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Choose a text from the assigned readings that you find interesting as the topic of a literary analysis: As you read, pay attention to the questions at the end of each section and each text as well as "Suggestions for Writing" at the end of each chapter.

The literary analysis is a persuasive essay, an argument that states a position, an interpretation of the literary text. 

Thesis: Your thesis states your understanding of the poem's meaning (its central idea or theme) and the way the poem creates that meaning, those devices that contribute to that meaning.

From your study of the text you have selected, you are to analyze the text to determine what elements and devices support the interpretation that you have identified and stated. 

Body paragraphs: The topic sentences of the body paragraphs connect the paragraph to the thesis and introduce the main idea of the paragraph.

Evidence: The support for the body paragraphs includes quoted text. As a general rule, incorporate that text into sentencing (rather than using entire lines or block quotations). The quoted material cannot speak for itself; you must explain how that specific text supports the point that you are making.

Checklist: Requirements for a Literary Analysis

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(1) Thesis: 

· identifies the literary text and its author

· states your position: your understanding of the literary text's meaning (insight or theme)

. See Unit 1 for a discussion of reader response and theme 

· identifies the points of support in the order that they are discussed in the body. 

· Location: Last sentence of introductory paragraph

*Note: A paper without a clearly stated thesis will earn a grade of D or F. 

(2) Support

· The paragraphs are arranged in the same order that the paragraph topics are introduced in the thesis. Body paragraphs: The topic sentences of the body paragraphs connect the paragraph to the thesis and introduce the main idea of the paragraph.

· Development: The body paragraphs clearly support the ideas presented in the thesis. 

· Coherence: The body paragraphs are organized logically, and the connection between ideas is clear. 

· Evidence: The support for the body paragraphs includes quoted text.

. As a general rule, incorporate that text into sentencing (rather than using entire lines or block quotations).

. The quoted material cannot speak for itself; you must explain how that specific text supports the point that you are making. (See the "Quote Sandwich" and the "PIE Essay" in Unit 1)

Requirements: A Brief Review

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An overview:

The literary analysis is a persuasive essay:

· The thesis states a position (the meaning or theme as you understand it)

. and is supported 

1. with evidence: identified elements or devices that contribute to that meaning

1. and specific examples from the text that illustrate the point

Thesis includes the following:

· name of text being analyzed,

· your interpretation of the text being analyzed (what the text means),

· the literary devices or elements that are being used to evaluate the text (how it makes meaning),

· and why this interpretation has value: How this interpretation can be applied, the answer to the question"So what?" 

Body: supports the thesis by discussing devices or elements and explains how the devices or elements in the text contribute to, support, or create the stated interpretation. 

· identified elements or devices that contribute to that meaning

· specific examples (quotations) from the text that illustrate the point

 Body Paragraphs

The topic sentence of an essay’s body paragraph serves two purposes:

(1) connects or relates idea developed in the paragraph to the thesis and

(2) introduces the main idea of the paragraph.

·          The paragraph will be developed using examples from the text (the textual support) to support your thesis and to illustrate the device and to explain how the device contributes to the meaning of the poem.

· Do not simply “list”the material from the text but introduce it then explain how that line or that wording is an example of the device and how that specific example contributes to the meaning of the poem.

·          Lectures that address this idea of using examples and explaining the connection:

. Using source material: See lectures in Unit 1

1. The Quote Sandwich

1. “The Pie Essay” 

Conclusion

The conclusion returns to the idea of the thesis of the paper, what the poem means and why that meaning is important. The conclusion is not about a personal response but a “universal” one.

Crediting Sources

In-text citations

See Hacker & Sommers: L4-L6

"Observing Conventions"

"Integrating Quotations" 

"Using Secondary Sources"

Works Cited

Use Insert>Page Break to start a new page for the Works Cited. 

Title the page: Works Cited

If you have questions about citing a source: 

Hacker & Sommers: MLA

Hacker & Sommers: L4-L6

OWL at Purdue

Ask: Send a Course Message, check with the library, check with the Writing Lab staff. 

The Works Cited is an alphabetical list of the sources "cited" in the essay: 

At a minimum, the primary text, the source being analyzed is listed: "Selection from an Anthology" (Hacker & Sommers 404)

Secondary sources:

The course text, other than the literary text: "Entire Anthology" (407); "Book with Editor" (405); "Edition Other than the First" (408) 

For journal article (401); in a database, add: "Work from Database" (415)

Sources used for definitions.

For print dictionaries: "Encyclopedia or Dictionary Entry" (409)

For online reference work (418)

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