WHAT IS A CHARACTER ANALYSIS



WHAT IS A CHARACTER ANALYSIS?

• A character analysis is the process of breaking down a character into different parts and then giving meaning to the patterns of ideas you have identified in the break down (analysis) of the character.

• A character analysis offers meaning to the character beyond the obvious information evident in the text.

• The character analysis explains why the information you are discussing is important and answers “why” and “so what” questions.

• To write critically about characters, you must think critically about them. You start with an interpretation of the entire novel and then show how some particular aspect of the character contributes to what you think is the overall meaning.

WHAT IS A THESIS STATEMENT?

A complete sentence that states the interpretation you will develop in your paper.

For this assignment, the thesis will explain to readers how you will support your interpretation of a character. It is not always possible to create a thesis sentence without writing first. You may need to explore some ideas in a free write and decide if you can narrow your topic to a thesis statement based on the ideas explored in the writing.

The general subject you are going to write about is your topic. For example, your topic may be Calpurnia’s role in To Kill a Mockingbird. However, a topic is not the same as a thesis statement. The thesis statement makes a statement about a topic; it is usually the result of thinking about the topic and narrowing it down to focus on some relationship of the topic to the novel as a whole.

Process:

Choose a topic (a character)

Identify one aspect of the novel as a whole (a theme, for example)

Analyze the relationship between your topic (your character) and the theme

Narrow your focus (look at one aspect of the character)

Write a thesis that shows the relationship

Example: To Kill a Mockingbird

Topic—Calpurnia

Theme— It is necessary to discard prejudices in order to see people as equals

Analysis—Calpurnia is a very smart character.

Narrowed Focus—Calpurnia’s role as a literate black woman in the 1930’s South.

Thesis— By making Calpurnia one of the most literate characters in the book, Harper Lee disproves the stereotype that African Americans are less intelligent than whites.

Example: Roll of Thunder, Hear My Cry

Topic—Little Man

Theme— Pride can help one endure and overcome prejudices in society.

Analysis—Little Man is a proud character.

Narrowed Focus—Little Man’s strong sense of identity.

Thesis— Little Man’s pride empowers him to endure the racism of his time and believe in justice.

Example: Mexican Whiteboy

Topic—Sofia

Theme— It’s important to believe in one’s self.

Analysis—Sofia is a strong character who sometimes doubts herself.

Narrowed Focus—Sofia’s solid sense of herself helps her maintain her strength

Thesis—Despite the tough circumstances of her life, Sofia believes in herself and finds a way to be successful.

Please select one of the following options for your paper. I expect you to select the option that is appropriate, yet challenging, for your skill level.

Option 1: Analyze the character in relation to a theme or symbol.

This option is for students who have a strong command of writing and who are ready to challenge their analytical thinking skills. Students who choose this option will offer an original thesis about the character in relation to a theme (concept) or symbol, and then offer careful close readings of passages, to support the interpretation.

Option 2: Analyze how the character’s changes (or consistencies) contribute to the events and overall goal of the novel.

This option is for students who have a good command of writing and who are ready to carefully analyze the role of the character in the novel. Students who choose this option will be expected to go beyond the obvious plot summary and character descriptions and offer a thoughtful interpretation of the character. Textual evidence will be used, and a careful close reading of textual evidence will offer the explanation and analysis necessary to articulate the significance of the character’s role in the novel.

Option 3: Analyze how the character is appealing to the reader.

This option is for students who are working to develop more sophisticated topic development and quote analysis. Similar to the essay written earlier in the year, the thesis will articulate the reasons the character positively impacts the reader. Three specific reasons will be developed in three well-crafted paragraphs, each offering textual evidence from the text with an explanation of the quote.

HOW DO I ORGANIZE MY ESSAY?

Introduction

Your introduction must include the author, title, character you’ll analyze, and thesis statement.

• The author is referred to by first and last name the first time it appears in the paper, and then by the last name only throughout the piece.

• The title of the novel is italicized.

• Remember to use the funnel format. Begin with a general discussion and then begin to narrow your focus. As you narrow the topic, introduce the topic in the context of the novel. Continue to narrow the focus into your thesis.

Body

The body of your paper elaborates on the thesis stated in the introduction. It offers additional insights about how you arrived at your interpretation and supports these claims with specific textual evidence (quotations from the text).

You will have at least three body paragraphs, which means you will have three key points to support your thesis

Each body paragraph will have four key parts:

• A topic sentence that introduces the topic that will be supported by the textual evidence.

• A sentence or two that introduces the textual evidence and offers a context for the quotation without summarizing.

• A quotation (textual evidence) from the text

• An analysis or explanation of how the quote supports your thesis/main point.

Your analysis of how the selected quote supports your interpretation is what is most important, so be sure to thoroughly explain your ideas. This is where you will do a close reading of the quote to analyze the language and show how it supports your thesis.

At the beginning of each body paragraph, use a transition, a word or phrase that connects the idea in the new paragraph with the idea in the last paragraph. Transitions make your ideas flow.

Conclusion

Your conclusion should bring your paper to a close. A safe way to conclude is to restate your main points. However, I’d encourage you to extend beyond this. Consider the key ideas you are discussing and then offer some new insights about the topic and the book. This is a good place to explain the importance of the novel to readers and to society, the insight it offers regarding society, justice, empathy, heroes, identity, growing up, or the reasons why the book should be read.

Sample Outline for 5 Paragraph Essays

I. Introduction

A. Begin a general discussion of the topic you will explore in the paper (identity, growing up, prejudice, equality, justice, etc.)

B. Narrow the focus of the topic and move toward how the topic is important to the book/character

C. Explain how the topic is developed in the novel and specific to the character. At this point, be sure to introduce the title of the book and the author.

D. Thesis statement

II. Body

A. First topic/point to prove the thesis

1. Topic sentence

2. Sentence or two to introduce the quote

3. Quotation

4. Analysis/interpretation of quotation

B. First topic/point to prove the thesis

1. Topic sentence

2. Sentence or two to introduce the quote

3. Quotation

4. Analysis/interpretation of quotation

C. First topic/point to prove the thesis

1. Topic sentence

2. Sentence or two to introduce the quote

3. Quotation

4. Analysis/interpretation of quotation

III. Conclusion

A. Discuss the importance of the character and the novel.

B. Offer a new insight of something to remember.

Proper Formatting of Quotations

EMBEDDED QUOTES

When a quote is embedded in the text of your paper, you need to use quotation marks to indicate the author’s words. Formal quotations cited as documentary evidence are introduced by a colon and enclosed in quotation marks. Follow the example:

As Scout grows older, she begins to appreciate Calpurnia’s commitment to the Finch family, and she feels less antagonistic toward Calpurnia: “Calpurnia bent down and kissed me. I ran along wondering what had come over her. She had wanted to make up with me, that was it” (p. 33).

If you have dialogue in the embedded quote, you need the double set of quotation marks, the first to indicate the author’s words and the second (which is an apostrophe ‘) to indicate the voices of the characters. Follow the example:

Although Calpurnia is a domestic servant, her role in the Finch family transcends racial boundaries: “’Besides, I don’t think the children’ve suffered one bit from her having brought them up. If anything, she’s been harder on them in some ways than mother would have been…’” (p. 139).

INDENTED QUOTES

The indented quote is used for longer passages (ones that consist of four lines of written text or more) and should begin on a fresh line that is indented five spaces (the entire quotes is indented 5 spaces). Quotation marks should not be used unless they appear in the original as dialogue. The page number goes inside the punctuation. Follow the example:

Atticus’s sense of equality is evident through his treatment of Calpurnia. Atticus treats her like a person, not simply a servant:

Atticus’s voice was even: “Alexandra, Calpurnia’s not leaving this house until she wants to. You may think otherwise, but I couldn’t have got along without her all these years. She’s a faithful member of this family and you’ll simply have to accept things the way they are. Besides sister, I don’t want you working your head off for us—you’ve no reason to do that. We still need Cal as much as we ever did” (p. 12).

Writing Tips

• Assume that your basic audience is a well-informed reader and is familiar with the plot.

• Do not use first or second person. This means no “I/us/me/we/our” or “you.”

No I believe or I think or this shows us or we see.

• Avoid contractions (except in quotations). A contraction is a word that is a shortened form of two words.

Ex: can’t becomes cannot. He’s becomes He is. .

• Avoid starting sentences with coordinating conjunctions. These words are for, and, nor, but, or, yet, so. You can remember them by remembering FAN BOYS.

• Write about literature in the present tense.

Mildred Taylor exposes the racism in a small, Southern town.

Harper Lee uses Jem to condemn the way racism destroys innocence.

de la Pena proves that trusting one’s self is pivotal to one’s happiness.

• Avoid clichés and slang words and phrases.

• Do not make exclamations. None of your sentences should end with !

• A novel title gets underlined or italicized. (Notes: Mockingbird is one word. Roll of Thunder, Hear My Cry has a comma in the middle of the title, and Whiteboy is one word.)

• Watch for frequently confused words:

they’re/there/their to/two/too

affect/effect whether/weather

were/where then/than

its/it’s

Technicalities

• Use a formal font that is appropriate for an academic paper. (Arial, Arial Narrow, Times, TNR, Palatino, etc.)

• Font size should be 10 or 12.

• Spacing should be 1.5 or 2.0.

• Standard margins = 1.0 inch.

• Place your name in the top right hand corner.

• Include an original title centered on the line after your name.

• Begin your text on the line after the title.

Sample Close Reading of Passages from Roll of Thunder, Hear My Cry

|The “What” |The “So What” |

|WHAT you see in the text (textual evidence) |WHY something you see in the text is important—this is where you |

| |offer a close reading of the quote to show—HOW it changes our |

| |understanding of a character |

| | |

|Little Man believes that he is equal to the white children: |The fact that Little Man “demanded” suggests that he knows he |

|“Well, where’s our bus?” demanded Little Man. |deserves to have a bus, just like the white children. The strong |

|“We ain’t got one.” |connotation of the word reveals the strength of his pride and his |

|“Well, why not?” |belief that he is equal to white people. His question, “Well, why |

|“Ask Mama,” Stacey replied…. (p. 10). |not?” seems like a simple question, but the “well” carries a tone of |

| |authority and knowing, and the “why not” implies that he is just as |

| |entitled as white children. Little Man refuses to simply accept that|

| |he is treated differently; he expects a reason. Stacey knows that he|

| |could never offer an acceptable reason for Little Man, so he defers |

| |to Mama on this one. |

| | |

| |The teacher is using physical violence to exert her power over Little|

| |Man, but because he “had not intention of crying,” he does not submit|

| |to her power. His refusal to cry illustrates his strong sense of |

| |pride and enables him to reject the abuse of power. In the end, the |

|“Then she swung the switch five more times and, discovering that |woman gives in, and Little Man’s pride gives him the subtle victory. |

|Little Man had no intention of crying,, ordered him up” (p. 18). | |

| | |

| | |

| |Little man exerts his power by saying “nothing.” His refusal to |

| |speak is a silent challenge to the authority figure—he’s not just |

| |challenging the teacher, he’s challenging the unjust power structure |

| |that distributed the books. Little Man is so emotional that he is |

| |“shivering;” his physical reaction shows the power of his emotions. |

| |His anger is “indignant” because he fully understands the injustice |

| |of being treated like a second-class citizen. When he blatantly |

|Upon seeing that their books are worn out hand-me-downs from the |“defies” his teacher, he is exerting his own power to fight the |

|white school, Little Man stands up for his pride: |injustices. Defy carries a strong connotation–he is not just |

| |refusing, he is fighting against. Little Man’s pride empowers him to|

|“But Little Man said nothing. He just stood staring down at the |stand firm against the injustices and stand for what he knows is |

|open book, shivering with indignant anger. |right. |

|“Pick it up,” she ordered. | |

|“No!” defied Little Man (17). | |

| | |

| | |

| | |

| | |

| | |

Sample Close Reading of Passages from To Kill a Mockingbird

|The “What” |The “So What” |

|WHAT you see in the text (textual evidence) |WHY something you see in the text is important—this is where you |

| |offer a close reading of the quote to show—HOW it changes our |

| |understanding of a character |

| | |

| |Scout is impressed that Cal knows not just two ways of speaking but |

|Scout recognizes the complexity of Calpurnia’s character: “The |two distinct languages, and she knows when and how to use each to fit|

|idea that she had a separate existence outside our household was |in with those around her. Scout, a member of the most intelligent, |

|a novel one, to say nothing of her having command of two |educated family in the book, makes an observation that shows that |

|languages” (p. 125). |Calpurnia is an independent, intelligent human being and a woman who |

| |defies the stereotype of African Americans as less intelligent than |

| |whites. |

| | |

| | |

| |Jem’s “thunderstruck” response shows that Calpurnia’s skills exceed |

| |those of the average person in Maycomb. The book she used to teach |

| |Zeebo to read is clearly a challenging one, which shows that |

|Jem appreciates Calpurnia’s literary abilities: |Calpurnia has mastered classics of the English language. From his |

|“’What was the book, Cal?’ I asked |reaction, readers assume that Jem, a very bright twelve-year old boy,|

|“’Blackstone’s Commentaries.’ |cannot read the book that Cal’s son can read. Jem’s awestricken |

|“Jem was thunderstruck. ‘You mean you taught Zeebo outa that?’” |respect underscores Cal’s power to defy stereotypical expectations of|

|(p. 125). |African Americans. |

| | |

| |Of all the characters in the book, Atticus is the most respected, and|

| |his assertion that Calpurnia’s grammar “was as good as anybody’s” |

| |makes readers believe Cal is the intellectual equivalent of Miss |

| |Maudie, Aunt Alexandra, and even Atticus himself. By emphasizing |

| |that Calpurnia is more educated than most African Americans, Atticus |

| |implies that it is education, not biological difference, that |

| |separates the races, and that African Americans are in no way the |

|Atticus attests to Calpurnia’s intelligence: “When in |intellectual inferiors of whites. |

|tranquility, her grammar was as good as anybody’s in Maycomb. | |

|Atticus said Calpurnia had more education than most colored | |

|folks” (p. 24). | |

Sample Close Reading of Passages from Mexican Whiteboy

|The “What” |The “So What” |

|WHAT you see in the text (textual evidence) |WHY something you see in the text is important—this is where you |

| |offer a close reading of the quote to show—HOW it changes our |

| |understanding of a character |

| | |

| |Sofia understands that the toughness of her life has made her a less |

|Sofia looks to her past for a better understanding of her future:|hopeful person. She “bets” that she once “believed she could do |

|“And I kept thinking, ‘Man, I bet I was like that when I was |anything” suggesting that she doesn’t believe that now. The use of |

|little, too. What’s happened to me since then? We all start out|“we all” implies that there is a commonality among all children to |

|believing we can do anything. Even Mexican kids that grow up |dream and feel powerful; “even Mexican kids that grow up here” |

|here. But at some point, we lose it. It totally disappears’” |indicates that Mexican kids have a harder time feeling hopeful. |

|(p. 212). |“Grow up here” suggests that there are circumstances related to |

| |National City— most likely it is the poverty and the racism—that make|

| |it even harder for Mexicans to believe in themselves. Unfortunately,|

| |growing up makes them “lose” their power to dream and believe in |

| |one’s self. At this point, Sofia is feeling hopeless and powerless |

| |about her future. |

| | |

| |Uno reassures Sofia that she has what it takes to be successful. |

| |Even though she isn’t overly confident, being “smart” is a crucial |

| |component of success. The fact that “people like” her reminds her |

| |that she has a good personality, which boosts her confidence and |

| |improves her self-image. Uno’s full endorsement—that she “could be a|

|Uno’s vote of confidence in Sofia helps her restore her |lawyer or somethin’” breaks down all the barriers that have been |

|confidence: “’Anyway,’ he says, ‘you’ll figure it out. You smart|built by racial and class prejudices. His belief in her affirms that|

|and people like you. Maybe you could be a lawyer or somethin’’” |she can do anything she sets her mind to; she merely needs to believe|

|(p. 211). |in herself. |

| | |

| |Sofia’s strength of character is evident in her decision to go to a |

| |different school and pursue college. Her recognition of the |

| |differences between her situation and Danny’s is evident when she |

| |admits that she won’t attend “that fancy private school you go to.” |

| |Her acceptance of the differences, “it’s all right,” is not one of |

| |defeat but of understanding. She will not let her life circumstances|

| |hold her back; she will attend “junior college” to forge her own path|

| |to success. Sofia’s newfound hope will help her move ahead in life. |

|“They ain’t gonna let me into that fancy private school you go | |

|to, but it’s all right….Aunt Wendy says we gonna talk about | |

|junior colleges” (p. 242). | |

| | |

| | |

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