Literary Analysis Writing High School

Based on the Regents Part 3 text analysis response task (below), what two things should you look for in the text?

(1) Your Task: Closely read the text provided on pages 20 and 21 and write a well-developed, text-based response of two to three paragraphs. (2) In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. (3) Use strong and thorough evidence from the text to support your analysis. (4) Do not simply summarize the text. You may use the margins to take notes as you read and scrap paper to plan your response.

Guidelines:

Be sure to:

• (5) Identify a central idea in the text

• (6) Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.

• (7) Use strong and thorough evidence from the text to support your analysis

• (8) Organize your ideas in a cohesive and coherent manner • (9) Maintain a formal style of writing

• (10) Follow the conventions of standard written English

• Two literary devices

• One theme and one main idea

• One central idea and one writing strategy

• One literary element and one literary technique

Tags

CCSS.RL.11-12.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

Which sentences (numbered below) give you some examples of literary devices?

(1) Your Task: Closely read the text provided on pages 20 and 21 and write a well-developed, text-based response of two to three paragraphs. (2) In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. (3) Use strong and thorough evidence from the text to support your analysis. (4) Do not simply summarize the text. You may use the margins to take notes as you read and scrap paper to plan your response.

Guidelines:

Be sure to:

• (5) Identify a central idea in the text

• (6) Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.

• (7) Use strong and thorough evidence from the text to support your analysis

• (8) Organize your ideas in a cohesive and coherent manner • (9) Maintain a formal style of writing

• (10) Follow the conventions of standard written English

• Sentence 1

• Sentence 2

• Sentence 6

• Sentence 7

Tags

CCSS.RL.11-12.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

For a Text Analysis Response (part 3 of the ELA Regents), what TWO things do you need to find in the provided text?

• Plot and Summary

• Central idea and literary device

• High level questions and inferences

• The title and the author

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.8.10

CCSS.RL.9-10.10

A central idea can be a theme or a main idea

• True

• False

Tags

CCSS.RI. 9-10.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

What is the main difference between THEME and MAIN IDEA. 

• Theme is a universal lesson, and main idea is what a story is about.
• Theme is what a story is about, and main idea is the universal lesson it teaches.
  

Tags

CCSS.RI. 9-10.9

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

The task tells you to analyze how one writing strategy develops the central idea. A writing strategy is...

• A literary device (element or technique)

• The same thing as a central idea

• Something the writer used to meet their deadline

• Annotation

Tags

CCSS.RI. 9-10.9

CCSS.RL.11-12.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

What should come after a piece of text evidence within literary analysis?

• A follow up statement that begins with "I think that..."

• Absolutely nothing. Evidence is all that is needed!

• A few sentences that summarize why the story is boring.

• An analysis that extends the writer's thinking about specific language within the excerpt and how it connects to the theme.

Tags

CCSS.RL.11-12.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

Which personal pronouns are allowed in literary analysis?

• Trick question! A writer should exclude all personal pronouns. 
• Second person (you)
• First person (I, we) 

Tags

CCSS.RL.11-12.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

In a literary analysis, what is the purpose of "context?"

• The purpose is to extend the reader's thinking about the text evidence. 
• Context is not included in literary analysis. 
• The purpose is to provide background information (why, what, when, where) about the piece(s) discussed in a literary analysis. 

Tags

CCSS.RL.11-12.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

Is this a topic or a theme? 
Perseverance 

• Topic 
• Theme

Tags

CCSS.RI. 9-10.9

CCSS.RI.11-12.9

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2