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It explains how to describe how a text functions through literary and rhetorical devices such as irony, paradox, symbolism, tone, diction, and point of view. The guide provides practical language and sentence-level strategies: use precise vocabulary, active verbs, transitional phrases, and objective tone while avoiding first-person pronouns, dead words, vague descriptors, and passive voice. 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What is the point you are trying to make? Don’t leave the reader guessing. Be as specific as possible, using examples and details to support your position (analysis, explanation, argument) .  \nIn essence, you want to describe what a text is doing, and precisely how it does it (irony, paradox, symbolism, point-of-view, tone, diction, and other literary/rhetorical devices) .  \nUse complex sentence structures to show complicated ideas (ambiguity, levels of interpretation, logic, character development, etc.) . Consider using these words to begin sentences:  \nAlthough Considering Because If  \nWhile Since Whether  \nUse active, concrete verbs to describe what the literary significance of certain characters, symbols, settings, tones , etc.  \nDemonstrates Illustrates Reveals Signifies Represents  \nCharacterizes Portrays Symbolizes Indicates  \nUse prepositional phrases and adverbial clauses to start sentences:  \nWhen Whenever In the scene After Before  \nBetween  \nBesides As a result For instance  \nFor example During In essence  \nUse transitional words and phrases to organize your ideas (logically and chronologically):  \nConsequently Accordingly However Furthermore Similarly Therefore Moreover Whereas  \nLikewise Subsequently Thereupon Conversely Nevertheless  \nDon’t use 1st person pronouns (I, me, my, mine, etc. )  \nDon’t start sentences with common,“dead” words (it, the, a, an)  \nDon’t use dull words (got, really, very, a lot, like)  \nDon’t merely summarise the action  \nDon’t use vague, subjective descriptors (interesting, amazing, cool, etc. )  \nDon’t use passive voice or “to be” verbs (is, was, were, am, are, being)  \n* Write objectively and concretely (be as specific as possible, leave nothing to chance). Make logical connections and support your claims with textual evidence. Keep it organised, on point, and succinct. Use a variety of words, sentence structures, and examples.  \nSome strategies:  \n1. Use very specific vocabulary.  \nVague, abstract words can make it difficult for your reader to know exactly what you mean. You know what you mean when you use those terms, but it is likely that your reader is not so sure. Be sure that the words the reader is reading are exactly what you are thinking.  \n2. Craft a strong, specific thesis statement.  \nTake a position on the issue addressed in the prompt. Use strong, clear language.  \n3. Make an argument.  \nDon’t simply summarize the passage or the sources. Don’t just answer the prompt. Look for ways to extend and expand the argument. Offer solutions if the prompt asks you to consider a problem. Look for the broader significance of the topic or issue.  \n4. Summary : Commentary Ratio  \nUse strong, specific examples to support your argument, but be sure to adequately explain those examples. Your body paragraphs should be approximately 1/3 Summary and 2/3 Commentary.  \n5. Use short quotes.  \nKeep the actual quote length to less than a complete sentence. Long quotes can be distracting and can interrupt the flow of your essay.  \n6. Introduce your quotes.  \nDo not begin body paragraphs with a quote. Imbed your quotes two or three sentences into your paragraphs. Introduce the quote so that the reader knows it is coming.  \n7. End well.  \nConclude your essay with a statement about the importance of the topic/issue/prompt. Make sure your essay feels complete.  \nI Introduction  \na. Hook: Briefly state a notable fact or two about the work you have studied.  \nb. Make sure you refer to the author (by surname, not first name!) and that you underline the title of the text.  \nc. Rephrase the essay prompt to simply state HOW/WHY the assumption made in the prompt engenders/brings about the reader's enlightenment and/or entertainment from the text.  \nd. Create thesis statement by rewording what is being asked of you in the prompt (basic formula for a thesis statement is SUBJECT ","cbCaik8tYs1RgBeN","https://ap.wps.com/l/cbCaik8tYs1RgBeN","pdf",299405,"English","# General Advice & Tips\n## Thesis and argument development\n## Language and sentence strategies\n## Summary-to-commentary ratio\n## Quote usage rules\n# How to Organise the Analysis Essay\n## Introduction\n## Body\n## Conclusion","[{\"question\":\"What makes a strong literary essay thesis statement, according to the guide?\",\"answer\":\"The thesis should be clear, objective, multifaceted, and specific. It should take a position on the prompt and include assertions that guide the argument.\"},{\"question\":\"How should evidence and examples be handled in the body paragraphs?\",\"answer\":\"Use strong, specific examples to support the argument, but explain them adequately. Aim for about 1/3 summary and 2/3 commentary so the analysis is not just descriptive.\"},{\"question\":\"What rules does the guide give for using quotes in the essay?\",\"answer\":\"Keep quote length under a complete sentence and don’t begin body paragraphs with a quote. Embed the quote within your paragraph and introduce it so the reader understands why it is coming.\"}]","WRITING A LITERARY ESSAY - GENERAL ADVICE & TIPS - Structure and writing guidelines | PDF",1790082770]