of the conch has vanished. (Compound-Complex

#2) All order is destroyed and evil takes over. William Golding’s, the Lord of the Flies, is comprised of several symbols. The conch shell, the Lord

of the Flies and the beast are all symbols that best contribute to the overall purpose and meaning of the

book, which is to show that there is an evil that lies in every human being. This inner evil may be

repressed or concealed, however moments of fear can manifest this evil and fully take over a person. The

fear that the boys trapped on the island experience results in evil behaviour and introduces a most

unattractive form of humanity. The island which the boys land on is an angelic paradise, however in a

matter of days the children manage to burn the forest down and kill three of their own. The island is

turned into a site of chaos; a place where all civilization is diminished. As do many people, the boys are

overwhelmed by fear and as a result, act on their animalistic instincts. They transition into a state where

evil is all that exists.

RUBRIC FOR ANALYTICAL ESSAY

Criteria Level 1 (50-59%) Level 2 (60-69%) Level 3 (70-79%) Level 4 (80-100%)

Reasoning:

(position stated,

directional statement)

-position (thesis) is mechanically incorrect;

the position taken is ‘fact’

& not arguable -directional statement is

incomplete or non-

existent

-unclear argument (thesis) is stated

-directional statement is

unspecific, vague & may or may not relate to thesis

-a clear argument (thesis) is stated

-directional statement is

complete & related to thesis

-a compelling and arguable position

(thesis) is

exceptionally stated -directional

statement is

complete & offers unique, compelling

arguments directly

related to thesis

Organization, Logic & Analysis of ideas:

(use of supporting

evidence as organizers)

- there are clear inconsistencies related to

argument

- little/no evidence of organization

-little/no no direct support

-logic is unclear, and does not follow point, proof,

comment protocol; no

detail

- inconsistent development/

organization of ideas

-supporting evidence is mostly inconsistent,

underdeveloped; evidence

mostly anecdotal & not direct

- -logical development of

paragraph [point, proof,

comment] is inconsistently followed

(i.e. one element missing);

may or may not have detail

-clear evidence of organization of ideas

-relevant supporting

evidence exists, but is sometimes inconsistent,

needs further

development or is unspecific at times

-logical development of

paragraph [protocol of

point, proof, comment] is present, but may be

awkward or inconsistent

at times; usually has detail

-exceptional evidence of

organization of

ideas -supporting

evidence is

exceptional and very well

developed, detailed,

very specific &

consistent throughout

-logical

development of paragraph [protocol

of point, proof,

comment] exceptionally

followed; always

has exceptional detail

Style:

(Word Choice)

-formal Standard

Canadian English is not employed; no clear use of

persuasive language &

sentence structure -expression is lacking;

vocabulary is limited and

restricting or too confusing

- more than four grammar

errors

-formal Standard

Canadian English is inconsistently employed;

use of persuasive

language and sentence structure is inappropriate

for audience

-expression is very limited; vocabulary is

either colloquial or

slangy, attempts to be

esoteric or leads to confusion

-two to four grammar

errors

-formal Standard

Canadian English is usually employed;

appropriate use of

persuasive language & sentence structure

- style is generally

correct; some awkward sentences do appear

- expression attempts to

be fresh and appealing

-vocabulary is striking but, may be artificial at

times

- one grammar error

-formal Standard

Canadian English is always employed;

excellent use of

persuasive language and sentence

structure

-expression is fresh and appealing;

original or unusual

-phrasing adds to

meaning - no grammar errors

Mechanics:

(essay protocol)

-does not follow essay

conventions

-inappropriate format; little or no mechanics

employed

-inconsistently follows

essay conventions

–inconsistent and unclear format; hastily written

composition

- usually follows essay

conventions & protocol

- usually has a clear, consistent format which

presents evidence of

rewriting

-always follows

essay conventions

and employs exceptional

structure

-APA style not employed or displays serious flaws

& errors

-APA style inconsistent with several errors noted

-APA style generally correct

- clear & consistent format suggest

many revisions &

drafts -APA style always

correct