A Lesson in Beginning Literary Analysis: Fiction
by Dixie G. Dellinger, MA 2002
California State Standards: 3.0 Literary Response and Analysis
1. 3.7 Narrative Analysis of Grade-Level-Appropriate Text: Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.
2. 3.11 Literary Criticism: Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism (Aesthetic Approach).
Objective: The purpose of this lesson is to introduce the concept of analyzing literature and to give the student writer a vocabulary and a structure to begin writing about literature.
I. Determining Theme and Writing the Thesis.
A. The Elements of Literature. Read the following paragraph and notice not only the basic terms of literary analysis, but also their relationship to each other. All of these terms lead to the purpose of fiction: for a reader to make meaning, which we call THEME! We make meaning when the reader and text meet together.
The writer of fiction creates some people [CHARACTERS], puts them in a time and place [SETTING], has things happen to and around them [PLOT], lets them talk to and about each other [DIALOGUE], and creates a person [NARRATOR] to tell the story from a position [POINT OF VIEW] in language [DICTION; SYNTAX] using devices of figurative language [IMAGERY, METAPHOR, SIMILE, SYMBOLISM, etc.] so that the reading makes meaning [THEME].
B. “Early Autumn” by Langston Hughes. As I read this incredible short story aloud, take notes on the following terms:
CHARACTERS: ______
SETTING: ______
PLOT: ______
______
______
DIALOGUE: ______
NARRATOR: ______
POINT OF VIEW: ______
DICTION: ______
SYNTAX: ______
FIGURATIVE LANGUAGE (imagery, metaphor, simile, symbolism, etc.)
______
______
C. Consider the following questions when analyzing literature:
1. What is the story about? For example, maybe it’s about loss. This is called TOPIC. NOTE: Don’t state, “It’s about this man and this woman” … that’s not what the story is about, it’s what the story is. We are not aiming for plot summary!
2. What does the story say to you about that topic? This is called THEME (when a reader makes meaning of the text). State, “It says that one never forgets a past love.” NOTE: Answer the question in a complete sentence.
D. NEXT, write a thesis statement using ATT&T (Author, Title, Topic, & Theme). See the following examples:
● Langston Hughes’ short story, “Early Autumn”, is about the loss of love and it states that time changes all things, even love.
● Langston Hughes’ short story “Early Autumn” is about regret and it states that one never ceases to regret losing a first love.
Your thesis statement: ______
______
II. Analyzing the Story.
Now, we are ready to analyze the story. As you look over your lists of story elements, listen as I read the story aloud again … add to your list as needed.
THINK: Which of the elements enable you to make meaning of the text (theme)? Turn to your story and annotate the text in your packet.
1. Is it the characters? John and Mary are the most common names in English; does that mean it is everyone’s story?
2. Is it the setting? What does autumn mean? (A dying down ... growing cold) It is early evening.
3. Is it the plot? Nothing much happens; a man and woman who were once in love meet again, exchange a few words, and part again. Is it what happens, or what does not happen, that makes meaning for you?
4. Is it the dialogue? Only John and Mary speak, and only to each other, and they don’t say much. Is it what is said, or what is not said, in which you make meaning?
5. Is it the narrator’s point of view? Do you see the thoughts of either John or Mary? When? Notice the shift in “the lights down Fifth Avenue blurred, blurred and twinkled.” Whose point of view is that?
6. Is it the diction, syntax, and figurative language? It is all plain and simple. Is that what gives it the power to move the reader?
Literary Analysis Assignment.
● Choose two or three elements that powerfully affect/support your theme (meaning) of this story.
● Write a paragraph about each element that includes a TOPIC SENTENCE, EVIDENCE (quotations, words, phrases, etc. from the text), and COMMENTARY (your insightful comments) as well as a memorable conclusion at the end of the paragraph.
KEY POINT … You, as the reader, make the meaning (theme); however, you must prove it with textual evidence and comment on HOW this evidence supports your theme (meaning).
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