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  • How to write a literary analysis essay | A step-by-step guide

How to Write a Literary Analysis Essay | A Step-by-Step Guide

Published on January 30, 2020 by Jack Caulfield . Revised on August 14, 2023.

Literary analysis means closely studying a text, interpreting its meanings, and exploring why the author made certain choices. It can be applied to novels, short stories, plays, poems, or any other form of literary writing.

A literary analysis essay is not a rhetorical analysis , nor is it just a summary of the plot or a book review. Instead, it is a type of argumentative essay where you need to analyze elements such as the language, perspective, and structure of the text, and explain how the author uses literary devices to create effects and convey ideas.

Before beginning a literary analysis essay, it’s essential to carefully read the text and c ome up with a thesis statement to keep your essay focused. As you write, follow the standard structure of an academic essay :

  • An introduction that tells the reader what your essay will focus on.
  • A main body, divided into paragraphs , that builds an argument using evidence from the text.
  • A conclusion that clearly states the main point that you have shown with your analysis.

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Table of contents

Step 1: reading the text and identifying literary devices, step 2: coming up with a thesis, step 3: writing a title and introduction, step 4: writing the body of the essay, step 5: writing a conclusion, other interesting articles.

The first step is to carefully read the text(s) and take initial notes. As you read, pay attention to the things that are most intriguing, surprising, or even confusing in the writing—these are things you can dig into in your analysis.

Your goal in literary analysis is not simply to explain the events described in the text, but to analyze the writing itself and discuss how the text works on a deeper level. Primarily, you’re looking out for literary devices —textual elements that writers use to convey meaning and create effects. If you’re comparing and contrasting multiple texts, you can also look for connections between different texts.

To get started with your analysis, there are several key areas that you can focus on. As you analyze each aspect of the text, try to think about how they all relate to each other. You can use highlights or notes to keep track of important passages and quotes.

Language choices

Consider what style of language the author uses. Are the sentences short and simple or more complex and poetic?

What word choices stand out as interesting or unusual? Are words used figuratively to mean something other than their literal definition? Figurative language includes things like metaphor (e.g. “her eyes were oceans”) and simile (e.g. “her eyes were like oceans”).

Also keep an eye out for imagery in the text—recurring images that create a certain atmosphere or symbolize something important. Remember that language is used in literary texts to say more than it means on the surface.

Narrative voice

Ask yourself:

  • Who is telling the story?
  • How are they telling it?

Is it a first-person narrator (“I”) who is personally involved in the story, or a third-person narrator who tells us about the characters from a distance?

Consider the narrator’s perspective . Is the narrator omniscient (where they know everything about all the characters and events), or do they only have partial knowledge? Are they an unreliable narrator who we are not supposed to take at face value? Authors often hint that their narrator might be giving us a distorted or dishonest version of events.

The tone of the text is also worth considering. Is the story intended to be comic, tragic, or something else? Are usually serious topics treated as funny, or vice versa ? Is the story realistic or fantastical (or somewhere in between)?

Consider how the text is structured, and how the structure relates to the story being told.

  • Novels are often divided into chapters and parts.
  • Poems are divided into lines, stanzas, and sometime cantos.
  • Plays are divided into scenes and acts.

Think about why the author chose to divide the different parts of the text in the way they did.

There are also less formal structural elements to take into account. Does the story unfold in chronological order, or does it jump back and forth in time? Does it begin in medias res —in the middle of the action? Does the plot advance towards a clearly defined climax?

With poetry, consider how the rhyme and meter shape your understanding of the text and your impression of the tone. Try reading the poem aloud to get a sense of this.

In a play, you might consider how relationships between characters are built up through different scenes, and how the setting relates to the action. Watch out for  dramatic irony , where the audience knows some detail that the characters don’t, creating a double meaning in their words, thoughts, or actions.

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Your thesis in a literary analysis essay is the point you want to make about the text. It’s the core argument that gives your essay direction and prevents it from just being a collection of random observations about a text.

If you’re given a prompt for your essay, your thesis must answer or relate to the prompt. For example:

Essay question example

Is Franz Kafka’s “Before the Law” a religious parable?

Your thesis statement should be an answer to this question—not a simple yes or no, but a statement of why this is or isn’t the case:

Thesis statement example

Franz Kafka’s “Before the Law” is not a religious parable, but a story about bureaucratic alienation.

Sometimes you’ll be given freedom to choose your own topic; in this case, you’ll have to come up with an original thesis. Consider what stood out to you in the text; ask yourself questions about the elements that interested you, and consider how you might answer them.

Your thesis should be something arguable—that is, something that you think is true about the text, but which is not a simple matter of fact. It must be complex enough to develop through evidence and arguments across the course of your essay.

Say you’re analyzing the novel Frankenstein . You could start by asking yourself:

Your initial answer might be a surface-level description:

The character Frankenstein is portrayed negatively in Mary Shelley’s Frankenstein .

However, this statement is too simple to be an interesting thesis. After reading the text and analyzing its narrative voice and structure, you can develop the answer into a more nuanced and arguable thesis statement:

Mary Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

Remember that you can revise your thesis statement throughout the writing process , so it doesn’t need to be perfectly formulated at this stage. The aim is to keep you focused as you analyze the text.

Finding textual evidence

To support your thesis statement, your essay will build an argument using textual evidence —specific parts of the text that demonstrate your point. This evidence is quoted and analyzed throughout your essay to explain your argument to the reader.

It can be useful to comb through the text in search of relevant quotations before you start writing. You might not end up using everything you find, and you may have to return to the text for more evidence as you write, but collecting textual evidence from the beginning will help you to structure your arguments and assess whether they’re convincing.

To start your literary analysis paper, you’ll need two things: a good title, and an introduction.

Your title should clearly indicate what your analysis will focus on. It usually contains the name of the author and text(s) you’re analyzing. Keep it as concise and engaging as possible.

A common approach to the title is to use a relevant quote from the text, followed by a colon and then the rest of your title.

If you struggle to come up with a good title at first, don’t worry—this will be easier once you’ve begun writing the essay and have a better sense of your arguments.

“Fearful symmetry” : The violence of creation in William Blake’s “The Tyger”

The introduction

The essay introduction provides a quick overview of where your argument is going. It should include your thesis statement and a summary of the essay’s structure.

A typical structure for an introduction is to begin with a general statement about the text and author, using this to lead into your thesis statement. You might refer to a commonly held idea about the text and show how your thesis will contradict it, or zoom in on a particular device you intend to focus on.

Then you can end with a brief indication of what’s coming up in the main body of the essay. This is called signposting. It will be more elaborate in longer essays, but in a short five-paragraph essay structure, it shouldn’t be more than one sentence.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

Some students prefer to write the introduction later in the process, and it’s not a bad idea. After all, you’ll have a clearer idea of the overall shape of your arguments once you’ve begun writing them!

If you do write the introduction first, you should still return to it later to make sure it lines up with what you ended up writing, and edit as necessary.

The body of your essay is everything between the introduction and conclusion. It contains your arguments and the textual evidence that supports them.

Paragraph structure

A typical structure for a high school literary analysis essay consists of five paragraphs : the three paragraphs of the body, plus the introduction and conclusion.

Each paragraph in the main body should focus on one topic. In the five-paragraph model, try to divide your argument into three main areas of analysis, all linked to your thesis. Don’t try to include everything you can think of to say about the text—only analysis that drives your argument.

In longer essays, the same principle applies on a broader scale. For example, you might have two or three sections in your main body, each with multiple paragraphs. Within these sections, you still want to begin new paragraphs at logical moments—a turn in the argument or the introduction of a new idea.

Robert’s first encounter with Gil-Martin suggests something of his sinister power. Robert feels “a sort of invisible power that drew me towards him.” He identifies the moment of their meeting as “the beginning of a series of adventures which has puzzled myself, and will puzzle the world when I am no more in it” (p. 89). Gil-Martin’s “invisible power” seems to be at work even at this distance from the moment described; before continuing the story, Robert feels compelled to anticipate at length what readers will make of his narrative after his approaching death. With this interjection, Hogg emphasizes the fatal influence Gil-Martin exercises from his first appearance.

Topic sentences

To keep your points focused, it’s important to use a topic sentence at the beginning of each paragraph.

A good topic sentence allows a reader to see at a glance what the paragraph is about. It can introduce a new line of argument and connect or contrast it with the previous paragraph. Transition words like “however” or “moreover” are useful for creating smooth transitions:

… The story’s focus, therefore, is not upon the divine revelation that may be waiting beyond the door, but upon the mundane process of aging undergone by the man as he waits.

Nevertheless, the “radiance” that appears to stream from the door is typically treated as religious symbolism.

This topic sentence signals that the paragraph will address the question of religious symbolism, while the linking word “nevertheless” points out a contrast with the previous paragraph’s conclusion.

Using textual evidence

A key part of literary analysis is backing up your arguments with relevant evidence from the text. This involves introducing quotes from the text and explaining their significance to your point.

It’s important to contextualize quotes and explain why you’re using them; they should be properly introduced and analyzed, not treated as self-explanatory:

It isn’t always necessary to use a quote. Quoting is useful when you’re discussing the author’s language, but sometimes you’ll have to refer to plot points or structural elements that can’t be captured in a short quote.

In these cases, it’s more appropriate to paraphrase or summarize parts of the text—that is, to describe the relevant part in your own words:

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The conclusion of your analysis shouldn’t introduce any new quotations or arguments. Instead, it’s about wrapping up the essay. Here, you summarize your key points and try to emphasize their significance to the reader.

A good way to approach this is to briefly summarize your key arguments, and then stress the conclusion they’ve led you to, highlighting the new perspective your thesis provides on the text as a whole:

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

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Caulfield, J. (2023, August 14). How to Write a Literary Analysis Essay | A Step-by-Step Guide. Scribbr. Retrieved February 26, 2024, from https://www.scribbr.com/academic-essay/literary-analysis/

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Humanities LibreTexts

12.14: Sample Student Literary Analysis Essays

  • Last updated
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  • Page ID 40514

  • Heather Ringo & Athena Kashyap
  • City College of San Francisco via ASCCC Open Educational Resources Initiative

The following examples are essays where student writers focused on close-reading a literary work. 

While reading these examples, ask yourself the following questions:

  • What is the essay's thesis statement, and how do you know it is the thesis statement?
  • What is the main idea or topic sentence of each body paragraph, and how does it relate back to the thesis statement? 
  • Where and how does each essay use evidence (quotes or paraphrase from the literature)?
  • What are some of the literary devices or structures the essays analyze or discuss?
  • How does each author structure their conclusion, and how does their conclusion differ from their introduction?

Example 1: Poetry

Victoria Morillo

Instructor Heather Ringo

3 August 2022

How Nguyen’s Structure Solidifies the Impact of Sexual Violence in “The Study”

Stripped of innocence, your body taken from you. No matter how much you try to block out the instance in which these two things occurred, memories surface and come back to haunt you. How does a person, a young boy , cope with an event that forever changes his life? Hieu Minh Nguyen deconstructs this very way in which an act of sexual violence affects a survivor. In his poem, “The Study,” the poem's speaker recounts the year in which his molestation took place, describing how his memory filters in and out. Throughout the poem, Nguyen writes in free verse, permitting a structural liberation to become the foundation for his message to shine through. While he moves the readers with this poignant narrative, Nguyen effectively conveys the resulting internal struggles of feeling alone and unseen.

The speaker recalls his experience with such painful memory through the use of specific punctuation choices. Just by looking at the poem, we see that the first period doesn’t appear until line 14. It finally comes after the speaker reveals to his readers the possible, central purpose for writing this poem: the speaker's molestation. In the first half, the poem makes use of commas, em dashes, and colons, which lends itself to the idea of the speaker stringing along all of these details to make sense of this time in his life. If reading the poem following the conventions of punctuation, a sense of urgency is present here, as well. This is exemplified by the lack of periods to finalize a thought; and instead, Nguyen uses other punctuation marks to connect them. Serving as another connector of thoughts, the two em dashes give emphasis to the role memory plays when the speaker discusses how “no one [had] a face” during that time (Nguyen 9-11). He speaks in this urgent manner until the 14th line, and when he finally gets it off his chest, the pace of the poem changes, as does the more frequent use of the period. This stream-of-consciousness-like section when juxtaposed with the latter half of the poem, causes readers to slow down and pay attention to the details. It also splits the poem in two: a section that talks of the fogginess of memory then transitions into one that remembers it all.

In tandem with the fluctuating nature of memory,  the utilization of line breaks and word choice help reflect the damage the molestation has had. Within the first couple of lines of the poem, the poem demands the readers’ attention when the line breaks from “floating” to “dead” as the speaker describes his memory of Little Billy (Nguyen 1-4). This line break averts the readers’ expectation of the direction of the narrative and immediately shifts the tone of the poem. The break also speaks to the effect his trauma has ingrained in him and how “[f]or the longest time,” his only memory of that year revolves around an image of a boy’s death. In a way, the speaker sees himself in Little Billy; or perhaps, he’s representative of the tragic death of his boyhood, how the speaker felt so “dead” after enduring such a traumatic experience, even referring to himself as a “ghost” that he tries to evict from his conscience (Nguyen 24). The feeling that a part of him has died is solidified at the very end of the poem when the speaker describes himself as a nine-year-old boy who’s been “fossilized,” forever changed by this act (Nguyen 29). By choosing words associated with permanence and death, the speaker tries to recreate the atmosphere (for which he felt trapped in) in order for readers to understand the loneliness that came as a result of his trauma. With the assistance of line breaks, more attention is drawn to the speaker's words, intensifying their importance, and demanding to be felt by the readers. 

Most importantly, the speaker expresses eloquently, and so heartbreakingly, about the effect sexual violence has on a person. Perhaps what seems to be the most frustrating are the people who fail to believe survivors of these types of crimes. This is evident when he describes “how angry” the tenants were when they filled the pool with cement (Nguyen 4). They seem to represent how people in the speaker's life were dismissive of his assault and who viewed his tragedy as a nuisance of some sorts. This sentiment is bookended when he says, “They say, give us details , so I give them my body. / They say, give us proof , so I give them my body,” (Nguyen 25-26). The repetition of these two lines reinforces the feeling many feel in these scenarios, as they’re often left to deal with trying to make people believe them, or to even see them.

It’s important to recognize how the structure of this poem gives the speaker space to express the pain he’s had to carry for so long. As a characteristic of free verse, the poem doesn’t follow any structured rhyme scheme or meter; which in turn, allows him to not have any constraints in telling his story the way he wants to. The speaker has the freedom to display his experience in a way that evades predictability and engenders authenticity of a story very personal to him. As readers, we abandon anticipating the next rhyme, and instead focus our attention to the other ways, like his punctuation or word choice, in which he effectively tells his story. The speaker recognizes that some part of him no longer belongs to himself, but by writing “The Study,” he shows other survivors that they’re not alone and encourages hope that eventually, they will be freed from the shackles of sexual violence.

Works Cited

Nguyen, Hieu Minh. “The Study” Poets.Org. Academy of American Poets, Coffee House Press, 2018, https://poets.org/poem/study-0 .

Example 2: Fiction

Todd Goodwin

Professor Stan Matyshak

Advanced Expository Writing

Sept. 17, 20—

Poe’s “Usher”: A Mirror of the Fall of the House of Humanity

Right from the outset of the grim story, “The Fall of the House of Usher,” Edgar Allan Poe enmeshes us in a dark, gloomy, hopeless world, alienating his characters and the reader from any sort of physical or psychological norm where such values as hope and happiness could possibly exist. He fatalistically tells the story of how a man (the narrator) comes from the outside world of hope, religion, and everyday society and tries to bring some kind of redeeming happiness to his boyhood friend, Roderick Usher, who not only has physically and psychologically wasted away but is entrapped in a dilapidated house of ever-looming terror with an emaciated and deranged twin sister. Roderick Usher embodies the wasting away of what once was vibrant and alive, and his house of “insufferable gloom” (273), which contains his morbid sister, seems to mirror or reflect this fear of death and annihilation that he most horribly endures. A close reading of the story reveals that Poe uses mirror images, or reflections, to contribute to the fatalistic theme of “Usher”: each reflection serves to intensify an already prevalent tone of hopelessness, darkness, and fatalism.

It could be argued that the house of Roderick Usher is a “house of mirrors,” whose unpleasant and grim reflections create a dark and hopeless setting. For example, the narrator first approaches “the melancholy house of Usher on a dark and soundless day,” and finds a building which causes him a “sense of insufferable gloom,” which “pervades his spirit and causes an iciness, a sinking, a sickening of the heart, an undiscerned dreariness of thought” (273). The narrator then optimistically states: “I reflected that a mere different arrangement of the scene, of the details of the picture, would be sufficient to modify, or perhaps annihilate its capacity for sorrowful impression” (274). But the narrator then sees the reflection of the house in the tarn and experiences a “shudder even more thrilling than before” (274). Thus the reader begins to realize that the narrator cannot change or stop the impending doom that will befall the house of Usher, and maybe humanity. The story cleverly plays with the word reflection : the narrator sees a physical reflection that leads him to a mental reflection about Usher’s surroundings.

The narrator’s disillusionment by such grim reflection continues in the story. For example, he describes Roderick Usher’s face as distinct with signs of old strength but lost vigor: the remains of what used to be. He describes the house as a once happy and vibrant place, which, like Roderick, lost its vitality. Also, the narrator describes Usher’s hair as growing wild on his rather obtrusive head, which directly mirrors the eerie moss and straw covering the outside of the house. The narrator continually longs to see these bleak reflections as a dream, for he states: “Shaking off from my spirit what must have been a dream, I scanned more narrowly the real aspect of the building” (276). He does not want to face the reality that Usher and his home are doomed to fall, regardless of what he does.

Although there are almost countless examples of these mirror images, two others stand out as important. First, Roderick and his sister, Madeline, are twins. The narrator aptly states just as he and Roderick are entombing Madeline that there is “a striking similitude between brother and sister” (288). Indeed, they are mirror images of each other. Madeline is fading away psychologically and physically, and Roderick is not too far behind! The reflection of “doom” that these two share helps intensify and symbolize the hopelessness of the entire situation; thus, they further develop the fatalistic theme. Second, in the climactic scene where Madeline has been mistakenly entombed alive, there is a pairing of images and sounds as the narrator tries to calm Roderick by reading him a romance story. Events in the story simultaneously unfold with events of the sister escaping her tomb. In the story, the hero breaks out of the coffin. Then, in the story, the dragon’s shriek as he is slain parallels Madeline’s shriek. Finally, the story tells of the clangor of a shield, matched by the sister’s clanging along a metal passageway. As the suspense reaches its climax, Roderick shrieks his last words to his “friend,” the narrator: “Madman! I tell you that she now stands without the door” (296).

Roderick, who slowly falls into insanity, ironically calls the narrator the “Madman.” We are left to reflect on what Poe means by this ironic twist. Poe’s bleak and dark imagery, and his use of mirror reflections, seem only to intensify the hopelessness of “Usher.” We can plausibly conclude that, indeed, the narrator is the “Madman,” for he comes from everyday society, which is a place where hope and faith exist. Poe would probably argue that such a place is opposite to the world of Usher because a world where death is inevitable could not possibly hold such positive values. Therefore, just as Roderick mirrors his sister, the reflection in the tarn mirrors the dilapidation of the house, and the story mirrors the final actions before the death of Usher. “The Fall of the House of Usher” reflects Poe’s view that humanity is hopelessly doomed.

Poe, Edgar Allan. “The Fall of the House of Usher.” 1839. Electronic Text Center, University of Virginia Library . 1995. Web. 1 July 2012. < http://etext.virginia.edu/toc/modeng/public/PoeFall.html >.

Example 3: Poetry

Amy Chisnell

Professor Laura Neary

Writing and Literature

April 17, 20—

Don’t Listen to the Egg!: A Close Reading of Lewis Carroll’s “Jabberwocky”

“You seem very clever at explaining words, Sir,” said Alice. “Would you kindly tell me the meaning of the poem called ‘Jabberwocky’?”

“Let’s hear it,” said Humpty Dumpty. “I can explain all the poems that ever were invented—and a good many that haven’t been invented just yet.” (Carroll 164)

In Lewis Carroll’s Through the Looking-Glass , Humpty Dumpty confidently translates (to a not so confident Alice) the complicated language of the poem “Jabberwocky.” The words of the poem, though nonsense, aptly tell the story of the slaying of the Jabberwock. Upon finding “Jabberwocky” on a table in the looking-glass room, Alice is confused by the strange words. She is quite certain that “ somebody killed something ,” but she does not understand much more than that. When later she encounters Humpty Dumpty, she seizes the opportunity at having the knowledgeable egg interpret—or translate—the poem. Since Humpty Dumpty professes to be able to “make a word work” for him, he is quick to agree. Thus he acts like a New Critic who interprets the poem by performing a close reading of it. Through Humpty’s interpretation of the first stanza, however, we see the poem’s deeper comment concerning the practice of interpreting poetry and literature in general—that strict analytical translation destroys the beauty of a poem. In fact, Humpty Dumpty commits the “heresy of paraphrase,” for he fails to understand that meaning cannot be separated from the form or structure of the literary work.

Of the 71 words found in “Jabberwocky,” 43 have no known meaning. They are simply nonsense. Yet through this nonsensical language, the poem manages not only to tell a story but also gives the reader a sense of setting and characterization. One feels, rather than concretely knows, that the setting is dark, wooded, and frightening. The characters, such as the Jubjub bird, the Bandersnatch, and the doomed Jabberwock, also appear in the reader’s head, even though they will not be found in the local zoo. Even though most of the words are not real, the reader is able to understand what goes on because he or she is given free license to imagine what the words denote and connote. Simply, the poem’s nonsense words are the meaning.

Therefore, when Humpty interprets “Jabberwocky” for Alice, he is not doing her any favors, for he actually misreads the poem. Although the poem in its original is constructed from nonsense words, by the time Humpty is done interpreting it, it truly does not make any sense. The first stanza of the original poem is as follows:

’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe;

All mimsy were the borogroves,

An the mome raths outgrabe. (Carroll 164)

If we replace, however, the nonsense words of “Jabberwocky” with Humpty’s translated words, the effect would be something like this:

’Twas four o’clock in the afternoon, and the lithe and slimy badger-lizard-corkscrew creatures

Did go round and round and make holes in the grass-plot round the sun-dial:

All flimsy and miserable were the shabby-looking birds

with mop feathers,

And the lost green pigs bellowed-sneezed-whistled.

By translating the poem in such a way, Humpty removes the charm or essence—and the beauty, grace, and rhythm—from the poem. The poetry is sacrificed for meaning. Humpty Dumpty commits the heresy of paraphrase. As Cleanth Brooks argues, “The structure of a poem resembles that of a ballet or musical composition. It is a pattern of resolutions and balances and harmonizations” (203). When the poem is left as nonsense, the reader can easily imagine what a “slithy tove” might be, but when Humpty tells us what it is, he takes that imaginative license away from the reader. The beauty (if that is the proper word) of “Jabberwocky” is in not knowing what the words mean, and yet understanding. By translating the poem, Humpty takes that privilege from the reader. In addition, Humpty fails to recognize that meaning cannot be separated from the structure itself: the nonsense poem reflects this literally—it means “nothing” and achieves this meaning by using “nonsense” words.

Furthermore, the nonsense words Carroll chooses to use in “Jabberwocky” have a magical effect upon the reader; the shadowy sound of the words create the atmosphere, which may be described as a trance-like mood. When Alice first reads the poem, she says it seems to fill her head “with ideas.” The strange-sounding words in the original poem do give one ideas. Why is this? Even though the reader has never heard these words before, he or she is instantly aware of the murky, mysterious mood they set. In other words, diction operates not on the denotative level (the dictionary meaning) but on the connotative level (the emotion(s) they evoke). Thus “Jabberwocky” creates a shadowy mood, and the nonsense words are instrumental in creating this mood. Carroll could not have simply used any nonsense words.

For example, let us change the “dark,” “ominous” words of the first stanza to “lighter,” more “comic” words:

’Twas mearly, and the churly pells

Did bimble and ringle in the tink;

All timpy were the brimbledimps,

And the bip plips outlink.

Shifting the sounds of the words from dark to light merely takes a shift in thought. To create a specific mood using nonsense words, one must create new words from old words that convey the desired mood. In “Jabberwocky,” Carroll mixes “slimy,” a grim idea, “lithe,” a pliable image, to get a new adjective: “slithy” (a portmanteau word). In this translation, brighter words were used to get a lighter effect. “Mearly” is a combination of “morning” and “early,” and “ringle” is a blend of “ring” and "dingle.” The point is that “Jabberwocky’s” nonsense words are created specifically to convey this shadowy or mysterious mood and are integral to the “meaning.”

Consequently, Humpty’s rendering of the poem leaves the reader with a completely different feeling than does the original poem, which provided us with a sense of ethereal mystery, of a dark and foreign land with exotic creatures and fantastic settings. The mysteriousness is destroyed by Humpty’s literal paraphrase of the creatures and the setting; by doing so, he has taken the beauty away from the poem in his attempt to understand it. He has committed the heresy of paraphrase: “If we allow ourselves to be misled by it [this heresy], we distort the relation of the poem to its ‘truth’… we split the poem between its ‘form’ and its ‘content’” (Brooks 201). Humpty Dumpty’s ultimate demise might be seen to symbolize the heretical split between form and content: as a literary creation, Humpty Dumpty is an egg, a well-wrought urn of nonsense. His fall from the wall cracks him and separates the contents from the container, and not even all the King’s men can put the scrambled egg back together again!

Through the odd characters of a little girl and a foolish egg, “Jabberwocky” suggests a bit of sage advice about reading poetry, advice that the New Critics built their theories on. The importance lies not solely within strict analytical translation or interpretation, but in the overall effect of the imagery and word choice that evokes a meaning inseparable from those literary devices. As Archibald MacLeish so aptly writes: “A poem should not mean / But be.” Sometimes it takes a little nonsense to show us the sense in something.

Brooks, Cleanth. The Well-Wrought Urn: Studies in the Structure of Poetry . 1942. San Diego: Harcourt Brace, 1956. Print.

Carroll, Lewis. Through the Looking-Glass. Alice in Wonderland . 2nd ed. Ed. Donald J. Gray. New York: Norton, 1992. Print.

MacLeish, Archibald. “Ars Poetica.” The Oxford Book of American Poetry . Ed. David Lehman. Oxford: Oxford UP, 2006. 385–86. Print.

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Webpublished with students' permission ~ Thank you! ~ Cora ~ Short Cuts: Fall 2003 Midterm Examples: Josie Fenner : " The Lord of the Rings " | Tonya Flowers : "Chopin's Artistry in 'The Story of an Hour'" Melanie Price : "Impressions of Ordinary Life" [on Chekhov's "The Lady with the Little Dog"] Arielle Samuel : "Plot and Character in Maupassant's 'The Necklace'" Matthew Welch : "The True Lord of the Rings"

Fall 2002 Midterm Examples: Josh Goodall : "The Mystery of the Mastery" [on Chekhov's "The Lady with the Little Dog"] Christalyn Grantier : "Plot vs. Point of View in Chopin's 'Story of An Hour'" Jennifer Stewart : "Literary Analysis of Maupassant's 'The Necklace'" Ruzha Todorova : "A Cure for Temporary Depression" [on Gilman's "The Yellow Wallpaper"] Sheena Van Landuyt : "Hidden Labyrinth" [on Maupassant's "The Necklace"] Anonymous [CC]: [Untitled Essay on Chekhov's "The Lady with the Little Dog"]

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Josh Goodall ENG 104, Prof. C. Agatucci Midterm Literary Analysis Paper 4 November 2002
The Mystery of the Mastery               Much of life results from choices we make.  How we meet every circumstance, and also how we allow those circumstances to affect us dictates our life.  In Anton Chekhov’s “The Lady With the Little Dog," we are given a chance to take a look inside two characters not unlike ourselves.  As we are given insight into these two people, their character and nature unfolds, presenting us with people we can relate to.  Even if we fail to grasp the fullness of a feeling or circumstance, we are still touched on our own level, evidencing the brilliance of Chekhov’s writing.             In the exposition of the story, Chekhov immediately delves into his character generation, introducing us to both Anna Sergeevna and Dmitri Gurov, the main players in the story.  He also gives us a physical description of Anna, as well as a beginning presentation of Dmitri’s character.  Of Anna, Chekhov writes, “…a young woman, not very tall, blond, in a beret, walking along the embankment; behind her ran a white spitz” (Chekhov 144). Of Dmitri he comments, “Gurov, who had already spent two weeks in Yalta…began to take an interest in new faces”  (Chekhov 144).  Chekhov immediately offers a feel for how each character will shape up to be, and presents a chance for us (the reader) to attach ourselves to these perhaps not-so-unique individuals.  Without further ado, Chekhov expounds on his initial description of Dmitri through the next five paragraphs.  We learn that he is almost forty, has three children and a wife, but that he is not happy at home.  He married early, and is not in love with his wife.  He outwardly proclaims extreme chauvinism towards women, but we learn that “in the company of men he was bored, ill at ease, with them he was taciturn and cold, but when he was among women, he felt himself free and knew what to talk about with them and how to behave; and he was at ease even being silent with them” (Chekhov 144).  Through this description, Dmitri gains a soul and personality.  He becomes a round, developed character with whom we can relate and identify ourselves.  Even if we are not completely like Dmitri, his “normal” character helps us to identify ourselves with him in some way.             Chekhov’s ability to define character and produce an effect in the reader is not limited only to the description and action provided in the story.  He expertly weaves location and setting into the development of theme.  “Setting is essential if the reader is to be given the opportunity to glimpse a truth about the internal life from the characters and the plot” (Charters 1008).  The story begins in Yalta, obviously in warmer weather, which sets a happy tone for the exposition.  However, once the couple meets, the weather begins to change.  “A week had passed since they became acquainted.  It was Sunday.  Inside it was stuffy, but outside the dust flew in whirls, hats blew off”  (Chekhov 146).  Chekhov illustrates how the characters are developing through the change in the weather.  In the beginning, when the relationship is mostly superficial, the sun is shining, and it’s a nice time for a stroll.  However, as the adulterous relationship continues, the weather become tumultuous, foreshadowing the turmoil that will soon begin inside both Anna and Dmitri.  After the lovers commit their adulterous deeds, “when they went out, there was not a soul on the embankment, the town with its cypresses looked completely dead…” (Chekhov 147), indicating the death inside both the lovers.  There is no turning back at this point, and death may loom ahead.  Through the environment the characters live in, we learn what they are going through, and understanding of the characters expand beyond mere words and actions.             The brilliance of Chekhov’s writing cannot be overstated.  In “The Lady with the Little Dog” there is an untypical depth to the relationship between Anna and Dmitri.  While the plot itself may be little more than that of a soap opera, the development and depth to which the characters are taken is far beyond any afternoon television program.  As Richard Ford says, Chekhov “concentrates [his] narrative attentions not on the conventional hot spots – sex, deceit, and what happens at the end – but rather, by its precision, pacing, and decisions about what to tell, it directs our interest toward those flatter terrains of a love affair where we, being conventional souls, might overlook something important”  (871).  Sex, lies, and deceit do take place, but they are all off stage.  Chekhov takes this critical time to develop character, showing us what is going on inside the souls of the adulterers, rather than sensationalizing on the outside events that are all too popular in today’s society (as well as back when the story was written).             Although Chekhov’s story is filled with complex issues of moral struggle and turmoil, it is a story we can all relate to.  Everyone faces difficult decisions in life, and Chekhov brings the inner mayhem to light.  Focus upon people rather than events impacts us in ways we cannot even describe.  We are connected to the people in the story as we identify with the feelings and personalities of these fictional characters.  “Everything that he [Gurov]  found important, interesting, necessary, in which he was sincere and did not deceive himself, which constituted the core of his life, occurred in secret from others” (Chekhov 154).   We are forced to reflect upon circumstances in our own lives, and all of life’s little nuances become significant once we realize that they affect the fiber of our being.  Chekhov attracts “attention to mature feelings, to complicated human dilemmas, any part of which, were we to encounter them in our complex, headlong life with others, might evade even sophisticated notice” (Ford 869).  We become more sensitive to human interaction, and begin to empathize with others, beyond the mere situation, and their deep inner struggles.             Without the brilliant illustration of Chekhov’s characters, we would miss much of the meaning of the story.  “The importance of being honest with your feelings” could be a theme in “The Lady with the Little Dog.”  If Chekhov did not produce such dynamic, realistic characters, we might be insensitive to the true feelings of Anna and Dmitri.  This character development is essential to understanding of the theme.  “And only now, when his head was gray, had he really fallen in love as one ought to – for the first time in his life” (Chekhov 155).  Chekhov tells the reader, “It’s not too late.  ‘Even when [your] head [is] gray’ you can still find true love.”  Once the reader has identified with the character, they begin to take the practice (and success) of the character to bear in their own life.  The theme is fully digested, and creates inspiration in the reader to begin their own quest for truth. Works Cited Charters, Ann, ed.  The Story and Its Writer: An Introduction to Short Fiction .             Compact 6 th ed.  Boston: Bedford-St. Martin’s, 2002. Chekhov, Anton.  “The Lady with the Little Dog.”  Rpt. The Story and Its Writer: An Introduction to Short Fiction.  Ed. Ann Charters.  Compact 6 th ed.  Boston; Bedford/St. Martin’s, 2002.  143-155. Ford, Richard.  “Why We Like Chekhov.”  Rpt.  The Story and Its Writer: An Introduction to Short Fiction .  Ed. Ann Charters.  Compact 6 th ed.  Boston; Bedford/St. Martin’s, 2002.  143-155.

© 2002, Josh Goodall Top of this page

Christalyn Grantier ENG 104, Prof. C. Agatucci Midterm Literary Analysis Paper 4 November 2002

Plot vs. Point of View in Chopin's "Story of An Hour"

            Kate Chopin’s “Story of an Hour” tells the tale of an evolution of a character in a single hour.  Chopin accomplishes this by using a specific point of view and unique plot to carry out her vision. These elements work together to create a theme that has the greatest impact on the reader.              Ann Charters defines “point of view” as “the author’s choice of narrator for the story”(1009).   “The Story of an Hour” is told from the viewpoint of a third-person narrator.  This speaker is a “non-participant in the story” (Charters 1009).  Never does the narrator include herself in the plot of “Hour.”  Specifically, this speaker has only “limited omniscience” as she relates the story.  According to Charters, a speaker with limited omniscience is able to know what is going on in the mind of a single character, but not have a full understanding of, or chooses not to reveal to the readers, the minds of all the characters (Charters 1009).  For example, the emotions and thoughts of Mrs. Mallard are fully described within the story.  We see her grief, but also the thoughts of freedom that begin to come to her mind (Chopin 157-8).  Because the narrator does not show all the aspects of the story, it allows the fact of her husband being alive to be a surprise (Chopin 158).  The narrator, because he or she is not a member of the story, may be able to be trusted more by the reader than a person involved directly in the story (Charters 1010).  The narrator is considered more “objective” (Agatucci 4).             The author, Kate Chopin, was a great admirer of Guy de Maupassant, a writer of the realist genre (Agatucci 4).  Maupassant stated that “The writer’s goal is to reproduce this illusion of life faithfully…” (Maupassant 898).  Chopin used a point of view in “Story of an Hour” very similar to that of Maupassant when he wrote “The Necklace.”  The author’s factual account allows a reader to experience this “illusion of life”.  According to Maupassant, a writer should find a new way of looking at a situation (Charters 523).  Chopin, in attempting to imitate the genre embraced by this author, looked at a situation of the death of a husband in a unique way.  She accomplished this by presenting the true feelings of a widow and contrasting those feelings with society’s beliefs.  Working in the realistic genre, Chopin presented a more “disillusioned” view of life (Agatucci 4).  Chopin did not portray the accepted norms of society.  She did not state that the wife could not go on without her husband.  By contrast, she viewed her story with a new concept, that of a wife feeling empowered to go on living because her husband was no longer alive.             The thoughts and actions of these characters can be seen in the development of the plot.  Point of view is how a reader is able to look into a story; the plot is the arrangement of the incidents themselves (Charter 1003, 1009).  Charters defines plot as “the sequence of events in a story and their relation to one another as they develop and usually resolve a conflict”(1003).  The sequences within this story are quite short because this story occurs in the course of a single hour.  The conflict present in this story is all within the protagonist, “the main character of [the] narrative” (Charters 1051).  Without the view which allows the reader to see inside the mind of Mrs. Mallard, the reader would not be aware of the true conflict. Without this insight, a reader might assume, like Mrs. Mallard’s sister, that the conflict of the wife was the grief associated with her husband’s death (Chopin 158).  The point of view allows the reader to see the true conflict within the plot and to sense the freedom that is eventually embraced by the protagonist (Chopin 158).             The life of the author seems to have an impact on the plot.  Kate Chopin had a very similar experience as Mrs. Mallard in the tragic death of her father.  Chopin’s father perished when she was young in a train accident (Chopin 157; and “Katherine Chopin”).  Also, she did not begin writing until after her mother and husband had both passed away (“Katherine Chopin”).  She herself stated that “If it were possible for my husband and my mother to come back to earth, I feel that I would unhesitatingly give up every thing that has come into my life since they left it and join my existence again with theirs. To do that, I would have to forget the past ten years of my growth -- my real growth” (O'Brien).  This suggests Chopin sympathized with Mrs. Mallard, who had found new freedom in the death of a loved one (Chopin 158).  Kate Chopin had a bicultural background.  According to Contemporary Authors , this author’s great-grandmother related stories of her ancestors, including those about “notorious infidels” (“Katherine Chopin”).  This may have given Chopin confidence to explore topics not generally discussed by the society of her day.             The plot itself has some very distinct characteristics that are of the literary realism genre.  First, it is believable.  Most people believe that heart disease and train accidents do exist (Chopin 157).  Authors writing within this style often chose to look at the nature of human beings (Agatucci 3).  The entire plot of “Story of An Hour” is that of describing the nature of the characters.  The plot begins by depicting the reaction of Mrs. Mallard’s sister and Mr. Mallard’s friend (Chopin 157).  The evolution of the emotional nature of Mrs. Mallard is described as she sits alone (Chopin157-158).  Finally, we see the nature of society at that time, totally ignorant of the true feelings felt by the wife about her husband.  Agatucci describes this impact on characters such as Mrs. Mallard as “ordinary people of contemporary times live it in society, caught up by social…forces” (3). The social forces of this time included, what could be referred to as society’s “repression” of women.    Seyersted describes this time period as a society in which “a society where man makes the rules, woman is often kept in a state of tutelage and regarded as property or as a servant”.  Seyersted quotes Chopin herself in saying, “As Mme. de Stael's Corinne is told: Whatever extraordinary gifts she may have, her duty and ‘her proper destiny is to devote herself to her husband and to the raising of her children’.”  This type of society had a great impact on the plot of this story.  The reader can better understand the situation of Mrs. Mallard.  Her destiny was that of devoting herself to her husband.  Even though she loved him and would weep upon seeing him dead, she welcomed the “procession of years that would belong to her absolutely” (Chopin 158).  Maureen Anderson refers to Chopin as having an “authorial skill through which she elegantly addresses society's flaws” present in all her works.             In conclusion, both the point of view and the plot of “Story of an Hour” work to create the theme of this story.  Theme is “a generalization about the meaning of a story” (Charters 1013).  The theme of Chopin’s story is how ignorant society was at that time of the true feelings experienced by repressed women.  First, the point of view allows us to see the inner emotions expressed by Mrs. Mallard.  Without a speaker with limited omniscience, a reader would never realize what was truly being felt by the protagonist, and the theme would be lost.  Because the narrator is outside the story and could be considered more objective, the reader is more likely to believe that these feelings experienced by Mrs. Mallard are true.  If Mrs. Mallard or the sister had told the story, readers would have gotten two different, biased accounts.  The point of view allows a reader to feel that this really could have happened, an “illusion of life”, thereby making the theme more powerful.  The plot allows Mrs. Mallard to explore her feelings of repression and finally accept the fact that she can rejoice in the freedom of being a widow (Chopin 158).  The surprise ending, the return of Mr. Mallard and the death of Mrs. Mallard, gives the reader a chance to understand the ironic beliefs of society (Chopin 158).  The irony can be seen in the totally contradictory feelings of the protagonist and society.  Mrs. Mallard, upon seeing her husband alive, was suddenly thrown back into a situation in which she had “thought with a shudder that life might be long” (Chopin 158).  It was this great shock and grief that led to her death, not the “joy that kills” (Chopin 158).

Works Cited

Agatucci, Cora.  (Professor of English, Humanities Dept., Central Oregon Community College).  “Emergence of the Short Story: Literary Romanticism and Realism- Poe and Maupassant; Myth Lit. Theory”.  In-Class Presentation, English 104: Introduction to Literature-Fiction, Central Oregon Community College [Bend, OR].  Fall 2002.  Handout. Anderson, Maureen. “Unraveling the Southern Pastoral Tradition: A New Look at Kate Chopin's At Fault .” Southern Literary Journal 34.1: 1-14. Rpt. Ebsco Host Academic Search Elite , 2001; Article No. 6124416. Charters, Ann. “Appendix 3: The Elements of Fiction.” The Story and Its Writer: An Introduction to Short Fiction .  Compact 6 th Edition.  Boston: Bedford/St. Martin’s, 2003.  1003-1015. Chopin, Kate. “The Story of an Hour”. [First published 1894.]  Rpt. The Story and Its Writer: An Introduction to Short Fiction .  Ed. Ann Charters.  Compact 6 th Edition.  Boston: Bedford/St. Martin’s, 2003. 157-158. “Katherine Chopin, 1851-1904.”  [New Entry: 28 Apr. 1998.] Contemporary Authors Online . The Gale Group, 2000.  Rpt. Gale Literature Resource Center [Online Subscription Database].  The Gale Group, 2002. Maupassant, Guy de.  “The Writer’s Goal”.  [First published 1888.]  Rpt. The Story and Its Writer: An Introduction to Short Fiction .  Ed. Ann Charters.  Compact 6 th Edition.  Boston: Bedford/St. Martin’s, 2003.  896-898. O'Brien, Sharon. “Bored Wives and Jubilant Widows”. The New York Times 30 Dec. 1990, late. ed., sec. 7: 10. Rpt. Lexis-Nexis . 28 Oct. 2002. Seyersted, Per.  [Excerpt from] Kate Chopin: A Critical Biography .  Louisiana State University Press, 1969.  246.  Rpt. World Literature Criticism Supplement , Vol.1. Gale Literature Resource Center [Online Subscription Database].  The Gale Group, 2002.

© 2002, Christalyn Grantier Top of this page

Jennifer Stewart ENG 104, Prof. C. Agatucci Revised Midterm Literary Analysis Paper 25 November 2002   Literary Analysis of Maupassant's "The Necklace"             One of Guy De Maupassant's literary influences was Gustave Flaubert, who taught him to write. Flaubert's teaching principles suggested that the "writer must look at everything to find some aspect of it that no one has yet seen or expressed," thus providing the reader a new or different view of life (Charters, "Maupassant" header 523). Maupassant succeeded in being a writer "who had entered into himself and looked out upon life through his own being and with his own eyes," according to Kate Chopin (861). He wrote "realistic fiction" and greatly influences writers still (Charters, "Brief History" 998). "The Necklace" was written in the 19 th century Literary Realism period. The story focuses on "everyday events, lives, [and the] relationships of middle/lower class," and it provides a glimpse of normal people and how they are influenced by "social and economic forces" (Agatucci 4). The meaning of " The Necklace " is developed through the depiction of the characters and the plot of the story. Maupassant stated that the story is not only a form of entertainment but a tool "to make us think and to make us understand the deep and hidden meaning of events" ("Writer's" 896). I found that the theme of "The Necklace" exhibits the importance of honesty and being happy with who you are. It shows that things are not always what they seem, material things do not define the person and that money cannot solve all problems and may in fact create them. Donald Adamson describes the main character, Mathilde, as a "poor but an honest woman," I disagree with his opinion. Mathilde's dishonesty changes her life and forces her to know "the horrible existence of the needy" (Maupassant 528). "The Necklace" is a story about Mathilde, a miserable and selfish wife of a "little clerk" who suffers "from the poverty of her dwelling," and dreams of a rich and elegant lifestyle where she is beautiful and "envied" (Maupassant, "Necklace", 524). This conflict within Mathilde drives her throughout the story. Her dedicated husband, M. Loisel, is content with their life and wishes to make her happy despite everything he must endure. After obtaining an invitation to a ball that was an "awful trouble to get," he eagerly takes it home to his wife who is ungrateful because she does not feel that she has anything suitable to wear (525). After having a new dress made, Mathilde can't imagine going to the ball without "a single jewel" so she borrows a beautiful necklace from her friend Mme. Forestier (526). The day of the ball proved to be everything Mathilde imagined, but it all ends when she loses the necklace. Although M. Loisel and Mathilde find a replacement necklace, they spend "ten years in grinding poverty until they finally paid off their debt," only to discover that the necklace was not a diamond necklace but just "mere costume jewellery" (Adamson). Charters defines plot as the "sequence of events in a story and their relation to one another as they develop and usually resolve a conflict" ("Elements" 1003). In the exposition of "The Necklace," Maupassant provides a detailed "character portrait" of Mathilde and offers some important details about M. Loisel (Adamson). It is obvious that conflict exists inside of Mathilde. She feels she is too good for the life she leads.  She is unhappy with who she is and dreams of being someone else. On the contrary, M. Loisel is happy and satisfied to come home to his wife who prepares him an "economical but tasty meal" (Smith). Mathilde is very materialistic and believes that riches would end her suffering, she won't even visit a rich friend and "former classmate at the convent" because she is so jealous and envious. The rising action of the plot begins when M. Loisel presents the invitation to Mathilde. This presentation only aggravates the conflict that exists within Mathilde and she cannot imagine going to the ball in any of her old dresses. Mathilde sheds two pitiful tears and M. Loisel "quickly decides to sacrifice his savings" so that she may purchase a new dress (Smith). Mathilde is not satisfied with just a new dress! She believes it would be a disgrace to show up at the ball without jewelry. She must not "look poor among other women who are rich" (Maupassant 526). So she borrows a "superb necklace of diamonds" from Mme. Forestier (526). In this passage Maupassant convinces the reader that the necklace is real diamonds; "he misleads the reader into believing that the necklace really is valuable" (Adamson). This creates more excitement for the climax of the story when Mathilde loses the necklace on her way home from the ball. M. Loisel responds by going to search for the necklace to no avail. He does not find the necklace and instructs Mathilde to lie to Mme. Forestier and tell her that she has broken the necklace and will need time to have it repaired. If Mathilde would have chosen to be honest at this point, Mme. Forestier would have told her that the necklace was only "paste…worth at most five hundred francs" (530).  Instead they find a suitable replacement necklace that costs thirty-six thousand francs. After one week M. Loisel "had aged five years," and was forced to use his inheritance and borrow money "risking his signature without even knowing if he could meet it" to buy the replacement necklace (Maupassant, "Necklace" 528). Upon returning the necklace to her friend, Mathilde discovered the "horrible existence of the needy" (528). They "dismissed their servant" and gave up their flat. Mathilde became a "woman of impoverished households - strong and hard and rough" (529). She was forced to haggle and defend their "miserable money" (529). It took them ten years to pay off all of their debts. Mathilde was no longer pretty and charming, she now had "frowsy hair… and red hands" (529). These trials and tribulations represent the falling action of the story, where the conflict is moving toward a resolution (Charters, "Elements" 1005). Guy De Maupassant's narrator and Donald Adamson use the term hero when describing Mme. Loisel, but I do not feel that her actions were heroic. She was just fulfilling the duties that were always expected of her, but that she felt she was too good for. I do not believe that dishonesty is a trait of a hero. Perhaps if Mathilde would have been honest with Mme. Forestier from the beginning about losing the necklace, she would have explained that it was not real diamonds and they could have avoided all of the hardships they endured. Some may argue that Mathilde was heroic because she took responsibility for her mistake, gave up her lifestyle and worked to repay the debt. It was admirable that she did not expect her husband to bear the burden alone. The conclusion of "The Necklace" undoubtedly contains an element of surprise. Mathilde discovers that the necklace was not made of diamonds, but imitation gems. This devastating discovery leaves many unanswered questions.      Maupassant's narrator uses limited omniscient narration by describing Mathilde with her thoughts. She is a round character capable of choosing alternative responses to the situations presented to her (Charters, "Elements" 1007). I believe Mathilde is both a dynamic and a static character. She is dynamic because she does undergo a significant change and takes on the duties of a poverty stricken housewife. Yet she remains static in that she is still not content with her life and dreams of that "gay evening long ago, of that ball where she had been so beautiful" (Maupassant, "Necklace" 529).  Her husband M. Loisel is also a round character, the "play and pull of his actions and responses to situations" could be observed throughout the story (Charters, "Elements" 1007). When Mathilde is unhappy with the invitation to the ball he offers to buy her a new dress. When she wants jewelry he recommends borrowing from Mme. Forestier and when she loses the necklace he collects the money to replace it. Although M. Loisel does experience some change, he is a static character. I believe he is content and happy with his life throughout the story. He continues to work hard and stays dedicated to Mathilde. The themes of "The Necklace" are evident throughout the plot of the story. If only Mathilde would have been honest with Mme. Forestier and happy with who she was, she could have prevented the whole ordeal. Her misfortune proves to the reader that honesty is the best choice. Maupassant warns the reader of the afflictions that vanity may cause. There was no need for Mathilde to wear a diamond necklace; she was too concerned about what others would think of her. The fake diamond necklace proves that things are not always what they seem, although Mme. Forestier appeared to be rich, she chose or may have only been able to afford costume jewelry. I believe "The Necklace" serves as a reminder of the importance of being happy and proud of who we are regardless of the amount of material things or money that we possess. Works Cited Adamson, Donald. ""The Necklace': Overview." Reference Guide to World Literature . 2 nd ed. Ed. Lesley Henderson. St. James Press, 1995. Rpt. Gale Literature Resource Center [Outline Subscription Database]. The Gale Group, 2002. Agatucci, Cora (Professor of English, Humanities Dept., Central Oregon Community College). "Emergence of the Short Story: Literary Romanticism and Realism - Poe and Maupassant; Myth Lit. Theory." Week #4 Presentation/Handout Outline. Charters, Ann. "Appendix 2: A Brief History of the Short Story." The Story and Its Writer: An Introduction to Short Fiction . Compact 6 th ed. Boston: Bedford-St. Martin's, 2003. 995-1002. Charters, Ann. "Appendix 3: The Elements of Fiction." The Story and Its Writer: An Introduction to Short Fiction . Compact 6 th ed. Boston: Bedford-St. Martin's, 2003. 1003-1015. Charters, Ann. "Guy De Maupassant" [header note]. The Story and Its Writer: An Introduction to Short Fiction . Compact 6 th ed. Boston: Bedford-St. Martin's, 2003. 523. Charters, Ann. The Story and Its Writer: An Introduction to Short Fiction . Compact 6 th ed. Boston: Bedford-St. Martin's, 2003. Chopin, Kate. "How I stumbled upon Maupassant." [First published 1896] Rpt. The Story and Its Writer: An Introduction to Short Fiction. Ed. Ann Charters. Compact Sixth ed. Boston: Bedford/St. Martin's, 2003. Maupassant, Guy De. "The Necklace." [First published 1884.] Rpt. The Story and Its Writer: An Introduction to Short Fiction. Ed. Ann Charters. Compact Sixth ed. Boston: Bedford/St. Martin's, 2003. 524-530. Maupassant, Guy De. "The Writer's Goal." [First published 1888.] Rpt. The Story and Its Writer: An Introduction to Short Fiction. Ed. Ann Charters. Compact Sixth ed. Boston: Bedford/St. Martin's, 2003. 896-898. Smith, Christopher. "The Necklace': Overview." Reference Guide to Short Fiction . Ed. Noelle Watson, St. James Press, 1994. Rpt. Gale Literature Resource Center [Online Subscription Database.] The Gale Group, 2002.

© 2002, Jennifer Stewart Top of this page

Ruzha Todorova ENG 104, Prof. C. Agatucci Literary Analysis Paper 4 November 2002 A Cure for Temporary Depression The Yellow Wallpaper , written by Charlotte Perkins Gilman, is a story of a young depressed woman, traveling to the country with her husband, so that she can be away from writing, which seems to have a bad impact on her psychological condition. Sandra Gilbert and Susan Gubar call it ”a striking story of female confinement and escape, a paradigmatic tale which (like Jane Eyre) seems to tell the story that all literary women would tell if they could speak their ‘speechless woe’” (874). In this story theme and point of view interlace and work together to create an intense description of an almost prison-like prescription for overcoming depression. She struggles with male oppression, because she is told by her husband and her brother many things about her own health that she disagrees with. She strives for independence, and she wants to break free from the bondages of that oppression. The story is written from the character’s point of view in a form resembling journal entries, which describe her stay in the house. The house itself is an old mansion, and the yellow wallpaper in the character’s bedroom seems to be really disturbing. She believes that there is a woman locked behind bars living in the pattern of that wallpaper. She spends a lot of time trying to figure it out, and in the end she completely breaks away even from her own mind.            Ann Charters defines theme as the “generalization about the meaning of a story” (1013). The theme in The Yellow Wallpaper describes the struggle of women to live in a male-dominated society. Gilman portrays the man as insensitive and lacking in emotional support. From the beginning of the story forward the narrator speaks of how her husband and other men in her life direct her so that she will recover quickly. The narrator shows that even though she is convinced that she knows what to do about her depression, she is still influenced by her husband with the following passage: "I sometimes fancy that in my condition if I had less opposition and more society and stimulus – but John says the very worst thing I can do is to think about my condition, and I confess it always makes me feel bad" (306). Her husband seems to be the one who can change her thoughts because he is a man or because he is her husband. Nonetheless, she is still being suppressed by a member of the opposite sex. Many times the narrator also speaks in a way that suggests that because a man speaks she has no means by which to disagree with him because she is a woman. A perfect example of this is presented in the beginning passages of the story, where the narrator states, "Personally, I disagree with their ideas. Personally, I believe that congenial work, with excitement and change, would do me good. But what is one to do?" (306). This last sentence "But what is one to do?" exemplifies wonderfully her oppressed female stature in the society of her life. She states right from the beginning that "John is a physician, and perhaps - (I would not say it to a living soul, of course, but this is dead paper and a great relief to my mind) - perhaps that is the one reason I do not get well faster" (306). She obviously loves her husband and trusts him but has some underlying feeling that maybe his prescription of total bed rest is not working for her. In the second passage the narrator becomes comfortable with the room, now she likes the room enough and is curious enough to open up to her husband and tell him what she thinks she has been seeing. John becomes terrified of these ideas she has in her head and what she might believe to be real and not real. He begins to plead with her and tries to convince her that she must control all of her ambitions and act sanely. Later John is trying to manipulate the narrator with guilt. He is implying that she must think of herself as getting better, mind and body, for the sake of other people, rather than herself. The narrator is, however, doubting that she will ever recover mentally. Although John says her appearance has improved, she believes that she is not physically better. The final passages of the story, at last, successfully manifest a display of power and possible regain of self-governance through the narrator's finally standing up to her husband by locking him out of the room in which he has imprisoned her supposedly for her benefit. Whereupon, for the first time in the story, he must listen to her entreaties to discover where the key is hidden (317).           According to Charters, point of view is “the author’s choice of a narrator for the story” (1009). In this story the narrator is a first person narrator. We can easily see what is going on the head of the main character. We can feel sorry for her because she is a victim of male oppression. However, we are presented with a biased story. We can only see the events that take place from her point of view, which turns out to be quite distorted.  She stares at this wallpaper for hours on end and thinks she sees a woman behind the paper. "I didn't realize for a long time what the thing was that showed behind, that dim sub-pattern, but now I am quite sure it is a woman" (313). She becomes obsessed with discovering what is behind that pattern and what it is doing. "I don't want to leave now until I have found it out" (314). Once the narrator determines that the image is in fact a woman struggling to become free, she somehow aligns herself with the woman. We don’t see that until she mentions that she often sees the woman creeping outside: "I see her in that long shaded lane, creeping up and down. I see her in those dark grape arbors, creeping all around the garden.... I don't blame her a bit. It must be very humiliating to be caught creeping by daylight! I always lock the door when I creep by daylight. I can't do it at night, for I know John would suspect something at once" (315). This shows the narrator seeing herself in the woman and when she sees the woman creeping outside, she sees herself. When she creeps outside she locks the door. She is afraid her husband will take away the only comfort she has. She continues to pursue this obsessive idea that she has to get the woman out. The narrator wants the woman to be free of the paper but does not want to let her go, because the woman is what keeps her focused and sane: "I don't want to go out, and I don't want to have anybody come in, till John comes. I want to astonish him. I've got a rope up here that even Jennie did not find. If that woman does get out, and tries to get away, I can tie her!" (317). She peels all the wallpaper that she can reach. She wants to help the woman get out, and she becomes quite extreme: "I am getting angry enough to do something desperate. To jump out of the window would be admirable exercise, but the bars are too strong even to try. Besides I wouldn't do it. Of course not. I know well enough that a step like that is improper and might be misconstrued" (317). She goes on to say, "I don't like to look out of the windows even--there are so many those creeping women, and they creep so fast. I wonder if they all come out of that wallpaper as I did?” (317). It seems she has released the woman and it is indeed herself. As if she enjoys being out and doing as she likes but at night her husband will be around and she mustn't creep around her husband. He might find her mad. But at last she finds the courage to confront her oppressor and stand up for herself. "'What is the matter?' he cried. 'For God's sake, what are you doing!' I kept on creeping just the same, but I looked at him over my shoulder. 'I've got out at last,' said I, 'in spite of you and Jane. And I've pulled off most of the paper, so you can't put me back!'” (318). Jane is undoubtedly the narrator herself. She is the result of a distorted mind trying to free herself from the male oppression. From the narrator’s point of view we had this fact hidden throughout the story. However, as soon as her mind has freed itself, she had freed herself both from her husband and from her own identity.           In order to read and understand this story, we must consider many things. First the time frame in which the story was written, and that society's attitude of the story content at that time. Written in 1892, a woman suffering from depression was not clearly understood and was treated with isolation. This would clearly drive any person mad. The narrator made attempts to bring to her husband's attention what she felt was a better way of making her better but he refused to listen and ignored her wishes to involve herself in more activity. This was the experience of Gilman herself. She shares that she wrote The Yellow Wallpaper   “to save people from being crazy” (879).
Charters, Ann. “The Elements of Fiction”. The Story and Its Writer: An Introduction to Short Fiction . Compact 6 th ed.  Boston: Bedford/St. Martin’s, 2003.  1003 – 1015. Gilbert, Sandra m., and Gubar, Susan. “A Feminist Reading of Gilman’s ‘The Yellow Wallpaper’.” [First published 1979.] Rpt. The Story and Its Writer: An Introduction to Short Fiction . Ed. Ann Charters. Compact 6 th ed.  Boston: Bedford/St. Martin’s, 2003. 873 – 875. Gilman, Charlotte Perkins. “The Yellow Wallpaper.” [First published 1892.] Rpt. The Story and Its Writer: An Introduction to Short Fiction . Ed. Ann Charters. Compact 6 th ed.  Boston: Bedford/St. Martin’s, 2003. 306 – 318. Gilman, Charlotte Perkins. “Why I Wrote ‘The Yellow Wallpaper’.” [First published 1913.] Rpt. The Story and Its Writer: An Introduction to Short Fiction . Ed. Ann Charters. Compact 6 th ed.  Boston: Bedford/St. Martin’s, 2003. 878 – 879.

© 2002, Ruzha Todorova

Sheena Van Landuyt ENG 104, Prof. C. Agatucci Literary Analysis Paper 27 November 2002 HIDDEN LABYRINTH               To complete a puzzle properly each and every piece must be accounted for; otherwise the final product is never comprehensive.  A puzzle with missing pieces is very much like a story with missing elements.  Every element plays an important role in the meaning and the integrity of the story.  Clearly, with a puzzle there are pieces that are more consequential if missing than others.  Just like a puzzle there are significant elements in a story that make a big difference.  If such elements are removed some of the realistic aspects a story needs for readers to be able to relate are missing as well.  Although there are many elements that go into a story there are two that are profoundly important to have in a story.  These two elements are recognized as the plot and characters.             A plot can be described as the “sequence of events in a story and there relation to one another as they develop and usually resolve a conflict” (Charters, “Elements” 1003).  It is usually desirable for the author to present the plot in the beginning of the story, laid out so readers can easily follow the events and their significance (Charters, “Elements” 1003).  The conflict within the story is profoundly important to how the plot is going to be laid out since the plot itself is usually impacted by the conflict throughout the story.  This point can be seen in Maupassant’s “The Necklace” extremely well.  In the beginning of the story “The Necklace” Maupassant lays out the foundation of the conflict for his readers.  Mme. Loisel is a pretty woman who longs for something more than she has and she pays for this throughout the story ( Maupassant 524).  This internal conflict expands throughout the entire story.  Mme. Loisel wants to be richer but she is married to a clerk and is far from rich (Maupassant 524).  This first conflict illustrated by Maupassant drives the story very well.  The second conflict presented in “The Necklace” was when the dinner invitation came.  This conflict seems to be more external, because it is not a conflict Mme. Loisel has been struggling with internally for years.  However, when the dinner invitation is presented another conflict is introduced.  Mme. Loisel wants to attend this elaborate dinner, but not unless she can be in the most magnificent clothing and jewelry (Maupassant 525).  This point is well illustrated when Mme. Loisel states, “there is nothing more humiliating than to look poor among other women who are rich” (Maupassant 526).  Continuously after these two conflicts are introduced, she is introduced to more that get her into trouble.  Thus the conflict within the story is driving the plot and consistently reappearing (Charters, “Elements” 1003).              Within the plot there are components that are critically important when exploring a story.  These components consist of exposition, rising action, climax, falling action and conclusion (Charters, “Elements” 1004-1005).  Exposition includes the “introduction of characters, scene, time, and situation (Charters, “Elements” 1004).  In “The Necklace” the exposition seemed to be in the beginning when the introduction of Mme. Loisel is taking place.  At this point the author gives only a brief background of the past and present dimensions of her life (Maupassant 524).  The rising action of a story is generally “the dramatization of events that complicate the situation and gradually intensify the conflict” (Charters, “Elements” 1005).  In “The Necklace” this point would be when the couple is invited to the dinner party the reader can not tell at this point that the invitation is significant but it is (Maupassant 525).  The climax can basically be described as the “turning point” in the story (Charters, “Elements” 1005).  The climax is this particular story would surely be when Mme. Loisel discovers her necklace as missing (Maupassant 527).  The falling action moves the conflict towards a solution (Charters, “Elements” 1005).  In Mme. Loisel’s case this would be when she sees her friend Mme. Forestier on the street and confronts her.  Once the conclusion sets in and ties together all the loose strings, the reader get the surprise that the necklace was fake the entire time (Maupassant 530).  As one can see the plot plays a huge role in the development of a short story.             Another important aspect of developing a short story is the character developed in the context of the story.  It is important that characters be realistic in any story.  Writers can accomplish the task of reality by making the characters either dynamic or static (Charters, “Elements” 1007).  A static character is one that does not change throughout the story, while a dynamic character changes.  Mme. Loisel is both a static and dynamic character.  Mme. Loisel changes when the necklace disappears making her dynamic.  This is true in the beginning she is from lower middle class where she has a comfortable home and servants (Maupassant 524).  However, when the necklace disappears and must be replaced, she is forced to release her servants and change her lodging in order to pay off her debts.  This change in Mme. Loisel is permanent thus making her a dynamic character (Maupassant 528).             It is also easy for one to see Mme. Loisel as a static character also.  This is due to the fact that Mme. Loisel never really changes in some aspects.  Throughout the entire story she is envious of other people.  One can see this at the beginning of the story with the introduction of the invitation.   At this point Mme. Loisel insists on an expensive dress and necklace (Maupassant 525-526).  It can also be seen at the end of the story when Mme. Loisel sees her friend Jeanne again for the first time in awhile and is still envious of her wealth and beauty.  This aspect of Mme. Loisel’s character also makes her static (Maupassant 529-530).  One can see how the plot and characters’ play an important role together in shaping the story and laying it out for the reader to understand.  The plot helps to set the conflict, which in turn drives the plot as well as characters actions and motives.             As an author, having the ability to integrate such important elements of a story successfully can be very difficult.  Guy De Maupassant was not a naturally gifted writer, which makes the morals and outline of his stories even more believable (Charters, “Guy De” 523).  Maupassant had difficulties in school while he was younger, which may explain why he joined the army during the 1870-71 Franco-Prussian War (Charters, “Guy De” 523).  Maupassant was later taught how to write by a relative of the name Gustave Flaubert.  Maupassant recalled writing, “verses, short stories, longer stories, even a wretched play. Nothing survived.  The master read everything” (Charters, “Guy De” 523).  It seemed that Maupassant was not a natural talent when it came to writing, which makes his writing meaningful because he must have struggled to write well and overcame the challenge.  Flaubert instructed Maupassant that “talent is nothing other than a long patience. Work” (Charters, “Guy De” 523).  This may be an important aspect of Maupassant’s life to examine.  Maupassant writings seem to be packed with morals and hidden messages possibly due to lessons installed by Flaubert.              Another important lesson Flaubert tried to install in his pupil was to look at everything within the context of any literary work and discover the one component that every other reader has missed.  Flaubert explained the fact that every piece has some hidden labyrinth or message unexplored (Charters, “Guy De” 523).  The lessons installed in Maupassant by Flaubert may be a large factor in the way he wrote.  Since Flaubert focused so much on details and hidden unexplored messages, it is easy to see why there are so many subtle clues in “The Necklace” that readers can discover and interpret as they wish.              Another important influence on Maupassant’s writing may simply be the era he was living in while he composed his stories.  Ann Charters explains that “Maupassant’s plots are tightly organized and usually conclude with a decisive action” (Charters, “Brief History” 998).  Maupassant plays close attention to physical and mental details.  As a writer he favors a surprise ending, as one can tell by the ending of “The Necklace” (Charters, Brief History 998).  Maupassant’s literary era could be classified primarily as 19 th Century Literary Realism (Agatucci 3).  This period of literature involved real people with everyday events in which ordinary people could relate.  Also this period places a large importance on classes and relationships between upper and lower classes, which is what Maupassant does extremely well (Agatucci 3). Maupassant is an exceptional writer and as explained in her essay “How I Stumbled upon Maupassant,” Kate Chopin explains how readers may not realize just how wonderful he is until they truly understand him.  Kate Chopin explains her findings of Maupassant’s writing as somewhat of an inspiration.  Chopin believes that his writings do not speak to everyone as a group but to each reader individually, by what the reader sees and hears within the pages (Chopin 861).  Chopin describes Maupassant “as a man who escaped from tradition and authority, who had entered into himself and look out upon life through his own being” (Chopin 861).              It is almost as if Chopin found herself as a writer when she began to study Maupassant’s work.  Also she sees him as secretly telling hints of his stories within the pages.  Maupassant does not just come out and explain the important hidden messages within his stories; he expresses them through the feelings each reader experiences while reading his literature (Chopin 861).             It takes many special components to write a story.  Maupassant had the opportunity to show his readers the elegance of his writing.  Maupassant had a gift at combining elements of fiction like characters and plot.  Through the combination of his history, era and hard work he developed stories literature readers could enjoy and relate to for generations.

Works Cited to come . . .

© 2002, Sheena Van Landuyt

Anonymous #1 ENG 104, Prof. C. Agatucci Literary Analysis Paper 27 November 2002 [Untitled: On Chekhov's "The Lady with the Little Dog"] Anton Chekov is said to “ [to be] extremely modest about his extraordinary ability to empathize with the characters” that he wrote about in his stories (Charters, 134).  He was careful not stereotype any of the characters he portrayed nor did he over dramatize the story’s plot. The characters emotions and reactions to those emotions were the vehicle for the stories plot.  Chekov’s only desired to write about real people with real feelings which allowed his writings such as “The Lady with the Little Dog”, the seriousness and sympathy it deserves. Chekov emphasized on the man and the woman always being “ the two pole [of every story] (p. 949). Just as there are pulls toward poles of the earth so are the pulls on the characters in his stories; these pulls being forces of life and life circumstance. “The Lady with the Little Dog” demonstrates how reality forces undesired role play between a man and woman in love which is one of the definitive of literary realism established by Professor Agatucci; “[The Lady with the Little Dog] is an example of “A slice of life” such as ordinary people of contemporary times live in society caught up by social forces” (p. 3).  The story’s main characters, Anna and Dimitri, their desire to be together are conflicted with the duties they have in common which are husband and wife to two different people. However, the love that Dimitri and Anna share represents the struggle of duties just as the desire for most people in society to want to break from reality.              Dimitri, unlike Anna, was not upset or regretful of their love affair because “he had begun to be unfaithful to [his wife] long ago, was unfaithful often, and, probably for that reason, almost always spoke ill of women, and when they were discussed in his presence, he would say of them: ‘An inferior race!’”(p.144). Dimitri was introduced in the story as taking on an egotistical and selfish role knowing very well that not only was he beyond so many years to Anna but also, “in his tone and caresses, there has been a slight shade of mockery, the somewhat coarse arrogance of a happy man”  (p. 149).  He seemed to have had his way with Anna and did not want to fall short of this good thing.  In contrast, Anna responded in way that she was new to being unfaithful to her husband and maybe even realized that she was not Dimitri’s first mistress. She admits, “ I love an honest man, pure life, sin is vile to me, I myself don’t know what I’m doing”(p. 147).  Anna knew right from the first day she met Dimitri that she loved him but those feelings over powered her judgment and duty to her husband.  She could only try to justify that this was not real love that they shared but a scandalous and un-righteous thing to be apart of.             Anna and Dimitri are considered to be dynamic characters because not only to do they change the way they feel about each other but they also change the way they feel about their life circumstances.  Moreover, are also considered to be well-rounded characters encompassing the substance of the story Chekov intended.  Dimitir’s wife is only mentioned a few times and is considered to be a flat character because we do not get a sense for how she reacts to Dimitri’s scandalous love affairs. However, we do have Dimitri’s point of view of her to be a woman “who loved without sincerity, with superfluous talk, affectedly, with hysteria, with an expression as if it were not passion” (p. 146).  He obviously had a very superficial relationship with his wife that only made him compare his happiness and love with Anna.  Anna followed Dimitri everywhere, he could hear her breathing and saw resemblances of her in the oddest of places (p.150).  His life back home was boring and uninteresting to him.  He only became so appreciative by Anna’s beauty and the excitement that he gave him when she was away.  Meanwhile, Chekov did not explain to us the process by which she changed in her character however, Anna admitted that she adored him and he was all that she could think about.  She realized her triteness before when she tried thought that she was just a “trashy woman”(p.147).                   Dimitri’s desire to find Anna after many years of being in Moscow is considered to be an important turning point in the story.  Dimitri forfeits his strength that he could live without her because his emotions were too high strung and he valued being with her too intensely.  After meeting up with Anna at the Geisha , he was able to test Anna and wait for her to reveal her true feeling so that he was not just imaging she was in love with him.  And so the climax begins, Anna reveals, “ I think only of you all the time, I’ve lived with only thoughts of you.”  Furthermore, the falling action of the story is the plan of continued rendezvous’ in Moscow secretly.  He and Anna “loved each other like very close dear people, like husband and wife, like tender friends; it seemed to them that fate itself had destined them for each other, and they could not understand why he had a wife and she a husband” (p. 155).  They were bound like soul mates and did want to live the false lives they had with people they were not in love with.  So they knew that their problems were far from few and “ the most complicated and difficult part was just beginning” (p. 155).  The conclusion of a “happy ending” is left by the reader to implore because Chekov left it open with a purpose.  The purpose was to leave it less dramatic and predictable.             The love that these two people shared simplified the term “ love is pain” but more importantly they finally found each other and they did not have to live in falsity.  This true love was a new and treacherous territory that they did not want to avoid. The willingness they had caused them to want to break away from the roles that bound them for such a long time. Chekov showed transformation and humbleness of the characters in “The Lady with the Little Dog” and is a story that many could appeal to because of its deepest emotional level between the characters of Anna and Dimitri.
Agatucci, Cora (Professor of English, Humanities Dept., Central Oregon Community College). “Emergence of the Short Story: Literary Romanticism and Realism. Poe and Maupassant; Myth Lit. Theory.” In-class Presentation, English 104: Introduction to Literature: Fiction, Central Oregon Community College [Bend, OR.], Fall 2002. Online Handout –Outline [accessed] 21Oct. 2002:  http://www.cocc.edu /cagatucci/classes/eng104coursepack/shortstory.htm Carver, Raymond. “The Ashtray.”[First published 1984] Rpt. The Story and Its Writer: An Introduction to Short Fiction . Ed. Ann Charters. Compact 6 th ed. Boston: Bedford/ St. Martins, 2003. 949. Chekov, Anton.  “ The Lady with the Little Dog.” [First published 1899]. Rpt. The Story and Its Writer: An Introduction to Short Fiction.   Ed. Ann Charter. Compact 6 th ed.  Boston: Bedford/ St. Martin’s 2003. 143-155. Ford, Richard. “ Why We Like Chekov”. [First published 1998] Rpt. The Story and Its Writer: An Introduction to Short Story Fiction . Ed. Ann Charters. Compact 6 th ed. Boston: Bedford/St. Martin’s, 2003. 869-873.

© 2002, Held by Student

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How to Write a Literary Analysis Essay: Purposes, Outline, Samples

literary analysis

Firstly to understand what a literary analysis essay means, it’s a way to determine and understand the work of an author, even if it is a single work or an entire body of work. Literary criticism is a description, analysis, evaluation, or interpretation of a particular literary work or an author’s writings as a whole.

Many students, writers, and english scholars are told to write essays on different literary analysis essay topics because this type of assignment helps and makes writers to think about the reason why a poem, short story, novel, or play was written. To analyze literature, writers will need to remember that authors have specific decisions for particular reasons. Your essay should point out the author’s decision and try to explain their intentions.

a sample literary analysis paper

Learn how to write a book review and check out related guides: poem analysis essay , poetry analysis essay or critical lens essay at EssayHub blog.

What Is A Literary Analysis Essay?

The most comprehensive literary analysis definition goes as follows. It is a text that objectively analyzes the weak and strong points of another text. One author shares their opinion on what another author wrote. The most common literary analysis format is an essay.

The writer examines a novel, short story, or another type of fiction created by someone else. They praise or criticize the plot, style, characters, and other aspects of the text. After reading a piece of literary analysis, people should understand whether the book is worthy or not. 

What Is The Purpose Of A Literary Analysis Essay?

When a newbie checks literary analysis examples, they will see that they are very personal. Different people might perceive the same text very differently. It depends on their character, life experience, and cultural background. The aim of writing a literary analysis is to express one’s individual understanding of the text and back it up with facts.

It is not sufficient to say, "I enjoyed every minute of reading this book!" or "It is too dull." All types of literary analysis involve the assessment of both technical and emotional aspects of the text. It implies an impartial balancing of pros and cons.

Imagine that someone is looking for a good book. Their time and finances are limited, so they can afford just one text. They want to avoid hit-or-miss decisions. They prefer an expert to recommend to them what to read.

They do not want this expert to be a high-brow professional critic. They are interested in the opinions of people whose lifestyle and worldview are close to theirs. They read book blogs and unbiased reviews on profile sites. When they finally buy a piece of fiction, they know what to expect of it.

After a reader gains experience, they become ready to share viewpoints with others. They read articles on how to analyze literature and start writing their own reviews. They can post their works in their private blogs or share them on social networks. Plus, literary analysis is an essential part of the educational process in schools and colleges.

Content Of A Literary Analysis Essay

There are many topics for literary analysis, but it all depends on the kind of work that a writer analyzes. For instance, the approach is not the same in poems as it is in the case with a play. Before writing it is important to know what you want to analyze in the literature that you have read. That brings us to types of literature analysis. How can a writer analyze the literature? This is done by:

  • Character Analysis
  • Symbolism Analysis
  • Theme Analysis
  • Setting Analysis
  • Structure and Style Analysis
  • Diction, Imagery, and Denotation Analysis. etc.

How To Write A Literary Analysis Essay?

Read the text critically.

When carrying out literature analysis, a person should read slowly. They should start a notebook where they would put down their thoughts. They should take notes when they find themselves in one of the following situations:

  • disagree with the author;
  • want to praise the author’s skills;
  • come across a plot twist that resembles their own lives;
  • have anything to say on the matter.

When people read an interesting text, they have controversial desires. On the one hand, they want to finish it to get to know what happens in the end. On the other hand, they want to enjoy it for as long as possible. When compiling a literary analysis sample, people should focus on their thoughts and not emotions.

Literary Devices

When newbies ask about how to write a good literary analysis, literary devices become the most challenging aspect for them. These devices involve the following terms and notions:

  • literary elements, such as plot, mood, and protagonists;
  • figurative language, including symbolism and metaphors;
  • literary techniques, such as foreshadowing and repetition.

To be able to analyze these aspects, newbies should read theory in textbooks. Also, they should examine enough sample literary analysis essays. They need to see how other writers handle the overview of literary devices without making their texts too formal.

In a literary analysis paper, it is not enough to say that the author has a masterful command of the word. The writer should concentrate on the following important aspects.

  • Is the language modern, archaic, or full of slang?
  • Does the author use poetic phrases?
  • Are the sentences predominantly long or short? How does the rhythm of the text impact its mood?

It would be wise to answer the following question in a literary analysis essay example. Do all characters speak the same language, or does each one have their particular style? Individual speech manners are significant merits of fiction.

Narrative Voice

A text can be written either from a first-person or third-person perspective. In a literary analysis example, the author should explain the position of the narrator. Are they omnipresent, or does the reader hardly notice them? Are they reliable, or do they share a distorted version of events?

Writers with little experience might ask how to do literary analysis when the narrator is absent. In this case, speak about the tone. Is it neutral, comic, or tragic? What emotions does it evoke in the readers from the first passage? How often does the reader come across exaggerations, irony, or incongruities?

In a novel, the key elements of literary analysis are chapters. In a play, these constituents are acts and scenes. In a poem, these are lines and stanzas. The author of the essay should think of how skilfully the writer divided their text into parts.

Chapters, scenes, and stanzas should be interconnected logically and emotionally. The last line of the previous part should motivate the reader to glance through the next one. The structure of the text helps emphasize its conflicts and build up the tension. The pauses between every two parts might speak louder than a thousand words.

Most examples of literary analysis essay include comments on the timeline of the story. Do the events unfold in chronological order? Does the author make the readers travel back and forth in a time machine? How easy is it to switch between different time layers, and which effect does it produce?

The following types of conflicts are most likely to be present in a literary analysis:

  • one person versus another;
  • person versus society;
  • person versus technology;
  • person versus supernatural forces;
  • an inner conflict within a person (good versus bad intentions).

Instead of one person, there might be a group of people.

Newbies should not get confused about how to write a thesis for a literary analysis. The term "thesis" denotes the main point that they are planning to focus on. Modern books are multifaceted: they feature numerous problems and give readers a lot of food for thought. Yet, the writer should concentrate only on a handful of aspects in their work.

There are three approaches to thesis writing:

  • analytical;
  • argumentative;
  • explanatory.

The literary analysis thesis of the first type strives to answer the questions "why?" and "how?" The writer tries to explain why the author created that book. Why is their perception of the world so unique and innovative? Why do they draw certain parallels and use specific devices?

This sentence might serve as a good example of an analytical thesis: "Outraged by gender inequality in this Eastern country, the author ridicules the problem instead of trying to undermine the traditions."

An argumentative thesis for literary analysis implies that the writer explains their own perception of the text. They take a certain position that might differ from the opinion of the majority. They further prove their point by quoting the book. For instance: "While most critics perceive this novel as an educational one, I believe that the main conflict lies in the lack of tolerance in society."

Literary analysis thesis examples of the explanatory type do not include the author’s opinion at all. They just help other readers understand the message of the book: "The author depicts their ideal political system."

Write A Literary Analysis Essay

Write a title.

After reading the title, the person should understand what the literary analysis paper example is about. The title should contain the digest of the paper. It should reveal the writer’s attitude to the piece of fiction that they criticize. 

Those who do not know how to start a literary analysis can use a popular trick that works for any book genre. They can include a short quote from the book in the name of their essay. Then, they should put a colon and accompany the quote with their own comment.

Write An Introduction

The instruction on how to write literary analysis starts with a clear statement of one’s goals. The author should tell their readers what the book they are going to criticize is about and why they chose it. They should share the title of the text and the name of its writer. They might briefly outline the plot and problems of the manuscript. They might focus the readers’ attention on the main points of their essay — language, characters, or conflicts.

Write A Body

All the best examples of literary analysis essay have an identical structure. Each paragraph is focused on one aspect or topic. In the first sentence, the author briefly outlines this topic. That initial phrase should be concise and unambiguous. 

The last sentence of each paragraph should summarize its essence. It should not contradict the first phrase and overall logic of the passage.

The writer should avoid lengthy and complicated structures. Even if the author of the book prefers compound sentences, a literary analysis sample should be easier to read. One phrase should contain only one thought. To link sentences, the writer should use transition words.

"The book dissects the impact of virtual reality technologies on the life of single people in cosmopolitan cities" — this is an example of a topic sentence that opens a paragraph. "Nevertheless, its target audience is not geeks or die-hard gamers" — here, the word "nevertheless" serves as a transition.

In any literary analysis template, the writer should back up their opinion with textual evidence. They should quote parts of the original texts only if they contain no more than 30 words. Otherwise, they should reword the quotes to deliver the essence of large passages.\

Write A Conclusion

The answer to the question "How to conclude a literary analysis?" is very simple. The writer needs to reword and sum up everything that they have said above. They should share no original quotes and introduce no new thoughts. It is enough to summarize their main ideas logically and concisely.

Literary Analysis Essay Outline

Introduction.

Introduction should be sophisticated and creative, and it should catch the reader’s attention, so they can read the rest of the essay. A literary analysis should not sound boring. It should create some enthralling and fascinating quotes, reflection or motives. The main sentences of the introduction should give backdrop facts so that the analysis will make sense; facts such as Title of the Book, Name of Author and little information about the book. Don’t write bulky details of the book the reader would have read this book and they just want to read the analysis. Make sure that your backdrop information and your thesis statement are short and transitional. To make the reader understand and connect to the literature and what exactly is been analyzed. The analysis or thesis statement is what you will prove in your essay, and it should come at the end of your introductory paragraph. The Intro could be more than one paragraph but about 5 important sentences.

The body must be very convincing. Here start rendering evidences of the argument. A convincing body will have at least three to four paragraphs or more. Also, do not go out of context the question has to be related. How does it relate to the overall theme of what the analysis? Make emphasis on the ways in which these elements bestow to the entire quality of the book. Emphasize one major point per paragraph in this section. No need to rush all of your evidence into one idea. Do more reading and analyze different factors in your literary analysis. Argue on a character's development, for example how the individual changes from the beginning to the end of the book. Center core on a character's fatal flaw and query or question the person's mistakes.

The conclusion should end dynamically and energetically. Start rounding up the literary essay paper in the last paragraph. It should include all the major points that have been made in the aforementioned statements of your literary analysis. Also, make emphasis on the on the implications of your argument.

Write A Literary Analysis Essay

Literary Analysis Essay Example

Symbolism Manifestation in Little Prince By Antoine De Saint-Exupery

The storyline arose from the author's personal experience. He survived an airplane accident in a desert. It happened when the writer served as a pilot during World War II.

A seemingly simple-hearted fairy tale has two main plotlines that uncover deeper problems. The leading one is the pilot-narrator line, lined up with the metaphor of adult reality. The second line dwells on the adventures of the Little Prince. Two protagonists travel to different planets, get acquainted with various characters, both positive and negative. 

Each planet introduces the readers to a different philosophical conundrum. Each item and being in the book bear unique symbolic meaning. 

The Pilot impersonates the author in his adult years. Antoine de Saint-Exupéry was, in fact, a pilot and survived a plane crash in the desert.

The sudden encounter of an adult and a child (both are metaphors for inner psychological states) occurs in the desert, symbolizing the disastrous inner state of the narrator. The story unravels during the repair of the plane. The maintenance itself is a metaphor for mending the inner traumas through direct dialogue with the inner child.

The Little Prince

The description of the Little Prince gives the readers a hint of its relation to the author in his childhood years. Antoine de Saint-Exupery came from an impoverished aristocratic family. Through the Little Prince, the author shows himself. He reveals his struggle to survive within the boring world of adults. 

His visit to our planet is a symbol of birth. The return to the home planet occurs through physical death from the poison of a snake. Here, we can observe the impact of Christian religious thinking on the plotline. The physical death of the protagonist is a reference to the religious idea of an immortal soul. Thus, after receiving knowledge about life from the Fox and Pilot, Little Prince has to die to be reborn into a new state.

The line telling about the love of the Little Prince and Rose shows an allegorical depiction of love. It reveals the ironic unsimilarity of how men and women see and express this feeling. 

Rose gets introduced to the readers as a proud and beautiful character who has power over the Little Prince and his feelings. Gentle, timid, dewy-eyed Little Prince suffers from the frivolity of Rose. Because of his naïve perception, the protagonist struggled to see that it was necessary to love her for her essence – for the aroma and the joy she brought him.

When the protagonist sees that roses are abundant in the gardens on Earth, he feels disappointed. Later, he meets the Fox who serves as the guide to the little lost being. Fox explains to the protagonist some basic philosophical truths. He teaches the Little Prince to look with his heart, not his eyes, and be responsible for those we have tamed.

When Little Prince absorbs the knowledge imparted by his new friend, he becomes mortal. This transition symbolizes him growing up and shaking off idealistic world perception.

Planets And Their Inhabitants

The author shows his readers two sorts of evil. The first kind of evil reveals itself in the negative sides of separate people. 

The inhabitants of different planets, visited by the protagonist, reveal the most dangerous human vices. It seems relevant to note that all of them are adults. Drunkards, politicians, and selfish people seem quite morally bankrupt.

The author exposes life devoid of meaning as a common vice. The only relatable person to the protagonist is a lamplighter. He differs because his craft is good for others.

Baobab Trees

Another element of evil in the book is macro-evil. Baobabs represent evil in general. This image is a metaphor for fascism. Saint-Exupery gently leads the readers to the idea that such evil endangers the world. It should be extinguished like undesirable plants.

The main idea of the used allegories is the presentation of true values. The author contrasts naive and rational ways of world perception, the individual, and the crowd. In the tale, the unraveling of the main themes is connected with compositional structure, metaphors, and similes used by the author. 

The author dwells on deep philosophical issues through similes and symbols. He emphasizes such topics as true love, friendship, and loneliness.

Romantic traditions play a keynote role in the plot formation. Unraveling the deep problems of humanity in a form of the fairytale is the main sign of that. It comprises all typical elements of this genre: child protagonist, fairy-tale characters, and a fantastic journey. These symbolic characters and items introduce the depth to the plot. They make readers see deeper into the book and reconsider their perception of reality.

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Aug 25, 2023

Literary Analysis Essay Examples: Discover How to Analyze Literature and Improve Your Writing Skills

Discover the allure of literature with our literary analysis essay examples. Uncover the hidden meanings, symbolisms, and develop your writing skills. Let's dive into these examples and master the art of literary analysis together!

Literary analysis essays offer a critical examination of a literary work, exploring how various elements contribute to an overarching theme. While crafting an impactful essay can be challenging, especially when identifying unique themes or accumulating adequate knowledge, it's entirely achievable with fundamental essay writing principles and a solid plan. This form of essay is prevalent in high school and college and plays an integral role in literary criticism. In this guide, we'll equip you with practical tips and a sample to steer your writing process. Let's delve deeper.

What is Literary Analysis?

A literary analysis is an essay that focuses on either a single element or multiple elements within a piece of writing to determine how they contribute to the main theme or purpose. This process involves a meticulous examination of the work's structure to explain or interpret the integration of its components. Writing a literary analysis may sound intimidating, but it's entirely attainable even for beginners. It involves the careful evaluation of a written piece to unearth its deeper meanings and understand the author's choices. It's not simply a summary or book review; rather, it shares similarities with an argumentative essay, providing a detailed examination of the work's language, perspective, and structure.

Furthermore, it includes an exploration of how the author employs literary devices to generate specific effects and convey ideas. Gaining inspiration for a literary analysis essay may involve understanding the work's historical context, themes, and symbolism. With these guidelines, anyone - beginners and seasoned writers alike - can create a thoughtful literary analysis essay that offers insightful interpretations of a literary work.

Writing a Literary Essay: A Step-by-Step Guide

Learning from other literary analysis essays can facilitate the writing process. This method helps understand different approaches and ways to analyze a subject. Furthermore, exploring the work of scholars and critics on your chosen literature can provide fresh perspectives and novel ideas for your essay. Here's a simplified guide of eight crucial steps to help you compose a thoughtful and well-crafted literary analysis essay.

Carefully Read the Text: Familiarize yourself with the literature you'll analyze. Understand its message by reading it multiple times, especially for shorter pieces like poetry.

Brainstorm a Topic: After comprehensively studying the work, generate a unique topic for your essay. A few probing questions can stimulate creative ideas.

Collect and Interpret Evidence: Analyze the available evidence supporting your proposed topic. Highlight key sections as you read, including contradicting evidence that could support your argument.

Write a Thesis: This is the central argument guiding your essay. Choose a debatable topic, rather than stating something universally acknowledged.

Develop and Organize Your Arguments: Organize your evidence and create a robust thesis statement . Modify your argument as needed to match the evidence.

Write a Rough Draft: Focus on delivering a thorough argument supported by textual evidence. Don't worry about perfect grammar or complex sentences at this stage.

Refine Your Arguments and Review: Be ruthless while editing. Pay attention to grammar, sentence structure, and ensure your essay aligns with your thesis.

Get Another Opinion and Finalize: Seek feedback on your essay. Analyze your writing carefully and ensure it aligns with your thesis.

In summary, following these steps will not only make your literary essay writing process more structured, but will also enhance your analytical thinking and writing skills . Keep practicing, and each essay will be a step towards mastery in literary analysis.

How to write an outline of a Literary Essay

Embarking on the journey of writing a literary analysis essay requires a roadmap to ensure a logical and coherent argument. One effective way to organize your thoughts and ideas is by creating an outline. This outline not only structures your essay, but it also guides your analysis, helping to illuminate the path from your introduction to your conclusion.

Think of your outline as a skeleton: the backbone of your essay, providing structure and support. It allows you to arrange your points systematically, ensuring you don't overlook essential elements and maintain a logical flow throughout your analysis. The following sections are the key components of this framework, each having a specific role and purpose in your essay:

Introduction: This initial section draws your readers into the world of your analysis. Providing the author's name and the work's title lays the groundwork. A thematic statement then broadens this base, offering a glimpse into the wider theme of your analysis. As your introduction unfolds, provide some contextual information about the work to highlight its relevance. Nearing the end of this section, present your readers with your thesis statement—an unambiguous declaration that encapsulates the purpose of your analysis.

Body: The body serves as the battlefield of your essay, where you tackle the issues stated in your thesis. Your primary goal is to demonstrate how the author utilized the techniques discussed in your thesis. Use persuasive evidence such as quotes and literary devices to fortify your arguments. Always keep your thesis as the central pillar of your discussion, wrapping up each paragraph with a robust statement that fortifies your argument.

Conclusion: Here, you reaffirm your thesis and show how the ideas discussed in the body support its claims. Your conclusion recaps your main points, reinforcing their significance and leaving a lasting impression on your readers regarding the depth and relevance of your analysis.

3 Literary Analysis Essay Examples

This segment presents three instances of literary analysis essays on acclaimed pieces of literature. Studying these examples will offer you insights into the various methods and strategies employed by proficient writers for literary evaluation, focusing on the elucidation of thematic undertones, symbolism interpretation, and character motivation exploration.

God Help the Child by Toni Morrison: An Analysis of Childhood Trauma

Introduction:

Toni Morrison's novel 'God Help the Child' is a powerful exploration of childhood trauma and its implications. It probes the intricate layers of the trauma experience by centralizing the narrative around an African American character, Bride.

Morrison unravels the theme of childhood trauma via Bride's life experiences. The early abandonment by her mother due to her dark skin color manifests in Bride's adulthood, influencing her relationships and self-worth. Morrison uses vivid symbolism and imagery to convey the depth of Bride's trauma, such as her white attire representing her longing for purity and acceptance. Bride's interpersonal relationships, strained by her past trauma, are realistically portrayed, aiding readers in empathizing with her experiences.

Conclusion:

In 'God Help the Child', Morrison seamlessly explores the impact of childhood trauma on individuals and society. The novel's potent imagery and symbolism simplify the complexities of trauma, making it an essential read for those interested in this theme.

The Color Purple by Alice Walker: An Examination of Gender and Identity

Alice Walker's 'The Color Purple' delves into the intricate web of gender, race, and identity during the early 20th century American South.

The novel uniquely presents the theme of gender by depicting the struggles of African American women against oppression. It also discusses the theme of identity through the protagonist Celie's life journey. Walker's symbolism, such as the color purple signifying strength and resilience, contributes to the novel's potent portrayal of gender and identity. Walker's epistolary format and colloquial language use immerse the reader in the experiences of African American women of that era.

'The Color Purple' provides a compelling narrative about gender and identity struggles. Walker's distinct use of symbolism, imagery, and language gives the novel a multifaceted perspective on these themes, securing its place in African American literature.

The Fall of the House of Usher by Edgar Allan Poe: A Study of the Supernatural

Edgar Allan Poe's short story 'The Fall of the House of Usher' examines the supernatural's influence on the human psyche.

The story is replete with supernatural elements contributing to its eerie Gothic atmosphere. These elements, such as the haunted mansion and its inhabitants' bizarre behaviors, elicit fear and unease in the reader. Poe masterfully uses these supernatural components to underline fear and terror's psychological effects. The haunted mansion symbolizes the Usher family's decay and societal decline, while the blood-red moon during the mansion's final collapse underlines the events' supernatural nature.

'The Fall of the House of Usher' successfully explores supernatural themes and their psychological implications. Poe's atmospheric storytelling and symbolism use underscore the themes of death and decay, solidifying the story's place in the Gothic tradition.

Final Thoughts

Conclusively, to craft a compelling literary analysis essay, you should select a captivating topic, meticulously evaluate the text, and present a well-organized argument. The inclusion of textual evidence and considering the broader context are equally vital. Proficient writing skills are indispensable for formulating an influential essay that manifests a profound comprehension of the text and engages the readers.

If you face challenges in crafting a literary analysis essay, consider using tools like Jenni.ai . This AI-powered platform aids in essay creation across various topics, enhancing efficiency and easing the process. It's particularly helpful when you need a persuasive essay but lack confidence in your writing skills. Give it a shot and experience a streamlined essay-writing process.

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Literary Analysis Essay

Cathy A.

Literary Analysis Essay - Step by Step Guide

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Published on: Aug 16, 2020

Last updated on: Jan 29, 2024

Literary Analysis Essay

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Literature is an art that can inspire, challenge, and transform us. But how do we analyze literature in a way that truly captures its essence? 

That's where a literary analysis essay comes in. 

Writing a literary analysis essay allows you to delve into the themes, characters, and symbols of a literary work. It's a chance to engage with literature on a deeper level and to discover new insights. 

In this comprehensive guide, we will take you through the process of writing a literary analysis essay, step by step. Plus, you’ll get to read some great examples to help you out!

So let’s dive in!

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What is a Literary Analysis Essay?

Literary analysis is a process of examining a literary work in detail to uncover its meaning and significance. 

It involves breaking down the various elements of a work, such as plot, character, setting, and theme. And then analyzing how they work together to create a specific effect on the reader.

In other words, literary analysis is an exercise in interpretation. The reader of a work asks questions about what the author means to say, how they are saying it, and why. 

A literary analysis essay is an essay where you explore such questions in depth and offer your own insights.

What is the Purpose of a Literary Analysis Essay?

In general, the purpose of a literary analysis essay is as follows: 

  • To gain a greater understanding and appreciation of the work.
  • To be able to think critically and analytically about a text. 

Content of a Literary Analysis 

A literary analysis essay delves deep into the various aspects of a literary work to examine its meaning, symbolism, themes, and more. Here are the key elements to include in your literary analysis essay:

Plot Analysis 

Plot refers to the sequence of events that make up the storyline of a literary work. It encompasses the main events, conflicts, and resolutions that drive the narrative forward. 

Elements of Plot Analysis 

The elements of a plot typically include:

  • Exposition: The introduction of the story that establishes the setting, characters, and initial circumstances.
  • Rising action: A set of events or actions that sets the main conflict into motion, often occurring early in the story.
  • Conflict: The series of events that build tension and develop the conflict, leading to the story's climax.
  • Climax: The turning point of the story, where the conflict reaches its peak and the outcome hangs in the balance.
  • Falling Action: The events that occur after the climax, leading towards the resolution of the conflict.
  • Resolution: The point in the story where the conflict is resolved, providing closure to the narrative.

Character Analysis 

Character analysis involves studying the role, development, and motivations of the characters in a literary work. It explores how characters contribute to the overall narrative and themes of the story.

Elements of Character Analysis 

  • Identification of major and minor characters.
  • Examination of their traits, behaviors, and relationships.
  • Analysis of character development and changes throughout the story.
  • Evaluation of the character's role in advancing the plot or conveying themes.

Symbolism and Imagery Analysis 

Symbolism and imagery analysis focuses on the use of symbols, objects, or images in a work. It analyzes and explores the use of literary devices to convey deeper meanings and evoke emotions. 

Elements of Symbolism and Imagery Analysis 

  • Identification of key symbols or recurring motifs.
  • Interpretation of their symbolic significance.
  • Analysis of how imagery is used to create vivid mental pictures and enhance the reader's understanding and emotional experience.

Theme Analysis 

Analyzing the theme involves exploring the central ideas or messages conveyed in a literary work. It examines the underlying concepts, or messages that the author wants to convey through the story.

Elements of Theme Analysis 

  • Identification of the main themes or central ideas explored in the text.
  • Analysis of how the themes are developed and reinforced throughout the story.
  • Exploration of the author's perspective and the intended message behind the themes.

Setting Analysis 

The Setting of a story includes the time, place, and social context in which the story takes place. Analyzing the setting involves how the setting influences the characters, plot, and overall atmosphere of the work.

Elements of Setting Analysis 

  • Description and analysis of the physical, cultural, and historical aspects of the setting.
  • Examination of how the setting contributes to the mood, atmosphere, and themes of the work.
  • Evaluation of how the setting shapes the characters' actions and motivations.

Structure and Style Analysis 

Structure and style analysis involves studying the organization, narrative techniques, and literary devices employed by the author. It explores how the structure and style contribute to the overall impact and effectiveness of the work.

Elements of Structure and Style Analysis 

  • Analysis of the narrative structure, such as the use of flashbacks, nonlinear timelines, or multiple perspectives.
  • Examination of the author's writing style, including the use of language, tone, and figurative language.
  • Evaluation of literary devices, such as foreshadowing, irony, or allusion, and their impact on the reader's interpretation.

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How to Write a Literary Analysis Essay?  

Writing a great literary analysis piece requires you to follow certain steps. Here’s what you need to do to write a literary essay:

Preparing for Your Essay 

The pre-writing process for writing a literary analysis essay includes the following:

  • Choosing a literary work to analyze
  • Reading and analyzing the work
  • Taking notes and organizing your thoughts
  • Creating an outline for your essay

Choosing a Work to Analyze 

As a student, you would most probably be assigned a literary piece to analyze. It could be a short story, a novel, or a poem.  However, sometimes you get to choose it yourself.

In such a case, you should choose a work that you find interesting and engaging. This will make it easier to stay motivated as you analyze the work and write your essay.

Moreover, you should choose a work that has some depth and complexity. This will give you plenty of material to analyze and discuss in your essay. Finally, make sure that your choice fits within the scope of the assignment and meets the expectations of your instructor.

Reading and Analyzing 

Once you’ve chosen a literary work, it's time to read the work with careful attention. There are several key elements to consider when reading and analyzing a literary work:

  • Plot - The sequence of events that make up the story. Analyzing the plot involves examining the structure of the story, including its exposition, rising action, climax, falling action, and resolution.
  • Characters - The people or entities that populate the story. Analyzing characters involves examining their motivations, personalities, relationships, and development over the course of the story.

Want to learn more about character analysis? Head to our blog about how to conduct character analysis and learn easy steps with examples.

  • Setting - The time, place, and environment in which the story takes place. Analyzing the setting involves examining how the atmosphere contributes to the story's overall meaning.
  • Theme - The underlying message or meaning of the story. Analyzing themes involves examining the work's central ideas and how they are expressed through the various elements of the story.

Moreover, it's important to consider the following questions while analyzing:

  • What is the central theme or main point the author is trying to make?
  • What literary devices and techniques has the author used?
  • Why did the author choose to write this particular work?
  • What themes and ideas are present in the work?

These questions will help you dive deeper into the work you are writing about.

Take Notes and Gather Material 

As you read and analyze the literary work, it's important to take notes so you don’t forget important details and ideas. This also helps you identify patterns and connections between different elements of the piece.

One effective way to take notes is to list important elements of the work, such as characters, setting, and theme. You can also use sticky notes, highlighters, or annotations to mark important passages and write down your ideas.

Writing Your Literary Analysis Essay 

Once you have read a piece of literature and taken notes, you have all the material you need to write an essay. Follow the simple steps below to write an effective literary analysis essay.

Create an Outline for Your Essay 

Firstly, creating an outline is necessary. This will help you to organize your thoughts and ideas and ensure that your essay flows logically and coherently.

This is what your literary essay outline would look like: 

Writing the Introduction 

Writing your essay introduction involves the three following parts:

  • Begin the introductory paragraph with an engaging hook statement that captures the readers' attention. An effective hook statement can take many different forms, such as a provocative quote, an intriguing question, or a surprising fact. 

Make sure that your hook statement is relevant to the literary work you are writing about. Here are a few examples of effective hooks:

  • Afterward, present the necessary background information and context about the literary work. For instance, 
  • Talk about the author of the work or when and where it was written. 
  • Give an overview of the work or why it is significant. 
  • Provide readers with sufficient context so they can know what the work is generally about.
  • Finally, end the introduction with a clear thesis statement . Your thesis statement should be a concise statement that clearly states the argument you will be making in your essay. It should be specific and debatable, and it should provide a roadmap for the rest of your essay.

For example, a thesis statement for an essay on "Hamlet" might be: 

Watch this video to learn more about writing an introduction for a literary analysis essay:

Writing the Body 

Here are the steps to follow when writing a body paragraph for a literary analysis essay:

  • Start with a topic sentence: 

The topic sentence should introduce the main point or argument you will be making in the paragraph. It should be clear and concise and should indicate what the paragraph is about.

  • Provide evidence: 

After you have introduced your main point, provide evidence from the text to support your analysis. This could include quotes, paraphrases, or summaries of the text.

  • Explain and discuss the evidence:

Explain how the evidence supports your main point or argument or how it connects back to your thesis statement.

  • Conclude the paragraph: 

End the paragraph by relating your main point to the thesis and discussing its significance. You should also use transitions to connect the paragraph to your next point or argument.

Writing the Conclusion 

The conclusion of a literary analysis essay provides closure to your analysis and reinforces your thesis statement. Here’s what a conclusion includes:

  • Restate your thesis statement: 

Start by restating your thesis statement in a slightly different way than in your introduction. This will remind the reader of the argument you made and the evidence you provided to support it.

  • Summarize your main points: 

Briefly summarize the main points you made in your essay's body paragraphs. This will help tie everything together and provide closure to your analysis.

  • Personal reflections:

The conclusion is the best place to provide some personal reflections on the literary piece. You can also explain connections between your analysis and the larger context. This could include connections to other literary works, your personal life, historical events, or contemporary issues.

  • End with a strong statement: 

End your conclusion with a strong statement that leaves a lasting impression on the reader. This could be a thought-provoking question, a call to action, or a final insight into the significance of your analysis.

Finalizing your Essay

You’ve completed the first draft of your literary analysis essay. Congratulations!

However, it’s not over just yet. You need some time to polish and improve the essay before it can be submitted. Here’s what you need to do:

Proofread and Revise your Essay 

After completing your draft, you should proofread your essay. You should look out for the following aspects:

  • Check for clarity: 

Make sure that your ideas are expressed clearly and logically. You should also take a look at your structure and organization. Rearrange your arguments if necessary to make them clearer.

  • Check for grammar and spelling errors: 

Use spelling and grammar check tools online to identify and correct any basic errors in your essay. 

  • Verify factual information:

You must have included information about the work or from within the work in your essay. Recheck and verify that it is correct and verifiable. 

  • Check your formatting: 

Make sure that your essay is properly formatted according to the guidelines provided by your instructor. This includes requirements for font size, margins, spacing, and citation style.

Helpful Tips for Revising a Literary Essay 

Here are some tips below that can help you proofread and revise your essay better:

  • Read your essay out loud:

Reading your essay out loud makes it easier to identify awkward phrasing, repetitive language, and other issues.

  • Take a break: 

It can be helpful to step away from your essay for a little while before starting the editing process. This can help you approach your essay with fresh eyes and a clearer perspective.

  • Be concise:

Remove any unnecessary words or phrases that do not add to your argument. This can help to make your essay more focused and effective.

  • Let someone else proofread and get feedback: 

You could ask a friend or a teacher to read your essay and provide feedback. This way, you can get some valuable insights on what you could include or catch mistakes that you might have missed.

Literary Analysis Essay Examples 

Reading a few good examples helps to understand literary analysis essays better. So check out these examples below and read them to see what a well-written essay looks like. 

How to Write a Literary Analysis Essay

Literary Analysis Essay Example

Sample Literary Analysis Essay

Lord of the Rings Literary Analysis

The Great Gatsby Literary Analysis

Literary Analysis Example for 8th Grade

Literary Analysis Essay Topics 

Need a topic for your literary analysis essay? You can pick any aspect of any work of literature you like. Here are some example topics that will help you get inspired:

  • The use of symbolism in "The Great Gatsby" by F. Scott Fitzgerald.
  • The theme of isolation in "The Catcher in the Rye" by J.D. Salinger.
  • The portrayal of social class in "Pride and Prejudice" by Jane Austen.
  • The use of magical realism in "One Hundred Years of Solitude" by Gabriel Garcia Marquez.
  • The role of women in "The Handmaid's Tale" by Margaret Atwood.
  • The use of foreshadowing in "Lord of the Flies" by William Golding.
  • The portrayal of race and identity in "Invisible Man" by Ralph Ellison.
  • The use of imagery in "The Road" by Cormac McCarthy.
  • The theme of forgiveness in "The Kite Runner" by Khaled Hosseini.
  • The use of allegory in "Animal Farm" by George Orwell.

To conclude,

Writing a literary analysis essay can be a rewarding experience for any student or writer, But it’s not easy. However, by following the steps you learned in this guide, you can successfully produce a well-written literary analysis essay. 

Also, you have got some examples of essays to read and topic ideas to get creative inspiration. With these resources, you have all you need to craft an engaging piece. So don’t hesitate to start writing your essay and come back to this blog whenever you need.

The deadline is approaching, but you don’t have time to write your essay? No worries! Our analytical essay writing service is here to help you out!

At CollegeEssay.org, we have a team of professional and experienced literature writers who can help you craft a compelling literary essay. Our affordable and reliable essay writing website focuses on providing high-quality essays and deliver them timely.

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Frequently Asked Questions

What are the 4 components of literary analysis.

The four main components of literary analysis are: 

  • Conflict 
  • Characters 
  • Setting 

What is the fundamental characteristic of a literary analysis essay?

Interpretive is the fundamental characteristic of a literary analysis essay. 

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a sample literary analysis paper

Dr. Obermeier's Sample Paper Files

You are advised to peruse these sample papers previous students have written for my classes. The papers are either pdf files or HTML files, in which I have embedded comments to explain why they are superior efforts. The comments refer to the following sentence, phrase, or word. Clicking on the comment link will bring up the content. You have to close a comment window before proceeding to the next one. Clicking on the header will give you instructions on how to make such a running header for your papers. Because of HTML restrictions, the formatting might appear slightly off. You still need to keep your papers double-spaced with 1/2-inch paragraph indent. Even if there is no specific explanation for a specific paper, the papers generally share the following superior qualities: descriptive and analytical titles; analytical theses; superior analysis of the texts; correct inclusion of quotations and formatting.

For instructions on how to do a running header for your paper in MS Word, click here .

Click on your class in the lineup.

For Engl. 250

  • Paper 1 "Sheppard" Characterization
  • This paper has it all: outstanding thought and content, excellent organization, superior sentence structure and diction. This student's command of the language is superb. A few minor problems could have been edited out. The paper received the grade of 96/A.
  • Paper 1 "Girl" Characterization
  • This paper is an excellent example of superior analysis coupled with stylistic economy and succinctness that avoid anything superfluous. The introduction and organization deserve high praise. The paper received the grade of 96/A.
  • This explication of a Shakespeare sonnet is superbly done. The student outstandingly fused the analysis of the poem with an excellent and virtually error-free style. The paper received the grade of 98/A+.
  • Paper 2 Explication of "Sonnet 42"

Here are the high-scoring essays for our assignment two. Per announcement in class, these uploads are not following the format as faithfully. I just wanted to get you the info without having to worry about getting everything lined up to MLA standards. Note also that I am providing these examples for the sophistication of the explication, the students' knowledge of technical aspects and detail of analysis; the essays, however, may still contain other weaknesses.

  • "Sonnet 95"-First Example
  • "Sonnet 95"-Second Example
  • "Sonnet 96"-First Example
  • "Sonnet 96"-Second Example
  • Paper 3 Explication of "The Victim at Aulis"
  • The student provides a superbly analyzed and written thematic poetry explication. Notice that the paper is organized around the student's thesis, ie., the major players in the myth and the poem, and not just the chronology of the paper. The paper received the grade of 98/A+.
  • This paper is an excellent example of a thematic poetry explication, demonstrating superb intertextual understanding and control of the primary texts. Note the student's concise and honed style. The paper received the grade of 96/A.
  • Paper 4 Synthesis of Millay Poems
  • This paper offers a beautiful synthesis not only of three poems but also two critical approaches: Feminist and Freudian. It is almost flawlessly written and received the grade of 98/A+.
  • The paper is up, but I am still working on the comments..
  • This is an exquisite research paper utilizing a postmodern approach to Taming of the Shrew . Notice that the critical approach is incorporated into the paper; therefore, there is no extra Barry page. The paper received 98/A+. Sorry, no comment boxes yet.
  • This is another outstanding research paper. It shows the incorporation of the research especially well. Notice that the Barry page is appended after the works cited page.The paper received 98/A+. Sorry, no comment boxes yet.
  • Return to Student Resources Page

For Engl. 304

For Engl. 306

  • Term Paper: "Color by Knight"
  • Term Paper: "Four Fair-Unnamed Females"
  • Term Paper: "Lancelot: As Great as He Is Destructive"
  • Return to Engl. 306 Page

For Engl. 351

P aper 1a here was written for Chaucer's Canterbury Tales but also works for Love Visions . To save time, I did not create javascript comment boxes but inserted my comments in square brackets into the actual paper. Notice that the paper has all the aspects an outstanding paper should: original thought and analysis, clear organization and thesis, interesting intro, correct sentence structure, superior diction, and mostly correct MLA format. The paper received a score of 98/A+. Clicking on the header will give you instructions on how to make such a running header for your papers. Because of HTML restrictions, the formatting might appear slightly off. You still need to keep your papers double-spaced with 1/2-inch paragraph and 1-inch block quotation indents. Papers 2a and 2b were written for the shorter Love Visions assignment, 2c for the longer paper; these papers have no comments in them and are in pdf.

  • Paper 1a "Sadness and Faith"
  • Paper 2a "'The Poynt of Remembraunce': Chaucer’s Presentation of Women as Literary Characters"
  • Paper 2b "A Dream as a Guide for the Dreamer in Parliament of Fowls by Geoffrey Chaucer"
  • Paper 2c "Lies, Deception, and Criseyde's Heart"

For Engl 449/559

For Engl 450/550

For Engl 451/551

  • Paper 2 "Dame Ragnell" Part 1
  • Paper 2 "Dame Ragnell" Part 2
  • Paper 2 "Dame Ragnell" Annotated Bib

For Engl 581

For Engl 650

Literary Analysis Essay

Literary Analysis Essay Writing

Last updated on: May 21, 2023

Literary Analysis Essay - Ultimate Guide By Professionals

By: Cordon J.

Reviewed By: Rylee W.

Published on: Dec 3, 2019

Literary Analysis Essay

A literary analysis essay specifically examines and evaluates a piece of literature or a literary work. It also understands and explains the links between the small parts to their whole information.

It is important for students to understand the meaning and the true essence of literature to write a literary essay.

One of the most difficult assignments for students is writing a literary analysis essay. It can be hard to come up with an original idea or find enough material to write about. You might think you need years of experience in order to create a good paper, but that's not true.

This blog post will show you how easy it can be when you follow the steps given here.Writing such an essay involves the breakdown of a book into small parts and understanding each part separately. It seems easy, right?

Trust us, it is not as hard as good book reports but it may also not be extremely easy. You will have to take into account different approaches and explain them in relation with the chosen literary work.

It is a common high school and college assignment and you can learn everything in this blog.

Continue reading for some useful tips with an example to write a literary analysis essay that will be on point. You can also explore our detailed article on writing an analytical essay .

Literary Analysis Essay

On this Page

What is a Literary Analysis Essay?

A literary analysis essay is an important kind of essay that focuses on the detailed analysis of the work of literature.

The purpose of a literary analysis essay is to explain why the author has used a specific theme for his work. Or examine the characters, themes, literary devices , figurative language, and settings in the story.

This type of essay encourages students to think about how the book or the short story has been written. And why the author has created this work.

The method used in the literary analysis essay differs from other types of essays. It primarily focuses on the type of work and literature that is being analyzed.

Mostly, you will be going to break down the work into various parts. In order to develop a better understanding of the idea being discussed, each part will be discussed separately.

The essay should explain the choices of the author and point of view along with your answers and personal analysis.

How To Write A Literary Analysis Essay

So how to start a literary analysis essay? The answer to this question is quite simple.

The following sections are required to write an effective literary analysis essay. By following the guidelines given in the following sections, you will be able to craft a winning literary analysis essay.

Introduction

The aim of the introduction is to establish a context for readers. You have to give a brief on the background of the selected topic.

It should contain the name of the author of the literary work along with its title. The introduction should be effective enough to grab the reader’s attention.

In the body section, you have to retell the story that the writer has narrated. It is a good idea to create a summary as it is one of the important tips of literary analysis.

Other than that, you are required to develop ideas and disclose the observed information related to the issue. The ideal length of the body section is around 1000 words.

To write the body section, your observation should be based on evidence and your own style of writing.

It would be great if the body of your essay is divided into three paragraphs. Make a strong argument with facts related to the thesis statement in all of the paragraphs in the body section.

Start writing each paragraph with a topic sentence and use transition words when moving to the next paragraph.

Summarize the important points of your literary analysis essay in this section. It is important to compose a short and strong conclusion to help you make a final impression of your essay.

Pay attention that this section does not contain any new information. It should provide a sense of completion by restating the main idea with a short description of your arguments. End the conclusion with your supporting details.

You have to explain why the book is important. Also, elaborate on the means that the authors used to convey her/his opinion regarding the issue.

For further understanding, here is a downloadable literary analysis essay outline. This outline will help you structure and format your essay properly and earn an A easily.

DOWNLOADABLE LITERARY ANALYSIS ESSAY OUTLINE (PDF)

Types of Literary Analysis Essay

  • Close reading - This method involves attentive reading and detailed analysis. No need for a lot of knowledge and inspiration to write an essay that shows your creative skills.
  • Theoretical - In this type, you will rely on theories related to the selected topic.
  • Historical - This type of essay concerns the discipline of history. Sometimes historical analysis is required to explain events in detail.
  • Applied - This type involves analysis of a specific issue from a practical perspective.
  • Comparative - This type of writing is based on when two or more alternatives are compared

Examples of Literary Analysis Essay

Examples are great to understand any concept, especially if it is related to writing. Below are some great literary analysis essay examples that showcase how this type of essay is written.

A ROSE FOR EMILY LITERARY ANALYSIS ESSAY

TO KILL A MOCKINGBIRD LITERARY ANALYSIS ESSAY

THE GREAT GATSBY LITERARY ANALYSIS ESSAY

THE YELLOW WALLPAPER LITERARY ANALYSIS ESSAY

If you do not have experience in writing essays, this will be a very chaotic process for you. In that case, it is very important for you to conduct good research on the topic before writing.

There are two important points that you should keep in mind when writing a literary analysis essay.

First, remember that it is very important to select a topic in which you are interested. Choose something that really inspires you. This will help you to catch the attention of a reader.

The selected topic should reflect the main idea of writing. In addition to that, it should also express your point of view as well.

Another important thing is to draft a good outline for your literary analysis essay. It will help you to define a central point and division of this into parts for further discussion.

Literary Analysis Essay Topics

Literary analysis essays are mostly based on artistic works like books, movies, paintings, and other forms of art. However, generally, students choose novels and books to write their literary essays.

Some cool, fresh, and good topics and ideas are listed below:

  • Role of the Three Witches in flaming Macbeth’s ambition.
  • Analyze the themes of the Play Antigone,
  • Discuss Ajax as a tragic hero.
  • The Judgement of Paris: Analyze the Reasons and their Consequences.
  • Oedipus Rex: A Doomed Son or a Conqueror?
  • Describe the Oedipus complex and Electra complex in relation to their respective myths.
  • Betrayal is a common theme of Shakespearean tragedies. Discuss
  • Identify and analyze the traits of history in T.S Eliot’s ‘Gerontion’.
  • Analyze the theme of identity crisis in The Great Gatsby.
  • Analyze the writing style of Emily Dickinson.

If you are still in doubt then there is nothing bad in getting professional writers’ help.

We at 5StarEssays.com can help you get a custom paper as per your specified requirements with our do essay for me service.

Our essay writers will help you write outstanding literary essays or any other type of essay. Such as compare and contrast essays, descriptive essays, rhetorical essays. We cover all of these.

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Frequently Asked Questions

What should a literary analysis essay include.

A good literary analysis essay must include a proper and in-depth explanation of your ideas. They must be backed with examples and evidence from the text. Textual evidence includes summaries, paraphrased text, original work details, and direct quotes.

What are the 4 components of literary analysis?

Here are the 4 essential parts of a literary analysis essay;

No literary work is explained properly without discussing and explaining these 4 things.

How do you start a literary analysis essay?

Start your literary analysis essay with the name of the work and the title. Hook your readers by introducing the main ideas that you will discuss in your essay and engage them from the start.

How do you do a literary analysis?

In a literary analysis essay, you study the text closely, understand and interpret its meanings. And try to find out the reasons behind why the author has used certain symbols, themes, and objects in the work.

Why is literary analysis important?

It encourages the students to think beyond their existing knowledge, experiences, and belief and build empathy. This helps in improving the writing skills also.

What is the fundamental characteristic of a literary analysis essay?

Interpretation is the fundamental and important feature of a literary analysis essay. The essay is based on how well the writer explains and interprets the work.

Cordon J.

Law, Finance Essay

Cordon. is a published author and writing specialist. He has worked in the publishing industry for many years, providing writing services and digital content. His own writing career began with a focus on literature and linguistics, which he continues to pursue. Cordon is an engaging and professional individual, always looking to help others achieve their goals.

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Literary Analysis Paper Outline and Literary Analysis Examples

Bob Cardens

  • December 16, 2023
  • How to Guides , Samples

A Literary Analysis Paper Develops a clear, complex idea about a text(s) that you can articulate and support, with appropriate textual evidence and interpretation and secondary scholarship. Here’s a Literary Analysis Paper Outline plus two Literary Analysis Example (Literary Analysis on Does the Sun Rise? and This Novel is About a Lady”: Brett Ashley in The Sun Also Rises).

What You'll Learn

Literary Analysis Paper Outline

I. introduction.

Set up the context of the novel. This includes stating the author, the title of the work, and perhaps some details as to the period the piece was written in or anything else you think would be relevant for your reader to know before reading your analysis. This is where you might also include a very short summary of the text you are analyzing (by short, Imean no more than a sentence or two).

Claim: 

Your claim will be your stance as to the meaning (or a meaning) behind the novel (or aspects of the novel). Example: While survival is still a major topic throughout the story, “The Open Boat” can also be read as a striving for community, . . .

  • Reasons/key areas/focus: 

These will be your reasons that you have that support your claim. Here is where you might delve into the use of literary devices in the text. Example : . . . . as the survivors find a sort of friendship with one another, and as they struggle together to live.

II. Reason #1

  • Topic Sentence: 

This sentence will state the first reason that you have supporting your claim in your thesis. Phrase this sentence in a way that restates the reason you had in your thesis, and explain how it is relevant to your claim.

Example: Multiple points throughout the story highlight the moments of the passengers finding a type of friendship with each other.

  • Introduce the Evidence: 

Either briefly state the context of the quote you are about to give, or give a littleglimpse into the function of the quote within the story.

Example: The narrator of the text specifically highlights the brotherhood that thesurvivors have formed:

  • Quote: 

Give the quote, along with the citation.

Example: “It would be difficult to describe the subtle brotherhood of men that was here established on the seas. No one said that it was so. No one mentioned it. But it dwelt in the boat, and each man felt it warm him” (Crane 370).

  • Explication (un-packing the quote): 

Explicating the quote involves picking out the specific words and language usedby the author within the quote. Essentially, you are saying what the quote means. Example: This brotherhood is described as “subtle,” and the text goes on to explain that no one has verbally discussed this reality, which hints that it may not even consciously recognized by each of the men. However, even though it is not fully recognize, it is tangibly felt by each of the men, as each “felt it warm him.”

  • Analysis (consider the larger significance of your explication): 

After detailing what the quote means, you need to take another step outwards. What does this use of language mean? Why is this quote important? What conclusions can we draw from this evidence? Example: As the narrator himself is commenting on the apparent brotherhood between the survivors, the conclusion is that this is no mere illusion of a single passenger . . .

  • Tie-Back to Thesis: 

How does this evidence support your thesis? Be sure to give a tie-back that shows how this example that you’ve analyzed proves your thesis. Example: . . . but rather a reality of the community that is drawing the four men together.

III. Section II – Reason #2 

(Note: You can have as many sections as you like; two is probably a good minimum, and the maximum would depend on the paper length requirements set by your instructor. Also, if you have more than one quote/piece of evidence, you can have more than one paragraph per reason.)

A. Topic Sentence B. Evidence C. Quote D. Explication E. Analysis F. Tie-Back to Thesis IV. Conclusion

Restate Thesis: 

Restate your thesis again in the conclusion. Be sure to change the wording so it is not repetitive, and so that it is more conducive to a conclusion, rather than an introduction. Example: Apart from the obviously seen theme of survival in the face of an in a different world, the striving of the four survivors for community in Crane’s “The Open Boat” is decidedly a major theme.

  • Larger Significance of Thesis: 

Take a step further outwards from your initial claim. What is the larger significance of what you’ve just argued, beyond the contents of the story? Example: While this particular story of Crane’s is usually categorized as a Naturalist piece, the search for community demonstrates a very Modernistic theme.

  • Wrap-up Statement/Call for Further Inquiry:

Either provide a satisfying concluding statement to end your paper, or perhaps spark more interest in your reader by leaving them with a thought that they can pursue further. Example: Perhaps rather than lumping this piece in with Naturalism, it would be better placed as a bleed from Naturalism to Modernism.

Sample Literary Analysis Essay college

This novel is about a lady”: brett ashley in the sun also rises.

While Ernest Hemingway’s The Sun Also Rises is told from the viewpoint of one Jake Barnes, another prominent figure within the novel is Lady Brett Ashley. In fact, in Hemingway’s original opening for the novel, he had written, “This novel is about a lady. Her name is Lady Ashley” (Qtd. in Martin 70). Brett, as she is developed in the novel, has been painted in different lights, depending on the interpreter, ranging from a sympathetic view to one of condemnation. The portrait of her that I will attempt to show is one of a human being, caught between the ideologies of two eras.

Brett Ashley is a woman living during an age of a new femininity and sexual freedom, during the end of the repressive Victorian era. Reflecting changing behaviors, she wears pants and has her hair cropped, and she is sexually uninhibited. Her experience may be analogous to the stereotypical college freshman who grew up in a strict household, one where the idea of drinking before twentyone is demonized, so the freshman was not educated in safe practice. The newfound freedom is exhilarating, and the freshman is known to binge-drink, not thinking of his or her tolerance level and the consequences, such as an incapacitating hangover. The sexual promiscuity of Brett, and other women of her time period, may be viewed in the same light: after a repressive era, sex is, in a way, “new” and exciting. However, because of the prior taboo of discussing sex, a sense of responsibility, self-respect, and self-care was likely not passed down to Brett. Because of this, she, as a “new woman,” binges on sex. This is not necessarily because she is an emasculating man-eater. Rather, this is a reflection on her being almost child-like in her behavior, being given power without being made aware of the responsibility of it. As Martin expresses, for Brett, the need to rebel against the traditional idea of the feminine outweighs the practice of responsible sex (67-8, 71).

However, her existence during such a cultural transition takes a toll on Brett’s psychological well-being. In trying to cope with Robert Cohn’s infatuation with her, for example, she turns to alcohol: As Jake returns a bottle of Fundador to the bartender, she stops him. “‘Let’s have one more drink of that,’ Brett said. ‘My nerves are rotten’” (Hemingway 186). As stated by Martin, “In spite of the fact that Brett tries to break free of patriarchal control, she often vacillates between the extremes of self-abnegation and self-indulgence, and her relationships… are filled with ambivalence, anxiety, and frequently alienation” (69). Among one of her many discussions with Jake where she admits her dissatisfaction and misery, Brett confides in him that “When I think of all the hell I put chaps through. I’m paying for it all now” (34). Thus, Brett is not without a sense of guilt. Despite this, she continues with one affair after another, knowing how it has affected the men she has been and will be with. There must then be other driving factors in her behavior beyond a desire for sexual pleasure.

Like many people of her generation, in testing out a life free of restrictive and seemingly worn-out Victorian ideologies, Brett feels disillusionment and a loss of agency after World War I, leaving her with a “moral and emotional vacuum” (Spilka 36). She cannot even take solace in religion. When she attempts to pray for her young lover Romero before his bullfight, she becomes uncomfortable in the atmosphere of the chapel: “‘Come on,’ she whispered throatily. ‘Let’s get out of here. Makes me damned nervous’” (Hemingway 212). She attempts to fill this void using intimate encounters with men, seeking a momentary feeling of human connection but remains unwilling to submit herself to anyone long term. This is particularly seen in her relationship with Jake, as she constantly uses him as a financial source and emotional support, all the while knowing that he is tormented by all her lovers (Spilka 42-3). Onderdonk points out that, at times, Brett appears to want a true relationship, such as with Romero, before he attempts to “tame” her (81). Yet, as Djos notes, she generally manipulates men, asserts her dominance over them, and avoids commitment to them (143, 148). This behavior might be interpreted as a sign that the sexual freedom Brett is trying out inevitably leads to an ethical dead end.

Unlike an imperialistic government, however, Brett is a human being with a conscience, giving rise to the aforementioned guilt. This guilt, coupled with the internal void common to the Lost Generation, is what drives her and her colleagues to seek comfort in a bottle. Often taken for a sign of immorality, alcoholism here signifies quite the opposite. It is Brett’s conscience and her discomfort with the lack of moral direction that drive her to drink. Djos presents the following theory, based on real-life alcoholics: “There is a great deal of fear here, fear of selfunderstanding, fear of emotional and physical inadequacy, and … fear of each other” (141-2). Because Brett and her friends are travelling an unmapped road, with no signs pointing to ethical landmarks or spiritual meaning, they must deal with the uncertainty of their situation. The characters throughout the novel do seem to have shallow interactions and relationships with each other, yet the fact that so much is left unsaid between them is evidence of Hemingway’s “tip of the iceberg” style. For them alcohol is a social lubricant, and even a means to survive day by day, minute by minute, suggesting that these characters are navigating great psychological challenges (Djos 141) and must suffer in isolation as they do so. Brett is no exception to this experience. Early on in the novel, Brett alludes to this despair when she bemoans to Jake, “Oh, darling, I’ve been so miserable” (Hemingway 32). Brett is far from being a role model or the picture of perfection. Yet, she is not a cold-hearted succubus, either. She is a woman attempting to find her place in the wake of a war and a gender revolution, surrounded by changing ideas, gender roles, and cultural standards. Hiding behind a wall of alcohol abuse, she struggles, as did many women of her time, between her libido and desire for freedom from patriarchy and male ownership, and her sense of guilt and discomfort with herself and others. Brett is nothing more, or less, than a human being experiencing the tumultuous waves produced by life.

Works Cited

  • Djos, Matts. “Alcoholism in Ernest Hemingway’s The Sun Also Rises: A Wine and
  • Roses Perspective on the Lost Generation.” 1995. Ernest Hemingway’s The Sun Also Rises, edited by Linda Wagner-Martin, Oxford UP, 2002, pp. 139-53.
  • Hemingway, Ernest. The Sun Also Rises. Scribner, 1926.
  • Martin, Wendy. “Brett Ashley as New Woman in The Sun Also Rises.” New
  • Essays on The Sun Also Rises, edited by Linda Wagner-Martin, Cambridge UP, 1987, pp. 65-81.
  • Onderdonk, Todd. “‘B itched’: Feminization, Identity, and the Hemingwayesque
  • in The Sun Also Rises.” Twentieth Century Literature, vol. 52, no 1, 1 Mar. 2006, pp. 61-91. Academic Search Complete. doi:10.1215/0041462X-2006-2007. Accessed 16 Sept. 2013.
  • Spilka, Mark. “The Death of Love in The Sun Also Rises.” 1958. Ernest
  • Hemingway’s The Sun Also Rises, edited by Linda Wagner-Martin, Oxford UP, 2002, pp. 33-45.

Does the Sun Rise? A Study of Metaphors in Ernest – literary analysis example for a short story

Although Hemingway’s novel The Sun Also Rises begins with an epigraph from the biblical book of Ecclesiastes that suggests the constantly renewing cycles of the earth and of human generations, the author’s use of metaphors in this story raises the question of whether we will always be able to recover from our own destructive behavior. If it is true that humans and the earth are resilient and that no force can disrupt the cycle of rebirth and regeneration, the novel should leave readers feeling optimistic. However, it does not end on a positive note. Instead, it ends with confirmation that even though Brett Ashley likes to imagine a happy life with protagonist Jake Barnes, they are too damaged to have one. Jake’s cynical response to Brett’s fantasy reminds us of this point: “Isn’t it pretty to think so?” Jake’s difficulty coping with his injury, his tendency to self-medicate with alcohol, his inability to pray, and his failure to sustain an intimate relationship with another person all exemplify the irreversible destruction inflicted byWorld War I. Specifically through the metaphors of Jake’s wound and the tainted Pamplona fiesta, the novel conveys the possibility that if we are not careful, we can dangerously disrupt the cycle of renewal.

Jake’s service as an American soldier in World War I has left him with an unusual wound: he took a hit to the groin and his sexual organs were damaged. Not only does this wound affect him physically, preventing him from being able to have sex and to reproduce, but it also affects him psychologically, robbing him of masculine confidence and of the chance for an intimate relationship with the woman he loves, Brett Ashley. Jake’s response to the injury as he looks in the mirror reveals how powerfully the scar affects him: “I looked at myself in the mirror of the big armoire beside the bed….Of all the ways to be wounded. I suppose it was funny” (38). Although Jake tries to laugh off the injury, he suffers from the constant effort to cope with it and the general effects of his war experience: “I lay awake thinking and my mind jumping around. Then I couldn’t keep away from it, and I started to think about Brett and all the rest of it went away. I was thinking about Brett and my mind stopped jumping around and started to go in sort of smooth waves. Then all of a sudden I started to cry” (39). The wound is a constant reminder to Jake that his life is different now.

Yet it also serves as a general metaphor for the psychological wounds he and all his friends are coping with. Like Jake’s genital scar, his friends’ pain is kept well-covered. They almost never speak of the war. When Robert Cohn asks Mike Campbell if he was in the war, Mike answers, “Was I not?” And then the subject shifts to a funny story about Mike’s stealing medals earned by someone else so Mike could wear them to a formal dinner. Although he seems fun-loving, ready to laugh and party with his companions, Mike drinks and spends money indiscriminately in order to cope with his pain. We see the characters’ dysfunctional behavior throughout the novel as the group  constantly drinks and engages in distractions to cope with their own psychological wounds. The worst effects of these injuries are their inability to find hope in anything, even God, and to enjoy close and healthy

Relationships with each other.

Another metaphor employed effectively in the novel to suggest irreversible destruction is the ruined bull fights. Jake has been an aficionado of the bull fights for many years. He considers them almost sacred. He shares this feeling with his friend Montoya, at whose hotel he stays when he comes to Pamplona for the fiesta. “I had stopped at the Montoya for several years. We never talked for very long at a time. It was simply the pleasure of discovering what we each felt.” (137). Even though Jake’s mind wanders when he goes to church now, he has been able to maintain this special experience of the bull fights. The way he describes this “art” reveals that he sees something pure in it—a chance to confront one’s fears with dignity, courage, and grace and then destroy those fears: “Romero’s bull-fighting gave real emotion, because he kept the absolute purity of line in his movements and always quietly and calmly let the horns pass him close each time” (171). Since the events recur each year during fiesta, there is a sense of renewal associated with it. 

However, when Brett initiates Romero into manhood through a brief sexual affair, it not only compromises Romero’s innocence and purity as an artist, but it spoils the experience of fiesta for Jake. Montoya, his fellow aficionado blames Jake and his friends for not respecting Romero and the bull fight, and the loss of this friendship hurts Jake. Just before the group leaves town, Jake says, “We had lunch and paid the bill. Montoya did not come near us” (232). Montoya’s previous regard for Jake will not likely be regained, since the aficion, or passion, they  shared was very rare, and the affair has spoiled their bond. Like Jake and his friends’ faith in anything transcending ordinary mundane life, Jake’s experience of the bull fight has been tainted now by the dysfunctional actions of him and the rest of the group. This metaphor suggests that some kinds of destruction are permanent.

As the novel concludes, the reader wants to believe that Jake will survive and find some kind of happiness. Yet, the metaphors of Jake’s wound and the tainted bull fights suggest that some kinds of damage cannot be undone. The novel implies that, as a result of one of the most destructive wars in human history, these characters will simply have to learn to live with their injuries and cope with their lost hopes. Their hardship serves as a warning that humans should think carefully before waging war against each other.

Works Cited Hemingway, Ernest. The Sun Also Rises . Scribner, 1926.

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30+ SAMPLE Literary Analysis Templates in PDF | MS Word

Literary analysis templates | ms word, 30+ literary analysis templates, literary analysis: what is it, the elements of a literary analysis, how to process a literary analysis effectively, how long is the literary analysis, what are the common types of literary analysis, what are the main literary elements.

Literary Analysis Essay Template

Literary Analysis Essay Template

Literary Analysis Paper Template

Literary Analysis Paper Template

Outline Structure for Literary Analysis

Outline Structure for Literary Analysis

Literary Analysis Research Paper

Literary Analysis Research Paper

Academic Literary Analysis Template

Academic Literary Analysis Template

Sample Literary Analysis Essay Template

Sample Literary Analysis Essay Template

Literary Analysis Essay Plan Template

Literary Analysis Essay Plan Template

Verbs for Literary Analysis

Verbs for Literary Analysis

Comprehensive Literary Analysis

Comprehensive Literary Analysis

Basic Literary Analysis Template

Basic Literary Analysis Template

Literary Analysis Rubric

Literary Analysis Rubric Template

Literary Critical Analysis Template

Literary Critical Analysis Template

University Literary Analysis Template

University Literary Analysis Template

Simple Literary Analysis Template

Simple Literary Analysis Template

Prompts for Literary Analysis

Prompts for Literary Analysis

Quotation in Literary Analysis

Quotation in Literary Analysis

Political Practice of Literary Analysis

Political Practice of Literary Analysis

Sift Methods of Literary Analysis

Sift Methods of Literary Analysis

Words for Literary Analysis

Words for Literary Analysis

Model for Teaching Literary Analysis

Model for Teaching Literary Analysis

Basic Literary Analysis Example

Basic Literary Analysis Example

Peer Editing for the Literary Analysis

Peer Editing for the Literary Analysis

Literary Text Analysis Project

Literary Text Analysis Project

Literary Analysis Course Template

Literary Analysis Course Template

Literary Analysis Worksheet Template

Literary Analysis Worksheet Template

Literary Analysis Essay in Format

Literary Analysis Essay in Format

Literary Analysis Planning Template

Literary Analysis Planning Template

Standard Literary Analysis Template

Standard Literary Analysis Template

Researched Literary Analysis Template

Researched Literary Analysis Template

Literary Analysis Outline Example

Literary Analysis Outline Example

Practicing Literary Analysis Template

Practicing Literary Analysis Template

literary-analysis-templates

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Hamlet Research Paper & Essay Examples

a sample literary analysis paper

When you have to write an essay on Hamlet by Shakespeare, you may need an example to follow. In this article, our team collected numerous samples for this exact purpose. Here you’ll see Hamlet essay and research paper examples that can inspire you and show how to structure your writing.

✍ Hamlet: Essay Samples

  • What Makes Hamlet such a Complex Character? Genre: Essay Words: 560 Focused on: Hamlet’s insanity and changes in the character Characters mentioned: Hamlet, Claudius, Ophelia
  • Shakespeare versus Olivier: A Depiction of ‘Hamlet’ Genre: Essay Words: 2683 Focused on: Comparison of Shakespeare’s Hamlet and Laurence Olivier’s adaptation Characters mentioned: Hamlet, the Ghost, Claudius, Ophelia, Gertrude
  • Drama Analysis of Hamlet by Shakespeare Genre: Essay Words: 1635 Focused on: Literary devices used in Hamlet Characters mentioned: Hamlet, Claudius, Gertrude, Ophelia
  • Hamlet’s Renaissance Culture Conflict Genre: Critical Essay Words: 1459 Focused on: Hamlet’s and Renaissance perspective on death Characters mentioned: Hamlet, Claudius, Ophelia, Horatio
  • Father-Son Relationships in Hamlet – Hamlet’s Loyalty to His Father Genre: Explicatory Essay Words: 1137 Focused on: Obedience in the relationship between fathers and sons in Hamlet Characters mentioned: Hamlet, Laertes, Ophelia, Polonius, Fortinbras, Polonius, the Ghost, Claudius
  • A Play “Hamlet” by William Shakespeare Genre: Essay Words: 1026 Focused on: Hamlet’s personality and themes of the play Characters mentioned: Hamlet, Claudius, Ophelia, Gertrude, Polonius
  • Characterization of Hamlet Genre: Analytical Essay Words: 876 Focused on: Hamlet’s indecision and other faults Characters mentioned: Hamlet, Ophelia, Claudius, the Ghost, Gertrude
  • Hamlet’s Relationship with His Mother Gertrude Genre: Research Paper Words: 1383 Focused on: Hamlet’s relationship with Gertrude and Ophelia Characters mentioned: Hamlet, Gertrude, Ophelia, Claudius, Polonius
  • The Theme of Revenge in Shakespeare’s Hamlet Genre: Research Paper Words: 1081 Focused on: Revenge in Hamlet and how it affects characters Characters mentioned: Hamlet, Claudius, Gertrude, the Ghost
  • Canonical Status of Hamlet by William Shakespeare Genre: Essay Words: 1972 Focused on: Literary Canon and interpretations of Hamlet Characters mentioned: Hamlet, Horatio, Claudius
  • A Critical Analysis of Hamlet’s Constant Procrastination in Shakespeare’s Hamlet Genre: Essay Words: 1141 Focused on: Reasons for Hamlet’s procrastination and its consequences Characters mentioned: Hamlet, Claudius, Gertrude, Ophelia, Polonius
  • Role of Women in Twelfth Night and Hamlet by Shakespeare Genre: Research Paper Words: 2527 Focused on: Women in Shakespeare’s Twelfth Night and Hamlet Characters mentioned: Ophelia, Gertrude, Hamlet, Claudius, Laertes, Polonius
  • William Shakespeare’s Hamlet, Prince of Denmark Genre: Essay Words: 849 Focused on: Key ideas and themes of Hamlet Characters mentioned: Hamlet, Ophelia, Laertes
  • Shakespeare: Hamlet Genre: Essay Words: 1446 Focused on: The graveyard scene analysis Characters mentioned: Hamlet, Ophelia, Laertes, Claudius, Gertrude, Polonius
  • Oedipus Rex and Hamlet Compare and Contrast Genre: Term Paper Words: 998 Focused on: Comparison of King Oedipus and Hamlet from Sophocles’ Oedipus the King and William Shakespeare’s Hamlet . Characters mentioned: Hamlet
  • The Play “Hamlet Prince of Denmark” by W.Shakespeare Genre: Essay Words: 824 Focused on: How Hamlet treats Ophelia and the consequences of his behavior Characters mentioned: Hamlet, Ophelia, Claudius, Gertrude, Polonius, Laertes
  • Hamlet by William Shakespeare Genre: Explicatory Essay Words: 635 Focused on: Key themes of Hamlet Characters mentioned: Hamlet, Claudius, Gertrude, Fortinbras
  • Hamlet’s Choice of Fortinbras as His Successor Genre: Essay Words: 948 Focused on: Why Hamlet chose Fortinbras as his successor Characters mentioned: Hamlet, Fortinbras, Claudius
  • Hamlet, Laertes, Fortinbras: Avenging the Death of their Father Compare and Contrast Genre: Compare and Contrast Essay Words: 759 Focused on: Paths and revenge of Hamlet, Laertes, and Fortinbras Characters mentioned: Hamlet, Laertes, Fortinbras, Claudius
  • Oedipus the King and Hamlet Genre: Essay Words: 920 Focused on: Comparison of Oedipus and King Claudius Characters mentioned: Hamlet, Claudius, Gertrude
  • Hamlet Genre: Term Paper Words: 1905 Focused on: Character of Gertrude and her transformation Characters mentioned: Gertrude, Hamlet, Claudius, the Ghost, Polonius
  • Compare Laertes and Hamlet: Both React to their Fathers’ Killing/Murder Compare and Contrast Genre: Compare and Contrast Essay Words: 1188 Focused on: Tension between Hamlet and Laertes and their revenge Characters mentioned: Hamlet, Laertes, Ophelia, Polonius, Claudius, Gertrude
  • Recurring Theme of Revenge in Hamlet Genre: Essay Words: 1123 Focused on: The theme of revenge in Hamlet Characters mentioned: Hamlet, Laertes, Ophelia
  • The Function of the Soliloquies in Hamlet Genre: Research Paper Words: 2055 Focused on: Why Shakespeare incorporated soliloquies in the play Characters mentioned: Hamlet, Claudius, Gertrude
  • The Hamlet’s Emotional Feelings in the Shakespearean Tragedy Genre: Essay Words: 813 Focused on: What Hamlet feels and why Characters mentioned: Hamlet, Gertrude, Claudius
  • Blindness in Oedipus Rex & Hamlet Genre: Research Paper Words: 2476 Focused on: How blindness reveals itself in Oedipus Rex and Hamlet Characters mentioned: Hamlet, Claudius, Horatio, the Ghost
  • “Hamlet” and “Rosencrantz and Guildenstern are Dead” Genre: Essay Words: 550 Focused on: Comparison of Hamlet and Rosencrantz and Guildenstern are Dead Characters mentioned: Hamlet, Rosencrantz, Guildenstern
  • The Role of Queen Gertrude in Play “Hamlet” Genre: Essay Words: 886 Focused on: Gertrude’s role in Hamlet and her involvement in King Hamlet’s murder Characters mentioned: Gertrude, Hamlet, the Ghost, Claudius, Polonius
  • Rosencrantz and Guildenstern Genre: Explicatory Essay Words: 276 Focused on: The role and destiny of Rosencrantz and Guildenstern in Hamlet Characters mentioned: Rosencrantz, Guildenstern, Hamlet, Claudius
  • Passing through nature into eternity Genre: Term Paper Words: 2900 Focused on: Comparison of Because I Could Not Stop for Death, and I Died for Beauty, but was Scarce by Emily Dickinson with Shakespeare’s Hamlet Characters mentioned: Hamlet, the Ghost, Claudius, Gertrude
  • When the Truth Comes into the Open: Claudius’s Revelation Genre: Essay Words: 801 Focused on: Claudius’ confession and secret Characters mentioned: Claudius, Hamlet
  • Shakespeare Authorship Question: Thorough Analysis of Style, Context, and Violence in the Plays Hamlet, Julius Caesar, Twelfth Night Genre: Term Paper Words: 1326 Focused on: Whether Shakespeare wrote Hamlet, Julius Caesar, Twelfth Night Characters mentioned: Hamlet
  • Measuring the Depth of Despair: When There Is no Point in Living Genre: Essay Words: 1165 Focused on: Despair in Hamlet and Macbeth Characters mentioned: Hamlet
  • Violence of Shakespeare Genre: Term Paper Words: 1701 Focused on: Violence in different Shakespeare’s plays Characters mentioned: Hamlet, Horatio, Claudius, Gertrude, Palonius, Laertes,
  • Act II of Hamlet by William Shakespeare Genre: Report Words: 1129 Focused on: Analysis of Act 2 of Hamlet Characters mentioned: Hamlet, Polonius, Ronaldo, Laertes, Rosencrantz, Guildenstern, First Player, Claudius
  • The Value of Source Study of Hamlet by Shakespeare Genre: Explicatory Essay Words: 4187 Focused on: How Shakespeare adapted Saxo Grammaticus’s Danish legend on Amleth and altered the key characters Characters mentioned: Hamlet, Ophelia, Gertrude, Claudius, the Ghost, Fortinbras, Horatio, Laertes, Polonius
  • Ophelia and Hamlet’s Dialogue in Shakespeare’s Play Genre: Essay Words: 210 Focused on: What the dialogue in Act 3 Scene 1 reveals about Hamlet and Ophelia Characters mentioned: Hamlet, Ophelia
  • Lying, Acting, Hypocrisy in Shakespeare’s “Hamlet” Genre: Essay Words: 1313 Focused on: The theme of deception in Hamlet Characters mentioned: Hamlet, Gertrude, Claudius, Ophelia
  • Shakespeare’s Hamlet’s Behavior in Act III Genre: Report Words: 1554 Focused on: Behavior of different characters in Act 3 of Hamlet Characters mentioned: Hamlet, Claudius, Gertrude, Ophelia, Rosencrantz, Guildenstern, Polonius
  • The Masks of William Shakespeare’s Play “Hamlet” Genre: Research Paper Words: 1827 Focused on: Hamlet’s attitude towards death and revenge Characters mentioned: Hamlet, the Ghost
  • Ghosts and Revenge in Shakespeare’s Hamlet Genre: Essay Words: 895 Focused on: The figure of the Ghost and his relationship with Hamlet Characters mentioned: Hamlet, the Ghost, Gertrude, Claudius
  • Macbeth and Hamlet Characters Comparison Genre: Essay Words: 1791 Focused on: Comparison of Gertrude in Hamlet and Lady Macbeth in Macbeth Characters mentioned: Gertrude, Claudius, Hamlet
  • Depression and Melancholia Expressed by Hamlet Genre: Essay Words: 3319 Focused on: Hamlet’s mental issues and his symptoms Characters mentioned: Hamlet, Claudius, Ophelia, Laertes, the Ghost, Polonius
  • Meditative and Passionate Responses in the Play “Hamlet” Genre: Essay Words: 1377 Focused on: Character of Hamlet in Shakespeare’s play and Zaffirelli’s adaptation Characters mentioned: Hamlet, Claudius, Gertrude, Ophelia, Polonius
  • Portrayal of Hamlet in Shakespeare’s Play and Zaffirelli’s Film Genre: Essay Words: 554 Focused on: Character of Hamlet in Shakespeare’s play and Zaffirelli’s adaptation Characters mentioned: Hamlet, Ophelia
  • Hamlet in the Film and the Play: Comparing and Contrasting Genre: Essay Words: 562 Focused on: Comparison of Shakespeare’s Hamlet and Zeffirelli’s version of the character Characters mentioned: Hamlet
  • Literary Analysis of “Hamlet” by William Shakespeare Genre: Essay Words: 837 Focused on: Symbols, images, and characters of the play Characters mentioned: Hamlet, the Ghost, Claudius, Gertrude, Ophelia
  • Psychiatric Analysis of Hamlet Genre: Essay Words: 1899 Focused on: Hamlet’s mental state and sanity in particular Characters mentioned: Hamlet, Claudius, Ophelia, Laertes, Polonius
  • Hamlet and King Oedipus Literature Comparison Genre: Essay Words: 587 Focused on: Comparison of Hamlet and Oedipus Characters mentioned: Hamlet

Thanks for checking the samples! Don’t forget to open the pages with Hamlet essays that you’ve found interesting. For more information about the play, consider the articles below.

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CBSE Class 10 Exam English Analysis: ‘Paper lengthy, tricky questions’

Cbse class 10 english: the class 10 english questions were set to assess the comprehension and critical thinking skills..

a sample literary analysis paper

The Central Board of Secondary Education (CBSE) on February 26 conducted the English paper of Class 10. The paper was a balanced one, say experts. The difficulty level of the CBSE 2024 English Class 10 questions was easy to moderate.

According to Pratima Jha, HOD (English) at Silverline Prestige School, Ghaziabad, both the passages in the reading section had toned, open ended and message-based questions which consumed more time than usual. “While writing and grammar questions were easily comprehensible with sufficient clues to build up the content, the literature part had less choice,” she said. 

a sample literary analysis paper

The questions were based on the pattern and style of the sample paper shared by CBSE. “Certain questions in the writing section expected the learners to critically analyse the given cue/ situation and provide their interpretation,” said Richa Udani, English subject teacher at Billabong High International School, Malad ( Mumbai ).

‘Time-consuming paper’

Overall the paper was moderate but lengthy, Nita Colvin, TGT English, Global Indian International  School,  Ahmedabad said. “ While the literature section was predictable and easy, the unseen passages had a few tricky questions which took a long time to solve and the grammar and creative writing sections included straightforward questions,” Colvin added.

The writing section, as per Aashita Chauhan, TGT, KIIT World School, Gurugram included familiar topics, and allowed students enough opportunity to express themselves. 

Festive offer

“Although the literature portion seemed simple, the inferential questions required considerable thought and might be easily misinterpreted. It was rather time-consuming and safe to say that even if the literature component was rather straightforward, the students still needed to do an extensive analysis of it. There was a good mix of knowledge, quantitative, and application-based problems in the question paper,” Chauhan added.

Divyanshi Jha, Class 10 student, GIIS Ahmedabad said that the paper was balanced but lengthy. Comprehension passages had some tricky questions and was time-consuming while the grammar portion was simple and scoring.

Aditya, a student of VidyaGyan School-Bulandshahr claimed, “The paper was quite lengthy. I kept writing till the end. The RTCs of literature section was the most challenging part of the paper.”

Rupali, another student of the same school said, “The paper was lengthy and the reading section and RTCs took the most time and were challenging. The subjective part was interesting and easy. There was a lot to write.”

‘Noticeable variations between the three sets’

There were noticeable variations between the three sets, Mitu Majumdar, Educator Senior Years, Shiv Nadar School, Noida said. The analytical paragraph questions were along the lines of the CBSE sample papers and grammar questions were of easy to average level, but 3 – 4 questions confused the students. “Short answer type questions were all predicted, and not a single question was unfamiliar to the students. Long answer questions were competency-based and gave full scope for creativity and extrapolation,” she added.

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CBSE Class 12 Chemistry Question Paper 2024 PDF with Answer Key (All Sets)

Cbse class 12 chemistry paper 2024: download all sets of the cbse class 12 chemistry question paper for the cbse board exam 2024 here. also, download the cbse class 12 chemistry answer key for solutions to all questions..

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CBSE Class 12 Chemistry Paper Analysis: Watch Students Reactions!

CBSE Class 12 Chemistry Exam Pattern 2024:

  • Section A had 16 multiple choice questions  carrying 1 mark each .
  • Section B had  5 short answer type questions  carrying 2 marks each.
  • Section C had 7  short answer type questions  carrying 3 marks each.
  • Section D had 2 case based questions  carrying 4 marks each.
  • Section E had 3 long answer type questions  carrying 5 marks each.

All questions were compulsory, however, some questions had internal choices.

CBSE Class 12 Chemistry Question Paper 2024 (Set 1)

a sample literary analysis paper

CBSE Class 12 Chemistry Question Paper 2024 (Set 2)

a sample literary analysis paper

CBSE Class 12 Chemistry Question Paper 2024 (Set 3)

a sample literary analysis paper

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  1. Literary Analysis: Sample Essay

    Literary Analysis: Sample Essay. We turn once more to Joanna Wolfe's and Laura Wilder's Digging into Literature: Strategies for Reading, Writing, and Analysis (Boston: Bedford/St. Martin's, 2016) in order to show you their example of a strong student essay that has a strong central claim elucidated by multiple surface/depth arguments ...

  2. How to Write a Literary Analysis Essay

    Table of contents. Step 1: Reading the text and identifying literary devices. Step 2: Coming up with a thesis. Step 3: Writing a title and introduction. Step 4: Writing the body of the essay. Step 5: Writing a conclusion. Other interesting articles.

  3. PDF Literary Analysis Sample Paper

    Literary Analysis Sample Paper August 2016. This paragraph is a great example of the paper's author showing the reader how and why the supporting material supports the paper's thesis. 6. Literary Analysis Sample Paper August 2016. The conclusion of the analysis reiterates the paper's thesis and sums up the moral produced by the theme of ...

  4. Example of an Insightful Literary Analysis Essay

    Get a sense of what to do right with this literary analysis essay example that will offer inspiration for your own assignment. ... Sample Literary Analysis Essay for Middle School or High School. At the middle school level, a literary analysis essay can be as short as one page. For high schoolers, the essay may become much longer as they progress.

  5. PDF HOW TO WRITE A LITERARY ANALYSIS ESSAY

    The term regularly used for the development of the central idea of a literary analysis essay is the body. In this section you present the paragraphs (at least 3 paragraphs for a 500-750 word essay) that support your thesis statement. Good literary analysis essays contain an explanation of your ideas and evidence from the text (short story,

  6. 12.14: Sample Student Literary Analysis Essays

    Heather Ringo & Athena Kashyap. City College of San Francisco via ASCCC Open Educational Resources Initiative. Table of contents. Example 1: Poetry. Example 2: Fiction. Example 3: Poetry. Attribution. The following examples are essays where student writers focused on close-reading a literary work.

  7. How to Write Literary Analysis

    Literary analysis involves examining all the parts of a novel, play, short story, or poem—elements such as character, setting, tone, and imagery—and thinking about how the author uses those elements to create certain effects. A literary essay isn't a book review: you're not being asked whether or not you liked a book or whether you'd ...

  8. Student Essay Example 2 (Literary Analysis) in MLA

    Attributions. Images and video created by Dr. Sandi Van Lieu and licensed under CC BY NC SA. Student essay example by Janelle Devin and used with permission. Previous: Sample Paper in MLA and APA.

  9. Midterm Literary Analysis Papers: Student Examples

    Tonya Flowers ENG 104, Prof. C. Agatucci Midterm Literary Analysis Paper 29 October 2003. Chopin's Artistry in "The Story of an Hour" To be in conflict with traditional society's beliefs is difficult for many to do; however, author Kate Chopin fights that battle to bring readers some of the most thought provoking literature that a person can get their hands on.

  10. How to Write a Literary Analysis Essay: Definition, Formats, Examples

    February 23, 2022. Firstly to understand what a literary analysis essay means, it's a way to determine and understand the work of an author, even if it is a single work or an entire body of work. Literary criticism is a description, analysis, evaluation, or interpretation of a particular literary work or an author's writings as a whole.

  11. Literary Analysis Essay Examples: Discover How to Analyze Literature

    Keep practicing, and each essay will be a step towards mastery in literary analysis. How to write an outline of a Literary Essay. Embarking on the journey of writing a literary analysis essay requires a roadmap to ensure a logical and coherent argument. One effective way to organize your thoughts and ideas is by creating an outline.

  12. PDF Writing a Literary Analysis Paper

    The paper is framed as a summary rather than as a literary analysis.) 6. Make an extended list of evidence. Find more evidence from the text to support the working thesis. Then select the evidence that will be used in the paper. 7. Refine the thesis. Make sure the thesis fits with the evidence that has been presented. 8.

  13. PDF Sample Literary Analysis Essay

    Sample Literary Analysis Essay. The purpose of a literary analysis essay is to closely examine some aspect of a literary work. In this essay, RHS student Moses Martinez analyzes the fears felt by the characters in William Golding's Lord of the Flies. Notice that the essay follows the proper MLA format. personalities. In Lord of the Flies ...

  14. PDF Literary Analysis Sample Paper

    Literary Analysis Sample Paper A literary analysis is an argumentative analysis about a literary work. Although some summary is needed within the argument of a literary analysis, the objective is not to write a report about a book or story. Instead, a literary analysis discusses a writer's interpretation of a text through

  15. A Comprehensive Guide to Writing a Literary Analysis Essay

    Literary analysis is a process of examining a literary work in detail to uncover its meaning and significance. It involves breaking down the various elements of a work, such as plot, character, setting, and theme. And then analyzing how they work together to create a specific effect on the reader. In other words, literary analysis is an ...

  16. Sample Literature Papers

    Paper 1 "Girl" Characterization. This paper is an excellent example of superior analysis coupled with stylistic economy and succinctness that avoid anything superfluous. The introduction and organization deserve high praise. The paper received the grade of 96/A. Paper 2 Explication of "Sonnet 46".

  17. Literary Analysis Essay

    A literary analysis essay is an important kind of essay that focuses on the detailed analysis of the work of literature. The purpose of a literary analysis essay is to explain why the author has used a specific theme for his work. Or examine the characters, themes, literary devices, figurative language, and settings in the story.

  18. 3.7-Sample Analysis of a Short Story

    Assignment Description: For this essay, you will choose a short story and write an analysis that offers an interpretation of the text. You should identify some debatable aspect of the text and argue for your interpretation using your analysis of the story supported by textual evidence. Content: The essay should have a clear argumentative thesis ...

  19. PDF Literary Analysis Thesis Statements

    SAMPLE THESIS STATEMENTS These sample thesis statements are provided as guides, not as required forms or prescriptions. #1 The thesis may focus on an analysis of one of the elements of fiction, drama, poetry or nonfiction as expressed in the work: character, plot, structure, idea, theme, symbol, style, imagery, tone, etc. Example:

  20. Literary Analysis Paper Outline and Literary Analysis Examples

    Sample Literary Analysis Essay college This Novel is About a Lady": Brett Ashley in The Sun Also Rises. While Ernest Hemingway's The Sun Also Rises is told from the viewpoint of one Jake Barnes, another prominent figure within the novel is Lady Brett Ashley. In fact, in Hemingway's original opening for the novel, he had written, "This ...

  21. 30+ SAMPLE Literary Analysis Templates in PDF

    Literary works are composed of many elements. These are the character, plot, setting, frame, theme, motif, exposition, point of view, and denouement. And your analysis sheets must insert these devices too. Imagine how one sentence can provide a series of reactions and different interpretations.

  22. PDF LITERARY ANALYSIS WITH PRIMARY SOURCE—MLA

    SAMPLE STUDENT ESSAY LITERARY ANALYSIS WITH PRIMARY SOURCE—MLA Emma Kallstrom Dr. Charles Wolfe English 1020 13 April 2010 "They knew how to live with nature and get along with nature": The Martian Secret to a Successful Civilization Twentieth-century Americans witnessed stunning scientific

  23. Hamlet Research Paper & Essay Examples

    This section contains thematic guides on a variety of literary pieces. Students can find summaries, famous quotes, essay topics, prompts, samples, and all sorts of analyses (characters, themes , symbolism, etc.). Our literature guides will become an irreplaceable helper in discovering and deep studying of the most renowned written works.

  24. William Shakespeare's Play Othello: Literary Analysis

    Literary Devices in The Play Julius Caesar By William Shakespeare Pages: 2 (545 words) Animal Imagery in Othello: How Hatred And Rasist Slurs Affected Othello During Play Pages: 3 (648 words) Analysis of selected passages from Othello by William Shakespeare Pages: 5 (1386 words) An Analysis of "Othello" by William Shakespeare Pages: 5 (1303 words)

  25. Of Mice And Men: Literary Analysis Free Essay Example

    Of Mice and Men, a Novel by John Steinbeck: Character Analysis of Crooks Pages: 6 (1709 words) How Appearance Betrays: an Analysis of Natural Criticism in Of Mice and Men Pages: 2 (429 words) Analysis Of Crooks in Of Mice and Men Pages: 3 (675 words) John Steinbeck's Of Mice and Men Play Analysis Pages: 4 (1109 words)

  26. CBSE Class 12 English Paper Analysis 2024: Exam Review, Student

    CBSE Class 12 English Exam Paper Analysis 2024: CBSE is conducting the Class 12 English Board Exam 2024 on February 22, 2024. All the students who had appeared for the exam can check the detailed ...

  27. CBSE Class 10 Exam English Analysis: 'Paper lengthy, tricky questions

    'Time-consuming paper' Overall the paper was moderate but lengthy, Nita Colvin, TGT English, Global Indian International School, Ahmedabad said. " While the literature section was predictable and easy, the unseen passages had a few tricky questions which took a long time to solve and the grammar and creative writing sections included straightforward questions," Colvin added.

  28. CBSE Class 10 English Question Paper 2024 PDF (All Sets) with Answer Key

    CBSE Class 10 English Exam Pattern 2024. The CBSE Class 10 English (Language & Literature) question paper had 11 questions for 80 marks. The time allowed to write the paper was 3 hours.

  29. CBSE Class 12 Chemistry Question Paper 2024 PDF: Set 1, 2, 3 and 4

    CBSE Class 12 Chemistry Question Paper 2024: The Central Board of Secondary Education (CBSE) conducted the class 12 Chemistry paper today. As per the initial analysis and feedback shared by ...