_____________________________________________’s Writing Reminders

INTRODUCTION
□ TAG: Title, Author, and Genre are included in the first two sentences of the introduction.
□ The introduction is NOT a summary of the novel. Discuss the main purpose of your essay and the key parts of the
novel that contribute to the understanding of the point you will prove (your thesis). Introductions are typically short
paragraphs (under 8 sentences).
□ Titles of novels are italicized
□ Thesis is the last portion of the introduction

THESIS STATEMENT
A thesis statement is a sentence that explicitly identifies the purpose of the paper and previews its main ideas.
 A thesis statement is an assertion, not a statement of fact or an observation.
 A thesis statement is narrow (specific), rather than broad (general). If the thesis statement is sufficiently narrow, it can
be fully supported.
 A thesis statement has one main point rather than several main points. More than one point may be too difficult for the
reader to understand and the writer to support.
o Example 1: Holden isolates himself throughout the novel. (Not a thesis; this is a summary Holden’s actions).
o Example 2: Holden’s past trauma and idealistic nature prevent him from thriving in a corrupt society.

TOPIC SENTENCE
 The purpose of the topic sentence is twofold:
1. To tie the details of the paragraph to your thesis statement.
2. To tie the details of the paragraph together.
Every paragraph
 Will be the first sentence in each body paragraph
must have a clear
 Acts like a tiny thesis statement and makes a claim/argument of some sort
topic sentence that
 Further, as is the case with the thesis statement, when the topic sentence makes a claim, the
directly connects to
paragraph which follows must expand, describe, or prove it in some way.
the thesis
(from http://www.writingcentre.uottawa.ca/hypergrammar/partopic.html)
statement.
ORGANIZATION for the PAPER
 Literary Analysis Essays ARE NOT necessarily 5-paragraph essays. New paragraphs are for new ideas. Use
them accordingly.
 Your CONTENT and THESIS should drive your structure. You can have two paragraphs on the same topic
as long as you subcategorize them!
 Not all paragraphs are created equally – some might be longer than others.

ELEMENTS of an ANALYTICAL BODY PARAGRAPH

Note- some of these items can occur in one sentence, even though they are listed separately. For example, you can use
transitional language in your topic sentence. And some may take more than one sentence. For example, your analysis should
be multiple sentences.

- Statement of argument (topic sentence- what you’ll be discussing)

- Supporting evidence (either PSQ or SSQ quotations, or paraphrasing). Remember, this
Well-supported body
is always accompanied by the context of the quotation.
paragraphs have
- Personal analysis (completes CQA- context, quotation, analysis)
MULTIPLE references to
- Additional combinations (of argument, PSQ, SSQ, paraphrasing and analysis)
the text and many
- concluding sentence (which is never a quotation) sentences of analysis.
DQ= direct quotation (same as PSQ when only using one source)
PSQ= primary source quotation- this comes from the novel you are reading!
SSQ= secondary source quotation- this comes from research (we have not done research yet
Never start or end a
this year)
paragraph with a
quotation. 1
 SELECTING STRONG EVIDENCE

Selecting Quotations:
- Quotations should usually be under 4 sentences of text; quotations can be as short as a few
words, especially if you are pairing up multiple short quotations to support your main idea.
- Your quotations need to have language/wording that is powerful and allows you to analyze
closely.
- When analyzing character, look for quotations that also include indirect characterization.
- Example: I want to prove that Holden is disenchanted with the adult world.
o Weak/ Neutral: “Lawyers are all right, I guess—but it doesn’t appeal to me,” I said
(Salinger 172).
 There is no particular word or phrase that I can closely analyze.
o Charged: “if you’re a lawyer…all you do is make a lot of dough and play gold…and
buy cars…and look like a hot-shot….How would you know you weren’t being a phony?
The trouble is, you wouldn’t” (Salinger 172).
 In the quotation above, I can look at specific elements that Holden dislikes
and connect back to his main complaint about the phony adult world. Here,
he shows that he believes adults doesn’t even know when they are being
phony.

Transitional Words
Use these to indicate relationships between ideas both WITHIN and BETWEEN paragraphs
To give examples: Particularly, specifically, namely, for instance, incidentally, for example; especially;
explicitly
To Add: Moreover; besides; furthermore; in addition; likewise; equally important; subsequently
Compare: Similarly; likewise; in similar manner; comparatively;
Contrast: Though; on the contrary, despite; however; regardless; however; nonetheless; whereas; conversely;
rather
Cause/Effect: As a result; accordingly; therefore; consequently; since; thus; accordingly; henceforth
To conclude: Ultimately; all considered

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Paragraph Structure Options
1. Equal Evidence: Individual examples that each prove the same thing equally (and thus substantiate a particular
point) are explained as such, with the important elements in each example connected through illuminating context
and explanation (this is typically what you’ve been doing)
 Proof of this is based on DQ1, DQ2, and DQ3
2. Evidence building: Individual examples that combined develop, contradict, challenge, enrich the previous example to
prove/build a specific point
 i.e. DQ1 leads to DQ2, which then moves the argument to DQ3 and altogether proves the original assertion.
Here, the order matters a great deal.
3. Quote Snippets with collective analysis: This is when you have in a series of smaller quotes/pieces of quotes that
don’t need individual analysis but are discussed collectively
4. Super Analysis: Context and extensive explanation of multiple aspects of one (perhaps longer) quotation in order to
prove the point of the paragraph.

Super Simplified Samples:

Topic Sentence (mini thesis of this paragraph!): Salinger’s use of the ducks as symbols serves to parallel Holden’s life and his
feelings of alienation.

Option 1
- There are three instances where he presents them/brings them up, and each suggests something different about
Holden and his alienation.

Option 2:
- First mention of them = a passing reference, because he is still feeling good as he’s just left Pencey.
- Second mention = signal of growing feelings of separation
- He goes to search for them and sticks his head in the water – totally alone in his search for someone to help the ducks
aka him.
Option 3:
Ducks here, Ducks there, Ducks everywhere, and now analysis addresses all of those together.

Option 4
DQ to analyze: "’Well, you know the ducks that swim around in it? In the springtime and all? Do you happen to know
where they go in the wintertime, by any chance?... ‘The ducks. Do you know, by any chance? I mean does somebody
come around in a truck or something and take them away, or do they fly away by themselves--go south or
something?’” (Salinger ___).
- Symbolize his concern for the innocent/vulnerable/alone, in turn, himself as one of those
- Winter time can be interpreted as a “cold time” in people’s lives, or Holden’s own madman days.
- Focus on/analyze that it’s a question asked of someone
o The question can be interpreted as worried that someone might “take them away” forcefully? Mercifully?
Or do they (aka Holden) have freedom?
- The question reflects a concern for the self. That he asks it more than once emphasizes its importance in
Holden’s mind.
- He even goes to look for them, which further highlights his concern for himself and how alone he feels as no one
is looking out for him.

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Step
Focused Topic Sentence (TPS)
Context (C)
DQ – Direct Quotation Choice
ANALYSIS
C, Q, A RVT
Hint!
Analyze what the prompt is asking you and Use KEY
WORDS from the thesis and TAG your response
What information do you need to provide that leads to the
quote?
Be careful in choosing a quotation that connects to the
main point you are proving in your topic sentence. Select a
quotation between 1-4 lines or pair up shorter quotations.
**Lengthier DQs can be used but with discretion.

Analysis Do not summarize the quotation – Use RVT

Analysis – Rename DO NOT write the words “this shows”
Rename the quote using these sentence starters:
[Blank’s] actions….
[Blank’s] thoughts…
[Blank’s] behavior...
[Blank’s] statement…

OR rename the quote or example in a more refined way by

using the character/instance
Holden’s rejection…
Gatsby’s hesitation…

Analysis – Verb Following the rename, use an analytical verb

[Blank’s] actions illustrate
[Blank’s] actions highlight
Holden’s rejection of a typical
profession suggests…

Tie thinking to topic sentence Tie your thinking to the main point in your topic
sentence – Use a synonym so you are not repeating
yourself!

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 A CLOSER LOOK at The “A” of CQA

Here’s a sample context and quotation from The Catcher in

the Rye
Holden ends his narration with the same approach as he begins: he directly addresses the
reader and the purpose of storytelling. He cautions the reader in his final line by saying,
“Don’t ever tell anybody anything. If you do, you start missing everybody” (Salinger
214).

Analysis can be complicated, so here is a formula to get you started. I’ve applied
these to the DQ above so you can see them in action.

Analysis = R ename your evidence + V erb + Thinking toward Thesis

* Rename your evidence
Renaming positions the evidence in the particular light, and it also serves as a transition between two
sentence.
In his faux warning, Holden confirms his need for human connection. Unlike throughout
his entire journey, where he repeatedly tried to remove himself from society, he
acknowledges that his quest was – at least in part – for companionship.

*Verb See the next page for a full list!

Analytical verbs reveal the relationship between your evidence and your thesis/point. They force you to
analyze what’s happening in the text by leading you to examining language in a charged way in order
to move you towards an argument and away from summary.
In his faux warning, Holden confirms his need for human connection. Unlike throughout
his entire journey, where he repeatedly tried to remove himself from society, he
acknowledges that his quest was – at least in part – for companionship.
 In my verbs, I’ve done 2 things. 1) I’ve connected it to his original assertion and 2) I’ve
identified the purpose of his statement rather than just telling the reader he says it.
 It is addresses what he’s doing, not just that he’s doing it. I haven’t used the word “shows”.

* Thinking toward Thesis/Topic

Here’s the hard part. You have to “think toward your thesis” or more specifically, the topic you’re
trying to prove. Force yourself to make connections back to your body paragraph topic.

In his faux warning, Holden confirms his need for human connection. Unlike throughout
his entire journey, where he repeatedly tried to remove himself from society, he
5
acknowledges that his quest was – at least in part – for companionship.

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 Analytic Verbs

Accentuates Contradicts Exacerbates Parallels

Acclimates Contemplates Examines Personifies
Accomplishes Contests Exaggerates Ponders
Acknowledges Contrasts Exemplifies Portrays
Addresses Controls Exhibits Presents
Adds Convinces Expands Produces
Adheres Copies Explains Proposes
Affects Corresponds Explores Proves
Alleviates Criticizes Exposes Provides
Allows Debunks Expresses Questions
Alludes Decides Facilitates Rationalizes
Amplifies Defies Fixates Recalls
Antagonizes Demands Focuses Refers
Anticipates Demonstrates Forces Reflects
Applies Depicts Foreshadows Refutes
Argues Designates Generates Reinforces
Arouses Details Glorifies Reminds
Articulates Detains Highlights Represents
Assimilates Differentiates Identifies Resembles
Reveals
Associates Diminishes Illuminates
Ridicules
Asserts Disabuses Illustrates Ruins
Assists Discerns Implies Scrutinizes
Associates Discredits Includes Separates
Assumes Disillusions Incorporates Shapes
Augments Disables Indicates Signifies
Authenticates Discovers Inflicts Simplifies
Becomes Discusses Informs Simulates
Believes Dismisses Insists Specifies
Stems (from)
Betrays Dispels Interprets
Stimulates
Brags Displays Invigorates Strengthens
Builds Disproves Invokes Suggests
Characterizes Distinguishes Involves Summarizes
Claims Elaborates Isolates Supports
Clarifies Embellishes Joins Symbolizes
Combines Emphasizes Lacks Transforms
Communicates Emulates Magnifies Translates
Compares Enables Mirrors Uncovers
Underlies
Compels Enhances Models Undermines
Compiles Enlightens Negates Unveils
Compliments Enriches Neglects Uses
Conceals Eradicates Observes Utilizes
Confirms Establishes Outlines Verifies
Connects Evokes Paints Vilifies
Weakens