How to Analyse

7/25/2019 How to Analyse

1/22

Reprinted with permission from Bucks County Community

College

HOW TO WRITE A LITERAR A!AL"I" E""A

The purpose of # liter#ry #n#lysis ess#y is to c#refullye$#mine #nd sometimes e%#lu#te # work of

liter#ture or #n #spect of # work of liter#ture& As with #ny

#n#lysis' this re(uires you to )re#k the

su)*ect down into its component p#rts& E$#mining the

di+erent elements of # piece of liter#ture is

not #n end in itself )ut r#ther # process to help you )etter#ppreci#te #nd underst#nd the work of

liter#ture #s # whole& ,or inst#nce' #n #n#lysis of # poem

might de#l with the di+erent types of

im#ges in # poem or with the rel#tionship )etween the form

#nd content of the work& If you were to

#n#ly-e .discuss #nd e$pl#in/ # pl#y' you might #n#ly-e the

rel#tionship )etween # su)plot #nd the

m#in plot' or you might #n#ly-e the ch#r#cter 0#w of the

tr#gic hero )y tr#cing how it is re%e#led

through the #cts of the pl#y& An#ly-ing # short story might

include identifying # p#rticul#r theme

.like the di1culty of m#king the tr#nsition from #dolescence

to #dulthood/ #nd showing how the

writer suggests th#t theme through the point of %iew from

which the story is told2 or you might #lso

e$pl#in how the m#in ch#r#cter3s #ttitude tow#rd women is

re%e#led through his di#logue #nd4or


2/22

#ctions&

RE5E5BER6 Writing is the sh#rpened' focused e$pression of

thought #nd study& As you de%elop

your writing skills' you will #lso impro%e your perceptions#nd incre#se your critic#l #)ilities&

Writing ultim#tely )oils down to the de%elopment of #n ide#&

our o)*ecti%e in writing # liter#ry

#n#lysis ess#y is to con%ince the person re#ding your ess#y

th#t you h#%e supported the ide# you

#re de%eloping& 7nlike ordin#ry con%ers#tion #nd cl#ssroomdiscussion' writing must stick

with gre#t determin#tion to the speci8c point of

de%elopment& This kind of writing dem#nds

tight org#ni-#tion #nd control& Therefore' your ess#y must

h#%e # centr#l ide# .thesis/' it must

h#%e se%er#l p#r#gr#phs th#t grow system#tic#lly out of the

centr#l ide#' #nd e%erything in it

must )e directly rel#ted to the centr#l ide# #nd must

contri)ute to the re#der3s

underst#nding of th#t centr#l ide#& These three principles #re

listed #g#in )elow6

9& our ess#y must co%er the topic you #re writing #)out&

:& our ess#y must h#%e # centr#l ide# .st#ted in yourthesis/ th#t

go%erns its de%elopment&

;& our ess#y must )e org#ni-ed so th#t e%ery p#rt

contri)utes


3/22

something to the re#der3s underst#nding of the centr#l ide#&

THE ELE5E!T" O, A


4/22

The Introduction

The introduction to your liter#ry #n#lysis ess#y should try to

#rouse interest in your re#der& To

)ring immedi#te focus to your su)*ect' you m#y w#nt to use# (uot#tion' # pro%oc#ti%e (uestion' #

person#l #necdote' # st#rtling st#tement' or # com)in#tion

of these& ou m#y #lso w#nt to include

)#ckground inform#tion rele%#nt to your thesis #nd

necess#ry for the re#der to underst#nd the

position you #re t#king&In #ddition' you need to include the title of the work of

liter#ture #nd n#me of the #uthor&

The following #re s#tisf#ctory introductory p#r#gr#phs which

include #ppropri#te thesis st#tements6

A& Wh#t would you e$pect to )e the person#lity of # m#n

who h#s his wife sent #w#y to

# con%ent .or perh#ps h#s h#d her murdered/ )ec#use she

took too much ple#sure in the

sunset #nd in # compliment p#id to her )y #nother m#nG It is

*ust such # m#n >> #

Ren#iss#nce duke >> th#t Ro)ert Browning portr#ys in his

poem D5y L#st =uchess&

Through wh#t he s#ys #)out himself' through his #ctions'#nd through his interpret#tion of

e#rlier incidents' the =uke re%e#ls the #rrog#nce' *e#lousy'

#nd m#teri#lism th#t #re his

most conspicuous tr#its&


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B& The 8rst p#r#gr#ph of Al)erto Al%#ro Rios3s short story

DThe "ecret Lion presents #

twel%e>ye#r>old )oy3s %iew of growing up >> e%erything

ch#nges& As the n#rr#tor tells us'when the m#gici#n pulls # t#)lecloth out from under # pile of

dishes' children #re #m#-ed #t

the Dst#y>the>s#me p#rt' while #dults focus only on the

t#)lecloth itself .:/& Adults h#%e

the )ene8t of e$perience #nd know the trick will work #s

long #s the techni(ue is correct&

When we Dgrow up we g#in this e$perience #nd knowledge'

)ut we lose our innocence #nd

sense of wonder& In other words' the price we p#y for

growing up is # perm#nent sense of

loss& This tr#deo+ is centr#l to DThe "ecret Lion& The key

sym)ols in the story reinforce its

m#in theme6 ch#nge is ine%it#)le #nd #lw#ys #ccomp#nied)y # sense of loss&

C& The setting of ohn 7pdike3s story DA J F is cruci#l to our

underst#nding of "#mmy3s

decision to (uit his *o)& E%en though "#mmy knows th#t his

(uitting will m#ke life more

di1cult for him' he instincti%ely insists upon re*ecting wh#t

the A J F represents in the story&

When he rings up # D!o "#le #nd Ds#unterKs out of the

store' "#mmy le#%es )ehind not

only # *o) )ut the rigid st#te of mind #ssoci#ted with the A J


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F& Although "#mmy is the

centr#l ch#r#cter in the story #nd we le#rn much #)out him'

7pdike seems to in%est #s

much e+ort in descri)ing the setting #s he does "#mmy& Thetitle' #fter #ll' is not Douthful

Re)ellion or D"#mmy Muits )ut DA J F& In f#ct' the setting

is the #nt#gonist of the story

#nd pl#ys # role th#t is #s import#nt #s "#mmy3s&

The Body of the Ess#y #nd the Import#nce of Topic

"entencesThe term regul#rly used for the de%elopment of the centr#l

ide# of # liter#ry #n#lysis ess#y is the

)ody& In this section you present the p#r#gr#phs .#t le#st ;

p#r#gr#phs for # ?@@>?@ word

ess#y/ th#t support your thesis st#tement&


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The purpose of the topic sentence is

twofold6

9& To tie the det#ils of the p#r#gr#ph to your thesis

st#tement&

:& To tie the det#ils of the p#r#gr#ph together&

The su)st#nce of e#ch of your de%elopment#l p#r#gr#phs

.the )ody of your ess#y/ will )e the

e$pl#n#tions' summ#ries' p#r#phr#ses' speci8c det#ils' #nd

direct (uot#tions you need to support

#nd de%elop the more gener#l st#tement you h#%e m#de in

your topic sentence& The following is

the 8rst de%elopment#l p#r#gr#ph #fter one of the

introductory p#r#gr#phs .C/ #)o%e6

TOFIC "E!TE!CE

ENFLA!ATIO!" A!=

TENT7AL EI=E!CE

"#mmyPs descriptions of the A J F present #

setting th#t is ugly' monotonous' #nd rigidly

regul#ted& We c#n identify with the uniformity

"#mmy descri)es )ec#use we h#%e #ll )een inch#in stores& The 0uorescent light is #s )l#ndly

cool #s the Qchecker)o#rd green>#nd>cre#m

ru))er tile 0oorQ ./& The Qusu#l tr#1c in the


8/22

store mo%es in one direction .e$cept for the

swim suited girls' who mo%e #g#inst it/' #nd

e%erything is ne#tly org#ni-ed #nd c#tegori-ed

in tidy #isles& The dehum#ni-ing routine of this

en%ironment is suggested )y "#mmyPs o+h#nd

references to the typic#l shoppers #s Qsheep'Q

Qhouse sl#%es'Q #nd Qpigs&Q These regul#r

customers seem to w#lk through the store in #

stupor2 #s "#mmy tells us' not e%en dyn#mite

could mo%e them out of their routine .?/&

This p#r#gr#ph is # strong one )ec#use it is de%eloped

through the use of (uot#tions' summ#ry'

det#ils' #nd e$pl#n#tion to support the topic sentence&

!otice how it rel#tes )#ck to the thesis

st#tement&

The Conclusion

our liter#ry #n#lysis ess#y should h#%e # concluding

p#r#gr#ph th#t gi%es your ess#y # sense of

completeness #nd lets your re#ders know th#t they h#%e

come to the end of your p#per& our

concluding p#r#gr#ph might rest#te the thesis in di+erentwords' summ#ri-e the m#in points you

h#%e m#de' or m#ke # rele%#nt comment #)out the liter#ry

work you #re #n#ly-ing' )ut from #

di+erent perspecti%e& =o not introduce # new topic in your


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conclusion& Below is the

concluding p#r#gr#ph from the ess#y #lre#dy (uoted #)o%e

.A/ #)out BrowningPs poem Q5y L#st

=uchessQ6

If the =uke h#s #ny redeeming (u#lities' they f#il to #ppe#r

in the poem& BrowningPs

emph#sis on the =ukePs tr#its of #rrog#nce' *e#lousy' #nd

m#teri#lism m#ke it #pp#rent th#t

#nyone who might h#%e known the =uke person#lly would

h#%e )#sed his opinion of him onthese three person#lity Q0#ws&Q 7ltim#tely' our opinion of the

=uke is not # f#%or#)le one'

#nd it is cle#r th#t Browning me#nt us to feel this w#y&

Reprinted with permission from Bucks County Community

College

The Title of our Ess#y

It is essenti#l th#t you gi%e your ess#y # title which is

descripti%e of the #ppro#ch you #re t#king in

your p#per& ust #s you did in your introductory p#r#gr#ph'

try to get the re#derPs #ttention& 7sing

only the title of the liter#ry work you #re e$#mining is

uns#tisf#ctory& The titles th#t follow #re

#ppropri#te for the p#pers .A' B' C/ discussed #)o%e6

Ro)ert BrowningPs =uke6 "o Wh#tPs to LikeG


10/22

The A J F #s # "t#te of 5ind

QThe "ecret LionQ6 ItPs H#rd to > to tell wh#t cert#in elements of

the work me#n in rel#tion to your centr#l ide# .thesis/& When

you m#ke references to the te$t of

the short story' poem' or pl#y' you #re doing so in order to

remind your #udience of something they

#lre#dy know& The principle emph#sis of your ess#y is to

dr#w conclusions #nd de%elop

#rguments&

7"I!< TENT7AL EI=E!CE

The skillful use of te$tu#l e%idence >> summ#ry' p#r#phr#se'

speci8c det#il' #nd direct

(uot#tions >> c#n illustr#te #nd support the ide#s you #re

de%eloping in your ess#y& Howe%er'

te$tu#l e%idence should )e used *udiciously #nd only when it


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directly rel#tes to your topic& The

correct #nd e+ecti%e use of te$tu#l e%idence is %it#l to the

successful liter#ry #n#lysis ess#y&

"umm#ry

If # key e%ent or series of e%ents in the liter#ry work support

# point you #re trying to m#ke' you

m#y w#nt to include # )rief summ#ry' m#king sure th#t you

show the rele%#nce of the e%ent or

e%ents )y e$plicitly connecting your summ#ry to your point&

Below is #n e+ecti%e summ#ry .withits rele%#nce cle#rly pointed out/ from the ess#y #lre#dy

(uoted #)o%e on QThe "ecret LionQ .B/6

The )oys 8nd the grinding )#ll' )ut l#ter #ttempt to )ury it

."755AR/& Burying it is

their futile #ttempt to m#ke time st#nd still #nd to preser%e

perfection

.RELEA!CE/&

F#r#phr#se

ou c#n m#ke use of p#r#phr#se when you need the det#ils

of the origin#l' )ut not necess#rily the

words of the origin#l6 p#r#phr#se to put someone elsePs

words into your own words& Below is #n Reprinted with

permission from Bucks County Community College

?

e$#mple .#lso from the p#per on QThe "ecret LionQ/ of how to


12/22

Qtr#nsl#teQ origin#l m#teri#l into p#rt

of your own p#per6

Origin#l6 QI w#s twel%e #nd in *unior high school #nd

something h#ppened th#t we didnPt

h#%e # n#me for' )ut it w#s nonetheless like # lion' #nd

ro#ring' ro#ring th#t

w#y the )iggest things do&Q

F#r#phr#se6 E#rly in the story' the n#rr#tor tells us th#t when

he turned twel%e #nd st#rted

*unior high school' life ch#nged in # signi8c#nt w#y th#t he#nd his friends

couldnPt (uite 8nd # n#me for&

"peci8c =et#il

#rious types of det#ils from the te$t lend concrete support

to the de%elopment of the centr#l ide#

of your liter#ry #n#lysis ess#y& These det#ils #dd credi)ilityto the point you #re de%eloping&

Below is # list of some of the det#ils which could h#%e )een

used in the de%elopment#l p#r#gr#ph

from the p#per on ohn 7pdikePs short story QA J FQ .see the

p#r#gr#ph #g#in for which det#ils

were used #nd how they were used/&

Qusu#l tr#1cQ

Q0uorescent lightsQ

Qchecker)o#rd green>#nd>cre#m ru))er>tile 0oorQ


13/22

Qelectric eyeQ

shoppers like Qsheep'Q Qhousesl#%es'Q #nd QpigsQ

ne#tly st#cked food

dyn#mite

7sing =irect Muot#tions

Muot#tions c#n illumin#te #nd support the ide#s you #re

trying to de%elop& A *udicious use of

(uoted m#teri#l will m#ke your points cle#rer #nd more

con%incing& As with #ll the te$tu#l

e%idence you use' m#ke sure you e$pl#in how the e%idence

is rele%#nt >> let the re#der know

wh#t you m#ke of the (uot#tions you cite& Below #re

guidelines #nd e$#mples th#t should help

you use (uot#tions e+ecti%ely6

9& Brief (uot#tions .four lines or fewer of prose #nd three

lines or fewer of poetry/ should )e

c#refully introduced #nd integr#ted into the te$t of your

p#per& Fut (uot#tion m#rks #round

#ll )rie0y (uoted m#teri#l&

Frose e$#mple6

As the Qm#n#gerQ of the A J F' Lengel is )oth the gu#rdi#n

#nd enforcer of Qpolicy&Q When

he gi%es the girls Qth#t s#d "und#y>school>superintendent

st#re'Q we know we #re in the

presence of the A J FPs %ersion of # dre#ry )ure#ucr#t who

QdoesnPt miss muchQ ./&


14/22

5#ke sure you gi%e p#ge num)ers when necess#ry& !otice

th#t in this e$#mple the

p#ge num)ers #re in p#renthesis #fter the (uot#tion m#rks

)ut )efore the period&Foetry e$#mple6

,rom the )eginning' the =uke in BrowningPs poem gi%es the

re#der # sense of how

possessi%e he re#lly is6 QTh#tPs my l#st =uchess on the w#ll' 4

Looking #s if she were #li%eQ Reprinted with permission from

Bucks County Community College

.9>:/& We c#nPt help notice how' e%en though the =uke is

t#lking #)out her portr#it' his m#in

concern is th#t she )elongs to him& !otice th#t line S 9 is

sep#r#ted from line S : )y #

sl#sh& 5#ke sure you gi%e the line num)ers when necess#ry&

:& Lengthy (uot#tions should )e sep#r#ted from the te$t of

your p#per& 5ore th#n four lines

of prose should )e dou)le sp#ced #nd indented ten sp#ces

from the left m#rgin' with the

right m#rgin the s#me #s the rest of your p#per& 5ore th#n

three lines of poetry should )e

dou)le sp#ced #nd centered on the p#ge& !ote6 do not use(uot#tion m#rks to set o+

these longer p#ss#ges )ec#use the indent#tion itself

indic#tes th#t the m#teri#l is

(uoted&


15/22

Frose e$#mple6

The 8rst p#r#gr#ph of QThe "ecret LionQ introduces the

n#rr#tor #s someone who h#s *ust

entered #dolescence #nd isnPt (uite sure wh#t to m#ke of it6

I w#s twel%e #nd in *unior high school #nd something

h#ppened th#t we didnPt h#%e #

n#me for' )ut it w#s there nonetheless like # lion' #nd

ro#ring' ro#ring th#t w#y the

)iggest things do& E%erything ch#nged& ust th#t& Like the

rug' the one th#t getspulled >> or )etter' like the t#)lecloth those m#gici#ns pull

where the stu+ on the t#)le

st#ys the s#me )ut the g#sp from the #udience m#kes the

st#ying>the>s#me p#rt not

m#tter& Like th#t& .9>:/ 5#ke sure you gi%e p#ge num)ers

when necess#ry&

!otice in this e$#mple th#t the p#ge num)ers #re in

p#renthesis #fter the

period of the l#st sentence&

Foetry e$#mple6

The =uke seems to o)*ect to the f#ct th#t his Ql#st =uchessQ

is not discrimin#ting enough

#)out )estowing her #+ection& In the following lines from the

middle of the poem' the =uke

lists e$#mples of this Qf#ultQ6

"ir' Ptw#s #ll one 5y f#%or #t her )re#st'


16/22

The drooping of the d#ylight in the west'

The )ough of cherries some o1cious fool

Broke in the orch#rd for her' the white mule

"he rode with round the terr#ce >> #ll #nd e#ch

Would dr#w from her #like the #ppro%ing speech& .:?>;@/

5#ke sure you gi%e line num)ers when necess#ry&

;& If #ny words #re #dded to # (uot#tion in order to e$pl#in

who or wh#t the (uot#tion refers to'

you must use )r#ckets to distinguish your #ddition from theorigin#l source&

E$#mple6

The liter#ry critic ohn "tr#uss #sserts th#t Qhe Koung

righteous #nd disillusioned&Q Br#ckets #re used here

)ec#use there is no w#y of

knowing who QheQ is unless you #dd th#t

inform#tion&Reprinted with permission from Bucks County

Community College

Br#ckets #re #lso used to ch#nge the gr#mm#tic#l structure

of # (uot#tion so th#t it 8ts into

your sentence&

E$#mple6

"tr#uss #lso #rgues th#t H#wthorne QpresentKs oung


17/22

light&Q Br#ckets #re used here to #dd the QsQ to the %er)

QpresentQ )ec#use otherwise

the sentence would not )e gr#mm#tic#lly correct&

& ou must use ellipsis if you omit #ny words from theorigin#l source you #re (uoting&

Ellipsis c#n )e used #t the )eginning' in the middle' or #t the

end of the (uot#tion'

depending on where the missing words were origin#lly&

Ellipsis is formed )y either three

or four periods with # sp#ce )etween e#ch period&Origin#l6 QE#rly to )ed #nd e#rly to rise m#kes # m#n

he#lthy' we#lthy #nd wise&Q

E$#mple .omission from )eginning/6

This )eh#%ior Q& & & m#kes # m#n he#lthy' we#lthy' #nd wise&Q

Ellipsis formed )y three

dots #fter the (uot#tion m#rks&

E$#mple .omission from middle/6

This m#$im cl#ims th#t QE#rly to )ed & & & m#kes # m#n

he#lthy' we#lthy' #nd wise&Q Ellipsis

formed )y three dots used in pl#ce of the words Q#nd e#rly

to rise&Q

E$#mple .omission from end/6

He s#id' QE#rly to )ed #nd e#rly to rise m#kes # m#n

he#lthy & & & &Q Ellipsis is formed )y

four dots )efore the (uot#tion m#rks >> the fourth dot is

re#lly # period which ends


18/22

the sentence&

?& 7se # single line of sp#ced periods to indic#te the

omission of #n entire line of poetry&

E$#mple6

The =uke seems to o)*ect to the f#ct th#t his Ql#st =uchessQ

is not discrimin#ting enough

#)out )estowing her #+ection6

& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &

The drooping of the d#ylight in the West'

The )ough of cherries some o1cious fool

Broke in the orch#rd for her' while the white mule

"he rode #round the terr#ce >> like #nd e#ch

Would dr#w from her #like the #ppro%ing speech& .:>;@/

Functu#ting =irect Muot#tions

ou will )e #)le to punctu#te (uoted m#teri#ls #ccur#tely ifyou o)ser%e the following con%entions Reprinted with

permission from Bucks County Community College

used in writing #)out liter#ture6

9& When the (uoted m#teri#l is p#rt of your own sentence'

pl#ce periods #nd comm#s insidethe (uot#tion m#rks&

E$#mple6


19/22

The n#rr#tor of QThe "ecret LionQ s#ys th#t the ch#nge w#s

Qlike # lion&Q The period is

inside the (uot#tion m#rks&

:& When the (uoted m#teri#l is p#rt of your own sentence')ut you need to include #

p#renthetic#l reference to p#ge or line num)ers' pl#ce the

periods #nd comm#s #fter the

reference&

E$#mple6

The n#rr#tor of QThe "ecret LionQ s#ys th#t the ch#nge w#sQlike # lionQ .9/& The

period is outside the (uot#tion m#rks' #fter the p#renthetic#l

reference&

;& When the (uoted m#teri#l is p#rt of your own sentence'

punctu#tion m#rks other th#n

periods #nd comm#s' such #s (uestion m#rks' #re pl#ced

outside the (uot#tion m#rks'

unless they #re p#rt of the (uoted m#teri#l&

E$#mple .not p#rt of origin#l/6

Why does the n#rr#tor of QThe "ecret LionQ s#y th#t the

ch#nge w#s Qlike # lionQG The

(uestion m#rk is pl#ced #fter the (uot#tion m#rks )ec#use it

does not #ppe#r in the

origin#l >> it ends # (uestion )eing #sked #)out the story&

E$#mple .p#rt of origin#l/6

The =uke shows his indign#tion th#t the =uchess could like


20/22

e%eryone #nd e%erything when

he s#ys' Q"ir' Ptw#s #ll oneQ The e$cl#m#tion point is pl#ced

inside the (uot#tion

m#rks )ec#use it #ppe#rs in the origin#l&

& When the origin#l m#teri#l you #re (uoting #lre#dy h#s

(uot#tions m#rks .for inst#nce'

di#log from # short story/' you must use single (uot#tion

m#rks within the dou)le (uot#tion

m#rks&

E$#mple6

Lengel tries to stop "#mmy from (uitting )y s#ying' Q

P"#mmy' you donPt w#nt to do this to

your 5om #nd =#dP& Q

THREE CO!E!TIO!" TO RE5E5BER WHE! WRITI!< A

LITERAR A!AL"I" E""A

9& ou must gi%e # cle#r' full reference to the work #nd#uthor you #re writing #)out

somewhere in your introductory p#r#gr#ph .see the e$#mple

introductory p#r#gr#phs A' Reprinted with permission from

Bucks County Community College

B' #nd C #)o%e/&

:& 7se the correct form#t for referring to the work you #re

discussing& The titles of short

stories' poems' #nd ess#ys should )e pl#ced in (uot#tion

m#rks2 the titles of no%els' pl#ys'


21/22

8lms' #nd T shows should )e either underlined or it#lici-ed6

Q5y L#st =uchessQ .poem/ Antigone .pl#y/

QThe "ecret LionQ .short story/ ,orest > liter#ry works

#re considered to e$ist in the present .see #ll the e$#mple

p#r#gr#phs throughout/&

CHECULI"T

9& Is the topic you h#%e chosen to write #)out m#n#ge#)le

for the length of the p#per you #re

writingG

Is it too n#rrow or too )ro#dG

:& Is your title eng#gingG =oes it suggest the #ppro#ch you

#re t#king in your p#perG

;& =oes your 8rst p#r#gr#ph introduce your topic' n#me the

writer #nd the work' #nd end with

your thesis st#tementG Will it get the re#derPs #ttentionG

& Is your thesis cle#rG =oes it st#te the centr#l ide# of your

p#perG

?& Is your p#per org#ni-ed in # w#y th#t your re#der will )e

#)le to followG

& Are your de%elopment#l p#r#gr#phs uni8ed .e%erything in

the p#r#gr#ph rel#tes to the topic

of the p#r#gr#ph/ #nd coherent .e%erything in the p#r#gr#ph

is #rr#nged in # logic#l order/G


22/22

& H#%e you used tr#nsition#l words where necess#ry within

e#ch p#r#gr#phG Are there

tr#nsitions linking #ll the p#r#gr#phs of your ess#yG

& =oes your concluding p#r#gr#ph pro%ide # sense ofclosureG

& H#%e you used technic#l terms correctlyG

9@& H#%e you used )rief summ#ry' p#r#phr#se' speci8c

det#ils' #nd direct (uot#tionsG H#%e

you e$pl#ined why you #re using them #nd how they support

your centr#l ide#G99& If you h#%e used inform#tion from sources outside the

#ctu#l work of liter#ture .for e$#mple'

)ooks of criticism/' h#%e you documented this inform#tion

properlyG To pro%ide

document#tion for liter#ry p#pers' you need to use 5LA

document#tion style' which c#n

found in most English h#nd)ooks #nd in )ooks on how to

write rese#rch p#pers&

9:& H#%e you proofre#d your 8n#l dr#ftG

How to Analyse

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