WRITING A LITERARY

ANALYSIS ESSAY
9X- Focus on Of Mice and Men
Essay Terminology: You will learn how
to define and use the following terms:
 Essay  Topic  Reasoning/
 Introduction Sentence Commentary
(also called  Embedding (CM)
the quotes  Concluding
introductory  Transition Sentence
paragraph)  Lead in (CS)
 Says  Signal phrase
 Chunk
 Does  Evidence/
 Ratio
 Body Concrete
Paragraph(s) Details (CD)
 Conclusion  Parenthetical
(also called Reference
the
 ESSAY:

Essays have 3 parts:

A piece of writing 1. Introductory Paragraph
that gives your 2. Body Paragraph(s)
thoughts
3. Concluding Paragraphs
(commentary)
about a subject.

*Write the definition on your

essay terms vocab handout*
INTRO PARAGRAPH
WORKSHOP
Introductory Paragraph
INCLUDES:
 An ATTENTION GETTER: a hook- dialogue, rhetorical
questions, anecdote, personal experience, examples, or
statistics- to get the readers’ attention.
 BACKGROUND INFORMATION: this is necessary to
make sure the reader knows what you are talking about!
 Author’s name and the title
 THESIS/CLAIM: A sentence with a subject and an
opinion (also called commentary). This should be at the
end of the introductory paragraph.
*Write the definitions on your essay terms vocab
handout*
Thesis/Claim for Analysis Essay
THESIS/CLAIM:
A sentence with a subject and an opinion (also
called commentary). This comes at the end of
the introductory paragraph.

Rhetorical
Literary
Says Does
Analysis
Statement Statement
Thesis
Statement
 Creating a Rhetorical Literary Analysis
Thesis/Claim Statement for Intro Paragraph

Prompt: What is Steinbeck saying about the issues that
existed during the Great Depression and how does he
use elements of language to convey this?

This prompt has 2 parts. Write the 2 questions

the prompt wants you to answer.

Question 1: What is Steinbeck saying about the issues that

existed during the Great Depression ? What issues is he
mirroring?
Question 2: How is he using language to show this? What literary
devices is he using and what effect do they have?
 What is Steinbeck saying about the issues that existed
during the Great Depression and how does he use
elements of language to convey this?
Steinbeck is clearly saying that
the Great Depression gave way
to the loss of the American
In this realistic story, Of
Dream in the average working Mice and Men, John
man. Steinbeck juxtaposes the
loss of hope in several
main characters, in an
effort to illuminate the
overwhelming
unfulfillment of the
Steinbeck highlights these American Dream that
issues using juxtaposition was all too evident
to demonstrate how during the Great
numerous characters lose Depression.
their chance at achieving
the American Dream.

Label which is the SAYS statement and which is the DOES. Underline and label the
parts of the prompt the refer to each one.
In Paragraph Form:

What is Steinbeck saying about the issues that existed during the
Great Depression and how does he use elements of language to
convey this?
In this realistic story, Of Mice and Men, John
Steinbeck juxtaposes the loss of hope in several main
characters, in an effort to illuminate the overwhelming
unfulfillment of the American Dream that was all too
evident during the Great Depression.
What is Steinbeck saying about the issues that existed
during the Great Depression and how does he use
elements of language to convey this?

With your partner, on a separate piece of

paper, create your own chart based on this
new prompt.
Prompt check
 On your own paper, label the
SAYS/ABSTRACT statement and the
DOES/CONCRETE statement in the thesis.
 Label each part of the intro paragraph (Hook,
Background info, thesis, title, author.
 Highlight the background of the text in one
color and the background of the context/author
in another
BODY PARAGRAPH
WORKSHOP
Body Paragraphs
 Middle paragraphs in the essay which develop main points that
support the thesis. Can be one, two, or three chuncks each.
 One Chunk= 1 Evidence sentence + 2 Reasoning Sentences

 Ratio= 1 part E to 2 parts R (1 CD/2CM) All chunks must have

this ratio
 One Chunk Body Paragraph=
 TS (Topic Sentence)
 Evidence /CD (Concrete Detail)
 Reasoning/ CM (Commentary)
 Reasoning/ CM (Commentary)
 CS (Concluding Sentence)
 Copy down the definitions then practice memorizing the sentences
that go into a one-chunk body paragraph.
Topic Sentence
TOPIC SENTENCE (TS):
 The first sentence in a body paragraph. It must

have a subject and opinion (commentary) for the

paragraph. It does the SAME thing for a body
paragraph that the thesis does for the whole
essay!
 It should address the thesis elements in a more

specific fashion.
Topic Sentence

Thesis/Claim: In this realistic story, Of Mice and Men, John

Steinbeck juxtaposes the loss of hope in several main characters,
in an effort to illuminate the overwhelming unfulfillment of the
American Dream that was all too evident during the Great
Depression.

Topic Sentence Example:

• Throughout the novel, Steinbeck’s realistic characters have their
own versions of the American Dream, yet, as with most Americans
during the Great Depression, each dream remains unfulfilled.
Annotate the parts of the topic sentence that refer back to the thesis/claim.
Create Your Own Topic Sentence
 Check your topic sentence to be sure it meets
the criteria
Sentence #2:Concrete Detail (T,L,CD,PR)

 T: the transition
 L: Lead-in/ Signal Phrase
 E: Evidence
 PR: Parenthetical reference
 We will use the acronym TLEPR to help you
remember the 4 parts. Repeat this acronym.
 4 Parts of a Concrete Detail Sentence

 1. TRANSITIONS: Words or phrases that connect or

tie ideas together. Transitions can be found at the
beginning of every concrete detail (CD) and at the
beginning of the concluding sentence.
 Examples: (Your transition handout has many examples
also)
 For example,
 A perfect example of this,
 As evidenced in the text,
 *Write the definition and examples on your essay terms vocab handout
 4 Parts of a Concrete Detail Sentence

 2. LEAD-IN/SIGNAL PHRASE: Introduces the concrete detail (CD)

by making smooth connections between the story and the concrete
detail (CD). A lead-in comes between the transition and the CD and
is followed by a comma. There are several ways of writing a lead-in:
 describe what happens in the story just before the concrete detail.
 name the character and describe the situation.
 give the context for the concrete detail.

Examples:
 ,in the story Steinbeck says,
 ,as noted in Chapter 2, *Write the definition and examples on
your essay terms vocab handout
 , just as Lennie is about to leave, he
says,
 4 Parts of a Concrete Detail Sentence

 3. Evidence: Specific Examples:

details that form the  Facts
Specifics
backbone or core of 

 Examples
your body paragraphs.  Descriptions
This detail is the third  Illustrations
part of the concrete  Support
detail (CD). This is  Proof
your quote, summary,  Evidence
Quotations
or paraphrase from the


 Paraphrasing
text that you are using  Plot References
to support your TS
and thesis. Write the definition on your essay terms
vocab handout*
4 Parts of a Concrete Detail Sentence

 4. PARENTHETICAL REFERENCE: Gives credit to the

author by citing which page the concrete detail (CD) was
found. After the concrete detail, because it is someone else’s
words or ideas, you must list the author’s last name and the
page number you found the concrete detail, before the
period and within the parentheses. If the author has already
been mentioned, you need only write the page number.
 For Example:
 “ (13). Or (Steinbeck 13).
 To quote a chapter- (Steinbeck 13-22).
 To quote the whole book- (Steinbeck).

 Practice reciting the 4 parts of a concrete detail sentence.

Let’s Practice: TS= Throughout the novel, Steinbeck’s realistic characters have their
own versions of the American Dream, yet, as with most Americans during the Great
Depression, each dream remains unfulfilled.

Here is an example of a TLCDPR:

 TRANSITION (T): Although George and Lennie’s unfulfilled

dreams are similar,

 LEAD-IN/SIGNAL PHRASE (L): as discussed numerous times,

 CONCRETE DETAIL (CD): Lennie’s version of the dream focuses

on his ability to tend the rabbits, whereas George’s dream is more

focused on having land of their own
 PARENTHETICAL REFERENCE (PR): (Steinbeck).

 All together: Although George and Lennie’s unfulfilled dreams are

similar, as discussed numerous times, Lennie’s version of the dream

focuses on his ability to tend the rabbits, whereas George’s dream is
more focused on having land of their own (Steinbeck).
 Annotate the 4 parts in your example
Let’s Practice: TS= Throughout the novel, Steinbeck’s realistic characters have their
own versions of the American Dream, yet, as with most Americans during the Great
Depression, each dream remains unfulfilled.

CD#2
 TRANSITION (T): In contrast to George and Lennie’s dream,

 LEAD-IN (L): just before Lennie kills her, Curley’s wife reveals

that she
 Evidence(E): “Coulda been in the movies…” instead of being

miserable with a husband who “…ain’t a nice fella”

 PARENTHETICAL REFERENCE (PR): (84).

 All together: In contrast to George and Lennie’s dream, just

before Lennie kills her, Curley’s wife reveals that she “Coulda
been in the movies…” instead of being miserable with a husband
who “…ain’t a nice fella” (84).
 Annotate the 4 parts in your example
Key Points
 Remember:
 The concrete detail must sound like a complete sentence
when all 4 parts are put together! It must be smooth.
 NO QUOTE, PARAPHRASE, or SUMMARY CAN
STAND ALONE!!
 Without a parenthetical reference, it is plagiarism!
 There are no abbreviations in the parenthetical reference.
 (13) NOT (p.13) or (pg. 13)
 (Steinbeck 13) NOT (Steinbeck, p.13) or (Steinbeck, 13)
 Key Points
 Look at the difference:
 CHOPPY: Throughout the novel, Steinbeck’s realistic characters
have their own versions of the American Dream, yet, as with most
Americans during the Great Depression, each dream remains
unfulfilled. For example, “Coulda been in the movies…” instead of
being miserable with a husband who “…ain’t a nice fella” (84).
 SMOOTH: Throughout the novel, Steinbeck’s realistic characters
have their own versions of the American Dream, yet, as with most
Americans during the Great Depression, each dream remains
unfulfilled. In contrast to George and Lennie’s dream, just before Lennie
kills her, Curley’s wife reveals that she“Coulda been in the movies…”
instead of being miserable with a husband who “…ain’t a nice fella” (84).
 Show embedding quotes PPT
 Complete practice pages
Edited by R.R. Barstack By Worth Weller
What the sources do for you

Your essays must be your own words with

your own thoughts and your own voice.
However, quoting sources in your essays:

 adds authority to your essays by illustrating

that you are presenting informed opinions

 and/or shows your reader exactly
how you arrived at a particular
thought of your own.
In fact, college essays are usually
comprised of three components:

• your own thoughts about something you

have read or an issue you are studying

• quotes from your textbook, reading, or

assignment

• quotes from outside sources

”
Most of your essay is in your own
words, but you use quotes to:

• Back up your own thinking

• Illustrate your own thinking

• Prove that you are correct

• Or reveal that an opposing point of view is

completely idiotic!
A couple of rules of thumb:
• Do not start a paragraph with a quote.

• Do not end a paragraph with a quote.

• Use only one or two fairly short quotes per

paragraph.

• Your essay is your argument. Too many

quotations can overpower your voice.

• Never drop a quotation in your paper.

You must use your own words to
introduce a quotation.
A couple of rules of thumb:
• Do not rely on quotations to do
the work for you.

• You must always follow a

quotation or paraphrase with
commentary.
Let’s back up a bit:
Rule One: Quote Sparingly
• Keep quotes to one sentence or less.

• If you have something that is longer, break it

up with signal phrases and author tags, so
the reader knows why you are quoting it.

• “Xxx xxx xxxx,” the author

wrote, offering justification for
his actions. “Xxx xxx xxxx,” he
added.
Rule 2:
Quote Just the Good Stuff
• memorable statements

•especially clear explanations stated by

authorities

•controversial arguments in the

speaker’s/writer’s own words
A couple of rules of thumb:
• Quote only words, sentences, or
passages that are powerful.

• In order to make your own

writing flow as smoothly as
possible, it is usually best to use
only an effective part of the
quotation as part of your own
sentences.
 Ellipses
• When omitting words from within a
single sentence, use only three ellipsis
dots (. . . ). Three point ellipses have
single typed spaces before and after each
of the three dots:

• Faulty: “water…had”
• Correct: “water . . . had.”
 Brackets
• Use brackets to specify ambiguous
pronouns within a quotation.
• Example: “ As revealed to me [Oedipus]
by the Delphi oracle” (15).
A well-integrated quote is a lot
like a sandwich:
 On top you have a sentence that is your own thought
and summary, setting the context for the quote that you
intend to use to illustrate a point.

•Then you have the quote (with author

tag/signal phrase) to back up your
thought.

•Then on the bottom you have a

sentence of your own that reflects
back on the quote.
Embedding Quotations
 Signal Phrases
• Introduce the article, person, or both
where the quote was found
• As Jane Smith explains,
• , according to Jane Smith.
• In the article “How to Buy…”, Jane
Smith writes,
• “Dolphins,” as Jane Smith notes,
“have…”
List of Signal Phrases
acknowledges, adds, endorses, grants,
admits, affirms, illustrates, implies,
agrees, argues, insists, notes,
asserts, believes, observes, points out,
claims, comments, reasons, refutes,
compares, confirms, rejects, reports,
contends, declares, responds, states,
demonstrates, denies, suggests, thinks,
disputes, emphasizes underlines, writes
 Integrating Quotes: Pattern # 1
• 1. An introducing clause plus the
quotation:
Gatsby is not to be regarded as a personal
failure because "Gatsby turned out all right
at the end" (176), according to Nick.

This is a complex sentence.

Because is a subordinate conjunction.
 Pattern # 2
• 2. An assertion of your own and a colon
plus the quotation:
• Fitzgerald gives Nick a muted tribute to the
hero: "Gatsby turned out all right at the
end" (176).

This works best if your quotation is a

complete clause
 Pattern # 3
• 3. An assertion of your own with quoted
material worked in:
• For Nick, who remarks that Gatsby "turned
out all right" (176), the hero deserves
respect but perhaps does not inspire great
admiration.

This works best when you pull only power

words from the quotation.
• Note: The words in bold effectively
introduce the quote. No quote ever stands
alone. Follow your quotes with
commentary. Do not begin commentary
with words such as “this quote shows” or
“this quote reveals.”
• Note how the following commentary
flows from the quotation and has
substance.
 Model Commentary
• Taken from A Writer’s Model: “A Locust in the Garden”

• The story alludes again and again to the

sheltering comfort of the garden. The man
tries to maintain an illusion that nothing
serious has happened to him, that in time he
will “feel as if he had always been like that”
(397). The garden is his refuge against
reality.
 
 Writing Reasoning
Your opinion or comment about Examples:
something, not concrete detail  Opinion

(CD).  Insight

 Commentary must explain the  Analysis

concrete detail AND analyze  Interpretation

how it relates to/supports the  Inference

topic sentence.  Personal response
 You must have at least 2
 Feelings
commentary sentences for  Evaluation
every CD, but the more the
 Explication
merrier! Don’t limit yourself!
 Reflection
 Commentary is your chance to

show me how clever you are!

Reasoning/Commentary#1: Explanation of CD

 Explains the Concrete Detail

 Specifically identifies the literary device being used in the CD
and how it is being used
 Similar to a DOES statement
 Example: CD#1: Although George and Lennie’s unfulfilled
dreams are similar, as discussed numerous times, Lennie’s
version of the dream focuses on his ability to tend the rabbits,
whereas George’s dream is more focused on having land of their
own (Steinbeck).
 CM #1: The juxtaposition of these two versions of the same dream
allow the reader to see the motivation behind two very different
characters, one with full intellect and one without.
Reasoning/Commentary#2: Analysis

 Analyzes what the CD is saying

 Indicates why the CD matters
 Similar to a DOES statement
 Example: CM #1: The juxtaposition of these two versions of the same dream
allow the reader to see the motivation behind two very different characters, one
with full intellect and one without.
 CM#2: George, a character meant to represent the average American during the

Great Depression, wants what most men wanted, a home of his own, whereas
Lennie, like a typical child, wants a pet. As adults who share George’s dream,
readers sympathize with George when his dream is unfulfilled, but as human
beings who want to make their children happy, readers are even more
emotionally effected when they realize Lennie will never get to tend his rabbits.

 Highlight the words that connect to the topic sentence and thesis; draw
arrows to show the connections.
Your Turn…
 With your partner, write your second commentary
for your concrete detail.
 Annotate which words or phrases refer to the topic
sentence and which refer back to the thesis. It
might be easier to highlight them with multiple
colors, as done in the example.
 Share with your group
 When correct, add it to your final essay.
Concluding Sentence
 Ties the commentary back to the thesis
 Should contain key words that relate to the thesis
 Never use the transition “In conclusion” or “To conclude”
 Example:
 By allowing the reader to compare these various dreams, it

becomes clear that Steinbeck is saying that no one was

exempt from the loss of the American Dream, not the
average man, the child, or the housewife.

 Highlight and draw arrows showing which words refer back to

the thesis.
Your Turn…
 With your partner, write your concluding sentence.
 Annotate which words or phrases refer back to the
thesis. It might be easier to highlight them with
multiple colors, as done in the example.
 Does it sum up your paragraph?
 Share with your group
 When correct, add it to your final essay.
 So far we have….
In this realistic story, Of Mice and Men, John Steinbeck juxtaposes the loss of hope in several
main characters, in an effort to illuminate the overwhelming unfulfillment of the American Dream that
was all too evident during the Great Depression.
Throughout the novel, Steinbeck’s realistic characters have their own versions of the American
Dream, yet, as with most Americans during the Great Depression, each dream remains unfulfilled.
Although George and Lennie’s unfulfilled dreams are similar, as discussed numerous times, Lennie’s
version of the dream focuses on his ability to tend the rabbits, whereas George’s dream is more focused
on having land of their own (Steinbeck). The juxtaposition of these two versions of the same dream
allow the reader to see the motivation behind two very different characters, one with full intellect and
one without. George, a character meant to represent the average American during the Great Depression,
wants what most men wanted, a home of his own, whereas Lennie, like a typical child, wants a pet. As
adults who share George’s dream, readers sympathize with George when his dream is unfulfilled, but as
human beings who want to make their children happy, readers are even more emotionally effected
when they realize Lennie will never get to tend his rabbits. In contrast to George and Lennie’s dream,
just before Lennie kills her, Curley’s wife reveals that she “Coulda been in the movies…” instead of
being miserable with a husband who “…ain’t a nice fella” (84). By juxtaposing this dream with
George and Lennie’s, Steinbeck is able to shows his readers just one more class of person whose
dreams went unfulfilled during this timeframe- the average wife. Even if the dream is somewhat
immature, it reveals that people during this era in history did not have the chance to chase after their
foolish dreams, but instead had to live with the reality of the present. By allowing the reader to
compare these various dreams, it becomes clear that Steinbeck is saying that no one was exempt from
the loss of the American Dream, not the average man, the child, or the housewife.
CONCLUDING
PARAGRAPH
WORKSHOP
Concluding Paragraph
INCLUDES:
 Summary of ideas

 Reflection of what was discussed in the essay

 More commentary about the subject

 Relevancy- Why does what you said matter?

OR
 A personal statement about the subject

 Strong finish

NEVER:
 Add another quote to the conclusion

 Say the thesis exactly the same

Class Essay Conclusion
 Example:
 In conclusion,
 To conclude, by using juxtaposition, Steinbeck is able to show
his readers that the issues of loss during the Great Depression,
effected everyone. The American Dream simply was not a
reality that most could achieve, not the average wife, the
working man, and especially not the mentally challenged. For
modern day Americans, this book becomes an important
window into the past that can be used to help us appreciate
our ability to accomplish our dreams. Unlike Lennie, George,
and Curley’s wife, we live in a time when dreams do come
true.
Your Turn
 Rewrite your concluding paragraph
 Rubric check all of your rewrites
 Write a new draft of the entire essay.