Literary Analysis Planning guide



Snapping Beans- Fredrick Thompson

Step 1 – rough plan – How do literary elements reveal the meaning of the poem.

|Thesis |

|The syntax, imagery, and diction reveal different themes in the poem Snapping Beans that convey its complex meaning. |

|Claim #1 |Claim #2 |Claim #3 |

| |Con/assonance.emphasizes.speakers uneasyness at |Diction is homey. theme of homesickness |

|Syntax.creates.theme.of wall/seperation |college. theme of secrets | |

|Evidence #1 |Evidence #2 |Evidence #1 |Evidence #2 |Evidence #1 |Evidence #2 |

Step 2 – detailed plan

Introduction:

√ Grab reader’s attention

|I can remember the hot summers that I spend working with my grandmother in her “garden” that most people would call a farm. |

√ Introduce the title and author & give a brief summary of the subject/situation

|The speaker in Snapping Beans, by Lisa Parker, is back home from college but very reluctant to |

√ Thesis (your topic + your opinion) One sentence, last sentence in introduction

| |

|The syntax, imagery, and diction reveal different themes in the poem Snapping Beans that convey its complex meaning. |

Body Paragraph #1:

√ Topic sentence for claim #1 in support of thesis

|The syntax in the poem creates a wall between the speaker and her grandmother and a theme of separation. |

√ Support #1(This is a quote)…

|"I was home for the weekend, from school, from the North. |

√ Explain how support #1 relates to claim #1

|Modifier, set apart by commas, theme of separation |

√ Support #2(This is a quote)…

|"the porchwing between my grandma and me." |

√ Explain how support #2 relates to claim#1

|First punctuation. stops flow of sentence of first three lines. theme of separation |

√ If you haven’t already, explain how claim #1 relates to thesis, and transition to next claim #2

| |

Body Paragraph #2

√ Topic sentence for claim #2 in support of thesis

|The consonnance and assonanace emphasize the meaning of the words relating to the theme of secrets |

√ Support #1(This is a quote )…

|"burned acidic holes" |

√ Explain how support #1 relates to claim #2

|The aspirated c in acidic, describes her secrets at school. |

√ Support #2(This is a quote)…

|"splitting, tearing" |

√ Explain how support #2 relates to claim#2

|The hard t and p in tearing and splitting. describe her feelings of not telling her gma |

√ If you haven’t already, explain how claim #2 relates to thesis, and transition to next claim #3

| |

Body Paragraph #3

√ Topic sentence for claim #3 in support of thesis

|Complete sentence |

√ Support #1(This is a quote)…

| |

√ Explain how support #1 relates to claim #3

| |

√ Support #2(This is a quote)…

| |

√ Explain how support #2 relates to claim#3

| |

√ If you haven’t already, explain how claim #3 relates to thesis, and transition to conclusion

| |

Conclusion

√ Restate thesis & claims using NEW words

| |

|The themes in the poem Snapping Beans are illuminated through syntax, diction and imagery. |

√ Final thoughts for reader (relation to real world or what readers should learn from the work, etc.)

|The themes explored in Snapping Beans relate to how modern societal reacts with those of the older generations, which is something we all encounter every day. |

Sample Questions to ask (to formulate your thesis):

What is the speaker’s attitude (TONE) toward (SUBJECT) and how is it revealed (LITERARY ELEMENTS)?

How does the (LITERARY ELEMENT) reveal the meaning of the poem (THEME)?

How does the TONE of the poem change as the poem progresses?

HONESTLY, TONE and THEME are really the two questions you will ALWAYS get about a poem.

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