Writing Literary Analysis

Workshop As you have seen in this unit, literature often reflects what is happening in the
world and in the author’s imagination. Analyzing how authors use literary elements
will give you a better understanding and appreciation of what you read. The
Writer’s Road Map will guide you as you write a literary analysis.

writer’s road map

Literary Analysis

writing prompt 1 key traits

Writing from Literature Analyzing a literary work can 1. ideas
help you understand it more deeply. Write an essay • Presents a thesis statement that
in which you focus on one or more literary elements, clearly identifies the key points of
such as setting, characters, or plot details, in a work the discussion
of fiction. Explain how the element or elements • Uses evidence from the text to
contribute to the meaning. support each key point
Literature to Consider 2. organization
• theme in “The Open Boat” • Attention-getting introduction
• setting in “The Law of Life” identifies the title and author of the
• humor in “The Outcasts of Poker Flat” work
• Consistent organizational pattern
writing prompt 2 includes transitions to connect ideas
Writing from the Real World Choose a story you have • Conclusion summarizes ideas and
viewed or read that you just can’t stop thinking about. discusses the overall meaning of the
Write an essay that briefly summarizes the story and work
examines its meaning. Focus on specific elements that 3. voice
make the story meaningful and memorable. • Tone is appropriate for the audience
Sources of Stories and purpose
• television shows that use suspense or conflict 4. word choice
• movies that have strong characters • Uses precise language to examine
• magazines that publish fictional or real-life and explain the work
adventure stories 5. sentence fluency
• Varies sentence structures and
writing tools
lengths
For prewriting, revision, and
editing tools, visit the Writing 6. conventions
Center at ClassZone.com. • Employs correct grammar and usage

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Part 1: Analyze a Student Model

interactive model
Amanda Olivares
cla sszon e .com Jackson Regional High School

“The Story of an Hour”: Shock and Self-Discovery

key traits in action
How would you react if a friend came to you with a shocking piece of
Intriguing introduction
news? The first sentence of “The Story of an Hour” reveals that the main identifies the literary work.
character’s husband has died. As this short story develops, we find out her
complicated and conflicting reactions to this tragedy. Throughout the story, Presents the key points
5 author Kate Chopin uses symbolism and irony to tell the tale of a woman’s of the analysis in a clear
thesis statement.
short-lived self-discovery.
Chopin wastes no words. The first several paragraphs give almost no
details about the main character. Although we know that she is “afflicted”
with a mysterious “heart trouble,” we aren’t told what her personality is
10 like, where she lives, or what she looks like. We don’t even know her first
name; she is simply “Mrs. Mallard.” This lack of detail symbolizes how Varied sentence
structures and lengths
little the main character knows about her feelings and her identity. It maintain the reader’s
also shows how women of that time period (the late 19th century) were interest.

portrayed—as selfless, dependent wives and mothers, devoted to their

15 families. Based on the story’s beginning, we assume that Mrs. Mallard is a
stereotypical woman of the era. However, as we read further, our impression
of her begins to change.
It is only when the main character is alone that Chopin begins to reveal
rich and symbolic details. “Pressed down by a physical exhaustion,” Mrs.
Uses evidence (details
20 Mallard sinks into an armchair and looks out an open window. Chopin and quotations from the
writes, “She could see in the open square before her house the tops of trees story) to illustrate and
support statements. The
that were all aquiver with the new spring life. The delicious breath of rain writer of this analysis
was in the air. . . . The notes of a distant song which someone was singing carefully assesses how
subtle details affect the
reached her faintly. . . .” By describing this “new spring life” in exquisite story’s meaning.
25 detail, Chopin changes the pace of the story and symbolizes the new
beginning that is now available to the main character.

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 As we learn more about Mrs. Mallard’s thoughts and hopes, the story
takes an ironic turn. At first the new widow is stunned and exhausted, with
an increasing feeling of dread. Because her husband has just died and she
30 has “heart trouble,” we can assume that she will be utterly miserable. She Logical organizational
might even die of grief. Instead, however, she repeats a single word under pattern follows order
of events in the story.
her breath: “free, free, free!” Her husband was always kind and loving to Transitions show how
her, but his death means that “there would be no one to live for her during ideas are related.

those coming years; she would live for herself.” Ironically, the event that
35 readers think will ruin her life actually brings her “a monstrous joy.” Brently
Mallard’s death has given his wife a chance at freedom and independence.
Transformed by “self-assertion which she suddenly recognized as the
strongest impulse of her being,” Mrs. Mallard comes out of her room to
rejoin the world “like a goddess of Victory.” As she goes back downstairs,
40 she sees her husband coming in the door, as alive as ever. The resulting Tone is formal without
shock is too much for her to bear. Everyone assumes that Mrs. Mallard dies being stuffy.

of the “joy that kills.” Ironically, she actually dies because she cannot stand
the idea of losing her independence, even though she experienced it for just
one hour.
Conclusion uses precise
45 From the title of this short story to its last words, Kate Chopin uses language to summarize
irony and symbolism to describe a woman’s discovery—and loss—of her the main points of the
analysis and identify
own identity. As we follow the surprising twists and turns of “The Story of its effect on readers.
an Hour,” we can’t help thinking, what shocks and self-discoveries might Repetition of words from
the essay title create a
the hours of our own lives have in store? feeling of closure.

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 Writing Workshop

Part 2: Apply the Writing Process

prewriting
What Should I Do? What Does It Look Like?

1. Revisit the work you’re analyzing. Details from the Story My Thoughts
Reading or viewing the work several times Mrs. Mallard’s “heart could have two meanings—
will reveal details you may have missed the trouble” physical or emotional (or
first time around. Note your thoughts about both)
the characters, events, dialogue, or style in a
Husband’s death makes We expect her to be
learning log.
her feel free. unhappy.
He’s really alive. turns everything in the
story upside down

2. Freewrite to explore your ideas. Lots of surprises in this story . . . Mrs. M seems to
As you freewrite, don’t worry about spelling, care about her husband, but when she thinks he’s
grammar, or organization. Just let the dead, she’s sort of glad because now she can be
comments and ideas flow freely. independent. But he’s NOT really dead, and she’s so
See page 844: Review Literary Terms shocked that she dies when she learns this. That’s
called irony, I think .

3. Develop a working thesis statement. Working thesis statement:

Review your learning log and your freewriting. In “The Story of an Hour,” Kate Chopin tells the
Decide on the main idea you want to make tale of a woman’s self-discovery. The author uses
about the work and condense it into a symbolism and irony to help explain what happens
sentence or two. You can refine this statement to the woman and why.
as you draft your analysis.

4. Find evidence to support your key points. Evidence How It Conveys Meaning
Carefully read through the work again. List The reader doesn’t symbolizes her lack of
quotations, details, and other examples that know Mrs. Mallard’s identity
back up the main ideas in your working thesis first name until late in
statement. the story.
Focus on how one or two elements “the tops of trees that symbolizes Mrs.
help get the meaning of the work across. were all aquiver with Mallard’s self-discovery
The writer of the student model focused on the new spring life”
symbolism and irony. She dies of “joy that ironic, since she really dies
kills.” from grief for herself

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 drafting
What Should I Do? What Does It Look Like?

1. Plan your organization. pattern 1 pattern 2

Experiment with different ways of
Introduction and thesis Introduction and thesis
presenting your ideas. You might want to
1. Beginning of story: lack A. Irony
discuss your points in the order that they
of first name symbolizes
appear in the work, as Amanda Olivares 1. The main character
character’s lack of
did (Pattern 1). You could also discuss the dies from lack of
identity
end of the work first and then trace how independence, not from
that ending came about (Pattern 2). 2. Middle: “new spring life” “joy that kills.”
symbolizes her new life 2. Why would a tragic
3. Middle: ironic that event bring joy?
tragic event brings joy B. Symbolism
4. End: ironic that she 1. Lack of first name
dies from lack of at beginning of story
independence, not from joy symbolizes lack of
Conclusion identity.
2. “New spring life”
parallels her new life.
Conclusion

2. Back up your key points with evidence His death means that “there would be no one
from the work. to live for her during those coming years; she Explanations
Choose examples, details, and quotations would live for herself. ” Ironically, the event and
that clearly support your ideas. that readers think will ruin her life actually quotations

brings her “a monstrous joy.”

Remember, you don’t have to—and
shouldn’t—discuss every detail of the Brently Mallard’s death has given his wife a
Key point
work. chance at freedom and independence.

3. Create a strong, thoughtful conclusion. From the title of this short story to its last
Summarize the ideas you’ve discussed words, Kate Chopin uses irony and symbolism
Summary
and leave your reader with something to describe a woman’s discovery—and loss—
more to think about—maybe a way to of her own identity.
relate the overall message of the work to As we follow the surprising twists and turns Relating
his or her own life. of “The Story of an Hour,” we can’t help the
work to
Before revising, consult the key thinking, what shocks and self -discoveries reader’s
might the hours of our own lives have in store? life
traits on page 804 and the rubric and
peer-reader questions on page 810.

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 Writing Workshop

revising and editing

What Should I Do? What Does It Look Like?

1. Enliven your introduction. How would you react if a friend came to you with
• Read your introduction aloud. Circle a shocking piece of news? The first sentence of “The
statements that seem dull or unclear. Story of an Hour” reveals “The Story of an Hour” is
• Recast these sentences so they immediately a short story by Kate Chopin. We learn in the first
capture the reader’s attention. sentence that the main character’s husband has
died. As this short story develops, we find out her
complicated and conflicting reactions to this tragedy.

2. Use exact, specific words. main character

• Have a peer reader underline words that are It is only when the woman is alone that Chopin adds
too general or that should be replaced with details. begins to reveal rich and symbolic details.
precise literary terms.
• Substitute lively language and specific terms.
Mrs. Mallard’s thoughts and hopes,
As we learn more about her, the story changes. takes
an ironic turn.

3. Vary your sentence structures and lengths.

She goes downstairs. She sees her husband come in.
• Are many of your sentences short and
He is alive! It is a terrible shock.
choppy or long and droning? Draw a box
around sentences that are of similar lengths As she goes back downstairs, she sees her husband
or that have the same structure. coming in the door, as alive as ever. The resulting
shock is too much for her to bear.
• Combine or separate some sentences to give
your readers variety.

4. Emphasize the meaning. Although we know that she is “afflicted” with a

• Ask a peer reader to highlight sentences that mysterious “heart trouble,” we aren’t told what her
explain the author’s message. personality is like, where she lives, or what she looks
• If your analysis has little or no highlighting, like. We don’t even know her first name; she is simply
add information about the story’s “Mrs. Mallard.” This lack of detail symbolizes how
significance. little the main character knows about her feelings
and her identity. It also shows how women of that
See page 810: Ask a Peer Reader
time period (the late 19th century) were portrayed—
as selfless, dependent wives and mothers, devoted to
their families.

writing workshop 809

 Preparing
to Publish Literary Analysis

Apply the Rubric Review Literary Terms

A strong literary analysis . . .
Irony: a contrast between appearance and
identifies the author and the work actuality (In “The Story of an Hour,” the husband’s
in an interesting introduction death brings the wife joy, not misery.)
gives the key points of the analysis Point of view: the perspective from which a
in a clear thesis statement story is told (Chopin’s story has a third-person
organizes ideas sensibly, using omniscient narrator. See “Point of view” on page
appropriate transitions R000 to learn more.)
supports statements with specific Symbolism: the use of one idea or object to
details, examples, quotations, and represent another (The buds on the trees
other information from the text symbolize Mrs. Mallard’s new life.)
uses a tone suited to the purpose Theme: an underlying message about life or
and audience human nature that the writer wants readers
maintains interest by varying to understand (Some critics say the theme of
the structures and lengths of Chopin’s story is “Women crave independence.”)
sentences and by using precise
language
concludes with a summary of the
key points and a discussion of the
Check Your Grammar
work’s overall meaning Make sure modifiers are placed as close as
possible to the words they modify.
Ask a Peer Reader As she goes back downstairs, as alive as ever,
• What did you learn from my she sees her husband coming in the door.,
analysis?
• Do my statements need more See page R63: Misplaced Modifiers
explanation? If so, which ones?
• Are there places where I retell
events without explaining their
significance? If so, where?
publi sh ing options
For publishing options, visit the
Writing Center at ClassZone.com.

assessmen t preparati on
For writing and grammar assessment practice,
go to the Assessment Center at ClassZone.com.

810 unit 4: regionalism and naturalism