Regents Part 4

1. Regents Part 4 The Critical Lens Essay

2. What is a critical lens?? • A “critical lens” is a critical quotation. It is much like the lens on a camera, in that it provides a view or a focus for the analysis of two works of literature you have read. • The “critical lens” is not a book report. The essay does not ask you to “retell” the story. Rather, you are to provide a thoughtful discussion of how the author uses specific literary methods to bring out a certain idea (the idea stated in the critical lens)

3. Why do I have to write one?? • The critical lens essay is first and foremost an analytical essay. In other words, it requires you to think and write critically and analytically (a skill that will help you in places other than high school English!). • It demonstrates your knowledge of the works of literature you have studied in high school and your understanding of how and why an author uses literary techniques/devices. • It is a Regents Task – your only full essay.

4. How do I Write this Essay? I’m so glad you asked!! The essay, in many ways, is “formulaic.” That does not mean, however, that there is no room for individuality. The way you express your thoughts and ideas, your written voice, is very much a part of your writing. It is what makes your writing unique (more on this later). There are also different ways you can approach your discussions, depending on how strong a writer you are.

5. The Approach – The Introduction: 4 steps • First, you give the actual critical lens. • You must clearly explain what the lens means – Interpret it (thoroughly and using your own words) • Agree or Disagree with the lens as you have interpreted it – do not use “I” (This statement is true, This is a valid statement . . .) and briefly explain why. • Thesis statement : Give titles and authors, literary methods, and briefly connect each work back to the lens (all in one sentence!!)

6. Thesis “Format” • You may use the following format to construct a clear thesis – just fill in the blanks: In ______________, ___________ uses _________ and __________ to show ________________, and in ______________, ______________ uses ___________ and ___________ to bring out _______________.

7. Sample Introduction • Step One : Give Critical lens: “All literature shows us the power of emotion. It is emotion, not reason, that motivates characters in literature.” -paraphrased from an interview with Duff Brenna • Step Two: Interpretation: What do you think this means?

8. Sample InterpretationLike people, literary characters are driven to act not by what is in their heads but by what their hearts tell them to do. They do not always think and reason out what the best course of action is. Rather, they act on their feelings.

9. Step Three: Agree or Disagree : This statement is true because the characters that seem most real to readers are the ones who act most human. Very often, humans do not calmly and rationally think through a decision. Instead, they act on their instinct.

10. Step Four: Thesis Statement: In Romeo and Juliet, William Shakespeare uses characterization and conflict to show how Romeo and Juliet’s love overpowers their ability to reason and see all sides of their situation, and in A Separate Peace, John Knowles uses characterization and conflict to show how Gene reacts to his jealousy rather than on what he knows about his friend Finny.

11. All together now . . . • “All literature shows us the power of emotion. It is emotion, not reason, that motivates characters in literature.” Like people, literary characters are driven to act not by what is in their heads but by what their hearts tell them to do. They do not always think and reason out what the best course of action is. Rather, they act on their feelings. This statement is true because the characters that seem most real to readers are the ones who act most human. Very often, humans do not calmly and rationally think through a decision. Instead, they act on their instinct. In Romeo and Juliet, William Shakespeare uses characterization and conflict to show how Romeo and Juliet’s love overpowers their ability to reason and see all sides of their situation, and in A Separate Peace, John Knowles uses characterization and conflict to show how Gene reacts to his jealousy rather than on what he knows about his friend Finny.

12. Other ways to word the same thesis: William Shakespeare uses characterization and conflict in Romeo and Juliet to demonstrate how love can overpower reason, and John Knowles uses conflict and characterization in A Separate Peace to show how Gene’s jealousycauses him to act irrationally and against his better judgment.

13. Body Paragraphs • You are going to be discussing at least two literary methods that each author uses. There are two approaches to this: • A) Four body paragraphs – each body paragraph focuses on developing/explaining how one literary method is used • B) Two body paragraphs (this is more advanced) – within your discussion of the work (support paragraph) you discuss how the two literary methods are used

14. Body Paragraphs • Regardless of which method of development you select, remember: • Begin the paragraph with a topic sentence that will link the discussion back to the thesis and guide the content of that paragraph • Give specific support/proof from the work to show/prove how the works support what the critical lens is saying - fully explain your ideas • Be thorough in developing the paragraph with specific and relevant support from the work you are discussing.

15. Do NOT give a plot summary – always assume your reader is familiar with the work - • Instead, you discuss how an author uses a particular literary method to help bring out the idea stated in the critical lens. • The paragraph then becomes a blending of specific support from the text while discussing the usage of a particular literary method.

16. Develop the paragraph in a logical and coherent manner – one sentence needs to logically flow from the one before it.

17. Sample Body Paragraph • Approach “A” Knowles characterizes his narrator and protagonist, Gene Forrester, as a very jealous and insecure young man who is ruled by his emotions. Gene’s jealousy of Finny gradually develop; it first becomes clear when Gene resents that Finny is able to talk his way out of all potential trouble. Because even Gene is disturbed by his feelings, he rationalizes that it’s natural to be jealous of your best friend just a little.

18. Gene also becomes so envious of his best friend Finny that he actually talks himself into believing that Finny is deliberately trying to ruin his studies, rather than simply trying to help Gene to have a good time. This jealousy overwhelms what Gene knows about Finny’s personality, that Finny is a truly good person who would never consider harming his best friend. When Gene does finally realize that Finny could never do the things that Gene, in his jealousy and insecurity, thought he was doing, Gene’s emotions again override his ability to

19. reason. He can’t stand the idea that Finny might be a better person than him and thus causes Finny to fall from the tree near the river.

20. Sample Body Paragraph • Approach “B” Romeo and Juliet’s love for one another is so powerful that they are blinded by it. From the moment Romeo and Juliet meet at the Capulet ball, being with one another overrides the knowledge of the long-standing conflict that exists between their two families and that their relationship could cause bloodshed. While they both acknowledge the existence of the feud, it is their overwhelming desire to

21. be with each other that wins out. After the Capulet ball, Romeo sneaks into the Capulet garden to catch a glimpse of Juliet, though he knows the danger to himself. In her soliloquy, Juliet wishes that Romeo could have any other name so they could easily be together. Throughout the play, both Romeo and Juliet are motivated by their love for one another. For example, Romeo wishes to marry Juliet right away (dismissing his “false” love for Rosaline). The Friar recognizes the characteristic impulsiveness that

22. Romeo, being young, demonstrates and tries to talk him into slowing down, Romeo can not. This same sense of urgency is seen in Juliet. Driven by her intense feeling for Romeo and her youthful impatience, she scolds the Nurse when the Nurse does not immediately give Juliet the message from Romeo. Their impulsiveness carries through to the end of the play when Romeo ironically takes his own life in his belief that Juliet is dead, and Juliet, rather than listen to the Friar, then takes her own life. Interestingly, though, it is through the rash and

23. emotionally charged actions of these two characters that the conflict between the two families is resolved, that with their deaths they “bury their parents’ strife.”

24. Conclusion • The conclusion is not simply a repeat of the introduction. Its purpose is to recap the key ideas that have been presented in the body so that your reader remembers all of the points that you made. • The conclusion should include: • Titles and authors • Restatement of the critical lens (actual or interpretation) • Summary of ideas brought out/developed in the body