extended essay on song lyrics

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23 How to Quote Song Lyrics in an Essay in APA Style

When writing essays in fields like music education, psychology, sociology, or other disciplines that may analyze song lyrics, you’ll often need to incorporate direct quotations or paraphrases to support your arguments and deepen your analysis. Understanding how to properly attribute these sources is essential to both academic integrity and effectively guiding your reader back to the original work. The American Psychological Association (APA) style provides the framework for formatting these citations while ensuring you give credit where credit is due.

Additionally, if you find yourself overwhelmed with the task of incorporating citations or formatting your paper according to APA guidelines, consider seeking assistance and ask professionals to do my paper on DoMyEssay to ensure accuracy and adherence to academic standards.

While there’s no single section in the APA manual devoted entirely to musical sources, you can intelligently adapt the principles for citing various source formats to fit this particular purpose. This involves a careful understanding of both APA’s conventions and the unique nature of musical works, where elements like composer, lyricist, performer, and the date of a particular release all contribute to the full picture.

In-Text Citations

Short Quotations : Integrate shorter lyrical excerpts directly into your text using quotation marks, providing a seamless flow within your writing and allowing the lyrics to speak directly to the reader. Separate line breaks with a single forward slash ( / ) and stanza breaks with two ( // ).

Joni Mitchell explores themes of freedom and constraint in her song “Big Yellow Taxi,” where she poignantly sings, “They paved paradise / And put up a parking lot” (Mitchell, 1970, track 4).

This technique lets the song’s imagery resonate clearly, strengthening your argument by using the artist’s own words as direct evidence. Furthermore, short quotations can be particularly impactful when they capture a powerful metaphor or a striking turn of phrase unique to the songwriter.

The bitter irony of “Don’t it always seem to go / That you don’t know what you’ve got ’til it’s gone” (Mitchell, 1970, track 4) underscores the song’s larger message about the fleeting nature of what we take for granted.

Block Quotations : For lengthier lyrical segments (typically four lines or more), set them apart as block quotations to emphasize their significance, help with visual clarity, and signify a deeper level of analysis. Indent the entire block from your main text. Consider this example:

They took all the trees

Put ’em in a tree museum

And they charged the people

A dollar and a half just to see ’em

(Mitchell, 1970, track 4)

By using a block quotation, you invite the reader to pause and carefully consider the extended lyrical passage, potentially uncovering deeper meanings, nuances, or its connection to the larger themes of your work. Block quotations can also highlight shifts in tone within a song or reveal the development of an idea across several verses. In Mitchell’s case, the block quote emphasizes the absurdity and commercialization of a world where nature is commodified, adding a layer of social commentary to the environmental focus of “Big Yellow Taxi.”

Citation Components : An in-text citation for song lyrics generally includes the songwriter(s) last name, copyright year, and either track number (for recordings) or page/line number (for printed scores). For example, a direct quotation from “Big Yellow Taxi” would be cited as (Mitchell, 1970, track 4). Paraphrases follow the regular APA pattern of (Author, Year), allowing you to rephrase the song’s message in your own words while still giving credit to the original idea. Remember that consistency in your citations adds a layer of professionalism and clarity to your essay writing , demonstrating your respect for intellectual property and guiding your reader effectively.

Reference List Entries

Your reference list, found at the end of your essay, provides a comprehensive and detailed guide to all the sources you’ve used. For song lyrics, this is where you meticulously list full publication information, allowing a reader to easily locate the exact music you analyzed. Here’s the basic structure, with examples and additional considerations:

Recorded Music : Start with the songwriter(s), copyright year, song title, and recording artist. Then, specify the album title, medium of the recording (vinyl, CD, digital, etc.), location of the record label, and the label itself.

Mitchell, J. (1970). Big Yellow Taxi [Recorded by Joni Mitchell]. On Ladies of the Canyon [LP record]. Burbank, CA: Reprise Records.

If the songwriter and recording artist are the same, you can omit the bracketed “[Recorded by…]” portion. Sometimes, you might need to differentiate between various editions or re-releases of an album, especially if bonus tracks or alternate versions are involved. Since different versions could contain lyrical changes, it’s important to be detailed to ensure a reader can locate the precise source you used. Also, be aware that original publication dates and recent re-releases can differ, so make sure to list the date relevant to the version you’re citing.

Printed Scores : For printed sheet music, whether it’s a full score or a simplified arrangement, focus on the publication details. List the songwriter(s), year of publication, song title, the type of score (vocal, instrumental, choral, etc. – if relevant), the city and state where the publisher is located, and the publisher’s name.

Dylan, B. (1963). Blowin’ in the Wind [Vocal score]. New York, NY: Warner Bros. Publications.

Printed scores can vary widely, from simple piano-and-vocal arrangements to comprehensive orchestral scores. Specifying the score type clarifies the exact version you used for analysis and can be particularly helpful if your arguments focus on instrumentation, harmonies, or other musical elements beyond just the lyrics themselves. Additionally, some scores include notes on historical context or performance practice relevant to specific genres or time periods, giving you additional insights for your analysis.

With a bit of careful attention and by understanding the core principles of APA, you can successfully integrate song lyrics into your academic writing, giving proper credit, strengthening your analysis, and enhancing the overall scholarly impact of your work!

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International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

A title page
Contents page
Introduction
Body of the essay
References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

Group 1: Studies in Language and Literature
Group 2: Language Acquisition
Group 3: Individuals and Societies
Group 4: Sciences
Group 5: Mathematics
Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

A check on plagiarism and malpractice
Your reflection on your project's successes and difficulties
Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
English: An Exploration of Jane Austen's Use of the Outdoors in Emma
Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
Math: Alhazen's Billiard Problem
Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

January/February of Junior Year: Come up with your final research topic (or at least your top three options).
February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

Criterion A: Focus and Method (6 points maximum)
Criterion B: Knowledge and Understanding (6 points maximum)
Criterion C: Critical Thinking (12 points maximum)
Criterion D: Presentation (4 points maximum)
Criterion E: Engagement (6 points maximum)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.

Here is the breakdown of EE scores (from the May 2021 bulletin):

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

Business Management 1
Chemistry 1
Chemistry 2
Chemistry 3
Chemistry 4
Chemistry 5
Chemistry 6
Chemistry 7
Computer Science 1
Economics 1
Design Technology 1
Design Technology 2
Environmental Systems and Societies 1
Geography 1
Geography 2
Geography 3
Geography 4
Geography 5
Geography 6
Literature and Performance 1
Mathematics 1
Mathematics 2
Mathematics 3
Mathematics 4
Mathematics 5
Philosophy 1
Philosophy 2
Philosophy 3
Philosophy 4
Philosophy 5
Psychology 1
Psychology 2
Psychology 3
Psychology 4
Psychology 5
Social and Cultural Anthropology 1
Social and Cultural Anthropology 2
Social and Cultural Anthropology 3
Sports, Exercise and Health Science 1
Sports, Exercise and Health Science 2
Visual Arts 1
Visual Arts 2
Visual Arts 3
Visual Arts 4
Visual Arts 5
World Religion 1
World Religion 2
World Religion 3

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Not sure where you want to go to college? Read our guide to finding your target school . Also, determine your target SAT score or target ACT score .

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download them for free now:

As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography.

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Group 1: Language and Literature

Studies in language and literature: an introduction , • provide logical and coherent rationales for writing on their selected topic , • formulate a clear research question related to the target literature/language , • offer a concrete description of the methods they use, • generate reasoned interpretations and conclusions based on the literature review findings and research question..

Choice of topic

It is the responsibility of the student to ensure that the topic of their EE does not overlap with any other work they are preparing for assessment. The EE cannot be based on a text studied as part of a student’s course. Students can base their essays on different texts by the same author, demonstrating relevant wider reading and individual study.

Important note on the use of film in studies in language and literature essays:

If students wish to base their essays on a film or screenplay, they must be aware of the fact that films and screenplays are defined in the studies in the language and literature guides (first assessment 2021) as non-literary. An EE about a film or screenplay will therefore be a category 3 essay. This also applies to film adaptations of literary works.

Clarification on the use of song lyrics

For essays submitted from May 2021, song lyrics will continue to be considered literary texts belonging in the poetic literary form. An EE focusing on song lyrics will therefore be either a category 1 essay if the texts are not in translation, or a category 2 essay if there is a comparison involved between a text written originally in the language of the essay and others written in another language. In the case of an essay studying music videos, however, the correct category would be category 3, since music videos are multimodal and as such are non-literary.

Categories 1 and 2—literature

Studies of one or more literary works originally written in the language in which the essay is presented.

Studies of a literary work or works originally written in the language of the essay compared with one or more literary works originally written in another language. (The work originally written in another language may be studied in translation.)

Through the work they have already undertaken, students may have developed an interest they wish to pursue further, for example:

a particular genre of writing

a particular author

a philosophical, political or social question addressed by a literary work.

Categories 1 and 2—appropriate texts

Students can choose literary works from any source, including the IB Diploma Programme prescribed list of authors. Crucially, students’ chosen text(s) should be of sufficient literary merit to sustain in-depth analysis.

Studies in language based on one or more texts originally produced in the language in which the essay is presented. Texts can be compared with a translated text originally written in another language.

A category 3 EE emphasizes the production and reception of texts in social, historical and/or cultural contexts. Essays that simply offer a general overview of a topic are not appropriate.

Category 3—appropriate texts

For the purpose of a category 3 language EE, “texts” include a wide range of oral, written and visual materials present in society:

single and multiple images with or without written text

literary written texts and text extracts

media texts, for example, advertising campaigns; films, radio and television programs and/or their scripts

electronic texts that share aspects of a number of media texts, eg video-sharing websites, web pages, SMS messages, blogs, wikis and tweets

oral texts, eg readings, speeches, broadcasts and transcripts of recorded conversation.

When writing the essay, students must bear in mind that any narrative and/or descriptive material included should be directly relevant to the critical analysis. A summary of the student’s reading is not sufficient.

Where relevant to the topic, students may compare and contrast different languages and cultures. However, the essay’s main focus should be the language and culture(s) of the language in which the student is writing.

“Home.” Ibo.org , 2021, ibpublishing.ibo.org

The process of topic selection

Students should initially identify the broad area of inquiry that they are interested in. They then need to narrow down their topic by dividing the area into more specific and detailed subtopics.

For instance, a student might be interested in conducting research into “William Shakespeare’s plays”. They could narrow this down to focus on “Representing gender through madness in William Shakespeare’s Hamlet (1600) and Macbeth (1606)”. With such a specific topic in mind, they may start work on putting together a coherently argued paper.

Often, their previous experiences help students to decide on their topics.

For some, the inspiration might be work already undertaken as part of the course. Students are advised to check the list of authors and their works recommended by International Baccalaureate (IB). These will include works that students have not studied in class but may relate to a particular genre of writing that they are interested in.

Literary works often address philosophical, political or social questions that are discussed in academic journals. Students can refer to such publications, in addition to searching e-resources and databases. Students should use specialized academic search engines as results using standard search engines are not always appropriate for citation in a research paper.

Other excellent sources of inspiration include: unpublished conference papers, previously published essays, book chapters or journal articles published on reputable scholarly websites. A school librarian is well placed to give advice on this.

Lastly, research ideas are often generated through students’ dialogue with their teachers, fellow students and librarians.

Example Topics Category 1

Example Topics Category 2

Example Topics Category 3

Framework for the EE in studies in language and literature

Language & Literature EE Subject Guide

Treatment of the topic

Students should use both primary and secondary sources for their research.

Secondary sources are scholarly works about:

the primary author’s work and biography

the genre the student is focusing on

literary techniques.

Secondary sources include:

academic journal articles

edited essays in book collections

reviews incorporated in the publication that is the focus of the student’s research.

Students should always consider how the text(s) work as literature, dealing with aspects such as the effects they achieve, the devices they use and the way they are written.

Use of literary criticism

Students should aim for a compromise between building on the wisdom of experienced critics and introducing new personal elements. An essay that simply repeats the views of established literary critics will not receive a high mark.

Use of literary biography

Essays that interpret literary works in terms of the writer’s life tend to produce reductive readings based on second-hand information. Such essays receive low marks and the IB there fore advises students to avoid biographical topics.

Students should give focused and critical attention to the text or texts being considered. The approach should aim to be balanced, coherently argued, and illustrated by relevant supporting examples.

Students are encouraged to:

adopt an analytical, critical position

show awareness of potentially conflicting viewpoints on the text(s) and their meaning in a wider social context.

Their analysis must include a wider discussion of the contexts in which the text(s) are produced and understood.

Essays that attempt to interpret the text(s) without considering the original audience and context are unlikely to offer a fully successful discussion.

An extended essay (EE) in language acquisition or classical languages gives students the opportunity to pursue their interest in language.

Students working on a language acquisition EE must demonstrate an in-depth understanding of the language, culture and society or literature studied. This understanding must be shown in the form of:

an analysis of a cultural context or a specific text OR

an analysis of trends in the culture studied and the impact of a cultural change on the form or use of the language OR

an analysis and comparison of literary texts.

For those undertaking a classical Greek or Latin EE, the focus is on demonstrating an understanding of a relevant or significant aspect of the language, literature and civilization of ancient Greece or Rome.

For a longer general introduction to undertaking an EE in language acquisition, see Language acquisition: An introduction .

Clarification on the use of non-fiction in a language A EE:

Works of non-fiction can be considered as part of literary investigations provided that the works in question are of literary nature. Additionally, as with any other literary form, candidates should ensure that the work that they wish to investigate has a body of established literary criticism before deciding that the work is worthy of investigation. The availability of secondary sources to support arguments is vital to fulfilling criterion C (Critical thinking).

Language A Subject Reports

Subject Report May 2018

Subject Report May 2021

Subject Report M ay 2021

All Other Subjects

Virtual School Learning Alliance

How to Write Song Lyrics in an Essay: A Comprehensive Guide

Writing a compelling essay involves a variety of skills, and incorporating song lyrics can add a unique dimension to your writing. Whether you want to analyze the lyrics, use them as evidence, or simply showcase your appreciation for a song, it's essential to do it correctly. In this comprehensive guide, we will walk you through the process of incorporating song lyrics into your essay effectively, you can read more here - https://www.elyrics.net/blog/how-to-write-song-lyrics-in-an-essay.html .

Why Use Song Lyrics in Your Essay

Before we delve into the how-to's, let's explore why using song lyrics in your essay can be impactful. Song lyrics often convey emotions, themes, and messages that resonate with your essay's topic, making them a powerful tool for engagement. Here are a few reasons why you might want to include song lyrics:

Emotional Connection: Lyrics can evoke strong emotions and help your readers connect with your essay on a deeper level. Illustration: Song lyrics can serve as vivid illustrations or examples that support your arguments. Cultural Relevance: Certain songs or lyrics may be culturally significant, adding relevance to your essay.

How to Incorporate Lyrics into Your Essay

Now that you understand the why, let's get into the how. Here's a step-by-step guide on how to seamlessly integrate song lyrics into your essay.

1. Understand Copyright and Fair Use

Before using song lyrics, it's crucial to grasp copyright laws. Familiarize yourself with fair use guidelines and ensure you're following legal standards.

2. Choose Relevant Lyrics

Select lyrics that directly relate to your essay's theme or argument. Ensure they enhance your point rather than distract from it.

3. Format Correctly

When including lyrics, use quotation marks and follow a consistent citation style (e.g., MLA or APA). Include the song title, artist, album, and publication year.

4. Provide Context

Introduce the lyrics and explain their significance to your essay. Analyze how they contribute to your argument or theme.

5. Analyze and Interpret

After quoting the lyrics, analyze and interpret them. Explain how they support your essay's thesis or add depth to your discussion.

6. Cite Properly

In your references or bibliography section, provide a full citation for the song, following the chosen citation style.

Dos and Don'ts

Now that you know how to incorporate lyrics, let's go over some dos and don'ts to ensure you use them effectively.

Use lyrics that directly relate to your essay's topic.
Cite the lyrics accurately, including song title, artist, album, and publication year.
Provide context and explain the lyrics' relevance.
Overuse lyrics; use them sparingly to avoid overwhelming your essay.
Forget to analyze and interpret the lyrics; don't let them stand alone without explanation.
Neglect proper citation and copyright considerations.

Let's address some frequently asked questions about using song lyrics in your essay.

1. Can I use any song lyrics in my essay?

While you can use song lyrics, ensure they are relevant to your topic and comply with copyright laws.

2. How do I format song lyrics in my essay?

Format lyrics with quotation marks and provide a proper citation with song title, artist, album, and publication year.

Final Thoughts

Incorporating song lyrics into your essay can enhance its impact and engage your readers. When done correctly and ethically, lyrics add depth and emotion to your writing. Remember to follow copyright laws, choose lyrics wisely, and provide context and analysis to make your essay truly sing.

Now, armed with this comprehensive guide, you're ready to infuse your essays with the power of song lyrics. Happy writing!

Useful Resources: https://www.thestudypath.com/class-10/extra-questions/english/first-flight/chapter-4-from-the-diary-of-anne-frank/

Research and Reports

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Analyzing a Song – So Simple Every Student Can Do It

December 13, 2022 // by Lindsay Ann // 2 Comments

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English teachers, teaching your students how to analyze song lyrics needs to be a “go-to” strategy, a step toward deeper analysis of more complex texts .

Whether you’re teaching poetry, persuasive essays, or some other writing unit, analyzing song lyrics will give your students an opportunity to look at the different ways that language can be used to capture emotions and tell stories .

This close reading process will also help improve their vocabulary and grammar skills while they are having fun!

Here are some tips on how to teach students to analyze song lyrics so that they can gain valuable writing knowledge through a familiar medium they love!

Analysis of Song Lyrics

Taylor Swift makes analyzing song lyrics in the classroom easy peasy. Like her or not, you can count on her to write songs that tell a story, are layered in deep meaning, and littered with Easter eggs that are fun to try and collect (even for the non-Swifties).

Taylor Swift’s “ Anti Hero” is a fun student-friendly song to bring into the classroom to practice analysis skills.

With callbacks to songs on other albums in lines like “I have this thing where I get older but just never wiser,” you can challenge students to analyze the development of a theme across multiple texts (helloooo higher level DOK and those really tricky to meet standards!).

Lyrics like “I’m the problem; it’s me” coupled with the title setup an opportunity to teach the concept of anti-hero (I especially like the idea of teaching about anti-heroes after teaching about the hero’s journey) and challenging students to analyze how Swift herself could be seen as this archetype by analyzing other songs and conducting online research.

“Anti Hero” also has what appear to be two references to pop culture ( 30 Rock and Knives Out ) that had even the swiftest of Swifties stumped online. These references are an accessible way to introduce the idea of allegory.

Taylor has really teed up the song analysis practice in English classrooms to be endless with so many rabbit holes to go down at every turn!

Song Meaning “Hallelujah”

Leonard Cohen’s “Hallelujah” has a deep meaning making it a popular choice for teaching song analysis. The meaning of Hallelujah is about someone who was deeply in love and is mourning the guilt of the loss of that love .

The song can teach students how to analyze lyrics by pointing out that even though it doesn’t say so explicitly, this is a song about a break-up .

They can also learn other aspects of reading literature, like examining tone and form. Analyzing song lyrics enables students to apply what they’ve learned as they read other texts or songs.

After reading a poem or listening to a song’s lyrics, students should be able to answer questions like:

Who is speaking?
How do you know?
What do you think the speaker’s feelings are?
What does this tell you about their personality?
Do these feelings make sense for the situation?

Good Songs to Analyze

When choosing good songs to analyze remember these three things:

Choose a song that tells a story
A song with a deep meaning or theme that challenges students’ inferential thinking skills works best
Pick songs that students will know and be excited to listen to (that means that while “We Didn’t Start the Fire” is technically a great song for analysis, it might not be the most engaging for your students)

Here are some songs for teaching song analysis that will not only help you teach important analysis skills but also engage and delight your students:

“ Pray for Me ” by the Weeknd ft. Kendrick Lamar
“ Thunder ” by Imagine Dragons
“ Bohemian Rhapsody ” by Queen (this one is suitable for older students)
“ Born This Way ” by Lady Gaga
“ Getting Older ” by Billie Eilish
“ Drivers License ” by Olivia Rodrigo
“ This is America ” by Childish Gambino/Donald Glover
“ Matilda ” by Harry Styles
“ Victoria’s Secret ” by Jax (does have some profanity – I’ve linked the “clean” version)
“ Vacation ” by The Dirty Heads (does say “shit”)

How to Analyze a Song

Teaching students how to analyze a song is similar to teaching poetry or literary analysis, but using songs disguises the learning as a fun activity making it really engaging and accessible for all learners.

Start by having students listen to their song twice .

Instruct them to listen through for the first time just for enjoyment and to follow along with the printed lyrics (or digital if you have a way for students to access the lyrics online).
Then have them listen a second time but this time have them highlight and circle words and phrases that they think are important and interesting.

Challenge students to consider the following questions during their second time listening and to annotate the lyrics as they go:

Who’s telling the story? What’s their perspective? How do they feel? What’s making them feel that way?
What’s the mood of the song? Do the lyrics or the music contribute more to the mood?
What figurative language do you notice in the lyrics? Why might the songwriter have chosen to include that figurative language?
What could the songwriter be saying about human nature or society through their lyrics? How could you write a theme statement about these lyrics?

Once you’ve gotten your students started with the analysis process, make sure to involve your students. Ask them what they notice and use their insights to build discussion. Have them write a summary of the song or write a detailed analysis or work on a more creative, visual response.

Song & Poem Analysis Paired Text Lesson Plans

Make close reading, textual analysis and literary analysis of songs (and poems) less intimidating with these detailed, CCSS-aligned close reading song analysis lesson plans for paired texts . Integrated close reading, text-based writing, speaking, listening, and inquiry skills, make these lessons both engaging and worthwhile.

To help you save prep time, I’ve put together some awesome lessons for you HERE , including:

Carrie Underwood’s song “Cry Pretty” & Macklemore & Ryan Lewis’ song “Growing Up”
William Ernest Henley’s poem “Invictus” & Imagine Dragons’ song “Whatever it Takes”
Maya Angelou’s poem “Still I Rise” and Tupac’s song “Still I Rise”
Stephen Dobyns’ poem “Loud Music” and Incubus’ song “Dig”
“Anti-Hero” by Taylor Swift
“Boulevard of Broken Dreams” by Green Day and “Brick by Boring Brick” by Paramore
“Hotel California” by the Eagles and “Stairway to Heaven” by Led Zeppelin
Protest Songs
“Mad World” by Tears for Fears and “A Million Dreams” sung by Pink / The Greatest Showman

Wrapping Up

When students analyze songs, they think about its overall impact.

What makes this song great, and why do you like it? What is it about this song that makes it stand out?

Thinking through these ideas with easily-accessible texts makes transferring their skills and knowledge to literature (ya know, the kind with the capital L ) easier.

They’ll have practice analyzing craft moves like figurative language and allegory, but they’ll also have practice with those more complex reading strategies like making inferences and connections .

Have a song you think would be perfect to analyze in the classroom? I’d love to hear about it! Drop me a comment below to share!

Hey, if you loved this post, you’ll want to download a FREE copy of my guide to streamlined grading .

I know how hard it is to do all the things as an English teacher, so I’m excited to share some of my best strategies for reducing the grading overwhelm.

About Lindsay Ann

Lindsay has been teaching high school English in the burbs of Chicago for 19 years. She is passionate about helping English teachers find balance in their lives and teaching practice through practical feedback strategies and student-led learning strategies. She also geeks out about literary analysis, inquiry-based learning, and classroom technology integration. When Lindsay is not teaching, she enjoys playing with her two kids, running, and getting lost in a good book.

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How to Include Song Lyrics in an Essay and Properly Quote Them

Song lyrics can add depth and meaning to an essay, whether you are analyzing a piece of music, exploring the themes of a song, or discussing the influence of a particular artist. However, it’s important to properly quote song lyrics to give credit to the original artist and comply with copyright laws. This step-by-step guide will show you how to quote song lyrics in your essay in a way that is both effective and legal.

Firstly, it’s important to choose an appropriate lyric that aligns with the topic of your essay. Make sure the lyric enhances your argument or supports the points you are trying to make. Once you have selected the lyric, enclose it in quotation marks. For example, if you are writing about the power of love, you might choose the lyric: “What’s love got to do, got to do with it?”

Next, indicate the artist’s name and the song title. This helps your reader identify the source of the lyric and gives credit to the original artist. You can use the em or strong tags to emphasize the artist’s name and song title. For example, you could write: According to Tina Turner in her song “ What’s Love Got to Do with It ?”.

If you are quoting multiple lines of a song, consider using the

tag to set the lyrics apart from the rest of your essay. This helps to distinguish the lyrics and makes them stand out to your reader. Additionally, it’s important to include the line breaks and punctuation as they appear in the song. This preserves the original formatting and ensures accuracy. For example, you could write: “What’s love got to do, got to do with it? What’s love but a second-hand emotion?” – Tina Turner, “ What’s Love Got to Do with It ?”

Remember, when quoting song lyrics, always give credit to the artist and song title, and make sure to follow proper formatting and punctuation. By properly quoting song lyrics, you can enhance your essay and give your reader a greater understanding of your analysis and interpretation.

Table of Contents

Understand the Copyright Laws

When quoting a song lyric in your essay, it is important to understand and adhere to the copyright laws to avoid any legal issues. Copyright laws protect the rights of the original creators of a work, including song lyrics. Here are some key points to keep in mind:

Fair Use: Fair use is a legal doctrine that allows limited use of copyrighted material without permission from the rights holder. However, it is important to understand that the definition of fair use can vary depending on the purpose and nature of the use, the amount of the quote, and the effect on the market for the original work.
Public Domain: Song lyrics may be in the public domain if the copyright term has expired or if the lyrics were never protected by copyright. It is important to check the copyright status of the song before including lyrics in your essay.
Attribution: When quoting a song lyric, it is important to give proper attribution to the original artist. This includes mentioning the artist’s name and the song title. If possible, include additional information such as the album or release date.
Obtaining Permission: In some cases, it may be necessary to obtain permission from the rights holder to quote a song lyric. This is particularly true if you plan to use a substantial portion of the lyrics or if you intend to use the lyrics for commercial purposes. Contact the rights holder or their authorized representative to obtain permission.

It is important to note that this guide does not provide legal advice. If you have specific questions or concerns about copyright laws, it is recommended to consult with a legal professional.

Choose a Relevant Song Lyric

When it comes to selecting a song lyric to quote in your essay, it is important to choose a relevant and meaningful line that adds value to your argument or enhances the overall message of your essay. Here are some steps to help you choose a fitting song lyric:

Consider your essay topic: Think about the main theme or message of your essay. Are you discussing love, identity, or social justice? Select a song lyric that relates to your topic and helps reinforce your argument.
Identify key words or phrases: Look for words or phrases in the song lyrics that align with your essay topic. These can be powerful metaphors, descriptive language, or emotional expressions that resonate with your readers.
Research the song: Do some background research on the song and artist to gain a deeper understanding of the meaning behind the lyrics. This will help ensure that your chosen lyric fits well within the context of your essay.
Avoid clichés: While popular song lyrics can be impactful, it is best to avoid overly clichéd lines that have been quoted extensively in other works. Choose a lyric that is unique, thought-provoking, and adds a fresh perspective to your essay.

By following these steps, you will be able to choose a relevant song lyric that complements your essay and engages your readers. Remember to properly cite the lyric according to the citation style guidelines provided by your instructor or institution.

Decide on the Quotation Style

After selecting the song lyric you want to quote in your essay, it is important to decide on the appropriate quotation style to use. The style you choose will depend on the citation format and guidelines specified by your instructor or the publication you are writing for.

There are various citation styles commonly used, including MLA (Modern Language Association), APA (American Psychological Association), and Chicago/Turabian. Each style has its own set of rules and guidelines for citing sources, including song lyrics.

1. MLA Style:

If you are using MLA style, the general rule for citing song lyrics is to enclose them in quotation marks and provide the artist’s name, the song title in italicized format, the album name (if applicable), the version or recording label (if necessary), and the release year. For example:

“I’m just a soul whose intentions are good” (Buffalo Springfield).

2. APA Style:

When using APA style, song lyrics should be presented in quotation marks and the artist’s name, the song title in italicized format, the album name (if applicable), the version or recording label (if necessary), and the release year should be provided. For example:

“I’m just a soul whose intentions are good” (Buffalo Springfield, 1966).

3. Chicago/Turabian Style:

If you are using Chicago/Turabian style, song lyrics are cited using an endnote or footnote. In the note, the artist’s name, the song title in italicized format, the album name (if applicable), the version or recording label (if necessary), and the release year should be included. For example:

1. Buffalo Springfield, “For What It’s Worth,” album title, version or recording label, 1966.

It is important to consult the specific guidelines of the citation style you are using to ensure that you provide all the necessary information and format the citation correctly. Additionally, if you are using lyrics from a song that is not well-known or easily accessible, you may need to provide additional information, such as the songwriter’s name or the URL of the song lyrics website.

Integrate the Song Lyric into Your Essay

Once you have selected a relevant song lyric to quote in your essay, it is important to integrate it smoothly into the rest of your writing. This ensures that the quote feels organic and flows seamlessly within your essay.

Here are some tips for properly integrating a song lyric into your essay:

Provide context: Before quoting the song lyric, provide some context to your reader. Explain why you have chosen this specific lyric and how it relates to your essay topic or argument.
Use quotation marks: Enclose the song lyric in quotation marks to indicate that it is someone else’s words. This helps to distinguish it from your own writing.
Cite the source: After the quoted lyric, include the artist’s name, the song title, and the album or year of release in parentheses. This gives credit to the original creator and allows your readers to find the source if they are interested.
Explain the significance: After quoting the lyric, explain its significance within the context of your essay. Discuss how it supports your argument or contributes to the overall theme of your writing.
Provide analysis: Analyze the song lyric and discuss its meaning or impact. Consider the lyrics’ symbolism, imagery, or literary devices used. This demonstrates a deeper understanding of the song and its message.
Connect to the broader discussion: Relate the quoted lyric back to your thesis or the main points of your essay. Show how it adds value to the larger topic and contributes to the overall discussion.

By following these steps, you can seamlessly integrate a song lyric into your essay. Remember to maintain a balance between quoting and analyzing, and ensure that the song lyric enhances your argument or provides valuable insight to your readers.

Use Quotation Marks and Citations

When quoting a song lyric in your essay, it is important to use quotation marks and provide proper citations to give credit to the original artist and songwriter.

Here are the steps to follow:

Place the lyric in quotation marks: Start by enclosing the song lyric you are quoting in double quotation marks. For example, if you are quoting the line “I will always love you” from the song “I Will Always Love You” by Whitney Houston, write it as: “I will always love you”.
Indicate the song title: After the lyric, include the title of the song in italics. For example: “I will always love you” (italicized).
Note the artist: Next, mention the name of the artist or band who performed the song. In our example, it would be Whitney Houston.
Provide the album’s name (optional): If relevant, you can also include the name of the album the song appears on. For example, if “I Will Always Love You” is from the album “The Bodyguard Soundtrack”, you can mention it.
Add the year of release (optional): If you want to provide additional information, you can include the year the song was released. For instance, if “I Will Always Love You” was released in 1992, you can mention it as well.

Here is an example of how a properly quoted song lyric in an essay would look:

Remember, using quotation marks and providing proper citations not only shows respect for the original artist, but it also helps avoid plagiarism and gives readers the necessary information to locate the song.

Provide Context for the Song Lyric

When including a song lyric in your essay, it’s important to provide context so that the reader understands the significance of the lyric and its connection to your argument or analysis. Contextualizing the song lyric can help support your points and make your essay more cohesive. Here are a few ways to provide context for the song lyric:

Introduce the song: Begin by briefly introducing the song that the lyric is from. Mention the title of the song and the name of the artist or band. This provides basic information for the reader and also helps them locate the song if they are interested in listening to it.
Explain the meaning: Provide a brief explanation of the meaning behind the song or the message it conveys. This can help the reader better understand the lyric in its intended context.
Discuss the relevance: Explain why the song lyric is relevant to your essay topic or argument. Connect it to the broader themes or ideas you are exploring and explain how the lyric supports or enhances your point.
Provide historical context: If the song lyric is from a particular time period or is associated with a social or cultural movement, provide some background information to give the reader a better understanding of the historical context of the lyric.
Use quotations or excerpts: Include a short excerpt of the song lyrics to give the reader a sense of the words and their impact. Enclose the lyric in quotation marks and provide a citation to give credit to the artist and the song.

By providing context for the song lyric, you not only ensure that the reader understands its significance but also enhance the overall quality of your essay. Context can help you effectively incorporate the song lyric into your analysis and make your arguments more persuasive and compelling.

Analyze the Song Lyric in Relation to Your Essay

Once you have properly quoted the song lyric in your essay, it’s important to analyze it in relation to the topic and purpose of your essay. By doing so, you can provide a deeper insight and understanding of the lyric for your readers.

Here are some steps to help you analyze the song lyric:

Explain the meaning: Start by explaining the meaning of the song lyric in your own words. Consider the overall theme and message conveyed by the lyric. Is it about love, heartbreak, social issues, or personal experiences?
Explore the emotions: Discuss the emotions evoked by the song lyric. How does the lyric make you feel? Does it convey joy, sadness, anger, or any other powerful emotions? Explain why the lyric has such an impact on you and its relevance to your essay.
Analyze the language: Analyze the language used in the song lyric. Look for any poetic devices, such as metaphors, similes, personification, or symbolism. Discuss how these devices contribute to the overall meaning and effectiveness of the lyric.
Consider the context: Consider the context in which the song lyric was written. Look into the artist’s background, the music genre, and the time period. Understanding the context can provide valuable insights into the meaning and intention behind the lyric.
Relate it to your essay: Finally, relate the song lyric to the main theme or argument of your essay. Explain how the lyric enhances your understanding of the topic and supports your overall analysis. Use the lyric as a supporting example or evidence to strengthen your points.

Analyzing the song lyric in relation to your essay not only adds depth to your writing but also demonstrates your critical thinking skills. It allows your readers to see the connection between the song and your essay, creating a cohesive and well-supported piece of writing.

Conclude with a Personal Interpretation

In conclusion, including a personal interpretation of the song lyric in your essay can provide a unique perspective and enhance the overall analysis. This final section allows you to express your own thoughts and feelings about the lyric and its significance. Here are a few steps to help you effectively conclude your essay with a personal interpretation:

Reflect on the meaning of the lyric: Take some time to think about the message and emotions conveyed by the song lyric. Consider how it relates to your own experiences and beliefs.
Analyze the impact of the lyric: Evaluate the effect that the lyric has on the overall song and its intended audience. Think about the themes and ideas it explores and how they resonate with you.
Offer your personal perspective: Share your own interpretation of the lyric and explain why it resonates with you. Discuss any personal connections or experiences that relate to the theme or message of the song.
Provide supporting evidence: Back up your personal interpretation with examples from the lyric itself or other relevant sources. Cite specific lines or phrases that support your viewpoint.

Ultimately, the personal interpretation section should bring together your analysis and reflection on the song lyric, allowing you to express your own thoughts and emotions. Keep in mind that this section should not dominate the essay but rather serve as a meaningful conclusion to your analysis.

Question and answer:

What is the correct way to quote a song lyric in an essay.

The correct way to quote a song lyric in an essay is to use quotation marks around the entire lyric line and include the songwriter’s name, the song title, and the album or source where the song can be found.

Can I use a song lyric as the title of my essay?

It is generally not recommended to use a song lyric as the title of your essay, as it may give the impression that your essay is primarily focused on the song itself rather than the broader topic you are writing about.

What if I want to include a longer excerpt from a song in my essay?

If you want to include a longer excerpt from a song in your essay, you can format it as a block quotation by indenting the entire excerpt on both sides and using a smaller font size. However, it is important to only include longer excerpts if they are directly relevant and contribute to the overall point or argument of your essay.

Do I need to provide the songwriter’s name and the album for every song lyric I quote in my essay?

Yes, it is important to provide the songwriter’s name and the album or source where the song can be found for every song lyric you quote in your essay. This helps give proper credit to the songwriter and allows your readers to easily locate the song if they are interested.

Can I alter or modify song lyrics when quoting them in my essay?

When quoting song lyrics in your essay, it is generally recommended to preserve the original wording and not alter or modify the lyrics. However, if you need to make slight changes for grammatical or stylistic reasons, you can use square brackets [ ] to indicate any modifications you have made.

What if I don’t know the songwriter’s name or the album of the song?

If you are unsure of the songwriter’s name or the album of the song you are quoting, you can do some research to try and find this information. If you are unable to find the specific details, you can mention this in your essay or use a generic reference such as “unknown songwriter” or “unreleased song” to acknowledge the lack of information.

Can I use song lyrics as evidence or support for my arguments in an essay?

Yes, you can use song lyrics as evidence or support for your arguments in an essay, as long as they are relevant to your topic and help strengthen your points. However, it is important to provide proper analysis and interpretation of the lyrics to explain how they contribute to your argument.

How to Write an Eye-Catching Essay Introduction | Scribbr 🎓

How to Cite Poetry, Song Lyrics, & Plays in MLA Style

Song Analysis Essay Examples

A song analysis essay examples is a form of literary analysis that delves into the meaning, symbolism, and artistic elements of a song’s lyrics and composition. The purpose of such an essay is to explore the deeper layers of a song’s message, uncover its thematic implications, and provide insights into the emotions and ideas it conveys. Through careful examination, song analysis essays provide readers with a richer appreciation for the artistry of music and its ability to evoke powerful emotions.

Exploration of Lyrics and Themes

One of the primary goals of a song analysis essay is to explore the lyrics and themes of the song in-depth. This involves dissecting the words, metaphors, and narrative elements used by the songwriter to convey a specific message or tell a story. Essays of this nature aim to uncover the underlying emotions and ideas behind the song’s words.

Song analysis essays also focus on the musical elements of the composition, including melody, rhythm, harmony, and instrumentation. These essays explore how these elements contribute to the mood and atmosphere of the song, enhancing the overall impact of the message being conveyed.

Many songs incorporate symbolism to convey deeper meanings. Song analysis essays aim to interpret and decode the symbolic language used by the songwriter. This can involve analyzing recurring motifs, imagery, and metaphors to understand their significance and how they contribute to the song’s overall meaning.

Tips for Writing a Song Analysis Essay

Choose a Song: Select a song that resonates with you and has layers of meaning to explore. Thesis Statement: Begin with a clear thesis that outlines the main themes and elements you will analyze. Lyric Analysis: Examine the lyrics closely, paying attention to word choices, figurative language, and narrative structure. Musical Analysis: Discuss the musical elements and how they contribute to the emotional impact of the song. Context: Consider the historical, cultural, and personal context that might influence the song’s meaning. Supporting Evidence: Use quotes from the song’s lyrics and reference musical elements as evidence for your analysis. Interpretation: Offer your own interpretation of the song’s meaning, supported by your analysis. Conclusion: Summarize your findings and discuss the broader implications of the song’s themes.

A song analysis essay serves as a way to appreciate the artistry and depth of songs beyond their surface level. By analyzing lyrics, themes, and musical elements, these essays provide insights into the emotions, ideas, and experiences that music can convey, making the listening experience more meaningful and thought-provoking.

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