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8.5: Approaches to Literary Analysis

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Approaches to Literary Analysis

Since the 1960s, a number of schools or approaches to literary analysis have emerged in the academy. Some of the sources you discover may seem to obviously derive from one of the following traditions. Others may be indirectly influenced by one or more of these approaches:

Formalist, or New Critic, analysis prioritizes close reading based solely on the text itself, its language, structure, symbols, and themes, and eschews interpretation based on the influence of outside information (such as personal history of the author, for example).

New Historicist

New Historicist analysis values the particulars of the time period and location in which the author created the text, as well as any influencing circumstances of the author’s life.

Psychoanalytic

Psychoanalytic, or psycholinguistic, analysis emphasizes the interpretation of characters’ mental and emotional states, narrative point-of-view, the unconscious potency of symbol and imagery, and/or the psychological implications of linguistic pattern, tone, and word usage.

Feminist analysis examines the text through the lens of women’s experience and may also consider factors in the publishing or critical reception of the work when influenced by gender norms.

Marxist analysis addresses the text as a material product of the society from which it emerged, with particular attention to socio-economic issues.

Queer analysis reads the text with strong consideration of “queer” identity and/or “queering” of characters, actions, and/or speech; for example, the cross-dressing and gender switching that occurs in some of Shakespeare’s plays can take on more significance than mere dramatic convention.

Reader-Response

Reader-Response analysis seeks to reveal the activity of the reader as contributing to — even completing — the meaning of the text by applying his or her own experiences, perspectives and cultural values; this approach is not done personally, but in consideration of “the reader” as a type or a social category.

Today, many literary scholars engage in the practice of  intersectionality  , that is the attention to the complexity of how cultural views and traditions often fall into more than one category. For example, while we might gain a great deal by interpreting a short story through a psychoanalytic lens, focusing only on this approach may foreclose the possibilities for our analysis to become as deeply grounded in formalist analysis, or may offer only a passing look at historical issues.

Analytical writers should not base their essays on a particular approach simply for the sake of following that school of thought, but rather to further their understanding of, and appreciation for, the literature in question, as well as the clarity of the interpretation offered. Often hybrid approaches, approaches than combine aspects of two or more of these analytical traditions, are very successful, so long as the thesis remains focused and the support specific and well-documented. As ever, consult with your professor about the specifics of your analytical project and the particular expectations he or she may have for a given assignment.  (1)

• Authored by : Florida State College at Jacksonville. License : CC BY: Attribution

LITERARY ANALYSIS ESSAY - #1

American Literature

• A literary analysis broadens understanding and appreciation of a piece of literature.
• Think as you read:
• What theme is the author attempting to convey? In other words, what is the author saying about life and/or people?
• What techniques are employed to convey theme, mood, etc.?

LITERARY ANALYSIS

• A literary analysis should focus on one or a combination of the following major literary elements to convey the t heme of the piece.
• You will argue the theme in your thesis, not as an element within body paragraphs.
• Theme is developed through use of other techniques (symbolism, setting, imagery, etc.)
• What message about life and/or people is the author trying to convey?
• An effective literary analysis essay relies upon quotes to strengthen the analysis.
• A quote should not be more than a few words. Generally, there is no need to quote an entire sentence.
• Choose only the most important word(s) to quote.
• Explain the quote without referencing it directly by saying “This quote shows…” or “This proves…”
• Cite all quotes: “Quoted” words (Page #).

QUOTE INTEGRATION

• Quotes must be smoothly integrated into a sentence of your own. Without quotations marks, the reader should not be able to tell where your words end and the quoted words begin.
• Contextualize quotes by providing the context and speaker (if quoting dialogue):
• When he hears her answer, Jessup “flies off the handle” and tells her to “Get lost!” (94).
• If you need to change words within a quote, use brackets [new word] around the new word.
• After the trial, Scout tells Jem that she “heard [Miss Gates] say it’s time somebody taught [the black people of Maycomb] a lesson” (247).
• This essay will be a 4-paragraph essay:

Introduction

• 2 body paragraphs, each exploring one literary element
• No Works Cited necessary
• Parentheticals (page numbers) are required

ESSAY STRUCTURE

The introduction should:

• Hook attention (4-5 Sentences)
• Transition sentences (connect hook to plot summary)
• Summary of story, including story title, genre, and author (3-5 sentences)
• Transition sentences (connect plot summary to thesis) and introduce theme

Hook Statements

• Start with an interesting or little-known fact:
• As a young child, Charles Dickens was forced to work in a shoe polish factory. In Hard Times , Dickens taps into his childhood experience to explore the evils of social injustice and hypocrisy.
• Start with the title and setting:
• To Kill a Mockingbird , the award-winning book by Harper Lee, takes place in a small town in Alabama during a challenging period in American history.

Hook Statements Cont’d

• Start with a meaningful quote within the work/story itself:
• “Are there no prisons?” This offhand question was the response of Ebenezer Scrooge when confronted with the tragic state of hundreds of fellow citizens in Victorian London.
• Start with a surprising fact, an interesting piece of information (cite the statistic properly):
• The rate of crashes for 16-year-old drivers is almost 10 times that of adult drivers aged 25 or older ( Wisconsin Department of Transportation ).
• Start with a universal statement about people or life:
• It is easy to love people when they’re lovable. It’s harder when they’re not.
• Friendship is an important part of daily life and many people find their friends to be very important to their overall emotional and mental health. In The Outsiders by S.E. Hinton, the characters experience the importance of friendship on a daily basis since they rely on their friends for almost everything.
• Education has long been considered a major force for American social change, righting the wrongs of our society.

The thesis will include the following elements:

• Author’s name
• Story title
• Literary elements - 2
• Action verb the author does with the lit elements
• The author - exposes, challenges, explores, questions ...etc.
• Statement of theme (author’s purpose in this piece)

THESIS STATEMENT

• A thesis for a literary analysis must be persuasive in nature.
• A formula for the most basic analysis thesis could look something like this:
• In (title), (author's name) uses (1st literary device) and (2nd literary device) to (analyze/criticize/explain/etc.) (some aspect of human nature) .
• In "If you Were Coming in the Fall," Emily Dickinson uses simile and syntax to expose how people wait, hoping to fall in love .

Sample Thesis Statements

• Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American ideals, one must leave ‘civilized’ society and go back to nature.
• Through the characterization of Hester, Arthur, and Roger, Nathaniel Hawthorne condemns the hypocrisy of Puritan society.
• Through the characterization of Paul and his experience at a Russian prisoner of war camp, and especially under bombardment in the trenches, Erich Maria Remarque realistically depicts how war dehumanizes a man.
• In the characters of Daisy, Tom, and Gatsby himself, Fitzgerald’s The Great Gatsby criticizes the corruption of the traditional American Dream.
• Sinclair Lewis’ 1922 novel Babbitt relies upon the author’s use of satire to critique the ignorance, mediocrity and conformity of the American middle class.

Sources: http://www.chs.d211.org/english/

Every year, more than 1,220,100 people are diagnosed with cancer. 36,600 of these cases affect the limbs, including arms and legs. Although some cases can be cured by chemotherapy, others require amputation to take care of the problem. While they still have their lives, people who lose a limb often feel as though they have lost much more. Sadly. 34,000 people die each year from cancer in these areas.

The short story "Learning to Drive", written by Ron Rindo, tells the tale of one such unfortunate man.

The protagonist, nameless throughout the story, had his leg amputated because of the cancer that was threatening his life. He comes home from the hospital with a prosthetic leg and a pair of silver crutches to be greeted by his three children and his daughter's boyfriend, Neon. Everybody gives him gifts, even Neon. At first it seems as though the protagonist has accepted his fate. He feels that his life should go on as usual, including his independence in simple tasks such as taking a shower, climbing the stairs, and walking the dog. One day, however, his doctors inform him that his cancer has returned and he will die. Immediately, he slips into depression.

At this point, the protagonist is faced with the decision of whether to continue wallowing in self-pity or to overcome his problem and live the rest of his life with an optimistic attitude.

Throughout the story there are certain items and events plainly incorporated into the story line that serve as symbols for this process. They assist in explaining different emotions and situations that are associated with working past barriers. Whether they are as simple as a floor or as complex as learning how to drive, all of them have a profound impact on the effect the story will have on the reader.

Rindo effectively uses certain cars, items, and events in order to portray the process of overcoming obstacles in life.

Attention-Getter/Hook

Plot summary

Transition to thesis

Thesis: lit elements plus theme

Transition sentence

Body Paragraphs: TIQA (3) + C

T - Topic sentence/Transition

I - Introduce Quote #1

Q - Give Quote #1 (integrated)

A - Analyze Quote #1 (support thesis)

T - Transition

I - Introduce Quote #2

Q - Give Quote #2 (integrated)

A - Analyze Quote #2 (support thesis)

I - Introduce Quote #3

Q - Give Quote #3 (integrated)

A - Analyze Quote #3 (support thesis)

C - Clincher

TOPIC SENTENCES

• Topic sentences must:
• provide the paragraph topic (lit element)
• persuade the reader
• support the thesis by including the So What? from the thesis

INTRODUCTION SENTENCES

• Introduction Sentences
• Transition from the topic sentence to quote
• Provides context of quote
• Provides rationale for choosing upcoming quote.

INTEGRATING QUOTES

• Integrated Quotes (3 in each paragraph)
• Choose quotes that support the topic sentence
• Choose only part of a quote to use
• Integrate the quote into a sentence of your own
• Cite each quote: “Quote” (#).

COMMENTARY: SO WHAT?

• Each quote/evidence MUST be explained.
• You have to tell me why it’s important and how it supports your thesis (without saying shows )
• Answer So What? after each quote to reinforce your thesis.
• Effective clinchers:
• restate the main point of the paragraph (rephrase the topic sentence).
• persuasively support the thesis by including the So What? from the thesis.
• Ineffective clinchers:
• simply restate the topic sentence.
• say nothing, such as “That’s why sacrifice is important” or “That is how this story has symbolism.”

TRANSITIONS

• Effective transitions within paragraphs:
• Appear THREE times (minimum)
• Signal new quotes/points
• Connect ideas to create flow
• Effective transitions between paragraphs
• connect body paragraphs to the one before it with a transitional expression:
• Ex: “ In addition to sacrifice , healthy relationships thrive when both people develop trust within each other.”

In "Learning to Drive" different objects, such as the floor, the dismantled Statue of Liberty puzzle, and the cemetery, illustrate the way that people are able to overcome the various obstacles that they face during their lives. Affected by a devastating event such as cancer, a person often ends up battered by the emotional conflicts that accompany adversity.

In the same way, the floor was scuffed and dented where the protagonist had stumbled with his crutches. Thus, the floor represents the scars people carry after they battle with crisis. Originally, the tile was in perfect condition.

The protagonist says, "We have had the cleanest floors in the neighborhood for twenty-two years" (39).

People can go through their lives with trivial problems—a money shortage, a broken leg—and therefore have completely spotless surfaces until they find themselves scarred by the difficulties they face, just as the floor was marked from the crutches, the result of the protagonist's struggle with cancer.

In an attempt to heal these scars, people will try whatever they can to remove them. Elaine uses ammonia on the floor in an effort to clean the skid-marks and scratches. Just as in real life, the ammonia only makes the eyes of the people around the area water; it only adds to the pain of the situation. Although scars are inevitable when facing hurdles, people are still able accomplish their goals.

Continue pattern for TWO MORE supporting details

The tile floor, jigsaw puzzle, and cemetery are all symbols used to display how people are able to overcome any obstacles they face with the right amount of optimism.

Intro/explain supporting detail #1

Integrate quote

Analyze quote

Topic Sentence: element and Theme

Clincher: element and theme

CONCLUSIONS

• An effective conclusion:
• Restates thesis (different wording)
• Summarizes each main point of paper in the order discussed in body paragraphs
• 1-3 sentence summary of each point
• A conclusion should come “full circle” and return to the method used in the hook
• Reflect on how the author(s) developed the idea from your hook

Ron Rindo illustrates how his symbols of agony, faith, and reconstruction are important to produce the chain of events that leads to the final acceptance of the challenges created by cancer and other such hindrances.

Sarah's red Pinto helps to show that nobody is perfect; everybody has disastrous encounters with obstacles. Seeing the hearse tells how death will be caused at some point by his cancer. The Toyota Corolla that he and his wife drive symbolizes the effort it takes to overcome adversity. How the protagonist's life falls apart is portrayed with the amputation of his leg. The welcome home party assists in showing how the family works together to accept his new life. The process of learning to drive again symbolizes a new life and the overcoming of various difficulties. Using the ruined tile floor, Rindo depicts the effect that dilemmas have on a person. The puzzle depicting the Statue of Liberty's revolution stands for the loss of freedom with the loss of this leg. A single piece of the puzzle may be viewed as the time where the protagonist is struggling to rise from the shadows of the inevitable. The cemetery speaks as the final acceptance of where his cancer will eventually bring him.

Although this deadly disease affects over one million people every year, many find ways of dealing with illness. Overcoming the difficulties produced by cancer, millions of cancer victims, doomed to perish or not, adapt their lifestyles in order to continue living fulfilling and meaningful lives.

Summarize body paragraphs

Connect to attention-getter

Restate Thesis

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What is Literary Analysis?

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Writing a Literary Analysis

Sep 14, 2014

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Writing a Literary Analysis. What Is Literary Analysis?. It ’ s literary. It ’ s an analysis. It ’ s-- An Argument! It may also involve research on and analysis of secondary sources. How Is It “ Literary ” ?.

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What Is Literary Analysis? • It’s literary. • It’s an analysis. • It’s-- • An Argument! • It may also involve research on and analysis of secondary sources.

How Is It “Literary”? • Usually, a literary analysis will involve a discussion of a text as writing, thus the term literary, which means “having to do with letters.” • This will involve the use of certain concepts that are very specifically associated with literature.

The Basics Plot Setting Narration/point of view Characterization Symbol Metaphor Genre Irony/ambiguity Important Literary Concepts • Other key concepts • Historical context • Social, political, economic contexts • Ideology • Multiple voices • Various critical orientations • Literary theory

How Can I Learn More? • There are various handbooks of literary terms available in most libraries. • There are numerous introductions to literary criticism and theory that are widely available. • Example: A Handbook to Literature. Harmon/Holman

What Is an Analysis? • An analysis of a literary work may discuss: • How the various components of an individual work relate to each other. • How two separate literary works deal with similar concepts or forms. • How concepts and forms in literary works relate to larger aesthetic, political, social, economic, or religious contexts.

How is Literary Analysis an Argument? • When writing a literary analysis, you will focus on specific attribute(s) of the text(s). • When discussing these attributes, you will want to make sure that you are making a specific, arguable point (thesis) about these attributes. • You will defend this point with reasons and evidence drawn from the text.

Which is the Best Thesis Statement? • Moby-Dick is about the problem of evil. • Moby-Dick is boring and pointless. • Moby-Dick is about a big, white whale. • The use of “whiteness” in Moby-Dick illustrates the uncertainty about the meaning of life that Ishmael expresses throughout the novel.

How Do I Support a Thesis Statement? • Examples from the text: • Direct quotations • Summaries of scenes • Paraphrase • Other critics’ opinions • Historical and social context • Always remember to read carefully and highlight useful passages and quotes.

What is a Secondary Source? • A book or article that discusses the text you are discussing • A book or article that discusses a theory related to the argument you are making • A book or article that discusses the social and historical context of the text you are discussing

How Do I Find Secondary Sources? • MLA International Bibliography • Dictionary of Literary Biography • Discipline-specific sources • Example: America: History and Life for American literature • Other search engines • A bibliography that is part of your text • Ask your instructor

Integrating Secondary Sources • When you use secondary sources, be sure to show how they relate to your thesis. • Don’t overuse any one secondary source, or for that matter, secondary sources in general • Remember that this is your paper, your argument—the secondary sources are just helping you out. • Never, never, never plagiarize. See the OWL handout on plagiarism for more information.

Overview of Literary Analysis • When writing a literary analysis: • Be familiar with literary terms. • Analyze specific items. • Make an a argument. • Make appropriate use of secondary sources • Consult instructors and tutors for help when needed.

Where Can I Go for More Help? • The Purdue University Writing Lab • 226 Heavilon Hall • 494-3723 • And visit http://owl.english.purdue.edu • Or email [email protected]

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