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Style Analysis: Prose Introduction. Demonstrate that you understand the passage by stating the theme and/or tones. . Be sure to use the title of the passage and the author’s name. Put quotes around the titles of short stories and poems. “The Birthday Party”
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Demonstrate that you understand the passage by stating the theme and/or tones.
Be sure to use the title of the passage and the author’s name.
Put quotes around the titles of short stories and poems. “The Birthday Party” • Underline the titles of longer works like novels, dramas and epic poems. Streetcar Named Desire
If time permits, try to come up with an attention getting device such as a quote, interesting fact or general statement or a question that will be addressed in the essay.
Be sure to write in 3rd period. Avoid using “I” or “you.” Write in the present tense: “The author uses literary devices…” NOT “The author used literary devices…”
Your thesis should reflect what you are required to do in the prompt and should be the last sentence of the introduction
Sample Introduction For most, surprise parties are appreciated as they show how much a person’s loved ones truly care about him or her, but that is not always the case for everyone. “The Birthday Party” by Katherine Brush gives a brief insightful description of one nameless couple’s celebratory dinner date. Though on the surface the story may seem ordinary and typical, through Brush’s use of diction, imagery, abrupt syntax, and third person objectivity, she achieves a very dismal atmosphere and somber mood.
Body Paragraphs • Body paragraphs should analyze the passage paying close attention to the task described in the prompt. • If elements are listed in the prompt, be careful to cover all of them somewhere in the essay.
Organization of Body Paragraphs • College Board wants students to avoid writing in a formulaic manner. In other words, don’t devote each body paragraph to just one literary device.
Try to organize your essay the way the passage is organized. In other words, in the first body paragraph, analyze the literary devices evident in the first half of the passage up to the shift (if there is one). • That means you will have two body paragraphs.
Elements of the Body Paragraphs • TOPIC SENTENCE: Begin your paragraph with a topic sentence that makes a claim that you will explore in the paragraph. • EX: Many of Judd’s characteristics can be drawn from the observations and allusions he himself makes.
Be sure to have at least four examples and embed quotes in your own sentence structure. You should show HOW your examples work in the passage. In other words, explain your examples. What is the effect of the examples? What do they reveal? Elaborate!
EX: He is quite clearly a very observant twelve-year-old. At home down by the river on a bridge that belongs to his father, he contemplates his surroundings. The “color of lead” reminds him of his father’s roofing business, an observation that shows him to be practical. The “rotted wood” reminds him to tell his dad to fix the bridge, a very responsible thought for a child his age. However, his diction reveals that he is still a young kid as he says he is not a “dope.”
Transitions • Be sure to use transitions as you move from one chunk (examples with elaboration) to another and as you move from one paragraph to another. • Ex: In addition to his observations, his allusions show a mature side to this young boy.
Don’t worry if you can’t think of the name of the poetic device for your examples. Just describe the effect of the examples and elaborate on how they convey author’s attitude, theme, meaning, purpose, etc.
EX: The use of polysyndeton when describing “the love and respect and devotion and loyalty” reflects the close attachment Judd has with his father. • EX: The author demonstrates the close attachment Judd has with his father by describing “the love and respect and devotion and loyalty.” The use of conjunctions serves to slow down the pace placing emphasis on each emotion thus emphasizing the depth of feelings Judd has for his parent.
CONCLUSION 2 to 3 Sentences Comment on the passage as a whole bringing a feeling of closure to the piece.
Don’t just summarize what you have already said; give some new insight. Do not identify a moral or bring in a personal comment. Sometimes a final quotation is perfect.
FINAL THOUGHTS • Avoid using colloquial or slang expressions. “When he died, he got what was coming to him.” “Boy oh boy was he a bad boy!”
Don’t try to pander to the grader by saying things such as “Shakespeare is a masterful writer,” “Dante, as we all know, is terribly gifted in the use of symbolism,” or “Hawthorne’s exquisite use of diction.”
Avoid clichés or trite expressions like “a picture is worth a thousand words and obviously Shakespeare can paint.” • Use sophisticated language, but don’t use words you are unfamiliar with.
You don’t have to write 4 pages to get a 9. Some of the best essays get their point across succinctly and concisely. • Yet don’t think you can make a 9 with a page only. Typically the longer essays score higher.
Don’t skip the conclusion. I have seen 5 essays become 6 and 7 essays by tying all the main points together in the end. • Don’t merely summarize. • After reading the prompt and passage, spend 5 minutes planning your essay.
