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Reprinted with permission from Bucks County Community
College
HOW TO WRITE A LITERAR A!AL"I" E""A
The purpose of # liter#ry #n#lysis ess#y is to c#refullye$#mine #nd sometimes e%#lu#te # work of
liter#ture or #n #spect of # work of liter#ture& As with #ny
#n#lysis' this re(uires you to )re#k the
su)*ect down into its component p#rts& E$#mining the
di+erent elements of # piece of liter#ture is
not #n end in itself )ut r#ther # process to help you )etter#ppreci#te #nd underst#nd the work of
liter#ture #s # whole& ,or inst#nce' #n #n#lysis of # poem
might de#l with the di+erent types of
im#ges in # poem or with the rel#tionship )etween the form
#nd content of the work& If you were to
#n#ly-e .discuss #nd e$pl#in/ # pl#y' you might #n#ly-e the
rel#tionship )etween # su)plot #nd the
m#in plot' or you might #n#ly-e the ch#r#cter 0#w of the
tr#gic hero )y tr#cing how it is re%e#led
through the #cts of the pl#y& An#ly-ing # short story might
include identifying # p#rticul#r theme
.like the di1culty of m#king the tr#nsition from #dolescence
to #dulthood/ #nd showing how the
writer suggests th#t theme through the point of %iew from
which the story is told2 or you might #lso
e$pl#in how the m#in ch#r#cter3s #ttitude tow#rd women is
re%e#led through his di#logue #nd4or
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#ctions&
RE5E5BER6 Writing is the sh#rpened' focused e$pression of
thought #nd study& As you de%elop
your writing skills' you will #lso impro%e your perceptions#nd incre#se your critic#l #)ilities&
Writing ultim#tely )oils down to the de%elopment of #n ide#&
our o)*ecti%e in writing # liter#ry
#n#lysis ess#y is to con%ince the person re#ding your ess#y
th#t you h#%e supported the ide# you
#re de%eloping& 7nlike ordin#ry con%ers#tion #nd cl#ssroomdiscussion' writing must stick
with gre#t determin#tion to the speci8c point of
de%elopment& This kind of writing dem#nds
tight org#ni-#tion #nd control& Therefore' your ess#y must
h#%e # centr#l ide# .thesis/' it must
h#%e se%er#l p#r#gr#phs th#t grow system#tic#lly out of the
centr#l ide#' #nd e%erything in it
must )e directly rel#ted to the centr#l ide# #nd must
contri)ute to the re#der3s
underst#nding of th#t centr#l ide#& These three principles #re
listed #g#in )elow6
9& our ess#y must co%er the topic you #re writing #)out&
:& our ess#y must h#%e # centr#l ide# .st#ted in yourthesis/ th#t
go%erns its de%elopment&
;& our ess#y must )e org#ni-ed so th#t e%ery p#rt
contri)utes
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something to the re#der3s underst#nding of the centr#l ide#&
THE ELE5E!T" O, A
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The Introduction
The introduction to your liter#ry #n#lysis ess#y should try to
#rouse interest in your re#der& To
)ring immedi#te focus to your su)*ect' you m#y w#nt to use# (uot#tion' # pro%oc#ti%e (uestion' #
person#l #necdote' # st#rtling st#tement' or # com)in#tion
of these& ou m#y #lso w#nt to include
)#ckground inform#tion rele%#nt to your thesis #nd
necess#ry for the re#der to underst#nd the
position you #re t#king&In #ddition' you need to include the title of the work of
liter#ture #nd n#me of the #uthor&
The following #re s#tisf#ctory introductory p#r#gr#phs which
include #ppropri#te thesis st#tements6
A& Wh#t would you e$pect to )e the person#lity of # m#n
who h#s his wife sent #w#y to
# con%ent .or perh#ps h#s h#d her murdered/ )ec#use she
took too much ple#sure in the
sunset #nd in # compliment p#id to her )y #nother m#nG It is
*ust such # m#n >> #
Ren#iss#nce duke >> th#t Ro)ert Browning portr#ys in his
poem D5y L#st =uchess&
Through wh#t he s#ys #)out himself' through his #ctions'#nd through his interpret#tion of
e#rlier incidents' the =uke re%e#ls the #rrog#nce' *e#lousy'
#nd m#teri#lism th#t #re his
most conspicuous tr#its&
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B& The 8rst p#r#gr#ph of Al)erto Al%#ro Rios3s short story
DThe "ecret Lion presents #
twel%e>ye#r>old )oy3s %iew of growing up >> e%erything
ch#nges& As the n#rr#tor tells us'when the m#gici#n pulls # t#)lecloth out from under # pile of
dishes' children #re #m#-ed #t
the Dst#y>the>s#me p#rt' while #dults focus only on the
t#)lecloth itself .:/& Adults h#%e
the )ene8t of e$perience #nd know the trick will work #s
long #s the techni(ue is correct&
When we Dgrow up we g#in this e$perience #nd knowledge'
)ut we lose our innocence #nd
sense of wonder& In other words' the price we p#y for
growing up is # perm#nent sense of
loss& This tr#deo+ is centr#l to DThe "ecret Lion& The key
sym)ols in the story reinforce its
m#in theme6 ch#nge is ine%it#)le #nd #lw#ys #ccomp#nied)y # sense of loss&
C& The setting of ohn 7pdike3s story DA J F is cruci#l to our
underst#nding of "#mmy3s
decision to (uit his *o)& E%en though "#mmy knows th#t his
(uitting will m#ke life more
di1cult for him' he instincti%ely insists upon re*ecting wh#t
the A J F represents in the story&
When he rings up # D!o "#le #nd Ds#unterKs out of the
store' "#mmy le#%es )ehind not
only # *o) )ut the rigid st#te of mind #ssoci#ted with the A J
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F& Although "#mmy is the
centr#l ch#r#cter in the story #nd we le#rn much #)out him'
7pdike seems to in%est #s
much e+ort in descri)ing the setting #s he does "#mmy& Thetitle' #fter #ll' is not Douthful
Re)ellion or D"#mmy Muits )ut DA J F& In f#ct' the setting
is the #nt#gonist of the story
#nd pl#ys # role th#t is #s import#nt #s "#mmy3s&
The Body of the Ess#y #nd the Import#nce of Topic
"entencesThe term regul#rly used for the de%elopment of the centr#l
ide# of # liter#ry #n#lysis ess#y is the
)ody& In this section you present the p#r#gr#phs .#t le#st ;
p#r#gr#phs for # ?@@>?@ word
ess#y/ th#t support your thesis st#tement&
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The purpose of the topic sentence is
twofold6
9& To tie the det#ils of the p#r#gr#ph to your thesis
st#tement&
:& To tie the det#ils of the p#r#gr#ph together&
The su)st#nce of e#ch of your de%elopment#l p#r#gr#phs
.the )ody of your ess#y/ will )e the
e$pl#n#tions' summ#ries' p#r#phr#ses' speci8c det#ils' #nd
direct (uot#tions you need to support
#nd de%elop the more gener#l st#tement you h#%e m#de in
your topic sentence& The following is
the 8rst de%elopment#l p#r#gr#ph #fter one of the
introductory p#r#gr#phs .C/ #)o%e6
TOFIC "E!TE!CE
ENFLA!ATIO!" A!=
TENT7AL EI=E!CE
"#mmyPs descriptions of the A J F present #
setting th#t is ugly' monotonous' #nd rigidly
regul#ted& We c#n identify with the uniformity
"#mmy descri)es )ec#use we h#%e #ll )een inch#in stores& The 0uorescent light is #s )l#ndly
cool #s the Qchecker)o#rd green>#nd>cre#m
ru))er tile 0oorQ ./& The Qusu#l tr#1c in the
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store mo%es in one direction .e$cept for the
swim suited girls' who mo%e #g#inst it/' #nd
e%erything is ne#tly org#ni-ed #nd c#tegori-ed
in tidy #isles& The dehum#ni-ing routine of this
en%ironment is suggested )y "#mmyPs o+h#nd
references to the typic#l shoppers #s Qsheep'Q
Qhouse sl#%es'Q #nd Qpigs&Q These regul#r
customers seem to w#lk through the store in #
stupor2 #s "#mmy tells us' not e%en dyn#mite
could mo%e them out of their routine .?/&
This p#r#gr#ph is # strong one )ec#use it is de%eloped
through the use of (uot#tions' summ#ry'
det#ils' #nd e$pl#n#tion to support the topic sentence&
!otice how it rel#tes )#ck to the thesis
st#tement&
The Conclusion
our liter#ry #n#lysis ess#y should h#%e # concluding
p#r#gr#ph th#t gi%es your ess#y # sense of
completeness #nd lets your re#ders know th#t they h#%e
come to the end of your p#per& our
concluding p#r#gr#ph might rest#te the thesis in di+erentwords' summ#ri-e the m#in points you
h#%e m#de' or m#ke # rele%#nt comment #)out the liter#ry
work you #re #n#ly-ing' )ut from #
di+erent perspecti%e& =o not introduce # new topic in your
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conclusion& Below is the
concluding p#r#gr#ph from the ess#y #lre#dy (uoted #)o%e
.A/ #)out BrowningPs poem Q5y L#st
=uchessQ6
If the =uke h#s #ny redeeming (u#lities' they f#il to #ppe#r
in the poem& BrowningPs
emph#sis on the =ukePs tr#its of #rrog#nce' *e#lousy' #nd
m#teri#lism m#ke it #pp#rent th#t
#nyone who might h#%e known the =uke person#lly would
h#%e )#sed his opinion of him onthese three person#lity Q0#ws&Q 7ltim#tely' our opinion of the
=uke is not # f#%or#)le one'
#nd it is cle#r th#t Browning me#nt us to feel this w#y&
Reprinted with permission from Bucks County Community
College
The Title of our Ess#y
It is essenti#l th#t you gi%e your ess#y # title which is
descripti%e of the #ppro#ch you #re t#king in
your p#per& ust #s you did in your introductory p#r#gr#ph'
try to get the re#derPs #ttention& 7sing
only the title of the liter#ry work you #re e$#mining is
uns#tisf#ctory& The titles th#t follow #re
#ppropri#te for the p#pers .A' B' C/ discussed #)o%e6
Ro)ert BrowningPs =uke6 "o Wh#tPs to LikeG
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The A J F #s # "t#te of 5ind
QThe "ecret LionQ6 ItPs H#rd to > to tell wh#t cert#in elements of
the work me#n in rel#tion to your centr#l ide# .thesis/& When
you m#ke references to the te$t of
the short story' poem' or pl#y' you #re doing so in order to
remind your #udience of something they
#lre#dy know& The principle emph#sis of your ess#y is to
dr#w conclusions #nd de%elop
#rguments&
7"I!< TENT7AL EI=E!CE
The skillful use of te$tu#l e%idence >> summ#ry' p#r#phr#se'
speci8c det#il' #nd direct
(uot#tions >> c#n illustr#te #nd support the ide#s you #re
de%eloping in your ess#y& Howe%er'
te$tu#l e%idence should )e used *udiciously #nd only when it
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directly rel#tes to your topic& The
correct #nd e+ecti%e use of te$tu#l e%idence is %it#l to the
successful liter#ry #n#lysis ess#y&
"umm#ry
If # key e%ent or series of e%ents in the liter#ry work support
# point you #re trying to m#ke' you
m#y w#nt to include # )rief summ#ry' m#king sure th#t you
show the rele%#nce of the e%ent or
e%ents )y e$plicitly connecting your summ#ry to your point&
Below is #n e+ecti%e summ#ry .withits rele%#nce cle#rly pointed out/ from the ess#y #lre#dy
(uoted #)o%e on QThe "ecret LionQ .B/6
The )oys 8nd the grinding )#ll' )ut l#ter #ttempt to )ury it
."755AR/& Burying it is
their futile #ttempt to m#ke time st#nd still #nd to preser%e
perfection
.RELEA!CE/&
F#r#phr#se
ou c#n m#ke use of p#r#phr#se when you need the det#ils
of the origin#l' )ut not necess#rily the
words of the origin#l6 p#r#phr#se to put someone elsePs
words into your own words& Below is #n Reprinted with
permission from Bucks County Community College
?
e$#mple .#lso from the p#per on QThe "ecret LionQ/ of how to
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Qtr#nsl#teQ origin#l m#teri#l into p#rt
of your own p#per6
Origin#l6 QI w#s twel%e #nd in *unior high school #nd
something h#ppened th#t we didnPt
h#%e # n#me for' )ut it w#s nonetheless like # lion' #nd
ro#ring' ro#ring th#t
w#y the )iggest things do&Q
F#r#phr#se6 E#rly in the story' the n#rr#tor tells us th#t when
he turned twel%e #nd st#rted
*unior high school' life ch#nged in # signi8c#nt w#y th#t he#nd his friends
couldnPt (uite 8nd # n#me for&
"peci8c =et#il
#rious types of det#ils from the te$t lend concrete support
to the de%elopment of the centr#l ide#
of your liter#ry #n#lysis ess#y& These det#ils #dd credi)ilityto the point you #re de%eloping&
Below is # list of some of the det#ils which could h#%e )een
used in the de%elopment#l p#r#gr#ph
from the p#per on ohn 7pdikePs short story QA J FQ .see the
p#r#gr#ph #g#in for which det#ils
were used #nd how they were used/&
Qusu#l tr#1cQ
Q0uorescent lightsQ
Qchecker)o#rd green>#nd>cre#m ru))er>tile 0oorQ
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Qelectric eyeQ
shoppers like Qsheep'Q Qhousesl#%es'Q #nd QpigsQ
ne#tly st#cked food
dyn#mite
7sing =irect Muot#tions
Muot#tions c#n illumin#te #nd support the ide#s you #re
trying to de%elop& A *udicious use of
(uoted m#teri#l will m#ke your points cle#rer #nd more
con%incing& As with #ll the te$tu#l
e%idence you use' m#ke sure you e$pl#in how the e%idence
is rele%#nt >> let the re#der know
wh#t you m#ke of the (uot#tions you cite& Below #re
guidelines #nd e$#mples th#t should help
you use (uot#tions e+ecti%ely6
9& Brief (uot#tions .four lines or fewer of prose #nd three
lines or fewer of poetry/ should )e
c#refully introduced #nd integr#ted into the te$t of your
p#per& Fut (uot#tion m#rks #round
#ll )rie0y (uoted m#teri#l&
Frose e$#mple6
As the Qm#n#gerQ of the A J F' Lengel is )oth the gu#rdi#n
#nd enforcer of Qpolicy&Q When
he gi%es the girls Qth#t s#d "und#y>school>superintendent
st#re'Q we know we #re in the
presence of the A J FPs %ersion of # dre#ry )ure#ucr#t who
QdoesnPt miss muchQ ./&
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5#ke sure you gi%e p#ge num)ers when necess#ry& !otice
th#t in this e$#mple the
p#ge num)ers #re in p#renthesis #fter the (uot#tion m#rks
)ut )efore the period&Foetry e$#mple6
,rom the )eginning' the =uke in BrowningPs poem gi%es the
re#der # sense of how
possessi%e he re#lly is6 QTh#tPs my l#st =uchess on the w#ll' 4
Looking #s if she were #li%eQ Reprinted with permission from
Bucks County Community College
.9>:/& We c#nPt help notice how' e%en though the =uke is
t#lking #)out her portr#it' his m#in
concern is th#t she )elongs to him& !otice th#t line S 9 is
sep#r#ted from line S : )y #
sl#sh& 5#ke sure you gi%e the line num)ers when necess#ry&
:& Lengthy (uot#tions should )e sep#r#ted from the te$t of
your p#per& 5ore th#n four lines
of prose should )e dou)le sp#ced #nd indented ten sp#ces
from the left m#rgin' with the
right m#rgin the s#me #s the rest of your p#per& 5ore th#n
three lines of poetry should )e
dou)le sp#ced #nd centered on the p#ge& !ote6 do not use(uot#tion m#rks to set o+
these longer p#ss#ges )ec#use the indent#tion itself
indic#tes th#t the m#teri#l is
(uoted&
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Frose e$#mple6
The 8rst p#r#gr#ph of QThe "ecret LionQ introduces the
n#rr#tor #s someone who h#s *ust
entered #dolescence #nd isnPt (uite sure wh#t to m#ke of it6
I w#s twel%e #nd in *unior high school #nd something
h#ppened th#t we didnPt h#%e #
n#me for' )ut it w#s there nonetheless like # lion' #nd
ro#ring' ro#ring th#t w#y the
)iggest things do& E%erything ch#nged& ust th#t& Like the
rug' the one th#t getspulled >> or )etter' like the t#)lecloth those m#gici#ns pull
where the stu+ on the t#)le
st#ys the s#me )ut the g#sp from the #udience m#kes the
st#ying>the>s#me p#rt not
m#tter& Like th#t& .9>:/ 5#ke sure you gi%e p#ge num)ers
when necess#ry&
!otice in this e$#mple th#t the p#ge num)ers #re in
p#renthesis #fter the
period of the l#st sentence&
Foetry e$#mple6
The =uke seems to o)*ect to the f#ct th#t his Ql#st =uchessQ
is not discrimin#ting enough
#)out )estowing her #+ection& In the following lines from the
middle of the poem' the =uke
lists e$#mples of this Qf#ultQ6
"ir' Ptw#s #ll one 5y f#%or #t her )re#st'
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The drooping of the d#ylight in the west'
The )ough of cherries some o1cious fool
Broke in the orch#rd for her' the white mule
"he rode with round the terr#ce >> #ll #nd e#ch
Would dr#w from her #like the #ppro%ing speech& .:?>;@/
5#ke sure you gi%e line num)ers when necess#ry&
;& If #ny words #re #dded to # (uot#tion in order to e$pl#in
who or wh#t the (uot#tion refers to'
you must use )r#ckets to distinguish your #ddition from theorigin#l source&
E$#mple6
The liter#ry critic ohn "tr#uss #sserts th#t Qhe Koung
righteous #nd disillusioned&Q Br#ckets #re used here
)ec#use there is no w#y of
knowing who QheQ is unless you #dd th#t
inform#tion&Reprinted with permission from Bucks County
Community College
Br#ckets #re #lso used to ch#nge the gr#mm#tic#l structure
of # (uot#tion so th#t it 8ts into
your sentence&
E$#mple6
"tr#uss #lso #rgues th#t H#wthorne QpresentKs oung
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light&Q Br#ckets #re used here to #dd the QsQ to the %er)
QpresentQ )ec#use otherwise
the sentence would not )e gr#mm#tic#lly correct&
& ou must use ellipsis if you omit #ny words from theorigin#l source you #re (uoting&
Ellipsis c#n )e used #t the )eginning' in the middle' or #t the
end of the (uot#tion'
depending on where the missing words were origin#lly&
Ellipsis is formed )y either three
or four periods with # sp#ce )etween e#ch period&Origin#l6 QE#rly to )ed #nd e#rly to rise m#kes # m#n
he#lthy' we#lthy #nd wise&Q
E$#mple .omission from )eginning/6
This )eh#%ior Q& & & m#kes # m#n he#lthy' we#lthy' #nd wise&Q
Ellipsis formed )y three
dots #fter the (uot#tion m#rks&
E$#mple .omission from middle/6
This m#$im cl#ims th#t QE#rly to )ed & & & m#kes # m#n
he#lthy' we#lthy' #nd wise&Q Ellipsis
formed )y three dots used in pl#ce of the words Q#nd e#rly
to rise&Q
E$#mple .omission from end/6
He s#id' QE#rly to )ed #nd e#rly to rise m#kes # m#n
he#lthy & & & &Q Ellipsis is formed )y
four dots )efore the (uot#tion m#rks >> the fourth dot is
re#lly # period which ends
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the sentence&
?& 7se # single line of sp#ced periods to indic#te the
omission of #n entire line of poetry&
E$#mple6
The =uke seems to o)*ect to the f#ct th#t his Ql#st =uchessQ
is not discrimin#ting enough
#)out )estowing her #+ection6
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
The drooping of the d#ylight in the West'
The )ough of cherries some o1cious fool
Broke in the orch#rd for her' while the white mule
"he rode #round the terr#ce >> like #nd e#ch
Would dr#w from her #like the #ppro%ing speech& .:>;@/
Functu#ting =irect Muot#tions
ou will )e #)le to punctu#te (uoted m#teri#ls #ccur#tely ifyou o)ser%e the following con%entions Reprinted with
permission from Bucks County Community College
used in writing #)out liter#ture6
9& When the (uoted m#teri#l is p#rt of your own sentence'
pl#ce periods #nd comm#s insidethe (uot#tion m#rks&
E$#mple6
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The n#rr#tor of QThe "ecret LionQ s#ys th#t the ch#nge w#s
Qlike # lion&Q The period is
inside the (uot#tion m#rks&
:& When the (uoted m#teri#l is p#rt of your own sentence')ut you need to include #
p#renthetic#l reference to p#ge or line num)ers' pl#ce the
periods #nd comm#s #fter the
reference&
E$#mple6
The n#rr#tor of QThe "ecret LionQ s#ys th#t the ch#nge w#sQlike # lionQ .9/& The
period is outside the (uot#tion m#rks' #fter the p#renthetic#l
reference&
;& When the (uoted m#teri#l is p#rt of your own sentence'
punctu#tion m#rks other th#n
periods #nd comm#s' such #s (uestion m#rks' #re pl#ced
outside the (uot#tion m#rks'
unless they #re p#rt of the (uoted m#teri#l&
E$#mple .not p#rt of origin#l/6
Why does the n#rr#tor of QThe "ecret LionQ s#y th#t the
ch#nge w#s Qlike # lionQG The
(uestion m#rk is pl#ced #fter the (uot#tion m#rks )ec#use it
does not #ppe#r in the
origin#l >> it ends # (uestion )eing #sked #)out the story&
E$#mple .p#rt of origin#l/6
The =uke shows his indign#tion th#t the =uchess could like
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e%eryone #nd e%erything when
he s#ys' Q"ir' Ptw#s #ll oneQ The e$cl#m#tion point is pl#ced
inside the (uot#tion
m#rks )ec#use it #ppe#rs in the origin#l&
& When the origin#l m#teri#l you #re (uoting #lre#dy h#s
(uot#tions m#rks .for inst#nce'
di#log from # short story/' you must use single (uot#tion
m#rks within the dou)le (uot#tion
m#rks&
E$#mple6
Lengel tries to stop "#mmy from (uitting )y s#ying' Q
P"#mmy' you donPt w#nt to do this to
your 5om #nd =#dP& Q
THREE CO!E!TIO!" TO RE5E5BER WHE! WRITI!< A
LITERAR A!AL"I" E""A
9& ou must gi%e # cle#r' full reference to the work #nd#uthor you #re writing #)out
somewhere in your introductory p#r#gr#ph .see the e$#mple
introductory p#r#gr#phs A' Reprinted with permission from
Bucks County Community College
B' #nd C #)o%e/&
:& 7se the correct form#t for referring to the work you #re
discussing& The titles of short
stories' poems' #nd ess#ys should )e pl#ced in (uot#tion
m#rks2 the titles of no%els' pl#ys'
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7/25/2019 How to Analyse
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8lms' #nd T shows should )e either underlined or it#lici-ed6
Q5y L#st =uchessQ .poem/ Antigone .pl#y/
QThe "ecret LionQ .short story/ ,orest > liter#ry works
#re considered to e$ist in the present .see #ll the e$#mple
p#r#gr#phs throughout/&
CHECULI"T
9& Is the topic you h#%e chosen to write #)out m#n#ge#)le
for the length of the p#per you #re
writingG
Is it too n#rrow or too )ro#dG
:& Is your title eng#gingG =oes it suggest the #ppro#ch you
#re t#king in your p#perG
;& =oes your 8rst p#r#gr#ph introduce your topic' n#me the
writer #nd the work' #nd end with
your thesis st#tementG Will it get the re#derPs #ttentionG
& Is your thesis cle#rG =oes it st#te the centr#l ide# of your
p#perG
?& Is your p#per org#ni-ed in # w#y th#t your re#der will )e
#)le to followG
& Are your de%elopment#l p#r#gr#phs uni8ed .e%erything in
the p#r#gr#ph rel#tes to the topic
of the p#r#gr#ph/ #nd coherent .e%erything in the p#r#gr#ph
is #rr#nged in # logic#l order/G
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& H#%e you used tr#nsition#l words where necess#ry within
e#ch p#r#gr#phG Are there
tr#nsitions linking #ll the p#r#gr#phs of your ess#yG
& =oes your concluding p#r#gr#ph pro%ide # sense ofclosureG
& H#%e you used technic#l terms correctlyG
9@& H#%e you used )rief summ#ry' p#r#phr#se' speci8c
det#ils' #nd direct (uot#tionsG H#%e
you e$pl#ined why you #re using them #nd how they support
your centr#l ide#G99& If you h#%e used inform#tion from sources outside the
#ctu#l work of liter#ture .for e$#mple'
)ooks of criticism/' h#%e you documented this inform#tion
properlyG To pro%ide
document#tion for liter#ry p#pers' you need to use 5LA
document#tion style' which c#n
found in most English h#nd)ooks #nd in )ooks on how to
write rese#rch p#pers&
9:& H#%e you proofre#d your 8n#l dr#ftG