The Literary/Rhetorical Analysis Paragraph

Beefing up literary analysis

Objectives• 1. We will refine our definitions the

components of a quality literary analysis paragraph (topic, context, quote, explanation, analysis)

• 2. We will revise our literary analysis paragraphs to include at LEAST TWO quotes and TWO explanations to provide in-depth evidence within our analysis.

Write the following on your paper:

• Topic sentence:

• Context:

• Quote:

• Explanation w/citation:

• Analysis:

Evidence/Support

Topicsentence

Concluding Sentence

A good paragraph is a like a good hamburger…

Evidence/Support

Evidence/Support

Topicsentence

Concluding Sentence

Evidence/Support

Evidence/Support

Evidence/Support

Topicsentence

Concluding Sentence

okay good best

From Burger to Analysis Paragraph

Topic sentence

Context-Quotation-Citation

Explanation

Analysis

Explanation

Context-Quotation-Citation

Analysis

Concluding sentence

Topic Sentence

• Gives the main idea of the paragraph

• In literary/rhetorical analysis, includes the element or device (i.e. character, imagery, etc.)

• In a complete essay, ties back to the thesis statement.

Topic sentence

Context-Quotation-Citation

Explanation

Analysis

Explanation

Context-Quotation-Citation

Analysis

Concluding sentence

Context

• Sets up background for your quotation: who? to whom? when? where? what is happening?

• Tells reader what they need to know to understand the quotation.

Topic sentence

Context-Quotation-Citation

Explanation

Analysis

Explanation

Context-Quotation-Citation

Analysis

Concluding sentence

Quotation

• The actual words from the text

• Make it as brief as you can by cutting out the fluff!

• Limit yourself to a few words or short phrases, if possible

• Incorporate/blend into your own sentence

Topic sentence

Context-Quotation-Citation

Explanation

Analysis

Explanation

Context-Quotation-Citation

Analysis

Concluding sentence

Citation

Cite according to MLA format:

“quote quote” (4).

novel: page (#)

poem: line (#)

essay: paragraph (para. #)

Topic sentence

Context-Quotation-Citation

Explanation

Analysis

Explanation

Context-Quotation-Citation

Analysis

Concluding sentence

Explanation

• Interpret what the quotation means or what the author is saying

• Try using “Here” to start your sentence:“Here the author indicates/shows/ demonstrates…”

Topic sentence

Context-Quotation-Citation

Explanation

Analysis

Explanation

Context-Quotation-Citation

Analysis

Concluding sentence

Analysis

• Connect the quotation to the literary/ rhetorical device from your topic sentence (and your thesis statement)

• What is the writer’s effect/purpose?

• Use words like “because,” “evidently,” “this proves,” and “this shows”

Topic sentence

Context-Quotation-Citation

Explanation

Analysis

Explanation

Context-Quotation-Citation

Analysis

Concluding sentence

Concluding Sentence

• Refers back to the topic sentence (and/or thesis statement)

• Include the name of the rhetorical device or literary element

• Wrap it up!

Topic sentence

Context-Quotation-Citation

Explanation

Analysis

Explanation

Context-Quotation-Citation

Analysis

Concluding sentence

Analysis Paragraph TOTALS

ONE literary/rhetorical device

TWO pieces of evidence from the text

EIGHT sentences minimum

Topic sentence

Context-Quotation-Citation

Explanation

Analysis

Explanation

Context-Quotation-Citation

Analysis

Concluding sentence

It’s time to practice

• First, we will read Ms. Pelotte’s essay and make improvements by adding quotes (evidence) and explanations.

• Second, you will improve your own writing by adding quotes (evidence) and explanations.

• *Each body paragraph must contain AT LEAST TWO quotes and explanations

SOAPS ParagraphIn the 1966 essay, “Paradox and Dream,” John Steinbeck highlights the contradictions inherent in the American Dream through the use of syntax. Early in his essay, Steinbeck characterizes this “strong and imperishable dream” as paradoxical (para. 4). Here the words “strong” and “imperishable” imply lasting, while dreams, themselves, are ephemeral. This contradiction in words emphasizes the paradoxical nature of the American Dream. Steinbeck’s use of conjunctions—”and”, “but”, “yet”—throughout the piece also signal contradictions to the reader. Steinbeck uses these words to make his sentences feel connected and opposing such as when Steinbeck writes, “we fight our way in, but try to buy our way out” (para. 2). This mirrors the inherent discord found in how Americans strive to obtain the Dream. Steinbeck’s style, heavy in conjunctions and contradictory word choice helps signal to the reader that it is the quest for the dream, itself, the “vague yearnings” that truly embody what it means to pursue an elusive dream.

TopicSentence

C-Q-C

Concluding Sentence

E

A

C-Q-C

E

A

In the 1966 essay, “Paradox and Dream,” John Steinbeck highlights the contradictions inherent in the American Dream through the use of syntax. Early in his esay, Steinbeck characterizes this “strong and imperishable dream” as paradoxical (para. 4). Here the words “strong” and “imperishable” imply lasting while dreams, themselves, are ephemeral. This contradiction in words emphasizes the paradoxical nature of the American Dream. Steinbeck’s use of conjunctions—”and”, “but”, “yet”—throughout the piece also signal contradictions to the reader. Steinbeck uses these words to make his sentences feel connected and opposiing such as when Steinbeck writes, “we fight our way in, but try to buy our way out” (para. 2). This mirrors the inherent discord found in how Americans strive to obtain the Dream. Steinbeck’s style, heavy in conjunctions and contradictory word choice help signal that it is the quest for the dream, itself, the “vague yearnings” that truly embody what it means to pursue an elusive dream.

.

TopicSentence

C-Q-C

Concluding Sentence

E

A

C-Q-C

E

A

In the 1966 essay, “Paradox and Dream,” John Steinbeck highlights the contradictions inherent in the American Dream through the use of syntax. Early in his esay, Steinbeck characterizes this “strong and imperishable dream” as paradoxical (para. 4). Here, the words “strong” and “imperishable” imply lasting while dreams, themselves, are ephemeral. This contradiction in words emphasizes the paradoxical nature of the American Dream. Steinbeck’s use of conjunctions—”and”, “but”, “yet”—throughout the piece also signal contradictions to the reader. Here, Steinbeck uses these words to make his sentences feel connected and opposiing such as when Steinbeck writes, “we fight our way in, but try to buy our way out” (para. 2). This mirrors the inherent discord found in how Americans strive to obtain the Dream. Steinbeck’s style, heavy in conjunctions and contradictory word choice help signal that it is the quest for the dream, itself, the “vague yearnings” that truly embody what it means to pursue an elusive dream.

Timed Writing Re-writeTopic: In “The Great Gatsby” F. Scott Fitzgerald makes the reader relate to the character of nick by/through________________________________.

C-Q-C: In the passage Fitzgerald writes “__________________________” (1).

E: Here, Fitzgerald shows/implies__________________________________.

A: This shows/proves__________________________________________.

C-Q-C: In addition, Fitzergerald writes “____________________________”

E: Here Fitzgerald implies, __________________________________________.

A: This reveals_____________________________________________

C: As a result___________________________________________________.