Chapter 9-Literary Analysis
Literary analysis is a writing genre that many students are unfamiliar with, but don’t be scared. Analysis is really not difficult, and it is a skill you use in your everyday life. For example, have you ever seen an article on social media and immediately knew it was “fake news”? If so, you used your analytical skills. Perhaps you looked at the title and the source and skimmed the article. You paired all of the information with your background knowledge (what you already knew about the topic) and deduced (or determined) that the article was fake.
What is literary analysis? Writing literary analysis involves multiple steps, but the major ones are summarizing theme and analyzing content. Although literary analysis involves looking at a literary work and summarizing it, it does go much deeper than that. When analyzing, writers often interpret, apply, compare and contrast, and make judgments as a means of evaluating the literary work.
Some instructors may require analysis to be written in third person (although this is not a “rule”), but your personal opinion and experiences will undoubtedly be present in your overall analysis, even if you don’t phrase them as “I believe” or “I think” statements. (As a matter of fact, AVOID using those statements.)
So, how, exactly, do you write literary analysis? Well, here are the steps:
- Critically read the literary work assigned to you. This may require you to read the same text multiple times.
- Take notes as you read.
- Engage with the written discourse (article) critically instead of finding fault. Try not to think, “Well, I disagree,” or “This is right on!” Instead, be open-minded and consider the author’s point of view.
- Next, prewrite–list the main ideas, key features, and examples from the text. Most important, focus on the theme!
- When writing, pretend as if your audience hasn’t read the article (because chances are they haven’t).
- Then, you will move on to your analysis of the author’s themes or ideas. Compare and contrast your background knowledge, experience, and research with that of the author. Do you agree or disagree with the article’s POV? Please, don’t directly state your analysis in that manner. Provide evidence (examples and research) as a basis for your evaluation.
- Focus on themes, character traits, symbols, and other literary devices when analyzing the text.
Here is a possible organizational format you might use for a literary analysis essay.
Paragraph 1-Introduction; give a brief summary of the literary work. Make sure to include the title and author. Provide any important background information here.
Paragraph 2-Summary of first main point/theme from the literary work
Paragraph 3-Analysis of the first main point/theme mentioned in P2
Paragraph 4-Summary of second main point/theme from the literary work
Paragraph 5-Analysis of the second main point/theme mentioned in P4
Paragraph 6-Summary of third main point/theme from the literary work
Paragraph 7-Analysis of the third main point/theme mentioned in P6
Paragraph 8-Conclusion
Points to Remember:
Summary
Don’t just write a general summary. Instead, pull out major themes or main points that the author focuses on in the literary piece.
Analysis
Think of comparing and contrasting the literary piece you read with your own life experiences. It’s okay to share personal stories. This often makes your writing relatable and interesting to read. Remember to go a bit deeper and focus on themes and traits, not just ideas. Additionally, your instructor may ask you to support your analysis with research.
Chapter Resource
Try using this prewriting form to help you organize your writing before you begin your essay.
Articles for Literary Analysis:
- “In Praise of the F Word” by Mary Sherry
- “Social Media is a Public Health Crisis. Let’s Treat It Like One” by Helen Lee Bouygues
- “Two Ways to Belong in America” by Bharati Mukherjee
- “These Gun Reforms could Save 15,000 Lives” by Nicholas Kristoff
- “Here’s the Reality about Illegal Immigration in the United States” by Vivian Yee, Kenan David, and Jugal Patel
- “Crime of Compassion” by Barbara Huttman
- “Social Time: The Heartbeat of a Culture” by Robert Levine
- “Creativity in the Classroom” by Ernest L. Boyer
Chapter Exercise
Remove the opinion statements, such as a “I think” and “I believe,” from these sentences; instead, state them authoritatively.
- I think that all people should have the right to vote for their government leaders.
- I agree with the author that hospitals should provide free healthcare to people in need.
- The author’s point about identity really impacted me.
- I am convinced the author’s point is correct because I have had the same experience.
- I believe that all children have the right to a free education.
Chapter Questions:
- Would it be possible write a literary analysis essay without reading a literary work? Why or why not?
- What are some of the characteristics of an analysis?
- T/F A writer’s analysis of an article will likely focus exclusively on what he or she thinks or believes.
- How would you define a theme?
Still Confused? Looking at an example will really help!
Student Samples
Thinking Outside the Box
Written by Ada Sardana Sambalo
Learning should not feel like a punishment. However, hearing students complaining about going to university, high school, or even middle school is very common. The objective of education has changed through the years. What was once done for the love of knowledge is now done to obtain a number that supposedly quantifies a level of comprehension for a specific topic. Therefore, as the education system has become a grading system, the teaching style has shifted remarkably. What comes to my mind when imagining a class are hours and hours of boring lectures and enormous piles of homework, mixed with a feeling of continuous stress and anxiety. Over time, students’ motivation to learn has progressively disappeared; only some of them are lucky enough to conserve it. Those who have given it up might blame professors. Students are not usually fulfilled by their teachers; nor are the teachers fulfilled by their students. This lack of connection turns into frustration, making learning impossible and unachievable. Based on the main idea of “Creativity in the Classroom” some teaching methods are passive, which creates difficulty with proper engagement of students during class sessions.
I was not familiarized with the teaching style of the United States, so it came as a surprise that it was not very different than in my home country–unmotivated, indifferent students who are seated in front of a teacher trying to instruct them, unsuccessfully in most cases. During my last high school year, I found myself exhausted because of a teacher that was even less interested in teaching the subject than I was in learning about it. My experience was similar on the first day of class in university since it felt the same as being in a conference. The teacher did not stop talking until the hour and fifteen minutes had passed. Even though this teaching method is preferred by most professors, it is promoting a passive attitude among the students.
In “Creativity in the Classroom,” Ernest L. Boyer explains his idea on how learning should be an exchange of interests and information between students and their teachers. The lack of connection between both parties affects the dynamics of classes at all levels, from high school to university. “The undergraduate experience, at its best, means active learning and disciplined inquiry that leads to the intellectual empowerment of students” (Boyer 87). Enhancing active learning can help long-term retention and create a deeper understanding of the topic as well as a better environment in class. Speaking from my own experience, I have always been passionate about learning English. Whether in music, movies, or books, I always preferred the English version. Nevertheless, everything changed during my senior year in high school as I got bored of my life-long favorite language, all because of my professor.
In the essay, Boyer interviews a student who makes a valid points–how is a student supposed to keep their attention in class if the teacher is not interested either? (83). Likewise, my professor’s class consisted of doing the same exercises over and over until she thought we understood everything. The only thing I learned that year from that teacher is that students do not use their full potential without a good educator who is motivated and keen on teaching.
Keeping the students engaged and interested can lead to deeper and more significant knowledge. As Malala wisely said, “One child, one teacher, one book, one pen can change the world.” Nonetheless, my passion for English remained, and I was able to find what I loved about English thanks to other professors that showed me that there is more to teaching than just textbooks and exams. A positive relationship between the students and the educator is crucial for success. When students feel supported and recognized, they are more engaged in the learning process and have a higher probability of achieving better academic results. This way, the general behavior and attendance of the class increases, and so does the overall interest of the students for the class.
In Boyer’s essay, he explains how students know how to recognize and eulogize their instructors. Students know how to recognize an educator who loves what he does and cares about the classroom. Unlike my English teacher, my history tutor was wonderful, and even though history was one of the most demanding classes I had to take, I ended up loving the subject without realizing it. The teacher knew exactly how to catch the attention of a class full of teenagers with crazy hormones. He lectured the whole hour, and some say it may be boring and the opposite of active learning, but he did it with passion and explained using anecdotes and experiences that were sometimes off-topic but they somehow made the whole class expectant for what he was going to say next. Besides, before the class started, he talked with us informally and tried to get to know us. He also allowed us to start discussions about the topic and this way we learned beyond the material given in the textbook. Not surprisingly, the history class had the best average of grades in the school.
Lack of student engagement, however, is not always the educator’s fault. As Boyer expresses in his essay, some students are pleased with their teachers, but the pressure that revolves around school makes learning difficult (84). For instance, going home and knowing that you still have to do two essays, math homework, physics exercises, and study for the exam you have the following day is exhausting. In my last year of high school, I was taking ten classes at the same time. My evenings consisted of studying and doing homework, so when I was in class, it was difficult to pay attention and actively participate. Students live in constant anxiety and stress that causes them to lose motivation for learning. Thus, I did not learn; I memorized all the material I was given in class. Even though I knew that was not going to be useful in the long run, I did not have another option. Memorizing is faster than learning, so I had no other choice if I wanted to get good grades.
Each professor has a different and unique teaching method, but it has been proven that a dynamic, interactive learning approach is more effective in long-term memory. Having a resourceful teacher that tries to find new ways to teach the same old topics makes a big difference. Activities like discussions, group projects, and games can motivate students and help them recall the material. When you are required to participate in a class, and not just listen, you must maintain attention throughout the lecture. If the class consists of the teacher just talking, the chances that you will end up immersed in your own thoughts are very high. Active learning creates critical thinkers that have the ability to analyze and approach all kinds of situations–this is, creates more prepared and well-rounded students. Even though it can appear as a challenge for students as well as professors, learning this way is more useful and profitable for both parties. Passive learning is where most students find their comfort, but changing this method can end up being more rewarding.
In “Creativity in the Classroom,” Boyer poses the question if learning is considered a noun or a verb by professors (85). All educators have different methods to transmit their knowledge to students, but not all of them are equally effective. Learning considered as a verb promotes students’ participation in class, making the lecture dynamic and more useful. Furthermore, developing a positive relationship between the students and the teacher can assist in creating a good environment for the learning process to take place. The true meaning of active learning ensures that deep knowledge is obtained by students, and that it is valued over memory. Following this type of method can prevent students from becoming “robots” that memorize and motivates them to become “independent-minded” people that can think outside the box.
Works Cited
Boyer, Ernest L. “Creativity in the Classroom” Guidelines: A Cross-Cultural Reading/Writing Text, edited by Ruth Spack, Cambridge, 2007, pp. 82-89.
Two Ways to Belong in America
Written by Athul Jaishankar
Almost 13.6 percent of immigrants struggle to survive in the United States of America due to several difficulties (“Frequently”). Refugees from countries like Burma, Iraq, Congo, and Bhutan face tremendous cultural differences and language barriers in America. The article “Two Ways to Belong in America” was written by Bharati Mukherjee, born in Calcutta, India. She immigrated to the United States in 1961 and earned a Ph.D. in literature. In this article, she shares how two people from the same cultural background adapted to new conditions and environments. She emphasizes the complexities encountered by herself and her sister, Mira, as immigrants, particularly issues related to identity, citizenship, and belonging in a diverse and ever-changing society.
One of the issues that Bharati Mukherjee discusses is about tensions between identity and belonging. In the year of 1962, Mira, the sister of the writer Mukherjee, got married to an Indian student who was pursuing his business administration degree at Wayne State University. Mira was more passionate about her Indian citizenship and had plans retire in India. Even though Mira was a permanent resident of America, she was not willing to sacrifice her Indian heritage and customs. But on the other side, the author, Mukherjee, chose to fully assimilate to American cultures and beliefs. She married a fellow student, an American of Canadian heritage. She agreed to marry a person from outside of her ethnic group and renounce Indian citizenship. She created a new identity that celebrates diversity, and she wanted to have more freedom in terms of fluidity and self-invention (Mukherjee).
The author’s focuses on the topic of identity and, as an international student from India, I understand the challenges of navigating my own sense of self. In India, I used to follow traditional culture including food, clothes, languages, and my learning techniques. But after moving to the United States of America, I noticed that my lifestyle changed significantly. I dressed more casually, spoke English to everyone, and my learning techniques changed from memorization to a more practical and creative style. I created a new identity among my peer groups in the United States. When I went back to India two months ago, people noticed a major change in my character and attitude.
The role of government policies in shaping the experience of immigrants is a key theme in “Two Ways to Belong in America.” There were lots of challenges faced by long-term immigrants who are being targeted for new restrictions. In this article, the writer’s sister states, “It is unfair for the United States of America to change its immigration policy halfway through the process. If the United States decides to establish new regulations to limit the advantages of lawful immigrants, it should only be applicable for individuals who enter the country after the new rule that has been established” (Mukherjee). This statement represents the anger of Mira that their immigration rights were not being protected. There were major concerns among immigrants and advocates that the proposed change in immigration laws made it more difficult for individuals to obtain a green card and resulted in deportation and family separations.
My dad, an immigrant to the U.S. also faces lots of complexities associated with our family’s immigration status. He had to file a labor petition and provide legal documents to the United States homeland security to maintain his lawful status. When Trump was president in the year of 2017, he passed “Reforming American Immigration for a Strong Economy Act”, which seeks to reduce levels of legal immigration to the United States by 50% by revoking the number of green cards issued (“Immigration”). This act had a negative effect on international students all over the world in addition to other forms of immigration. During this period, I recall hearing from many people who said their student visas to United States were being rejected. The Reforming American Immigration Act caused a tremendous sense of fear regarding unemployment created a struggle for survival within my own family but also throughout the nation. The economy lost around 2.9 million jobs in the year 2021 and unemployment increased by 2 percent (Brooks). This impacted most of the immigrants in the United States negatively.
Finally, the importance of family and personal relationships pervade this essay. Even though Mukherjee and Mira had different perspectives and identities in the United States, they remained close to and were supportive of each other. Bharati Mukherjee states that “Well before Vice President Al Gore initiated his citizenship U.S.A. campaign, they had engaged in civil debates regarding the morality of maintaining their foreign citizenship while enjoying the long-term security and financial benefits of residing and being employed in the United States of America” (Mukherjee). They may have disagreed with each other’s opinions about immigration, but they still maintained deep bonds of sisterhood.
Even though my family now lives in the U.S., my parents have retirement plans for India, but I have future goals in America. My dad and mom have different views and identifications in America. On the other side, I adapted to American culture by changing my lifestyle and character while my parents follow the same Indian traditions and beliefs in America. Despite leading different lives with distinctive identities, we reside together in the same household and share love and affection while adhering to traditional Indian dress codes and consuming vegetarian meals.
In conclusion, the article “Two Ways to Belong in America” explains Bharati Mukherjee and her sister Mira’s struggles in the United States as a first-generation immigrant. The author highlights the dilemma between identity and belonging, the roles of government policies that affected their experience, and the significance of family and personal relationships. By providing a first-person point-of-view narration, the writer engaged readers to reflect on their thoughts about their own experience and attitude towards immigration.
Works Cited
Eugene Kiely, Brooks Jackson. “Trump’s Final Numbers.” FactCheck.org, 29 Mar. 2022, https://www.factcheck.org/2021/10/trumps-final-numbers/.
“Frequently Requested Statistics on Immigrants and Immigration in the United States – United States of America.” ReliefWeb, 22 Mar. 2023, https://reliefweb.int/report/united-states-america/frequently-requested-statistics-immigrants-and-immigration-united-states/
“Immigration Policy of Donald Trump.” Wikipedia, Wikimedia Foundation, 10 Mar. 2023, https://en.wikipedia.org/wiki/Immigration_policy_of_Donald_Trump#:~:text=US%20citizen%20children.%22.
Mukherjee, Bharati. “Two Way to Belong in America” by Bharati Mukherjee.” Ivy Panda, 6 July 2020, ivypanda.com/essays/two-way-to-belong-in-America-by-bharati-mukherjee/.