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• How to write a literary analysis essay | A step-by-step guide

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

Published on January 30, 2020 by Jack Caulfield . Revised on August 14, 2023.

Literary analysis means closely studying a text, interpreting its meanings, and exploring why the author made certain choices. It can be applied to novels, short stories, plays, poems, or any other form of literary writing.

A literary analysis essay is not a rhetorical analysis , nor is it just a summary of the plot or a book review. Instead, it is a type of argumentative essay where you need to analyze elements such as the language, perspective, and structure of the text, and explain how the author uses literary devices to create effects and convey ideas.

Before beginning a literary analysis essay, it’s essential to carefully read the text and c ome up with a thesis statement to keep your essay focused. As you write, follow the standard structure of an academic essay :

• An introduction that tells the reader what your essay will focus on.
• A main body, divided into paragraphs , that builds an argument using evidence from the text.
• A conclusion that clearly states the main point that you have shown with your analysis.

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Table of contents

Step 1: reading the text and identifying literary devices, step 2: coming up with a thesis, step 3: writing a title and introduction, step 4: writing the body of the essay, step 5: writing a conclusion, other interesting articles.

The first step is to carefully read the text(s) and take initial notes. As you read, pay attention to the things that are most intriguing, surprising, or even confusing in the writing—these are things you can dig into in your analysis.

Your goal in literary analysis is not simply to explain the events described in the text, but to analyze the writing itself and discuss how the text works on a deeper level. Primarily, you’re looking out for literary devices —textual elements that writers use to convey meaning and create effects. If you’re comparing and contrasting multiple texts, you can also look for connections between different texts.

To get started with your analysis, there are several key areas that you can focus on. As you analyze each aspect of the text, try to think about how they all relate to each other. You can use highlights or notes to keep track of important passages and quotes.

Language choices

Consider what style of language the author uses. Are the sentences short and simple or more complex and poetic?

What word choices stand out as interesting or unusual? Are words used figuratively to mean something other than their literal definition? Figurative language includes things like metaphor (e.g. “her eyes were oceans”) and simile (e.g. “her eyes were like oceans”).

Also keep an eye out for imagery in the text—recurring images that create a certain atmosphere or symbolize something important. Remember that language is used in literary texts to say more than it means on the surface.

Narrative voice

Ask yourself:

• Who is telling the story?
• How are they telling it?

Is it a first-person narrator (“I”) who is personally involved in the story, or a third-person narrator who tells us about the characters from a distance?

Consider the narrator’s perspective . Is the narrator omniscient (where they know everything about all the characters and events), or do they only have partial knowledge? Are they an unreliable narrator who we are not supposed to take at face value? Authors often hint that their narrator might be giving us a distorted or dishonest version of events.

The tone of the text is also worth considering. Is the story intended to be comic, tragic, or something else? Are usually serious topics treated as funny, or vice versa ? Is the story realistic or fantastical (or somewhere in between)?

Consider how the text is structured, and how the structure relates to the story being told.

• Novels are often divided into chapters and parts.
• Poems are divided into lines, stanzas, and sometime cantos.
• Plays are divided into scenes and acts.

Think about why the author chose to divide the different parts of the text in the way they did.

There are also less formal structural elements to take into account. Does the story unfold in chronological order, or does it jump back and forth in time? Does it begin in medias res —in the middle of the action? Does the plot advance towards a clearly defined climax?

With poetry, consider how the rhyme and meter shape your understanding of the text and your impression of the tone. Try reading the poem aloud to get a sense of this.

In a play, you might consider how relationships between characters are built up through different scenes, and how the setting relates to the action. Watch out for  dramatic irony , where the audience knows some detail that the characters don’t, creating a double meaning in their words, thoughts, or actions.

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Your thesis in a literary analysis essay is the point you want to make about the text. It’s the core argument that gives your essay direction and prevents it from just being a collection of random observations about a text.

If you’re given a prompt for your essay, your thesis must answer or relate to the prompt. For example:

Essay question example

Is Franz Kafka’s “Before the Law” a religious parable?

Your thesis statement should be an answer to this question—not a simple yes or no, but a statement of why this is or isn’t the case:

Thesis statement example

Franz Kafka’s “Before the Law” is not a religious parable, but a story about bureaucratic alienation.

Sometimes you’ll be given freedom to choose your own topic; in this case, you’ll have to come up with an original thesis. Consider what stood out to you in the text; ask yourself questions about the elements that interested you, and consider how you might answer them.

Your thesis should be something arguable—that is, something that you think is true about the text, but which is not a simple matter of fact. It must be complex enough to develop through evidence and arguments across the course of your essay.

Say you’re analyzing the novel Frankenstein . You could start by asking yourself:

Your initial answer might be a surface-level description:

The character Frankenstein is portrayed negatively in Mary Shelley’s Frankenstein .

However, this statement is too simple to be an interesting thesis. After reading the text and analyzing its narrative voice and structure, you can develop the answer into a more nuanced and arguable thesis statement:

Mary Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

Remember that you can revise your thesis statement throughout the writing process , so it doesn’t need to be perfectly formulated at this stage. The aim is to keep you focused as you analyze the text.

Finding textual evidence

To support your thesis statement, your essay will build an argument using textual evidence —specific parts of the text that demonstrate your point. This evidence is quoted and analyzed throughout your essay to explain your argument to the reader.

It can be useful to comb through the text in search of relevant quotations before you start writing. You might not end up using everything you find, and you may have to return to the text for more evidence as you write, but collecting textual evidence from the beginning will help you to structure your arguments and assess whether they’re convincing.

To start your literary analysis paper, you’ll need two things: a good title, and an introduction.

Your title should clearly indicate what your analysis will focus on. It usually contains the name of the author and text(s) you’re analyzing. Keep it as concise and engaging as possible.

A common approach to the title is to use a relevant quote from the text, followed by a colon and then the rest of your title.

If you struggle to come up with a good title at first, don’t worry—this will be easier once you’ve begun writing the essay and have a better sense of your arguments.

“Fearful symmetry” : The violence of creation in William Blake’s “The Tyger”

The introduction

The essay introduction provides a quick overview of where your argument is going. It should include your thesis statement and a summary of the essay’s structure.

A typical structure for an introduction is to begin with a general statement about the text and author, using this to lead into your thesis statement. You might refer to a commonly held idea about the text and show how your thesis will contradict it, or zoom in on a particular device you intend to focus on.

Then you can end with a brief indication of what’s coming up in the main body of the essay. This is called signposting. It will be more elaborate in longer essays, but in a short five-paragraph essay structure, it shouldn’t be more than one sentence.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

Some students prefer to write the introduction later in the process, and it’s not a bad idea. After all, you’ll have a clearer idea of the overall shape of your arguments once you’ve begun writing them!

If you do write the introduction first, you should still return to it later to make sure it lines up with what you ended up writing, and edit as necessary.

The body of your essay is everything between the introduction and conclusion. It contains your arguments and the textual evidence that supports them.

Paragraph structure

A typical structure for a high school literary analysis essay consists of five paragraphs : the three paragraphs of the body, plus the introduction and conclusion.

Each paragraph in the main body should focus on one topic. In the five-paragraph model, try to divide your argument into three main areas of analysis, all linked to your thesis. Don’t try to include everything you can think of to say about the text—only analysis that drives your argument.

In longer essays, the same principle applies on a broader scale. For example, you might have two or three sections in your main body, each with multiple paragraphs. Within these sections, you still want to begin new paragraphs at logical moments—a turn in the argument or the introduction of a new idea.

Robert’s first encounter with Gil-Martin suggests something of his sinister power. Robert feels “a sort of invisible power that drew me towards him.” He identifies the moment of their meeting as “the beginning of a series of adventures which has puzzled myself, and will puzzle the world when I am no more in it” (p. 89). Gil-Martin’s “invisible power” seems to be at work even at this distance from the moment described; before continuing the story, Robert feels compelled to anticipate at length what readers will make of his narrative after his approaching death. With this interjection, Hogg emphasizes the fatal influence Gil-Martin exercises from his first appearance.

Topic sentences

To keep your points focused, it’s important to use a topic sentence at the beginning of each paragraph.

A good topic sentence allows a reader to see at a glance what the paragraph is about. It can introduce a new line of argument and connect or contrast it with the previous paragraph. Transition words like “however” or “moreover” are useful for creating smooth transitions:

… The story’s focus, therefore, is not upon the divine revelation that may be waiting beyond the door, but upon the mundane process of aging undergone by the man as he waits.

Nevertheless, the “radiance” that appears to stream from the door is typically treated as religious symbolism.

This topic sentence signals that the paragraph will address the question of religious symbolism, while the linking word “nevertheless” points out a contrast with the previous paragraph’s conclusion.

Using textual evidence

A key part of literary analysis is backing up your arguments with relevant evidence from the text. This involves introducing quotes from the text and explaining their significance to your point.

It’s important to contextualize quotes and explain why you’re using them; they should be properly introduced and analyzed, not treated as self-explanatory:

It isn’t always necessary to use a quote. Quoting is useful when you’re discussing the author’s language, but sometimes you’ll have to refer to plot points or structural elements that can’t be captured in a short quote.

In these cases, it’s more appropriate to paraphrase or summarize parts of the text—that is, to describe the relevant part in your own words:

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The conclusion of your analysis shouldn’t introduce any new quotations or arguments. Instead, it’s about wrapping up the essay. Here, you summarize your key points and try to emphasize their significance to the reader.

A good way to approach this is to briefly summarize your key arguments, and then stress the conclusion they’ve led you to, highlighting the new perspective your thesis provides on the text as a whole:

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
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By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

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Caulfield, J. (2023, August 14). How to Write a Literary Analysis Essay | A Step-by-Step Guide. Scribbr. Retrieved August 22, 2024, from https://www.scribbr.com/academic-essay/literary-analysis/

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Bell Ringers

Teaching literary analysis in middle school.

My literary analysis resources have basically been seven or eight years in the making.

I don’t know about you, but when I first realized I needed to be teaching literary analysis to a bunch of twelve and thirteen year-olds, I didn’t even know where to begin.

I had been teaching upper elementary in the three years prior, and we had done some on-demand literary analysis reading responses, but really digging into a literary analysis essay overwhelmed me.

Truth be told, my teaching strengths at the time were primarily reading and math. I had always had to dig deep to find my writing teacher voice.

But, I was now a seventh and eighth grade ELA teacher who could no longer hope her students picked up some writing skills along the way.

So I did what any good teacher would do…. I Googled how to teach…

I think I Googled something like, “Examples of middle school literary analysis essays.”

Nothing showed up in Google.

Then I Googled, “How do you teach literary analysis essays?”

I was able to find an example of a college-level literary analysis essay…

… and that was about it.

Because I couldn’t really find what I was looking for, I began creating and practicing each step of the literary analysis essay before I taught it.

This also created a ton of exemplars for my students.

I broke down each area of a literary analysis essay into lessons, chunks, chart papers, reference materials, and writing examples.

In the beginning, it was to get my brain wrapped around things, but not surprisingly it was exactly what my students needed too.

I literally learned how to write a literary analysis essay in front of them.

I would type my rough drafts as they were working and I could stop them as I came to struggles.

My mini-lessons were based on challenges I was having and again, not surprisingly the same challenges they were having.

I could also make reference pages (like the ones in your freebie) as we went along in the unit, because I could see what terms and concepts they needed constant reminders and help with.

Want to know what happened?

My student’s ELA proficiency scores increased 45% in one year and almost 70% in just two years. Those are not typos.

>>  CLICK HERE  << to download  the FREE Literary Analysis Reference Booklet.

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EL Education Curriculum

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• ELA 2019 G7:M3:U2:L9

Write a Literary Argument Essay: Draft Introduction

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 7
• ELA 2019 G7:M3
• ELA 2019 G7:M3:U2

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Focus Standards:  These are the standards the instruction addresses.

• W.7.1a, L.7.1a

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RL.7.1, RL.7.2, W.7.4, W.7.5, W.7.10, L.7.6
• I can write an introduction for my essay giving context on the Harlem Renaissance, acknowledging a counterclaim, and clearly stating the main claim of the piece. ( W.7.1a )
• Opening A: Entrance Ticket: Unit 2, Lesson 9 ( L.7.1a )
• Work Time A: Annotated, color-coded model argument essay introduction ( W.7.1a )
• Work Time B: Language Dive: Model Essay, Main Claim note-catcher ( W.7.1a, W.7.1c, L.7.1a )
• Closing and Assessment A: Introductory Paragraph of Pair Argument Essay ( W.7.1a )

• Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 9 at each student's workspace.
• Prepare Organize the Model: Introduction strips (one strip per pair) for Work Time A.
• Strategically pair students for work in Opening A with at least one strong reader per pair.
• Cut apart the introduction paragraph strips and organize them using envelopes or paperclips so that each pair will have one set.
• Review the Argument Writing checklist to become familiar with what will be required of students over the remainder of the unit.
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 7.I.A.1, 7.I.B.5, 7.I.B.6, 7.I.B.7, 7.I.B.8, 7.I.C.11, 7.I.C.12, 7.II.A.1, 7.II.B.3, and 7.II.B.4.

Important Points in the Lesson Itself

• To support ELLs, this lesson includes the use of manipulatives to understand the key structures of an argument essay introduction. Also, the collaboration of writing a pair essay supports students in expressing their ideas in writing.
• ELLs may find it challenging to generate language for writing their introduction. In addition to the supports below, encourage students to use oral processing and their home-language to assist them in articulating their ideas.  
• context (A)
• dependent clause, independent clause, phrase (DS)

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

• Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time B)
• Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 4, Opening A)
• Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Opening A)
• Criteria of an Effective Argument Essay anchor chart (one for display; from Module 3, Unit 2, Lesson 8, Work Time A)
• Paint an Essay lesson plan (for teacher reference) (from Module 1, Unit 2, Lesson 7, Closing and Assessment A)
• Model Argument Essay: "Strength from the Past" (example for teacher reference) (from Module 3, Unit 2, Lesson 8, Work Time A)
• Vocabulary log (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
• The Painted Essay® template (one per student and one for display; from Module 1, Unit 2, Lesson 7, Closing and Assessment A)
• Model Argument Essay: “Strength from the Past” (one per student and one for display; from Module 3, Unit 2, Lesson 8, Work Time A)
• Directions for Pair Argument Essay (one per student; from Module 3, Unit 2, Lesson 8, Closing and Assessment A)
• Argument Essay Writing Plan graphic organizer (one per student; from Module 3, Unit 2, Lesson 8, Closing and Assessment A)
• Argument Essay Writing Plan graphic organizer ▲
• Texts and Artwork from Module 3, Units 1 and 2: Shuffle Along , “Lift Every Voice and Sing,” The Harp , “Calling Dreams,” “Hope,” “I Shall Return,” Ethiopia Awakening, African Phantasy: Awakening , “The Negro Speaks of Rivers,” “His Motto,” and “The Boy and the Bayonet”
• Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
• Organize the Model: Introduction strips (for teacher reference)
• Language Dive Guide: Model Argument Essay, Main Claim (answers for teacher reference)
• Language Dive: Model Argument Essay, Main Claim Sentence Chunk Chart   (answers for teacher reference)
• Language Dive: Model Argument Essay, Main Claim note-catcher (for teacher reference)
• Argument Writing checklist (example for teacher reference)
• Entrance Ticket: Unit 2, Lesson 9 (one per student)
• Organize the Model: Introduction strips (one strip per pair)
• Colored pencils (red, yellow, blue, green; one of each per student)
• Language Dive: Model Argument Essay, Main Claim sentence chunk strips (one per pair of students)
• Language Dive: Model Argument Essay, Main Claim note-catcher (one per student)
• Argument Writing checklist (one per student and one to display)
• Lined paper (one per student)
• Online or print dictionaries (including ELL and home language dictionaries)
• Homework: Explain Clauses in Proof Paragraph 1

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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Literary Essays: Setting the Stage

As part my MFA program, I’ve had to write eight page papers on a paragraph or two of text. That’s a lot of words about not too many words. I’ve also watched my daughters draft critical analyses on literary works in both high school and college. Writing a literary essay is a lifelong skill that we are all working to master, so what can we expect our elementary writers to be able to do, and how can we provide instruction so they can succeed at a sophisticated task.

As with most writing units, the first thing I show students is a chart with the steps involved in writing a literary essay, a final product, and the student-facing checklist for opinion writing. Strong literary essays have a claim that is supported through text and interpretation, and it’s important for students to understand this concept.

More than anything else, a strong literary essay requires close reading. I teach students to read a passage many times, using different lenses each time. In this example, I have marked up the text,  Spaghetti  by Cynthia Rylant. This short story and many others can be found in  Every Living Thing. 

One of the ways I teach students to do this kind of work is to present them with a chart that looks something like this:

That way, each sticky note represents what you’re looking for in a read-through, what you might mark up with a specific color. These concepts might change depending on your students, but the idea of reading with just one particular focus is important. If you haven’t read  Falling in Love With Close Reading  by Kate Roberts and Chris Lehman, you will get lots of ideas about how to implement this sort of work from their book.

Depending on your students, you might want to consider making short text packets. Typed versions of favorite picture books work well, as well as poems. It’s important that whatever texts you use, students can (and are willing) to read them several times. Although I am always revamping and updating my short text collections, some tested and true texts are:

Picture Books

• Crow Call  by Lois Lowry
• When I Was Young in the Mountains by Cynthia Rylant
• The Stranded Whale  by Jane Yolen
• Owl Moon  by Jane Yolen
• The Table Where Rich People Sit  by Byrd Baylor
• A Day’s Work  by Eve Bunting

Short Texts/Story Collections

• Hey World, Here I Am by Jean Little
• Every Living Thing  by Cynthia Rylant
• Knots in My Yoyo String  by Jerry Spinelli

Additionally, almost any poem works for analysis, and literary essays are a wonderful pathway to infuse poetry into your students’ lives.

Once you have students reading their texts over and over and marking it up, then it’s time to develop some more in-depth thinking. I have several examples of this that I keep in my teaching notebook.

The chart on the right tells students how to do this work and the examples show them what the work looks like. Both are important. I have to say that I have come to many new realizations–had many authentic a-ha moments–by using repeated thinking stems. It’s a powerful process if students have the time and the stamina to really take a deep dive into their thinking.

Once students have worked through their thinking, they can think about what they have the most to say about, and that decision helps drive the direction of their essay. The follwing chart works well for sorting through their thoughts and patches of thinking.

At this point, most students are ready to plan their essays. Again, I give them a chart of how to do it, and examples of what the work might look like.

I can’t guarantee that everyone will write prize-winning essays, but I will say that this sort of work is important for developing independent thinkers with stamina and appreciation for the work of writing.

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Published by Melanie Meehan

I am the Writing and Social Studies Coordinator in Simsbury, CT, and I love what I do. I get to write and inspire others to write! Additionally, I am the mom to four fabulous daughters and the wife of a great husband. View all posts by Melanie Meehan

9 thoughts on “ Literary Essays: Setting the Stage ”

You made it look so simple with all of the charts/visuals you share with us! (We both know this kind of unit isn’t so I appreciate you showing the steps involved.)

There is a lot of great thinking here to mull over. Thanks for providing such great information!

That’s super fabulous, I am a school owner of a Center of foreign languages and I teach English and French, here in Patras, Greece.I teach all levels and prepare students for certificate or diploma exams, they start at 6 and finish at 13 years old or later. This year I intend to have extra offered classes about writing stories, especially a team of 8 girls(6th grade) were begging me literally since last year because they write stories themselves! Essay writing is a crucial part of writing essays when the time comes to sit the exams so they need to know the craft of doing it. More girls heard about that from their siblings and now I have another group of 5th grade! I would love to have some models to show them and help them with their writing process! That would be awesome! Thank you, so much!

Reading this post brings me back to a world before the teaching of writing became an actual thing. In my day, you learned grammar and spelling and that an essay consisted of 5 paragraphs with a beginning, ending and two or three well supported ideas in the middle. We’ve come a long way. Sometimes I wonder, however, if all students are “ready” for the plethora of information that is available for teaching writing. When I taught writing I always enjoyed conferencing with students (grade 4 to college freshmen) to find out what they really wanted to say, or what was challenging them in their writing journey.

I love the way you guide the students with concrete examples. Thanks for sharing this work.

Dear Melanie, This is a beautifully written post that has inspired my preparation as I approach this unit with my 7th graders. I was just getting ready to pull out all of my TC work from last summer and now I am truly inspired. Thank you very much for your efforts!

Like Liked by 1 person

I am curious what grades you have used these with. Thanks. They are very helpful and well-done.

I have used them with grades 4 and 5, but I think they could be used with higher grades as well.

Thanks so much for this lesson. This gives me some great fresh ideas on how to teach this difficult topic! I am trying to build a bank of sample literary essays to share with students. I would like to share with them essays from different pieces of literature than what I am asking them to analyze. I find my student struggle with this type of writing. I would love to have a few models to show them. Does anyone have any quality student samples that they would be willing to share? I teach 7th, 8th, and 10th grades. Thanks!

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ELA  /  7th Grade  /  Unit 1: Longing to Belong: Poems, Essays, and Short Stories

Longing to Belong: Poems, Essays, and Short Stories

Students explore the different ways individuals develop a sense of belonging through a variety of voices, texts, and genres.

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Unit Summary

As teenagers become more aware of the world around them, they feel an innate need to belong. In this 7th grade unit, students will explore what it means to belong. The unit will delve into the science behind the universal human need to belong, allowing students to reflect on their own experiences and understand the importance of relationships and connections. Students will also explore what it means to belong to a culture or community through the experiences of teenagers, both fictional and real, in poems, short stories, and essays. Through engaging with diverse literary works, like poems and short stories, they will see examples of teenagers who are discovering what makes them unique and how their individual identities contribute to a larger collective. By the end of this unit, students will not only have a deeper understanding of what it means to belong but also a newfound appreciation for the richness that comes from embracing diversity and individuality within a community.

Please Note : This is a new Unit 1 for 7th Grade, released in July 2024. You can find the previous 7th Grade Unit 1 Defining America: Poems, Essays, and Short Stories in the archives.

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Texts and Materials

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Core Materials

Article:  “The Science of Belonging and Connection”

Essay:  “Hello, My Name Is ______” by Jason Kim   —  1000-1100L

Essay:  “Carmen Perez” by Carmen Perez (Gallery Books)

Essay:  “Introduction” by America Ferrera

Podcast:  “This American Life 803: Greetings, People of Earth | Act Four, Jorts and All” by Diane Wu

Transcript:  “Greetings, People of Earth | Act Four, Jorts and All Transcript”

Poem:  “Identity” by Julio Noboa Polanco

Poem:  “Hanging Fire” by Audre Lorde

Poem:  “Teenagers” by Pat Mora

Poem:  “I, Too” by Langston Hughes

Poem:  “Where You From?” by Gina Valdés

Article:  “The Science Behind our Need to Belong”

Short Story:  “First Day Fly” by Jason Reynolds

Short Story:  “Why I Learned to Cook” by Sara Farizan (from Fresh Ink )

Short Story:  “Popularity” by Adam Bagdasarian

Website:  Northern Plains History and Cultures: How do Native People and Nations Experience Belonging? by the Smithsonian National Museum of the American Indian

Supporting Materials

Rubric:  Analytical Writing Rubric, Mid-Unit Task (G7, U1)

Rubric:  Narrative Writing Rubric (G7, U1, L21-24)

This assessment accompanies Unit 1 and should be given on the suggested assessment day or after completing the unit.

Download Content Assessment

Download Content Assessment Answer Key

Download Vocabulary Assessment

Download Vocabulary Assessment Answer Key

Intellectual Prep

Suggestions for how to prepare to teach this unit

Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.

Essential Questions

The central thematic questions addressed in the unit or across units

• How is the need to belong universal? 
• What does it mean to belong to a culture or community? 
• How does an individual contribute to a larger collective?

Enduring Understandings

• The need to belong is an intrinsic human desire, and it has been throughout human history. 
• Individuals can feel a strong connection to their culture or community. These relationships strengthen the individual and help them develop their identity and who they want to become. 
• Feeling a positive sense of belonging has a measurable positive impact on people's lives and academic achievement. 
• The strong desire to belong can cause individuals to intentionally or unintentionally harm people who are outside of that group.

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

admiration asset assimilating assertively belonging betrayed captivated dependable exuberance impactful intersectionality sacred sustain trepidation transcend universal uncertainty

Literary Terms

central idea colloquial language enjambment extended metaphor figurative language free verse hyperbole literary point of view lyric poetry refrain rhyme scheme speaker structure stanza symbolism theme tone

To see all the vocabulary for Unit 1, view our 7th Grade Vocabulary Glossary .

Content Knowledge and Connections

Fishtank ELA units related to the content in this unit.

Previous Fishtank ELA Connections

• 1st Grade ELA - Being a Good Friend
• 2nd Grade ELA - Stories of Immigration
• 3rd Grade ELA - Defining Identity: Dyamonde Daniel and My Name is María Isabel
• 5th Grade ELA - Friendship Across Boundaries: Return to Sender
• 6th Grade ELA - Expressing Yourself: Women in the Arts

Future Fishtank ELA Connections

• 7th Grade ELA - Fighting Injustice: Uprising & Flesh and Blood So Cheap
• 7th Grade ELA - Pursuing Dreams: A Raisin in the Sun
• 7th Grade ELA - Finding Home: The House on Mango Street
• 7th Grade ELA - Exploring Identity: American Born Chinese
• 7th Grade ELA - Claiming Our Place: LGBTQ+ Experiences in the United States (2021)
• 9th Grade ELA - Me, Myself, and I: Examining Personal Identity in Short Texts

Supporting All Students

In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the guidance provided under 'Notes for Teachers' below in addition to the Unit Launch to determine which supports students will need at the unit and lesson level. To learn more, visit the Supporting All Students Teacher Tool.

Notes for Teachers

Notes to help teachers prepare for this specific unit

Many of the lessons within this unit touch on themes of immigration and may be a sensitive topic for some students.Students may have opinions about this topic—shaped by personal experiences, conversations with family members and peers, and/or exposure to media coverage of the issue. For some students, this may be a very personal and potentially emotional topic. As always, it is essential to make the classroom a safe space for all students to express their ideas, listen to others, and share their experiences (if they feel comfortable doing so). This topic has the potential to make some students feel alienated or vulnerable to assumptions from peers.

Identify how the author structures the text to explain the science behind our need to belong.

RI.7.2 RI.7.5

Analyze figurative language to reveal character perspective and motivation. 

RL.7.3 RL.7.4

• “This American Life 803: Greetings, People of Earth | Act Four, Jorts and All”
• “Greetings, People of Earth | Act Four, Jorts and All Transcript”

Analyze how the podcast and the delivery of the lines adds a layered meaning to the words in the transcript. 

RI.7.4 RI.7.7

Summarize Geoffrey Cohen's research on the science of belonging and connection. 

Analyze how word choice and structure contribute to the speaker's perspective in the poem.

RL.7.4 RL.7.5 RL.7.6

Gather information from various multimedia sources to determine the central idea of belonging for Native People of the Northern Plains.

RI.7.2 RI.7.9

Explain how the structural choices in the poem, "Where You From?" develop meaning.

RL.7.2 RL.7.5

Explain how Carmen Perez's experiences in her community shape her life.

RI.7.2 RI.7.3

Analyze how the poet uses repetition to convey the tone of a poem.

RL.7.4 RL.7.5

Unpack the elements of argumentative writing through a Mentor Text.

W.7.1 W.7.9

Unpack an argumentative essay prompt, write a strong claim statement, and outline an essay.

W.7.1 W.7.5 W.7.9

Draft and revise two strong body paragraphs.

W.7.1 W.7.1.a W.7.1.b W.7.1.c

Draft strong introduction and conclusion paragraphs.

W.7.1 W.7.1.a W.7.1.e

Revise essays for tone and strengthen argument through counterclaims.

W.7.1 W.7.1.c W.7.1.d

• “Hello, My Name Is ______”
• “Teenagers”

Compare the theme presented in a nonfiction essay, "Hello, My Name Is _______" and a poem, "Teenagers."

Analyze how Farizan develops the symbol of cooking in the novel.

RL.7.2 RL.7.4

Students will explain the theme or message in America Ferrera's introduction.

Explain how the structure of "First Day Fly" conveys the narrator's perspective.

RL.7.5 RL.7.6

Analyze how Polanco develops the theme of the poem through figurative language and word choice.

Socratic Seminar

Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.

SL.7.1 SL.7.1.a SL.7.1.b SL.7.4

Unpack the expectations of a Writing Task, study a Mentor Text, and begin to plan a personal narrative.

W.7.3 W.7.5

Draft a body paragraph that includes descriptive, sensory details about a specific food.

W.7.3 W.7.3.b W.7.3.d

Draft an engaging introductory paragraph and experiment with narrative pacing while writing body paragraphs.

W.7.3 W.7.3.a W.7.3.b

Write strong conclusions, differentiate between sentence types, and engage in peer feedback.

L.7.1 L.7.1.b W.7.3 W.7.3.e W.7.5

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Common Core Standards

Core standards.

The content standards covered in this unit

Language Standards

L.7.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.7.1.a — Explain the function of phrases and clauses in general and their function in specific sentences.

L.7.1.b — Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

L.7.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

L.7.4.a — Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

L.7.4.c — Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.7.4.d — Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.7.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.7.5.a — Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

L.7.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Reading Standards for Informational Text

RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.5 — Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Reading Standards for Literature

RL.7.2 — Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Speaking and Listening Standards

SL.7.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.7.1.a — Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.7.1.b — Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

SL.7.4 — Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.7.5 — Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Writing Standards

W.7.1 — Write arguments to support claims with clear reasons and relevant evidence.

W.7.1.a — Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

W.7.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.7.1.c — Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

W.7.1.d — Establish and maintain a formal style.

W.7.1.e — Provide a concluding statement or section that follows from and supports the argument presented.

W.7.3 — Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.7.3.a — Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.7.3.b — Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.7.3.c — Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.7.3.d — Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

W.7.3.e — Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.7.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.7 — Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8 — Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.7.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.2.b — Spell correctly.

L.7.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.7.3.a — Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

L.7.4.b — Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

L.7.5.b — Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

L.7.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

RI.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.3 — Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

RI.7.7 — Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

RI.7.9 — Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

RI.7.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.3 — Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.6 — Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.7.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SL.7.2 — Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

SL.7.3 — Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

W.7.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

W.7.2.a — Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.7.2.b — Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.7.2.c — Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.7.6 — Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.7.9.a — Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").

W.7.9.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").

W.7.10 — 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.

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Writing Prompts for 7th Grade

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By seventh grade, students should be refining the core writing skills of brainstorming , researching, outlining, drafting, and revising. In order to hone these skills, seventh-grade students need regular practice writing a variety of essay styles, including narrative, persuasive, expository , and creative essays. The following essay prompts offer age-appropriate starting points to help seventh graders flex their writing muscles.

Narrative Essay Writing Prompts

Narrative essays share a personal experience to tell a story, usually to make a point rather than merely to entertain. These narrative essay prompts encourage students to describe and reflect on a story that's meaningful to them.

• Embarrassing Pasts - As people get older, they are sometimes embarrassed by things they used to like, such as toys, television shows, or nicknames. Describe something that you used to enjoy that you now find embarrassing. Why is it embarrassing now?
• Bonds of Hardship - Sometimes difficulties draw families closer. Describe something that your family endured together that strengthened your relationships.
• There’s No Place Like Home - What makes your hometown special? Explain this special quality.
• New Kid in Town - Being new to a town or school can be challenging because you don’t know anyone, or exciting because no one knows you and your past. Describe a time when you were the new kid.
• Finders Keepers -  Write about a time when you lost (or found) something of value. How did that experience affect your opinion of the saying, “Finders keepers; losers weepers?"
• Follow the Leader -  Describe a time when you were in a leadership role. How did it make you feel? What did you learn from the experience?
• April Fools -  Write about the best prank you’ve ever played on someone (or had played on you). What made it so clever or funny?
• Bon Appetit - Special meals can be powerful memory-makers. Write about a specific meal that stands out in your memory. What made it so unforgettable?
• Bon Voyage - Family trips and vacations also create lasting memories. Write an essay detailing your favorite family vacation memory.
• Batter Up -  Write about a valuable lesson that you learned while playing your favorite sport.
• Best Friends Forever -  Describe your friendship with your BFF and what makes it so important to you.
• The Real Me -  What is one thing you wish your parents, teachers, or coaches really understood or knew about you?
• TV -  Explain what makes your favorite television show so enjoyable or relatable to you.

Persuasive Essay Writing Prompts

Persuasive essays use facts and reasoning to convince the reader to embrace the writer’s opinion or take a course of action. These essay prompts empower seventh graders to write persuasively about an issue they genuinely care about. 

• Outdated Laws - What is one law or family or school rule that you think needs to be changed? Convince lawmakers, your parents, or school leaders to make the change.
• Bad Ads - Advertising can have a powerful impact on consumers. What is a product that you’ve seen advertised that you don’t think should be? Explain why the media should quit showing these ads.
• Puppy Love - You want a pet, but your parents don’t think you need one. What would you say to change their minds?
• Lights, Camera - What is your favorite book of all time? Write an essay convincing a producer to make a movie about it.
• Snooze Button - Studies have shown that tweens and teens need more sleep. Write a proposal for a later school start time.
• Body Shop - Magazines can negatively impact their readers’ body image by using edited images of models. Convince a teen magazine publisher that they should not use heavily-edited model images in their publication.
• It Can’t Be Over - The network is canceling your favorite television show. Write a paper convincing the station that they’re making a mistake.
• Curfews -  Some malls have policies forbidding kids under 18 to be at the mall without adult supervision during certain times. Do you think this is fair or unfair? Defend your position.
• Team Spirit - Should homeschooled students be allowed to play sports on public or private school teams? Why or why not?
• Smartphones - All of your friends have the latest smartphone, but you only have a “dumb phone.” Should your parents upgrade your phone, or are smartphones for middle school kids a bad idea?
• Bullies - Some dogs, such as pit bulls or Dobermans, are labeled “bully breeds.” Is this label deserved or undeserved?
• Money Can’t Buy You Love - People say that money can’t buy happiness, but some studies have shown that people with higher incomes may be happier . Do you think this is true? Why or why not?
• Ratings -  There are age restrictions on movies and video games, ratings on television shows, and warning labels on music. Computers and smartphones offer parental controls. Do adults have too much control over what kids watch and listen to or do these restrictions serve a valuable purpose?

Expository Essay Writing Prompts

Expository essays describe a process or provide factual information. These prompts can serve as jumping-off points for the explanatory process. 

• School’s in Session - Would you rather attend public school, private school, or be homeschooled. Explain the benefits of your choice.
• Admiration -  Who do you admire from your life or history? Write an essay describing how their character or contributions to their community have earned your respect.
• Global Community -  If you could live anywhere in the world, where would you live? Write about your dream hometown and why you want to live there.
• Peer Problems - Peer pressure and bullying can make life as a middle school student difficult. Describe a time you were pressured or bullied and how it affected you.
• Order Up -  A friend wants to learn how to make your favorite food. Detail the process, step-by-step, so your friend can recreate the dish.
• Addictions - Many people are impacted by drug or alcohol addictions. Share facts about how the use of these substances negatively affects families or communities. 
• Serve Others - Community service is a valuable experience. Describe a time you volunteered. What did you do and how did it make you feel?
• City or Country Mouse - Do you live in a big city or a small town? Explain why you do or don’t like living there.
• Aspirations - What do you want to be when you’re an adult? Explain why you’d choose that career  or what you’ll do to prepare for it.
• Point in Time - Sometimes people bury time capsules so future generations can learn about the past. What would you include to give an accurate snapshot of life in the current time?
• Hobbyist -  You’re friend wants to take up your favorite hobby. Explain it to him.
• SOS - A natural disaster has destroyed homes and businesses in a nearby city. Describe what you can do to help.
• Wonder Twin Power - Some superheroes can fly or become invisible. If you could have any superpower, what would it be and why?

Creative Essay Writing Prompts

Creative essays are fictional stories. They use plot, character, and dialog to engage and entertain the reader. These prompts will get the creative juices flowing. 

• Fan Fic -  Write a story about your favorite characters from a book, film, or television show.
• Cats vs. Dogs - You have two pets of different species. Write a story from their point of view about a day at home alone.
• Time Travel - You find a time machine in your backyard. What happens when you step inside?
• Dream State - Think about a time when you woke in the middle of a vivid dream. What would have happened if the dream hadn’t been interrupted?
• New Door -  You’ve just discovered a door that you’ve never seen before. What happens when you walk through it?
• Secret Keeper - You find out your best friend has kept a secret from you. What is the secret and why didn’t your friend tell you?
• Fridge Fun - Write a story from the perspective of an item in your refrigerator.
• Desert Island - You’ve just discovered an uncharted island. What happens next?
• Fly on the Wall - You see two people talking excitedly, but you can’t hear what they’re saying. Write a story about what they might be saying.
• Special Delivery - You receive a battered package in the mail. Write a story about its journey from the sender to you.
• A Mile in My Shoes - You find a pair of shoes in the thrift store and put them on. Suddenly you find yourself transported into someone else’s life. Describe what happens.
• Mission to Mars - Imagine that you’re a pioneer to start a colony on Mars. Write about a typical day on your new planet.
• Snow Days - You find yourself snowed in for a week with your family. There is no electricity or phone service. What do you do for fun?
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GCSE AQA English Literature - A Christmas Carol, (full marks) Grade 9 example essays

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

24 August 2024

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3 example essays for GCSE AQA English Literature - A Christmas Carol. The example essays are on: poverty, social responsibility and redemption. These essays are only for example purposes - for you to be able to look and see the type of style and content necessary for a grade 9, and are not intended for people to copy into their exams, for which I am not to be held accountable. For authenticity purposes, I have achieved a grade 9 and full marks in all of my GCSE English Literature examinations 2022, and all 3 of these essays were written by me for practise (not used in my final exam!!). I am not to be held accountable for any small errors.

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