Introduction to Literary Interpretation

1. Introduction to Literary Interpretation A.P. English 12 Grimsley High School Mr. Albert

2. The Literary Method

3. Inductive Reasoning Inductive Reasoning, involves going from a series of specific cases/details to a generalized thesis statement. The conclusion in an inductive argument is never guaranteed but is DEBATABLE (i.e. A GOOD THESIS STATEMENT!). Example: What is the next number in the sequence 6, 13, 20, 27,… There is more than one correct answer.

4. Inductive Reasoning • Here’s the sequence again 6, 13, 20, 27,… • Look at the difference of each term. • 13 – 6 = 7, 20 – 13 = 7, 27 – 20 = 7 • Thus the next term is 34, because 34 – 27 = 7. • However what if the sequence represents the dates. Then the next number could be 3 (31 days in a month). • The next number could be 4 (30 day month) • Or it could be 5 (29 day month – Feb. Leap year) • Or even 6 (28 day month – Feb.)

5. How Does This Apply to English? • When you analyze a text, you want to use inductive reasoning. Look at selection of detail, quotes, figurative language, diction, setting, plot, etc. to guide your analysis. • Make comparisons and contrasts. Find trends, patterns, and connections in the text. • Use those details to support your inductively derived thesis statement: a debatable statement that you can now prove!

6. Some Necessary Vocabulary and Clarifications: • English is not the art of making stuff up. • Accidental fallacy, an immature approach: good writers are professionals who choose words on purpose as their career; therefore, we don’t accept that their diction, syntax, figurative language, etc. is accidental, just like we wouldn’t assume that a professional basketball player made a goal on accident. • Analysis breaks down the mechanics of HOW a writer achieves his or her purpose • Analysis is NOT how you feel about a topic or whether you agree with an argument presented in a text. You may even find yourself writing about stuff you don’t know much about, don’t care about, or don’t agree with

7. Some Necessary Vocabulary and Clarifications: • What is interpretation? • meaning inferred by the reader from the text • A claim, enabled by textual evidence, explained with analysis • What are textual complexities? • layers within a text • sophistication in the stylistic presentation • ambiguity within a text

8. Some Necessary Vocabulary and Clarifications: • Textual Evidence • What evidence did the reader present from the text to support the interpretation? • Information from or about the text does not become evidence without an interpretive claim and analysis • Support for the interpretation: • direct quotation • purposeful paraphrase (vs. simple retelling or summary) • occasionally treated by inference

9. Another Way to Look at It: Like the Scientific Method • Make observations (in diction, syntax, figurative language, etc.) on your first reading and use those observations to extrapolate a hypothesis. • Continue reading or re-reading and make further observations and test that hypothesis If your observations are too insufficient to support your hypothesis If your observations sufficiently support your hypothesis Turn that hypothesis into a thesis and continue to gather supporting evidence Revise your hypothesis and repeat until you have enough evidence to create and support a thesis

10. Below are two pieces of poetry about Icarus, the boy in Greek mythology who, when learning to fly in order to escape the Minotar’s maze, flew too close to the sun and fell to his death in the sea, despite his father’s warning against flying too high. Write an essay in which you compare the way the poems present the story of Icarus. You may want to consider the parts of the story each poem emphasizes. You might consider specific elements such as selection of detail, diction, tone, imagery, and structure. Whatever elements you choose to discuss, quote from the poems to provide evidence for your assertions about the attitudes of the poets toward Icarus. The Death of Icarus . . . with melting wax and loosened strings Sunk hapless Icarus on unfaithful wings; Headlong he rushed through the affrighted air, With limbs distorted and disheveled hair; His scattered plumage danced upon the wave, And sorrowing Nereids decked his watery grave; O'er his pale corpse their pearly sea-flowers shed; And strewed with crimson moss his marble bed; Struck in their coral towers the passing bell, And wide in ocean tolled his echoing knell. ---Erasmus Darwin 1731-1802 To My Friend Whose Work Has Come to Triumph Consider Icarus, pasting those sticky wings on, testing that strange little tug at his shoulder blade, and think of that first flawless moment over the lawn of the labyrinth. Think of the difference it made! There below are the trees, as awkward as camels; and here are the shocked starlings pumping past and think of innocent Icarus who is doing quite well: larger than a sail, over the fog and the blast of the plushy ocean, he goes. Admire his wings! Feel the fire at his neck and see how casually he glances up and is caught, wondrously tunneling into that hot eye. Who cares that he fell back to the sea? See him acclaiming the sun and come plunging down while his sensible daddy goes straight into the town. ---Anne Sexton 1928-1974

11. Sample questions to ask yourself • What do you notice about the titles? • What is the difference in tone between the two poems? • What word choice and end marks indicate this? • What point was each poet trying to make? • What selection of detail supports that point? • Are there any sound elements like alliteration that can further help our interpretation? • How would you use one of these devices to switch the tone. For example, What might you replace “plushy” with in the Sexton poem to make it less optimistic? What might you replace in the Darwin poem to make it less grave?

12. Interpretations can range from: • thoughtful and well-founded • While Darwin spends his time in the grave damning youthful exuberance, Sexton spends hers soaring through the air on the wings of Icarus emphasizing the wonder of youthfulness and the importance of experience. • well-founded • Darwin looks at Icarus’ death, while Sexton shows his youthfulness. • obvious • Sexton sees Icarus differently than Darwin. • limited • Darwin thinks that Icarus is dumb.

13. Publish your work: • When you’ve finished your readings and observations, present a well-supported, articulate, argument • Include multiple pieces of evidence (textual and secondary when appropriate) so others can recreate your findings • When writing, properly format (MLA) a paper that includes quotations and citations for your example. • If you’re ever unsure on formatting, attribution, etc. ASK, use your Grimsley Style Guide, or go to Purdue’s Wise Owl

14. Closure • What are the steps of the scientific method and how do those relate to interpreting literature? • Any questions on upcoming assignments, summer reading, or class procedures