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Literary Analysis Essay Writing

Literary Analysis Essay Topics

Interesting Literary Analysis Essay Topics & Ideas

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Good Literary Analysis Essay Topic Ideas

How to choose a literary analysis essay topic , tips to write a compelling literary analysis essay.

You’re a literature student, and you’ve been assigned to work on a literature analysis essay, but you’re not sure which topic to go for. It’s a tricky situation!

We understand that choosing a worthy topic for a literary analysis essay is never an easy task. But don’t you worry!

For literature students, we know the importance of drafting an excellent literary analysis essay . And for an exceptional essay, one needs a standout topic.

That’s why in this blog, we have gathered more than 200 exciting and interesting literary analysis essay ideas for you to get started. 

Read on! 

If you are a high school or a college student, and you’re having difficulty coming up with a good topic for your essay, choose from the topic list below.  

Literary Analysis Essay Topics Middle School

• The Red Badge of Courage by Stephen Crane 
• Reservation Blues by Sherman Alexie
• Harry Potter’s powers in the Harry Potter novels by J.K. Rowling 
• To Kill a Mockingbird by Harper Lee 
• Allegory in Lord Byron’s Vision of Judgement 
• Impact of Henry Miller and Gordon Byron’s life on their legacy 
• Comparative analysis of Dickens VS Thackeray 
• Canterbury Tales VS Decameron 
• The irony in Jerome’s stories
• Mood expressions in Lolita by Vladimir Nabokov

Literary Analysis Essay Topics for High School

• The representation of justice in Harper Lee's To Kill a Mockingbird
• Analyze the theme of friendship in John Steinbeck's Of Mice and Men
• Explore the theme of identity in J.K. Rowling's Harry Potter series
• The role of nature in Emily Brontë's Wuthering Heights
• Discuss the concept of heroism in J.R.R. Tolkien's The Lord of the Rings
• The use of foreshadowing in George Orwell's Animal Farm
• The representation of mental health in Sylvia Plath's The Bell Jar
• The impact of war on individuals in Tim O'Brien's The Things They Carried
• The use of symbolism and allegory in Lois Lowry's The Giver
• Discuss the role of cultural identity in Amy Tan's The Joy Luck Club

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Literary Analysis Essay Topics For College

• Literary devices used in The Night by Elie Wiesel 
• The portrayal of the escape theme in Into The Wild by Jon Krakauer 
• The evolution of Celie's character in 'The Color Purple' by Alice Walker
• Jane Austen's critique of social class and marriage in Pride and Prejudice
• Shed light on the theme of chaos in Sherlock Holmes by Sir Arthur Conan Doyle
• Examine the historical events of World War II and their significance in Elie Wiesel's “Night.”
• The power of love in The Princess Bride by William Goldman 
• The Adventures of Huckleberry Finn by Mark Twain 
• Presentation of dreams in Of Mice and Men by John Steinbeck 
• The Rocking Horse Winner by D.H. Lawrence 

Literary Analysis Essay Prompts in Classics

• The portrayal of fate in Romeo and Juliet 
• The portrayal of love in Romeo and Juliet 
• Concept of mortality in Shakespeare’s play Hamlet 
• Misogyny in Hamlet 
• Witchcraft in Shakespeare’s play Macbeth 
• The tragic flaws and character development of King Lear in William Shakespeare's play
• The philosophical underpinnings of justice and governance in Plato's 'The Republic
• Exploring the theme of civil disobedience and consequences in Sophocles' 'Antigone’
• Exploring the conflict between illusion and reality in 'A Streetcar Named Desire'
• The complex character relationships and moral dilemmas in 'Montana' by Larry Watson

Social Literary Analysis Essay Topics

• Social injustice in Oliver Twist 
• Ethnicity in Burmese Days by Orwell
• Torture and injustice in Night by Elie Wiesel
• Vanity Fair - the culture of the 19th century according to Thackeray 
• The portrayal of the Civil Western Society in Heart of Darkness by Joseph Conrad
• The role of women in society in the 18th Century according to Jane Austen 
• Escape from society and its rules in Into the Wild by John Krakauer 
• The place of women in the society in Hamlet 
• Social status of women in the 17th century portrayed by Jane Austen in Emma 
• The wrongs of the modern society in Fight Club by Palahniuk 

War and Peace Topics for Literary Analysis Essay

• The portrayal of war and violence in the poems of Stephen Crane
• Literary works during WWI
• War setting in Gone with the Wind by Margaret Mitchell
• The depiction of war in Homer’s plays
• Toni Morrison’s views on the civil war
• The war between demons and angels in Paradise Lost
• War in the Mother Courage and Her Child by Bertolt Brecht
• The portrayal of war and peace by George Orwell
• Concept of war in A Fable by Faulkner
• Steinbeck’s presentation of injustice in The Grapes of Wrath

Literary Analysis Essay Topics for Movies

• Comparison between the book and film “Sense and Sensibility.” 
• The portrayal of women in the “Little Women.” 
• Imitation of society and class in “The Great Gatsby.”
• The ideas of love and trust in “Can You Ever Forgive Me?” 
• The good and evil in “A Wrinkle in Time.” 
• Feminity in Sense and Sensibility 
• The role of Saruman and Gandalf 
• Spirituality and religion in “Lord of the Flies.” 
• Oskar’s struggle to find a sense of home in “The Tin Drum.”
• Jealousy and male pride in “The Dead.” 

Literary Analysis Essay Topics for the Subject of Race

• “Waiting for the Barbarians” by J.M. Coetzee
• Race and Injustice in Harper Lee’s To Kill A Mockingbird
• Race and fellowship in Melville’s Moby Dick
• “Under The Feet Of Jesus”
• Description of culture and tradition in “Girl” by Jamaica Kincaid
• Interracial relationship in Back to Life by Wendy Coakley
• Bridge of Scarlet Leaves by McMorris
• The Art Of Love by Hong Ying
• Multiculturalism in the Captain Underpants series by Dev Pilkey
• Imitation of slavery in The Adventures of Huckleberry Finn

General Literary Analysis Essay Topics

• Focalization techniques in When I Lay Dying
• Historical background of Duma’s Novels
• The use of imagery in Walt Whitman’s works
• Male and female characters in Beowulf
• Character analysis of Emmy in Vanity Fair
• Character analysis of Rebeca in Vanity Fair
• The complicated relationship between mother and daughter in Beloved
• Beauty standards in The Bluest Eye
• Comparison in the portrayal of death by Keats and Blake
• The idea of death in Renaissance literature

1984 Literary Analysis Essay Topics

• Roles of genders in the novel
• What role does the Ministry of Truth play in the story?
• The theme of subversion of love in 1984
• The importance of memory in 1984
• Totalitarian society in George Orwell's 1984
• Analyze the role O'Brien plays in Winston's life
• An in-depth analysis of the novel 1984 by George Orwell
• How is the historical background reflected in 1984?
• Lack of privacy in 1984
• Propaganda and totalitarianism in Orwell’s “1984”

Hamlet Literary Analysis Essay Topics

• A theme of revenge in Hamlet
• Explore Hamlet’s relationship with Ophelia
• Explore Hamlet’s mental state
• Discuss Hamlet's relationship with Gertrude
• Ghost in Hamlet
• Was Hamlet truly mad?
• Is Hamlet a villain or a hero?
• How does Shakespeare present the idea of madness in Hamlet?
• Is Hamlet’s love for Ophelia genuine?
• Tragedies in Hamlet VS Romeo and Juliet

Romeo and Juliet Literary Analysis Essay Topics

• Discuss the development of characters during the play
• Examine the role of women in Romeo and Juliet.
• What is the role of history in Romeo and Juliet?
• Analyze the Romeo and Juliet play
• Romeo and Juliet: Fate or Free Will?
• Why did Juliet warn of danger?
• Rosaline in Romeo and Juliet
• The love language of Romeo and Juliet
• A fate analysis essay on Romeo and Juliet
• The death of Romeo and Juliet

Macbeth Literary Analysis Essay Topics

• Macbeth’s mental state
• The role of morality in the play “Macbeth”
• Describe the use of figurative language in Macbeth
• The symbolism of blood in Macbeth
• Applying imagery in Macbeth to advance the story
• Lady Macbeth character analysis
• What role did social hierarchies play in the play?
• Analysis of gender roles in Macbeth
• Role of women in Macbeth by William Shakespeare
• Is Lady Macbeth a dominant heroine?

Beowulf Literary Analysis Essay Topics

• Why is Beowulf a work of Christian propaganda?
• What is the main idea of the story?
• The meaning of rings in Beowulf
• Which of Beowulf's fights was most heroic?
• How do Beowulf’s heroic qualities affect the story?
• Discuss the digression's role in Beowulf
• Analyze the significance of the mead hall in Beowulf.
• The difference between Beowulf and Modern-Day Heroes
• Beowulf’s personality traits in the epic story
• Analysis of Beowulf's symbols and their importance

Frankenstein Literary Analysis Essay Topics

• Analyze what fire is trying to symbolize.
• Frankenstein: The theme of guilt
• Discuss any romantic elements in “Frankenstein”
• The family relationship in Frankenstein by Mary Shelley
• Who is more human, Frankenstein or the monster?
• Romantic and gothic Frankenstein elements
• Sacrifices for ambitions in the novel Frankenstein
• Relationship between Victor and Frankenstein
• Romanticism in Mary Shelley’s Frankenstein
• Family Values and Frankenstein

The Great Gatsby Literary Analysis Essay Topics

• Discuss the novel as a cautionary tale
• The meaning of wealth in the novel
• What is the novel’s title meaning?
• Explain how the novel demonstrates the characteristics of modernism
• Explore the symbolism of the “green light” in “The Great Gatsby”
• Discuss the role of women in the 1920s society as portrayed in “The Great Gatsby”
• Dreams are the main theme in “The Great Gatsby”
• What makes The Great Gatsby great?
• The Great Gatsby: Winter Thoughts
• What role does money play in Fitzgerald’s novel?

The Crucible Literary Analysis Essay Topics

• Relate the Crucible to modern society
• Analyze the most important theme of 'The Crucible.'
• What are the dynamics of puritanism?
• Examine the importance of religion in 1953 in work
• The use of fear tactics in “The Crucible”
• John Hale in The Crucible
• Morality and The Crucible
• The Crucible Critical Lens
• The sinful confessions in Arthur Miller’s The Crucible

Fahrenheit 451 Literary Analysis Essay Topics

• History of the Fireman in Fahrenheit 451
• Discuss the roles of both nature and technology play in Fahrenheit 451
• The use of Parallelism in Fahrenheit 451
• Analyze the three parts of Fahrenheit 451
• Discuss the dual image of fire in the novel
• How relevant is Fahrenheit 451 today?
• The role of Clarisse McClellan in “Fahrenheit 451”
• Analyze Mildred Montag
• Discuss the usage of literary quotes in Fahrenheit 451
• Examine the novel's main title

Literary Analysis Essay Topics For Othello

• Examine the portrayal of women in ‘Othello’
• A true reason for Othello's demise
• Consider Othello’s suicide
• The real motives of Iago in Othello
• Women's roles in Shakespeare’s Othello and Hamlet
• Gender roles and racism in “Othello”
• Discuss Othello's relationship
• Analysis of The Film “Othello” By Oliver Parker
• Explore themes of love and betrayal within Shakespeare's work of literature, “Othello”
• How was Emilia treated by the men in the play “Othello”?

Lord of The Flies Literary Analysis Essay Topics

• The symbolism of the conch shell and its significance in the novel
• Analyze the themes of civilization versus savagery in “Lord of the Flies”
• Explore the character development of Ralph and Jack in the story
• Discuss the role of fear and the “beast” in the boys' descent into chaos
• The portrayal of innate human nature and its consequences on the deserted island
• Analyze the role of Piggy and his glasses as symbols of knowledge and reason
• Analyze the use of irony in the story and its implications for the characters
• Discuss the themes of power and leadership in the struggle for dominance
• Examine the relationship between the boys' names and their personalities
• The role of the island's setting in shaping the events and characters of the story

Literary Analysis Essay Topics For The Catcher In The Rye

• Analyze the novel from the perspective of Bildungsroman
• Analyze literary devices used in “The Catcher in the Rye”
• Discuss the theme of death in the novel
• Analyze the theme of self-discovery from the novel
• Describe the story's topic of loneliness
• Analyze growing up in the novel
• Why does Holden love the Museum of Natural History?
• The Role of Dialogue in The Catcher in the Rye
• Describe the novel's portrayal of phoniness and naivety
• Describe the character of Holden

Interesting Literary Analysis Essay Topics

• War, existentialism, and love in “A Farewell to Arms”
• Sense of Sin in The Scarlet Letter 
• Analyze the use of biblical allusions and religious symbolism in William Golding's novels
• Analyze the symbolism of the “white whale” in Melville's work of literature, “Moby-Dick”
• Lies and deceit in “The Godfather” 
• Analyze the portrayal of fear and the human psyche in William Golding's novels
• The symbols used to describe nature by William Wordsworth
• Comparison between urban and rural settings of nature in the dystopia of Huxley
• Decay and revival in post-apocalyptic novels
• A religious and spiritual journey in “Jude the Obscure”

Now that you have the liberty to choose from a wide range of literary analysis example topics, you could use some help on how to opt for a good topic. 

To select a good and worthy topic for your literary analysis essay, follow the tips provided below:

• Always go for an interesting topic for an engaging piece of paper
• Look for an idea with available research material to support your analysis
• Ensure your topic allows for an in-depth analysis rather than a surface-level summary
• Choose an idea that challenges you to think critically and make meaningful connections
• Avoid overly broad topics; instead, focus on a specific aspect or element of the work.
• Choose an idea that best reflects your stance on the chosen work.
• Analyze the topic deeply before you start writing about it
• Balance personal interest with the potential appeal to your target audience
• Make sure that the theme of the work is visible in your essay topic 

Here are some tips for you to pen down a compelling literary analysis essay!

Essay writing is an essential part of academics. Students always require some tips and tricks to draft perfect essays and score good grades.

To make your literary analysis essay impeccable, follow the tips provided below:

• Thoroughly read the chosen literary work
• Identify the main themes, settings, and characters
• Understand the purpose of the work 
• Pay attention to the tools and techniques used by the author to deliver the message
• Pick an interesting literary analytical essay topic for your essay.
• To write an analytical essay effectively, draft a perfect literary analysis essay outline
• Develop a strong thesis statement 
• Craft strong topic sentences to guide and structure your analysis effectively
• Prove and support all your statements using phrases and quotes from work
• Write your literary essay from the third-person perspective
• Write in the present tense
• Avoid writing a plot summary of the work
• Use multiple literary terms to write your essay professionally
• Always cite properly

Literary Analysis Essay Example

To sum it up , writing a literary analysis essay can be extremely daunting if your analyzing abilities are weak. From selecting the right literary analysis topic to writing a conclusion for your essay, the process is lengthy.

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How to Write a Literary Analysis Essay - A Step-by-Step Guide

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Literary analysis: sample essay.

We turn once more to Joanna Wolfe’s and Laura Wilder’s  Digging into Literature: Strategies for Reading, Writing, and Analysis  (Boston: Bedford/St. Martin’s, 2016) in order to show you their example of a strong student essay that has a strong central claim elucidated by multiple surface/depth arguments supported by patterns of evidence.

Paragraph 1

Sylvia Plath’s short poem “Morning Song” explores the conflicted emotions of a new mother. On the one hand, the mother recognizes that she is expected to treasure and celebrate her infant, but on the other hand, she feels strangely removed from the child. The poem uses a combination of scientific and natural imagery to illustrate the mother’s feelings of alienation. By the end of the poem, however, we see a shift in this imagery as the mother begins to see the infant in more human terms.

Paragraph 2

There are several references to scientific imagery in “Morning Song” that suggest that mother is viewing the baby in clinical, scientific terms rather than as a new life. The poem refers to magnification (4) and reflection (8), both of which are scientific methods. The word “distills” (8) refers to a scientific, chemical process for removing impurities from a substance. The baby’s cry is described as taking “its place among the elements” (3), which seems to refer to the periodic table of elements, the primordial matter of the universe. The watch in the first line is similarly a scientific tool and the gold the watch is made of is, of course, an element, like the baby’s cry. Even the balloons in the last line have a scientific connotation since balloons are often used for measurements and experiments in science. These images all serve to show how the speaker feels distanced from the baby, who is like a scientific experiment she is conducting rather than a human being.

Paragraph 3

Natural imagery also seems to further dehumanize the baby, reducing it to nothing more than its mouth. The baby’s breathing is compared to a moth in line 10, suggesting that the speaker feels the infant is fragile and is as likely to die as a moth dancing around candlelight. A few lines later, the baby’s mouth is compared to another animal—a cat—who greedily opens its mouth for milk. Not only does the speaker seem to feel that the baby is like an animal, but she herself is turned into an animal, as she arises “cow-heavy” (13) to feed the infant. These images show how the speaker sees both the baby and herself as dumb animals who exist only to feed and be fed. Even the morning itself seems to be reduced to another mouth to feed as she describes how the dawn “swallows its dull stars” (16). These lines suggest that just as the sun swallows up the stars, so the baby will swallow up this mother.

Paragraph 4

However, in the last few lines the poem takes a hopeful turn as the speaker begins to view the baby as a human being. The baby’s mouth, which has previously been greedy and animal-like, now becomes a source of music, producing a “handful of notes” (17) and “clear vowels” (18). Music is a distinctly human sound. No animals and certainly not the cats, cows, or moths mentioned earlier in the poem, make music. This change in how the speaker perceives the baby’s sounds—from animalistic cry to human song—suggest that she is beginning to relate the baby as an individual. Even the word “handful” in the phrase “handful of notes” (17) seems hopeful in this context since this is the first time the mother has referred to the baby as having a distinctly human body part. When the baby’s notes finally “rise like balloons” (18), the speaker seems to have arrived at a place where she can celebrate the infant. For the first time, the infant is giving something to the speaker rather than threatening to take something away. The mother seems to have finally accepted the child as an independent human being whose company she can celebrate.

Works Cited

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8.15: Sample Student Literary Analysis Essays

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• Heather Ringo & Athena Kashyap
• City College of San Francisco via ASCCC Open Educational Resources Initiative

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The following examples are essays where student writers focused on close-reading a literary work.

While reading these examples, ask yourself the following questions:

• What is the essay's thesis statement, and how do you know it is the thesis statement?
• What is the main idea or topic sentence of each body paragraph, and how does it relate back to the thesis statement?
• Where and how does each essay use evidence (quotes or paraphrase from the literature)?
• What are some of the literary devices or structures the essays analyze or discuss?
• How does each author structure their conclusion, and how does their conclusion differ from their introduction?

Example 1: Poetry

Victoria Morillo

Instructor Heather Ringo

3 August 2022

How Nguyen’s Structure Solidifies the Impact of Sexual Violence in “The Study”

Stripped of innocence, your body taken from you. No matter how much you try to block out the instance in which these two things occurred, memories surface and come back to haunt you. How does a person, a young boy , cope with an event that forever changes his life? Hieu Minh Nguyen deconstructs this very way in which an act of sexual violence affects a survivor. In his poem, “The Study,” the poem's speaker recounts the year in which his molestation took place, describing how his memory filters in and out. Throughout the poem, Nguyen writes in free verse, permitting a structural liberation to become the foundation for his message to shine through. While he moves the readers with this poignant narrative, Nguyen effectively conveys the resulting internal struggles of feeling alone and unseen.

The speaker recalls his experience with such painful memory through the use of specific punctuation choices. Just by looking at the poem, we see that the first period doesn’t appear until line 14. It finally comes after the speaker reveals to his readers the possible, central purpose for writing this poem: the speaker's molestation. In the first half, the poem makes use of commas, em dashes, and colons, which lends itself to the idea of the speaker stringing along all of these details to make sense of this time in his life. If reading the poem following the conventions of punctuation, a sense of urgency is present here, as well. This is exemplified by the lack of periods to finalize a thought; and instead, Nguyen uses other punctuation marks to connect them. Serving as another connector of thoughts, the two em dashes give emphasis to the role memory plays when the speaker discusses how “no one [had] a face” during that time (Nguyen 9-11). He speaks in this urgent manner until the 14th line, and when he finally gets it off his chest, the pace of the poem changes, as does the more frequent use of the period. This stream-of-consciousness-like section when juxtaposed with the latter half of the poem, causes readers to slow down and pay attention to the details. It also splits the poem in two: a section that talks of the fogginess of memory then transitions into one that remembers it all.

In tandem with the fluctuating nature of memory, the utilization of line breaks and word choice help reflect the damage the molestation has had. Within the first couple of lines of the poem, the poem demands the readers’ attention when the line breaks from “floating” to “dead” as the speaker describes his memory of Little Billy (Nguyen 1-4). This line break averts the readers’ expectation of the direction of the narrative and immediately shifts the tone of the poem. The break also speaks to the effect his trauma has ingrained in him and how “[f]or the longest time,” his only memory of that year revolves around an image of a boy’s death. In a way, the speaker sees himself in Little Billy; or perhaps, he’s representative of the tragic death of his boyhood, how the speaker felt so “dead” after enduring such a traumatic experience, even referring to himself as a “ghost” that he tries to evict from his conscience (Nguyen 24). The feeling that a part of him has died is solidified at the very end of the poem when the speaker describes himself as a nine-year-old boy who’s been “fossilized,” forever changed by this act (Nguyen 29). By choosing words associated with permanence and death, the speaker tries to recreate the atmosphere (for which he felt trapped in) in order for readers to understand the loneliness that came as a result of his trauma. With the assistance of line breaks, more attention is drawn to the speaker's words, intensifying their importance, and demanding to be felt by the readers.

Most importantly, the speaker expresses eloquently, and so heartbreakingly, about the effect sexual violence has on a person. Perhaps what seems to be the most frustrating are the people who fail to believe survivors of these types of crimes. This is evident when he describes “how angry” the tenants were when they filled the pool with cement (Nguyen 4). They seem to represent how people in the speaker's life were dismissive of his assault and who viewed his tragedy as a nuisance of some sorts. This sentiment is bookended when he says, “They say, give us details , so I give them my body. / They say, give us proof , so I give them my body,” (Nguyen 25-26). The repetition of these two lines reinforces the feeling many feel in these scenarios, as they’re often left to deal with trying to make people believe them, or to even see them.

It’s important to recognize how the structure of this poem gives the speaker space to express the pain he’s had to carry for so long. As a characteristic of free verse, the poem doesn’t follow any structured rhyme scheme or meter; which in turn, allows him to not have any constraints in telling his story the way he wants to. The speaker has the freedom to display his experience in a way that evades predictability and engenders authenticity of a story very personal to him. As readers, we abandon anticipating the next rhyme, and instead focus our attention to the other ways, like his punctuation or word choice, in which he effectively tells his story. The speaker recognizes that some part of him no longer belongs to himself, but by writing “The Study,” he shows other survivors that they’re not alone and encourages hope that eventually, they will be freed from the shackles of sexual violence.

Works Cited

Nguyen, Hieu Minh. “The Study” Poets.Org. Academy of American Poets, Coffee House Press, 2018, https://poets.org/poem/study-0 .

Example 2: Fiction

Todd Goodwin

Professor Stan Matyshak

Advanced Expository Writing

Sept. 17, 20—

Poe’s “Usher”: A Mirror of the Fall of the House of Humanity

Right from the outset of the grim story, “The Fall of the House of Usher,” Edgar Allan Poe enmeshes us in a dark, gloomy, hopeless world, alienating his characters and the reader from any sort of physical or psychological norm where such values as hope and happiness could possibly exist. He fatalistically tells the story of how a man (the narrator) comes from the outside world of hope, religion, and everyday society and tries to bring some kind of redeeming happiness to his boyhood friend, Roderick Usher, who not only has physically and psychologically wasted away but is entrapped in a dilapidated house of ever-looming terror with an emaciated and deranged twin sister. Roderick Usher embodies the wasting away of what once was vibrant and alive, and his house of “insufferable gloom” (273), which contains his morbid sister, seems to mirror or reflect this fear of death and annihilation that he most horribly endures. A close reading of the story reveals that Poe uses mirror images, or reflections, to contribute to the fatalistic theme of “Usher”: each reflection serves to intensify an already prevalent tone of hopelessness, darkness, and fatalism.

It could be argued that the house of Roderick Usher is a “house of mirrors,” whose unpleasant and grim reflections create a dark and hopeless setting. For example, the narrator first approaches “the melancholy house of Usher on a dark and soundless day,” and finds a building which causes him a “sense of insufferable gloom,” which “pervades his spirit and causes an iciness, a sinking, a sickening of the heart, an undiscerned dreariness of thought” (273). The narrator then optimistically states: “I reflected that a mere different arrangement of the scene, of the details of the picture, would be sufficient to modify, or perhaps annihilate its capacity for sorrowful impression” (274). But the narrator then sees the reflection of the house in the tarn and experiences a “shudder even more thrilling than before” (274). Thus the reader begins to realize that the narrator cannot change or stop the impending doom that will befall the house of Usher, and maybe humanity. The story cleverly plays with the word reflection : the narrator sees a physical reflection that leads him to a mental reflection about Usher’s surroundings.

The narrator’s disillusionment by such grim reflection continues in the story. For example, he describes Roderick Usher’s face as distinct with signs of old strength but lost vigor: the remains of what used to be. He describes the house as a once happy and vibrant place, which, like Roderick, lost its vitality. Also, the narrator describes Usher’s hair as growing wild on his rather obtrusive head, which directly mirrors the eerie moss and straw covering the outside of the house. The narrator continually longs to see these bleak reflections as a dream, for he states: “Shaking off from my spirit what must have been a dream, I scanned more narrowly the real aspect of the building” (276). He does not want to face the reality that Usher and his home are doomed to fall, regardless of what he does.

Although there are almost countless examples of these mirror images, two others stand out as important. First, Roderick and his sister, Madeline, are twins. The narrator aptly states just as he and Roderick are entombing Madeline that there is “a striking similitude between brother and sister” (288). Indeed, they are mirror images of each other. Madeline is fading away psychologically and physically, and Roderick is not too far behind! The reflection of “doom” that these two share helps intensify and symbolize the hopelessness of the entire situation; thus, they further develop the fatalistic theme. Second, in the climactic scene where Madeline has been mistakenly entombed alive, there is a pairing of images and sounds as the narrator tries to calm Roderick by reading him a romance story. Events in the story simultaneously unfold with events of the sister escaping her tomb. In the story, the hero breaks out of the coffin. Then, in the story, the dragon’s shriek as he is slain parallels Madeline’s shriek. Finally, the story tells of the clangor of a shield, matched by the sister’s clanging along a metal passageway. As the suspense reaches its climax, Roderick shrieks his last words to his “friend,” the narrator: “Madman! I tell you that she now stands without the door” (296).

Roderick, who slowly falls into insanity, ironically calls the narrator the “Madman.” We are left to reflect on what Poe means by this ironic twist. Poe’s bleak and dark imagery, and his use of mirror reflections, seem only to intensify the hopelessness of “Usher.” We can plausibly conclude that, indeed, the narrator is the “Madman,” for he comes from everyday society, which is a place where hope and faith exist. Poe would probably argue that such a place is opposite to the world of Usher because a world where death is inevitable could not possibly hold such positive values. Therefore, just as Roderick mirrors his sister, the reflection in the tarn mirrors the dilapidation of the house, and the story mirrors the final actions before the death of Usher. “The Fall of the House of Usher” reflects Poe’s view that humanity is hopelessly doomed.

Poe, Edgar Allan. “The Fall of the House of Usher.” 1839. Electronic Text Center, University of Virginia Library . 1995. Web. 1 July 2012. < http://etext.virginia.edu/toc/modeng/public/PoeFall.html >.

Example 3: Poetry

Amy Chisnell

Professor Laura Neary

Writing and Literature

April 17, 20—

Don’t Listen to the Egg!: A Close Reading of Lewis Carroll’s “Jabberwocky”

“You seem very clever at explaining words, Sir,” said Alice. “Would you kindly tell me the meaning of the poem called ‘Jabberwocky’?”

“Let’s hear it,” said Humpty Dumpty. “I can explain all the poems that ever were invented—and a good many that haven’t been invented just yet.” (Carroll 164)

In Lewis Carroll’s Through the Looking-Glass , Humpty Dumpty confidently translates (to a not so confident Alice) the complicated language of the poem “Jabberwocky.” The words of the poem, though nonsense, aptly tell the story of the slaying of the Jabberwock. Upon finding “Jabberwocky” on a table in the looking-glass room, Alice is confused by the strange words. She is quite certain that “ somebody killed something ,” but she does not understand much more than that. When later she encounters Humpty Dumpty, she seizes the opportunity at having the knowledgeable egg interpret—or translate—the poem. Since Humpty Dumpty professes to be able to “make a word work” for him, he is quick to agree. Thus he acts like a New Critic who interprets the poem by performing a close reading of it. Through Humpty’s interpretation of the first stanza, however, we see the poem’s deeper comment concerning the practice of interpreting poetry and literature in general—that strict analytical translation destroys the beauty of a poem. In fact, Humpty Dumpty commits the “heresy of paraphrase,” for he fails to understand that meaning cannot be separated from the form or structure of the literary work.

Of the 71 words found in “Jabberwocky,” 43 have no known meaning. They are simply nonsense. Yet through this nonsensical language, the poem manages not only to tell a story but also gives the reader a sense of setting and characterization. One feels, rather than concretely knows, that the setting is dark, wooded, and frightening. The characters, such as the Jubjub bird, the Bandersnatch, and the doomed Jabberwock, also appear in the reader’s head, even though they will not be found in the local zoo. Even though most of the words are not real, the reader is able to understand what goes on because he or she is given free license to imagine what the words denote and connote. Simply, the poem’s nonsense words are the meaning.

Therefore, when Humpty interprets “Jabberwocky” for Alice, he is not doing her any favors, for he actually misreads the poem. Although the poem in its original is constructed from nonsense words, by the time Humpty is done interpreting it, it truly does not make any sense. The first stanza of the original poem is as follows:

’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe;

All mimsy were the borogroves,

An the mome raths outgrabe. (Carroll 164)

If we replace, however, the nonsense words of “Jabberwocky” with Humpty’s translated words, the effect would be something like this:

’Twas four o’clock in the afternoon, and the lithe and slimy badger-lizard-corkscrew creatures

Did go round and round and make holes in the grass-plot round the sun-dial:

All flimsy and miserable were the shabby-looking birds

with mop feathers,

And the lost green pigs bellowed-sneezed-whistled.

By translating the poem in such a way, Humpty removes the charm or essence—and the beauty, grace, and rhythm—from the poem. The poetry is sacrificed for meaning. Humpty Dumpty commits the heresy of paraphrase. As Cleanth Brooks argues, “The structure of a poem resembles that of a ballet or musical composition. It is a pattern of resolutions and balances and harmonizations” (203). When the poem is left as nonsense, the reader can easily imagine what a “slithy tove” might be, but when Humpty tells us what it is, he takes that imaginative license away from the reader. The beauty (if that is the proper word) of “Jabberwocky” is in not knowing what the words mean, and yet understanding. By translating the poem, Humpty takes that privilege from the reader. In addition, Humpty fails to recognize that meaning cannot be separated from the structure itself: the nonsense poem reflects this literally—it means “nothing” and achieves this meaning by using “nonsense” words.

Furthermore, the nonsense words Carroll chooses to use in “Jabberwocky” have a magical effect upon the reader; the shadowy sound of the words create the atmosphere, which may be described as a trance-like mood. When Alice first reads the poem, she says it seems to fill her head “with ideas.” The strange-sounding words in the original poem do give one ideas. Why is this? Even though the reader has never heard these words before, he or she is instantly aware of the murky, mysterious mood they set. In other words, diction operates not on the denotative level (the dictionary meaning) but on the connotative level (the emotion(s) they evoke). Thus “Jabberwocky” creates a shadowy mood, and the nonsense words are instrumental in creating this mood. Carroll could not have simply used any nonsense words.

For example, let us change the “dark,” “ominous” words of the first stanza to “lighter,” more “comic” words:

’Twas mearly, and the churly pells

Did bimble and ringle in the tink;

All timpy were the brimbledimps,

And the bip plips outlink.

Shifting the sounds of the words from dark to light merely takes a shift in thought. To create a specific mood using nonsense words, one must create new words from old words that convey the desired mood. In “Jabberwocky,” Carroll mixes “slimy,” a grim idea, “lithe,” a pliable image, to get a new adjective: “slithy” (a portmanteau word). In this translation, brighter words were used to get a lighter effect. “Mearly” is a combination of “morning” and “early,” and “ringle” is a blend of “ring” and "dingle.” The point is that “Jabberwocky’s” nonsense words are created specifically to convey this shadowy or mysterious mood and are integral to the “meaning.”

Consequently, Humpty’s rendering of the poem leaves the reader with a completely different feeling than does the original poem, which provided us with a sense of ethereal mystery, of a dark and foreign land with exotic creatures and fantastic settings. The mysteriousness is destroyed by Humpty’s literal paraphrase of the creatures and the setting; by doing so, he has taken the beauty away from the poem in his attempt to understand it. He has committed the heresy of paraphrase: “If we allow ourselves to be misled by it [this heresy], we distort the relation of the poem to its ‘truth’… we split the poem between its ‘form’ and its ‘content’” (Brooks 201). Humpty Dumpty’s ultimate demise might be seen to symbolize the heretical split between form and content: as a literary creation, Humpty Dumpty is an egg, a well-wrought urn of nonsense. His fall from the wall cracks him and separates the contents from the container, and not even all the King’s men can put the scrambled egg back together again!

Through the odd characters of a little girl and a foolish egg, “Jabberwocky” suggests a bit of sage advice about reading poetry, advice that the New Critics built their theories on. The importance lies not solely within strict analytical translation or interpretation, but in the overall effect of the imagery and word choice that evokes a meaning inseparable from those literary devices. As Archibald MacLeish so aptly writes: “A poem should not mean / But be.” Sometimes it takes a little nonsense to show us the sense in something.

Brooks, Cleanth. The Well-Wrought Urn: Studies in the Structure of Poetry . 1942. San Diego: Harcourt Brace, 1956. Print.

Carroll, Lewis. Through the Looking-Glass. Alice in Wonderland . 2nd ed. Ed. Donald J. Gray. New York: Norton, 1992. Print.

MacLeish, Archibald. “Ars Poetica.” The Oxford Book of American Poetry . Ed. David Lehman. Oxford: Oxford UP, 2006. 385–86. Print.

Attribution

• Sample Essay 1 received permission from Victoria Morillo to publish, licensed Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International ( CC BY-NC-SA 4.0 )
• Sample Essays 2 and 3 adapted from Cordell, Ryan and John Pennington. "2.5: Student Sample Papers" from Creating Literary Analysis. 2012. Licensed Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported ( CC BY-NC-SA 3.0 )

Literary Analysis Essay

Literary Analysis Essay Writing

Last updated on: May 21, 2023

Literary Analysis Essay - Ultimate Guide By Professionals

By: Cordon J.

Reviewed By: Rylee W.

Published on: Dec 3, 2019

A literary analysis essay specifically examines and evaluates a piece of literature or a literary work. It also understands and explains the links between the small parts to their whole information.

It is important for students to understand the meaning and the true essence of literature to write a literary essay.

One of the most difficult assignments for students is writing a literary analysis essay. It can be hard to come up with an original idea or find enough material to write about. You might think you need years of experience in order to create a good paper, but that's not true.

This blog post will show you how easy it can be when you follow the steps given here.Writing such an essay involves the breakdown of a book into small parts and understanding each part separately. It seems easy, right?

Trust us, it is not as hard as good book reports but it may also not be extremely easy. You will have to take into account different approaches and explain them in relation with the chosen literary work.

It is a common high school and college assignment and you can learn everything in this blog.

Continue reading for some useful tips with an example to write a literary analysis essay that will be on point. You can also explore our detailed article on writing an analytical essay .

On this Page

What is a Literary Analysis Essay?

A literary analysis essay is an important kind of essay that focuses on the detailed analysis of the work of literature.

The purpose of a literary analysis essay is to explain why the author has used a specific theme for his work. Or examine the characters, themes, literary devices , figurative language, and settings in the story.

This type of essay encourages students to think about how the book or the short story has been written. And why the author has created this work.

The method used in the literary analysis essay differs from other types of essays. It primarily focuses on the type of work and literature that is being analyzed.

Mostly, you will be going to break down the work into various parts. In order to develop a better understanding of the idea being discussed, each part will be discussed separately.

The essay should explain the choices of the author and point of view along with your answers and personal analysis.

How To Write A Literary Analysis Essay

So how to start a literary analysis essay? The answer to this question is quite simple.

The following sections are required to write an effective literary analysis essay. By following the guidelines given in the following sections, you will be able to craft a winning literary analysis essay.

Introduction

The aim of the introduction is to establish a context for readers. You have to give a brief on the background of the selected topic.

It should contain the name of the author of the literary work along with its title. The introduction should be effective enough to grab the reader’s attention.

In the body section, you have to retell the story that the writer has narrated. It is a good idea to create a summary as it is one of the important tips of literary analysis.

Other than that, you are required to develop ideas and disclose the observed information related to the issue. The ideal length of the body section is around 1000 words.

To write the body section, your observation should be based on evidence and your own style of writing.

It would be great if the body of your essay is divided into three paragraphs. Make a strong argument with facts related to the thesis statement in all of the paragraphs in the body section.

Start writing each paragraph with a topic sentence and use transition words when moving to the next paragraph.

Summarize the important points of your literary analysis essay in this section. It is important to compose a short and strong conclusion to help you make a final impression of your essay.

Pay attention that this section does not contain any new information. It should provide a sense of completion by restating the main idea with a short description of your arguments. End the conclusion with your supporting details.

You have to explain why the book is important. Also, elaborate on the means that the authors used to convey her/his opinion regarding the issue.

For further understanding, here is a downloadable literary analysis essay outline. This outline will help you structure and format your essay properly and earn an A easily.

DOWNLOADABLE LITERARY ANALYSIS ESSAY OUTLINE (PDF)

Types of Literary Analysis Essay

• Close reading - This method involves attentive reading and detailed analysis. No need for a lot of knowledge and inspiration to write an essay that shows your creative skills.
• Theoretical - In this type, you will rely on theories related to the selected topic.
• Historical - This type of essay concerns the discipline of history. Sometimes historical analysis is required to explain events in detail.
• Applied - This type involves analysis of a specific issue from a practical perspective.
• Comparative - This type of writing is based on when two or more alternatives are compared

Examples of Literary Analysis Essay

Examples are great to understand any concept, especially if it is related to writing. Below are some great literary analysis essay examples that showcase how this type of essay is written.

A ROSE FOR EMILY LITERARY ANALYSIS ESSAY

TO KILL A MOCKINGBIRD LITERARY ANALYSIS ESSAY

THE GREAT GATSBY LITERARY ANALYSIS ESSAY

THE YELLOW WALLPAPER LITERARY ANALYSIS ESSAY

If you do not have experience in writing essays, this will be a very chaotic process for you. In that case, it is very important for you to conduct good research on the topic before writing.

There are two important points that you should keep in mind when writing a literary analysis essay.

First, remember that it is very important to select a topic in which you are interested. Choose something that really inspires you. This will help you to catch the attention of a reader.

The selected topic should reflect the main idea of writing. In addition to that, it should also express your point of view as well.

Another important thing is to draft a good outline for your literary analysis essay. It will help you to define a central point and division of this into parts for further discussion.

Literary Analysis Essay Topics

Literary analysis essays are mostly based on artistic works like books, movies, paintings, and other forms of art. However, generally, students choose novels and books to write their literary essays.

Some cool, fresh, and good topics and ideas are listed below:

• Role of the Three Witches in flaming Macbeth’s ambition.
• Analyze the themes of the Play Antigone,
• Discuss Ajax as a tragic hero.
• The Judgement of Paris: Analyze the Reasons and their Consequences.
• Oedipus Rex: A Doomed Son or a Conqueror?
• Describe the Oedipus complex and Electra complex in relation to their respective myths.
• Betrayal is a common theme of Shakespearean tragedies. Discuss
• Identify and analyze the traits of history in T.S Eliot’s ‘Gerontion’.
• Analyze the theme of identity crisis in The Great Gatsby.
• Analyze the writing style of Emily Dickinson.

If you are still in doubt then there is nothing bad in getting professional writers’ help.

We at 5StarEssays.com can help you get a custom paper as per your specified requirements with our do essay for me service.

Our essay writers will help you write outstanding literary essays or any other type of essay. Such as compare and contrast essays, descriptive essays, rhetorical essays. We cover all of these.

So don’t waste your time browsing the internet and place your order now to get your well-written custom paper.

Frequently Asked Questions

What should a literary analysis essay include.

A good literary analysis essay must include a proper and in-depth explanation of your ideas. They must be backed with examples and evidence from the text. Textual evidence includes summaries, paraphrased text, original work details, and direct quotes.

What are the 4 components of literary analysis?

Here are the 4 essential parts of a literary analysis essay;

No literary work is explained properly without discussing and explaining these 4 things.

How do you start a literary analysis essay?

Start your literary analysis essay with the name of the work and the title. Hook your readers by introducing the main ideas that you will discuss in your essay and engage them from the start.

How do you do a literary analysis?

In a literary analysis essay, you study the text closely, understand and interpret its meanings. And try to find out the reasons behind why the author has used certain symbols, themes, and objects in the work.

Why is literary analysis important?

It encourages the students to think beyond their existing knowledge, experiences, and belief and build empathy. This helps in improving the writing skills also.

What is the fundamental characteristic of a literary analysis essay?

Interpretation is the fundamental and important feature of a literary analysis essay. The essay is based on how well the writer explains and interprets the work.

Law, Finance Essay

Cordon. is a published author and writing specialist. He has worked in the publishing industry for many years, providing writing services and digital content. His own writing career began with a focus on literature and linguistics, which he continues to pursue. Cordon is an engaging and professional individual, always looking to help others achieve their goals.

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ELA  /  9th Grade  /  Unit 11: Romeo and Juliet

Romeo and Juliet

Students hone their literary analysis and writing skills as they read Shakespeare's iconic Romeo and Juliet in the original Early Modern English.

This unit has been archived. To view our updated curriculum, visit our 9th Grade English course.

• Text and Materials

Composition Projects

Unit summary.

This end-of-year unit draws upon the literary analysis and writing skills that students have been honing over the course of the year and asks them to apply these skills to the complex language and style of Shakespeare. While students have previously read No Fear Shakespeare  versions of other works by Shakespeare, this will be their first experience with reading in Shakespeare’s original, more archaic language. Additionally, the unit contains an emphasis on building the skills described in Common Core ELA standard RL.9.-10.9, "analyzing how an author draws on and transforms source material in a specific work." While reading Romeo and Juliet , students will analyze works by the fourteenth-century poet Petrarch, investigating how Shakespeare drew on some of Petrarch’s themes and characters and used them to develop his own play. They will also watch pieces of the 1996 film version of Romeo and Juliet , directed by Baz Luhrmann, and read excerpts of the novel Street Love , by Walter Dean Myers, analyzing how these two modern artists transform Shakespeare’s sixteenth-century play to inform their work. As part of their analysis, students will read, discuss, and write about the play itself and compare it to these other works.

When planning out the final days of the year, teachers should be sure to leave one or two class days for review for the final exam. That review is not included in the count of days for this unit.

At Match, students have a Composition class 4 days per week in addition to English class. Below, we have included Supplementary Composition Projects to reflect the material covered in our Composition course. For teachers who are interested in including these Composition Projects but do not have a separate Composition course, we have included a “Suggested Placement” to note where these projects would most logically fit into the English unit. While the Composition Projects may occasionally include content unrelated to English 9, most have both a skill and content connection to the work students are doing in their English 9 class.

In English 9 Unit 6, students will read Romeo and Juliet , by William Shakespeare. The major areas of focus in the English unit are: (1) decoding and comprehending Shakespeare’s archaic language and (2) comparing his original text to other works that have drawn on his original text. These supplemental Composition Projects will focus primarily on the latter, asking students to compare in writing how the newer works have drawn on and transformed Shakespeare’s original work. These writing focus areas mostly spiral from the earlier units, providing students with opportunities to apply their writing skills to new projects. The newer skill that students are asked to develop is to consider the structure of their essays and ensure that the structure lends itself well to the task and purpose.

Texts and Materials

Some of the links below are Amazon affiliate links. This means that if you click and make a purchase, we receive a small portion of the proceeds, which supports our non-profit mission.

Core Materials

Play:  Romeo and Juliet by William Shakespeare (Folger Shakespeare Library 2011 edition)

Supporting Materials

Movie: Romeo and Juliet (Directed by Baz Luhrmann, 1996)

Excerpt:  Street Love by Walter Dean Myers

Article:  “Petrarch” (Poetry Foundation)

Poem:  “If No Love Is, Oh God, What Fele I So” by Petrarch (Poetry Foundation)

This assessment accompanies Unit 11 and should be given on the suggested assessment day or after completing the unit.

Download Content Assessment

Download Content Assessment Answer Key

Intellectual Prep

Suggestions for how to prepare to teach this unit

• Read and annotate the Folger edition of the play.
• Acquire and watch the Luhrmann version of the film.
• Read the novel Street Love , or at least the excerpts referenced in the unit plan.
• Answer the key thematic questions based on the film and play
• Take the end-of-unit exam.
• Read this explanation of Romeo as a Petrarchan lover.

Essential Questions

The central thematic questions addressed in the unit or across units

• Love: What is true love? What should one sacrifice for true love? What should one never sacrifice for love? Is the love between Romeo and Juliet true love?
• Good and evil/love and hatred: Do we need hatred (evil) in order to truly appreciate love (good)?
• Fate: Is there such a thing as fate? If so, can a person avoid his or her fate? Is fate alone responsible for the deaths of Romeo and Juliet, or should certain characters be held responsible?
• The motifs of light and darkness run throughout the play. How do these motifs help to develop the themes of the play?

Writing Focus Areas

Specific skills to focus on when giving feedback on writing assignments

English Lessons Writing Focus Areas

Students will write an essay comparing two different works of literature, explaining how one draws upon and/or transforms the other. By this point in the year, students will have had experience crafting compare-and-contrast essays. However, this is the first time they will be explaining how one author draws upon another. For this reason, the following focus correction areas are recommended.

Literary Analysis Writing Focus Areas:

• Introduction and Thesis: Introduction and thesis are clear, compelling, and preview what is to come.
• Evidence: Evidence is well chosen to develop the topic/position.
• Analysis: Analysis reflects logical reasoning and progression of ideas.

Composition Projects Writing Focus Areas

Students will write a mix of literary analysis and narrative pieces in this unit, applying the writing skills they have practiced throughout the year. In these projects, many of the WFAs are review and should come more easily to students at this point. The “coherence” focus area may be newer and require more instruction and feedback.

• Thesis: Includes a clear and relevant thesis statement. 
• Analysis: Demonstrates clear and logical reasoning. 
• Evidence: Draws relevant evidence to support position. 
• Coherence: Structure is aligned with purpose.
• Diction: Uses advanced and specific vocabulary. 
• Professionally Revised: Complete and follows guidelines. Adequate revisions.

Related Teacher Tools:

Grades 9-12 Composition Writing Rubric

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

Literary Terms

diction, structure, stage directions, theme, character motivation, motif, conflict, style, iambic pentameter, pun, Petrarchan lover, tone, mood

Prologue: foes (7) Act 1: valiant (9), partisan (13), pernicious (15), transgression (23), chastity (23), devout (33), heretic (33), obscured (39), tainted (47) Act 2: bewitched (65), discourse (69), entreat (71), impute (77), vile (85), rancor (89), affecting/affect (n.) (93) Act 3: apt (117), effeminate (123), calamity (139), banishment (141), perjury (149), vex (163), wretched (169) Act 4: haste (177), slander (179), treacherous (181), prostrate (187), stifle (193), solemnity (203) Act 5: unaccustomed (211), penury (213), distilled (221), beseech (223), ambiguities (237), enmity (243)

Idioms and Cultural References

bite my thumb (11), knaves (53), fool’s paradise (101), dirge (203)

Content Knowledge and Connections

Fishtank ELA units related to the content in this unit.

Students will learn to read Shakespeare in its original form.

Future Fishtank ELA Connections

• Students will need a familiarity with Shakespearean language in order to access the critical 10th grade unit 10th Grade ELA - Macbeth (2021) .
• Romeo and Juliet — Prologue (p. 7); Act 1, Scene 1 (pp. 9–15)
• Romeo and Juliet — Prologue
• Street Love — Prologue

Explain the function of the prologue in Romeo and Juliet . 

Analyze the conflict in act 1, scene 1.

• Romeo and Juliet — Act 1, Scene 1 (pp. 17–25)
• “If No Love Is, Oh God, What Fele I So”
• “Petrarch”

Analyze Shakespeare’s characterizations of Romeo and Benvolio.

Analyze how Shakespeare continues to develop the theme of fate in act 1, scene 2.

Analyze Shakespeare’s characterization of the three female characters introduced in act 1, scene 3.

Analyze Shakespeare’s characterization of Mercutio and describe his relationship with Romeo. 

Analyze Shakespeare’s characterization of Romeo.

Explain in a well-crafted essay how Shakespeare and Luhrmann each create mood in act 1, scene 5.

Explain how the interactions between Romeo and Juliet develop the themes of the play.

Analyze how the interactions between Romeo and Friar Lawrence develop the conflict of the play.

Examine the differences between Romeo the lover and Romeo the friend.

Analyze how Shakespeare develops the theme of young love in act 2, scenes 5-6.

Identify instances of foreshadowing in act 2, scenes 5-6.

Analyze how the events of act 3, scene 1 further communicate the theme of fate.

Analyze the events of act 3, scene 2 and the impact they have on the plot development.

Compare Romeo’s and Juliet’s reactions to his banishment and analyze what these reactions reveal about character and theme.

Analyze the connections drawn between love and death in act 3, scene 5.

Analyze Juliet’s character development in act 3, scene 5.

Analyze Juliet’s actions and motivations for her actions in act 4, scenes 1–3.

Analyze how Shakespeare develops the theme of young love in act 4, scenes 1-3.

Explain how Myers draws on and transforms ideas from Romeo and Juliet to develop the themes, characters, and/or conflict of Street Love .

Analyze the individual characters’ reactions to Juliet’s death.

Identify how the tone shifts in act 4, scene 5.

Analyze how Shakespeare uses the plot to develop the theme of fate in act 5, scenes 1–2.

Analyze the degree to which fate shaped the deaths of the protagonists.

Develop an opinion about the significance of the final scene and its relationship to earlier scenes.

Discussion & Writing

Discuss and debate the essential thematic questions of the unit.

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The play Romeo and Juliet by William Shakespeare, the film version directed by Baz Luhrman, and the novel Street Lov e by Walter Dean Myers each contain a prologue designed to preview what is to come. Compare the choices each author makes about how to structure the prologue and the effect of these choices on the audience. Support your answer with evidence from all three sources.

An effective essay:

• includes a clear, relevant, and complete thesis statement;
• demonstrates clear and logical reasoning;
• draws relevant evidence to support position and provide context;
• aligns the structure of the essay to the purpose;
• uses advanced and specific vocabulary; and
• is professionally revised.

W.9-10.1.a W.9-10.1.b W.9-10.2.a W.9-10.2.b W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.9

(ON DEMAND)

Select one the following pairs of characters: Mercutio and Romeo or Juliet and Lady Capulet. Write a journal entry from one member of the pair (i.e. Mercutio) in which you reflect on your relationship with the other member of the pair (i.e. Romeo). Be sure to characterize your relationship and the ways in which you are similar and different. Include specific references to the text in your journal entry.

• uses relevant evidence and details from the text, including establishing the setting;
• accurately portrays the relationship between the characters;
• is written in a tone and style that reflect the character; and
• uses specific and relevant diction to develop the narrative.

L.9-10.6 W.9-10.3 W.9-10.4 W.9-10.6

In both Street Love and Romeo and Juliet , the authors tell the story of young lovers caught between the desire to be together and family and group loyalties that are pulling them apart. Describe how Walter Dean Myers, the author of Street Love , draws on and transforms elements of Shakespeare’s Romeo and Juliet in the excerpt read today. Your answer may include references to setting, plot, characters, mood, themes, or author’s craft.

• includes a thesis statement that previews what is to come;
• supports the thesis with relevant evidence from both sources;

SL.9-10.1 W.9-10.2.a W.9-10.2.b W.9-10.4 W.9-10.6

Common Core Standards

Core standards.

The content standards covered in this unit

Language Standards

L.9-10.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9—10 reading and content, choosing flexibly from a range of strategies.

L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Reading Standards for Informational Text

RI.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.2 — Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Reading Standards for Literature

RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.9 — Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Speaking and Listening Standards

SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.9-10.2 — Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Writing Standards

W.9-10.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1.a — Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.9-10.1.b — Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

W.9-10.2 — Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.2.a — Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.9-10.2.b — Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

W.9-10.3 — Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.9-10.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5 — Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6 — Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

W.9-10.8 — Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Gender and Power in The Taming of the Shrew

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Free Printable Text Analysis Worksheets for 9th Grade

Text Analysis: Discover a collection of free printable ELA worksheets for Grade 9 students, designed to enhance their understanding and skills in analyzing texts. Dive into the world of literature with Quizizz and unlock your students' potential!

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Explore printable Text Analysis worksheets for 9th Grade

Text Analysis worksheets for Grade 9 ELA are essential tools for teachers looking to enhance their students' reading comprehension and critical thinking skills. These worksheets are specifically designed to meet the needs of Grade 9 students, focusing on analyzing various texts, identifying themes, and understanding the author's purpose. With engaging activities and thought-provoking questions, these worksheets help students develop a deeper understanding of the texts they read. Teachers can easily integrate these worksheets into their lesson plans, providing a comprehensive and structured approach to teaching text analysis. By using Text Analysis worksheets for Grade 9 ELA, teachers can ensure their students are well-prepared for more advanced literary analysis in the future.

In addition to Text Analysis worksheets for Grade 9 ELA, teachers can also utilize Quizizz, an interactive platform that offers a wide range of educational resources. Quizizz allows educators to create engaging quizzes, polls, and presentations to supplement their teaching materials. The platform offers a vast library of pre-made quizzes and activities, including those related to text analysis and other ELA topics. Teachers can easily customize these resources to align with their lesson plans and the specific needs of their Grade 9 students. Furthermore, Quizizz offers real-time feedback and analytics, enabling teachers to monitor student progress and adjust their teaching strategies accordingly. By incorporating Quizizz into their curriculum, educators can provide a dynamic and interactive learning experience for their Grade 9 ELA students, ensuring they excel in text analysis and other essential skills.

Grade 9 Short Story Bundle - 9th Grade Literary Analysis Unit for Language Arts

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Products in this Bundle (14)

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Description

Explore dystopia , analyze characterization , and teach argumentative writing with this short story bundle for Grade 9 English! Includes units for Langston Hughes’ “Thank You, Ma’am,” Shirley Jackson’s “The Lottery,” and Roald Dahl’s “Lamb to the Slaughter.”  Suitable for online learning with digital worksheets for Google Classroom®!

⚡️⚡️⚡️ Save over 40% with the bundled discount! ⚡️⚡️⚡️

Resources included with this 9th Grade Short Story Bundle for English Language Arts:

✏️ Literary Analysis Short Story Unit for “Lamb to the Slaughter” by Roald Dahl- Digital & Print

• Character Analysis Informational Handout
• Character Analysis Graphic Organizer
• Character Analysis Answer Key for Mary, Patrick, Jack Noonan, and Sam
• Informational Handout about the title “Lamb to the Slaughter”
• Pre-Reading Questions and Post-Reading Questions
• Making Inferences Graphic Organizer
• Detailed Answer Key to model making inferences about the short story
• 20 Lamb to the Slaughter Vocabulary Questions
• Answer Key with Vocabulary Definitions
• Editable “Lamb to the Slaughter” Assessment Handouts
• 3 Argumentative Essay Prompts
• 1 Narrative Writing Prompt
• 4 Editable Rubrics

✏️ Dystopian Short Story Unit for “The Lottery” by Shirley Jackson - Digital & Print

• Reading Comprehension Quizzes
• Detailed Answer Key for Reading Comprehension Quizzes
• Guided Reading Questions for Shirley Jackson’s “The Lottery”
• Detailed Answer Key for Comprehension Questions
• “Global Rituals” Informational Handout and Worksheets
• Comparison Paragraph Assignment for “The Lottery”
• 4-Level Rubric for Comparison Paragraph Assignment 
• Editable Test Questions
• Ready-to-Print Final Test
• Detailed Answer Key for Test Questions

✏️ Argumentative Short Story Unit for “Thank You, Ma’am” by Langston Hughes - Digital & Print

• Langston Hughes Author Biography Informational Handout
• Author Biography Vocabulary Worksheet
• Author Biography Short-Answer Comprehension Questions
• Guided Reading Questions for Langston Hughes’ “Thank You, Ma’am”
• Symbolism in Literature Informational Handout
• Symbolism Graphic Organizer for “Thank You, Ma’am”
• Blank Symbolism Graphic Organizer for Any Text
• Detailed Answer Key with Examples of Symbolism in “Thank You, Ma’am”
• Three Poems by Langston Hughes
• Short Answer Questions for Poetry Analysis
• Poetry Annotation Bookmark
• Editable “Thank You, Ma’am” Assessment Handouts
• 4 Argumentative Essay Prompts
• 1 Poetry Writing Prompt

✏️ Teacher Instructions for using these resources

Units included in this Grade 9 Short Story Bundle for Language Arts :

1. “Lamb to the Slaughter” by Roald Dahl

A classic thriller and a student favorite! This short story unit for Roald Dahl’s "Lamb to the Slaughter" teaches reading strategies including making inferences and differentiating between direct and indirect characterization . Students will also learn about dramatic irony, puns, foreshadowing , and the different types of irony . 

2. “The Lottery” by Shirley Jackson

Examine conformity, superstition, and blind tradition in Shirley Jackson's "The Lottery" using this dystopian short story bundle ! This engaging unit teaches students how to make predictions and how to write a comparison paragraph ; it also explores literary devices including imagery , mood , and symbolism . Students will also read about global traditions with the real-life parallels examined in this unit!

3. “ Thank You, Ma’am” by Langston Hughes

The perfect literary pairing for both Valentine's Day and Black History Month ! Explore compassion, generosity, dignity, and shame with this unit for Langston Hughes’ short story, “Thank You, Ma’am.” Students will identify tone , analyze themes , and make text-to-text connections with three famous poems by Langston Hughes.

⭒ For classrooms utilizing Google Classroom® ⭒

To access the digital version of these worksheets and activities, simply follow the instructions within the resource to copy the files directly to your Google Drive® .

✨ Kindly note that due to copyright restrictions, these resources are not editable.  This is a common practice within the TPT marketplace in order to protect the clip artists and software providers that have authorized their intellectual property for the development of this resource.

You might also be interested in Mondays Made Easy's Literary Analysis Resources .

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Mondays Made Easy is committed to the continual improvement of resources to meet the current needs of teachers. This product was last updated on May 9, 2023.

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