Style Analysis: ProseStyle Analysis: Prose

IntroductionIntroduction

Demonstrate that you Demonstrate that you understand the passage by understand the passage by stating the theme and/or stating the theme and/or tones. tones.

Be sure to use the title of Be sure to use the title of the passage and the the passage and the author’s name.author’s name.

Put quotes around the titles Put quotes around the titles of short stories and poems.of short stories and poems.

““The Birthday Party”The Birthday Party”

Underline the titles of Underline the titles of longer works like novels, longer works like novels, dramas and epic poems.dramas and epic poems.

Streetcar Named DesireStreetcar Named Desire

If time permits, try to come up with an attention getting device such as a quote, interesting fact or general statement or a question that will be addressed in the essay.

Be sure to write in 3Be sure to write in 3rdrd period. period. Avoid using “I” or “you.”Avoid using “I” or “you.”

Write in the present tense:Write in the present tense:““The author uses literary The author uses literary devices…” devices…”

NOTNOT““The author used literary The author used literary devices…” devices…”

Your thesis should reflect Your thesis should reflect what you are required to what you are required to do in the prompt and do in the prompt and should be the last should be the last sentence of the sentence of the introduction introduction

Keep your introduction 3-4 Keep your introduction 3-4 sentences long.sentences long.

Sample Introduction

For most, surprise parties are appreciated as they show how much a person’s loved ones truly care about him or her, but that is not always the case for everyone.“The Birthday Party” by Katherine Brush gives a brief insightful description of one nameless couple’s celebratory dinner date. Though on the surface the story may seem ordinary and typical, through Brush’s use of diction, imagery, abrupt syntax, and third person objectivity, she achieves a very dismal atmosphere and somber mood.

Body ParagraphsBody ParagraphsBody paragraphs should analyze Body paragraphs should analyze

the passage paying close the passage paying close attention to the task described in attention to the task described in the prompt. the prompt.

If elements are listed in the If elements are listed in the prompt, be careful to cover all of prompt, be careful to cover all of them somewhere in the essay.them somewhere in the essay.

Organization of Body ParagraphsOrganization of Body Paragraphs

College Board wants students to College Board wants students to avoid writing in a formulaic avoid writing in a formulaic manner. In other words, don’t manner. In other words, don’t devote each body paragraph to devote each body paragraph to just one literary device.just one literary device.

Try to organize your essay the Try to organize your essay the way the passage is organized. In way the passage is organized. In other words, in the first body other words, in the first body paragraph, analyze the literary paragraph, analyze the literary devices evident in the first half of devices evident in the first half of the passage up to the shift (if the passage up to the shift (if there is one).there is one).

That means you will have two That means you will have two body paragraphs.body paragraphs.

Elements of the Body ParagraphsElements of the Body ParagraphsTOPIC SENTENCE: Begin your TOPIC SENTENCE: Begin your

paragraph with a topic sentence that paragraph with a topic sentence that makes a claim that you will explore makes a claim that you will explore in the paragraph.in the paragraph.

EX: Many of Judd’s characteristics EX: Many of Judd’s characteristics can be drawn from the observations can be drawn from the observations and allusions he himself makes.and allusions he himself makes.

Be sure to have at least four Be sure to have at least four examples and embed quotes in examples and embed quotes in your own sentence structure.your own sentence structure.

You should show You should show HOWHOW your your examples work in the passage. In examples work in the passage. In other words, explain your examples. other words, explain your examples. What is the effect of the examples? What is the effect of the examples? What do they reveal? Elaborate! What do they reveal? Elaborate!

EX: He is quite clearly a very observant EX: He is quite clearly a very observant twelve-year-old. At home down by the twelve-year-old. At home down by the river on a bridge that belongs to his father, river on a bridge that belongs to his father, he contemplates his surroundings. The he contemplates his surroundings. The “color of lead” reminds him of his father’s “color of lead” reminds him of his father’s roofing business, an observation that roofing business, an observation that shows him to be practical. The “rotted shows him to be practical. The “rotted wood” reminds him to tell his dad to fix the wood” reminds him to tell his dad to fix the bridge, a very responsible thought for a bridge, a very responsible thought for a child his age. However, his diction reveals child his age. However, his diction reveals that he is still a young kid as he says he is that he is still a young kid as he says he is not a “dope.”not a “dope.”

TransitionsTransitionsBe sure to use transitions as you Be sure to use transitions as you

move from one move from one chunkchunk (examples (examples with elaboration) to another and as with elaboration) to another and as you move from one paragraph to you move from one paragraph to another.another.

Ex: Ex: In addition to his In addition to his observationsobservations, his allusions show a , his allusions show a mature side to this young boy.mature side to this young boy.

Don’t worry if you can’t think of Don’t worry if you can’t think of the name of the poetic device for the name of the poetic device for your examples. Just describe the your examples. Just describe the effect of the examples and effect of the examples and elaborate on how they convey elaborate on how they convey author’s attitude, theme, meaning, author’s attitude, theme, meaning, purpose, etc.purpose, etc.

EX: The use of EX: The use of polysyndetonpolysyndeton when when describing “the love and respect and describing “the love and respect and devotion and loyalty” reflects the close devotion and loyalty” reflects the close attachment Judd has with his father.attachment Judd has with his father.

EX: The author demonstrates the close EX: The author demonstrates the close attachment Judd has with his father by attachment Judd has with his father by describing “the love and respect and describing “the love and respect and devotion and loyalty.” The use of devotion and loyalty.” The use of conjunctions serves to slow down the pace conjunctions serves to slow down the pace placing emphasis on each emotion thus placing emphasis on each emotion thus emphasizing the depth of feelings Judd has emphasizing the depth of feelings Judd has for his parent.for his parent.

CONCLUSIONCONCLUSION

2 to 3 Sentences2 to 3 Sentences

Comment on the passage as a Comment on the passage as a whole bringing a feeling of closure whole bringing a feeling of closure to the piece. to the piece.

Don’t just summarize what you have Don’t just summarize what you have already said; give some new insight. already said; give some new insight.

Do not identify a moral or bring in a Do not identify a moral or bring in a personal comment. personal comment.

Sometimes a final quotation is Sometimes a final quotation is perfect. perfect.

FINAL THOUGHTSFINAL THOUGHTS

Avoid using colloquial or slang Avoid using colloquial or slang expressions. expressions.

““When he died, he got what was When he died, he got what was coming to him.”coming to him.”

“ “Boy oh boy was he a bad boy!”Boy oh boy was he a bad boy!”

Don’t try to pander to the grader Don’t try to pander to the grader by saying things such as by saying things such as “Shakespeare is a masterful “Shakespeare is a masterful writer,” “Dante, as we all know, is writer,” “Dante, as we all know, is terribly gifted in the use of terribly gifted in the use of symbolism,” or “Hawthorne’s symbolism,” or “Hawthorne’s exquisite use of diction.”exquisite use of diction.”

Avoid clichés or trite expressions Avoid clichés or trite expressions like “a picture is worth a thousand like “a picture is worth a thousand words and obviously words and obviously Shakespeare can paint.”Shakespeare can paint.”

Use sophisticated language, but Use sophisticated language, but don’t use words you are don’t use words you are unfamiliar with.unfamiliar with.

You don’t have to write 4 pages You don’t have to write 4 pages to get a 9. Some of the best to get a 9. Some of the best essays get their point across essays get their point across succinctly and concisely.succinctly and concisely.

Yet don’t think you can make a 9 Yet don’t think you can make a 9 with a page only. Typically the with a page only. Typically the longer essays score higher.longer essays score higher.

Don’t skip the conclusion. I have Don’t skip the conclusion. I have seen 5 essays become 6 and 7 seen 5 essays become 6 and 7 essays by tying all the main points essays by tying all the main points together in the end.together in the end.

Don’t merely summarize.Don’t merely summarize.

After reading the prompt and After reading the prompt and passage, spend 5 minutes planning passage, spend 5 minutes planning your essay.your essay.