Literature Homework Help!

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Writing about Literature

The type of papers you will write and how to write them

For this course, you will be writing literary analysis as formal essays for the midterm and

final exams. They are persuasive in nature. According to William Whitla in his book The English

Handbook: A Guide to Literary Studies, a persuasive essay “attempts to persuade a reader that

the position you are defending is valid . . . . Your case will depend on your evidence, and how

you marshal it for your purposes (88). The evidence used in literary analysis consists of

quotations from the text(s) that support your assertion (thesis) and your interpretation of those

quotations. The biggest difference between what I am describing here and a “research paper” is

that you do not need to do outside research to support your ideas. All the evidence you need is

embedded in the author’s work. Of course, that means you have to read closely and think

carefully about what the author writes in the text(s), but that is part of the study of

literature. Also, the text(s) really are sources for your paper; therefore, you must document every

quotation. This is also true for paraphrases of action and speech in the text(s). In this course, you

must use MLA documentation guidelines. This includes both in-text notations and a Works Cited

page. (Note: This document illustrates the use of introductory signals and in-text notations,

also called parenthetical citations, for all paraphrases and quotations and includes a Works Cited

page, all following MLA guidelines.)

When you receive an assignment, Whitla writes that you must first “separate [the] subject

matter from the formal requirement” (89), like the number of texts/authors your must cover than

the length of the paper. You need to satisfy all the formal requirements of the assignment to earn

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your best grade. Then, you have to consider the subject matter of the assignment. Whitla

explains, “Many assignments state or assume an abstract concept, a theme, a mode of character

analysis, or state a position, and then ask you to apply that concept to a limited number of texts .

In many cases, it is clear that . . . the principle is really not open to question” (90). At other

times, you may be allowed to choose your own subject matter. Finally, you need to look at what

the assignment says about the subject matter, looking for key words that explain how you need to

address them. Here is an example from a possible Shakespeare module in this course.

Writing Prompt:

Whether Shakespeare’s sonnets are addressed to the dark lady or the young man,

themes of beauty and love run deeply through all of them. This statement is true

in both those sonnets that follow a more traditional approach and those challenge

the traditional conventions of sonnet-making. Write a 300-word essay, posted in

the appropriate discussion forum, that discusses how Shakespeare develops one of

these themes throughout one of the sonnets you have read for the class. Post your

work as a “new post”; then, write a 100 word “reply” to one other student’s work.

Notice the formal requirements about length and the number of texts to include in your “new

post” essay. Also, notice that a second, shorter “reply” assignment is required to get full credit.

Then, look at subject matter. Two themes are pointed out at the beginning of the prompt. These

are two from which you are allowed to choose. The prompt also states that you must develop

your choice of theme “throughout” the sonnet you choose. In other words, quoting one or two

lines is not sufficient.

As you write, keep in mind the basic requirements for an academic essay. At the

beginning of your introduction, identify the full name(s) and title(s) that you will cover in your

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essay. Make sure for format the text(s) title correctly. Since you are writing a short essay, you

need a thesis statement in your introduction, as Whitla states, one that is clearly stated,

unambiguous, and tightly focused on one idea (102). It should be stated in one, concise sentence.

The thesis should be at the end, not the beginning, of your introduction.

Whitla also says that a thesis has to be defended (102). This is where the body of the

essay comes in. It should point to several lines that support your thesis and explain how they

help Shakespeare develop the theme you are discussing. Use “short quotations” of four or few

lines. For longer quotations, paraphrase or summarize (write it without looking in your book to

make sure that you really are using your own words then check it against the text for accuracy),

not forgetting to provide documentation. However, avoid the temptation to paraphrase or

summarize everything because it is the quotations that provide your strongest evidence. Use as

many quotations as are appropriate to your chosen theme and/or as many as you can fit into the

body of an essay of the length required. For a paper, make every attempt to take the whole work

into consideration because meaning can change drastically, especially in a sonnet. A reading

journal for a longer work can be more selective.

There are a few things to keep in mind as you write out your support. First, organize the

quotations and paraphrases you use into chronological order, which is easier for the reader to

follow. Always introduce (introductory signals) all of them. Your introductory signals should

be phrases, not sentences (they tend to result in run-ons), and normally, but not always, include

the author’s name. Then, after presenting a quotation or paraphrase, interpret (explain) it;

quotations and paraphrases are facts, and facts do not explain themselves. They are illustrations

that support the position you have taken in your thesis. However, they are not a substitute for

explaining your own point of view. Whitla suggests explaining “how and why you are using

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them and what you conclude from them” (108). By extension, quotations and paraphrase are not

effective when placed at the ends of paragraphs. Comment on the material you have borrowed

from the text before going on to your next point.

Your conclusion should be what Whitla calls “emphatic and confident, not apologetic”

(107). Avoid the additional temptations, to simply repeat everything you already wrote in the

essay or to add new support that really should be developed in the body of the essay. Remember,

you are trying to persuade your reader to accept the truth of your thesis, in this case trying to

show your professor that you understand the sonnet.

An easy way to plan a literary analysis is to begin with a temporary assertion proposal.

My textbook, Formulas for Composition, explains this proposal as a planning chart used to

match data (quotations) from the text(s) with interpretation (Lague 105-108). It is very easy to

create such a chart. Start by writing your thesis at the top of the page; then, divide the remainder

of the page into two columns. Microsoft Word’s tables works well. In the left hand column, write

out the quotations and paraphrases with their in-text notations you plan to use in chronological

order. In the right column, directly across from each quotation or paraphrase, write out a note to

yourself concerning what you would like to say to interpret it. Keep the quotations and

paraphrases lined up with their interpretations so that there will be no confusion as you write.

Once you have the chart complete, you can follow it to write your essay. As you add a quotation

or paraphrase to the paper, follow it with the interpretation you planned. Work through your

whole chart, not forgetting to add a conclusion to your paper.

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Works Cited

Lague, Victoria. Formulas for Composition. 3rd ed. Dubuque, IA: Kendall Hunt, 2009. Print.

Whitla, William. The English Handbook: A Guide to Literary Studies. Chichester,

United Kingdom: Whiley-Blackwell, 2010. Print.