Literary Elements Critical Lens Essay Format

How to Write a Critical Lens Essay

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Quite often students are faced with a problem in their school days: “How to write a critical lens essay”? This article is aimed at helping those students who want to know what exactly a critical lens essay is and how it should be written.

A critical lens essay is an essay that is mostly used in some U.S. schools, especially those that are affiliated with the New York State Regents Exam. In the critical lens essay you are given a quote and have to decide whether you agree with it or not by writing an essay. In writing the essay, you explore the quote as well as the books, novels or sources from which the quote has been derived and make your own critical analysis and interpretation of things and finally come to a conclusion. The aim of the critical lens essay is to measure the student’s ability of his or her reading, writing and critical thinking skills. One thing that must be always present in the critical lens essay is that the student should be able to make his or her own viewpoint on the subject, matter or topic, which has been written by him or her in the essay.

In writing a critical lens essay you must respond to the point of view conveyed by the quote and after that, you should try to explain the same in your own words. Any critical lens essay includes the following three steps: interpretation, analysis and explanation, which in turn test your ability to think, plan and write the essay in a cohesive manner using common literary terms. Before writing the actual critical lens essay, you should try to identify all the literary elements that are in a source book, novel, story, etc. Some typical literary elements are: tone, theme, characterization, language of numbers, symbolism, point of view, irony, plot, flashback, foreshadowing, etc. Every critical lens essay should consist of the following parts: introduction, body paragraphs and a conclusion. In making the essay, the student should use at least two different pieces of literature and describe all the literary terms . The following steps will guide you in writing a critical lens essay.

Steps in writing a critical lens essay:

  • First, you should start with the introduction. Here you need to write the critical lens quote word for word. You can use the name of the source (author) before the actual quote. An example could be like this: According to the author XZY, “Quote here.”
  • Once you have copied the actual quote word for word, you need to rewrite the quote in your own words. Here, the interpretation part is involved – what exactly does the quote mean to you? You should not write in the first person like “I”, “me”, “we”, “you”, but use the third person instead like “they”, “those”, etc. You should try to write your own interpretation of the quote entirely in your own words. This will become your thesis statement, which you will later prove to be true from the two literary works that had been assigned to you or selected by you.
  • Now, once you have written the introduction, you should start with the body paragraph, which should contain the title or source, the author’s name and other details about the first source. Here you should restate your interpretation of the quotes and also the literary terms used in the sources.
  • Repeat the above steps for the second literary source and use the literary terms to support your position similar to the first paragraph. Remember, you need to interpret the quote in light of the two sources that you are using. You can summarize the plot briefly in order to emphasize your stand. You should make your interpretation clear and stand out to make your claim.
  • In the conclusion part you should restate the quote by summarizing the examples cited in the body paragraphs. You should write the name of the author or individual who provided the quote. Here you can highlight some evidence from the sources so that it stimulates the reader into thinking about your idea.

Although some of you might never had written a critical lens essay in your entire life, by following the above steps you will definitely find it easier to write such essays when required.

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Literary Analysis: Using Elements of Literature

Students are asked to write literary analysis essays because this type of assignment encourages you to think about how and why a poem, short story, novel, or play was written.  To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons.  Your essay should point out the author’s choices and attempt to explain their significance. 

Another way to look at a literary analysis is to consider a piece of literature from your own perspective.  Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms) listed below.  You’ll just need to use the original text to defend and explain your argument to the reader.

Allegory - narrative form in which the characters are representative of some larger humanistic trait (i.e. greed, vanity, or bravery) and attempt to convey some larger lesson or meaning to life. Although allegory was originally and traditionally character based, modern allegories tend to parallel story and theme.

  • William Faulkner’s A Rose for Emily- the decline of the Old South
  • Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde- man’s struggle to contain his inner primal instincts
  • District 9- South African Apartheid
  • X Men- the evils of prejudice
  • Harry Potter- the dangers of seeking “racial purity”

Character - representation of a person, place, or thing performing traditionally human activities or functions in a work of fiction

  • Protagonist - The character the story revolves around.
  • Antagonist - A character or force that opposes the protagonist.
  • Minor character - Often provides support and illuminates the protagonist.
  • Static character - A character that remains the same.
  • Dynamic character - A character that changes in some important way.
  • Characterization - The choices an author makes to reveal a character’s personality, such as appearance, actions, dialogue, and motivations.  

Look for: Connections, links, and clues between and about characters. Ask yourself what the function and significance of each character is. Make this determination based upon the character's history, what the reader is told (and not told), and what other characters say about themselves and others.

Connotation - implied meaning of word. BEWARE! Connotations can change over time.

  • confidence/ arrogance
  • mouse/ rat
  • cautious/ scared
  • curious/ nosey
  • frugal/ cheap

Denotation - dictionary definition of a word

Diction - word choice that both conveys and emphasizes the meaning or theme of a poem through distinctions in sound, look, rhythm, syllable, letters, and definition  

Figurative language - the use of words to express meaning beyond the literal meaning of the words themselves

  • Metaphor - contrasting to seemingly unalike things to enhance the meaning of a situation or theme without using like or as  
    • You are the sunshine of my life.
  • Simile - contrasting to seemingly unalike things to enhance the meaning of a situation or theme using like or as  
    • What happens to a dream deferred, does it dry up like a raisin in the sun
  • Hyperbole - exaggeration
    • I have a million things to do today.
  • Personification - giving non-human objects human characteristics
    • America has thrown her hat into the ring, and will be joining forces with the British.

Foot - grouping of stressed and unstressed syllables used in line or poem

  • Iamb - unstressed syllable followed by stressed
    • Made famous by the Shakespearian sonnet, closest to the natural rhythm of human speech
      • How do I love thee? Let me count the ways
  • Spondee - stressed stressed
    • Used to add emphasis and break up monotonous rhythm
      • Blood boil, mind-meld, well- loved
  • Trochee - stressed unstressed
    • Often used in children’s rhymes and to help with memorization, gives poem a hurried feeling
      • While I nodded, nearly napping, suddenly there came a tapping,
  • Anapest - unstressed unstressed stressed
    • Often used in longer poems or “rhymed stories”
      • Twas the night before Christmas and all through the house
  • Dactyls - stressed unstressed unstressed
    • Often used in classical Greek or Latin text, later revived by the Romantics, then again by the Beatles, often thought to create a heartbeat or pulse in a poem
      • Picture yourself in a boat on a river,
        With tangerine trees and marmalade skies.

The iamb stumbles through my books; trochees rush and tumble; while anapest runs like a hurrying brook; dactyls are stately and classical.

Imagery - the author’s attempt to create a mental picture (or reference point) in the mind of the reader. Remember, though the most immediate forms of imagery are visual, strong and effective imagery can be used to invoke an emotional, sensational (taste, touch, smell etc) or even physical response.

Meter - measure or structuring of rhythm in a poem

Plot - the arrangement of ideas and/or incidents that make up a story

  • Foreshadowing - When the writer clues the reader in to something that will eventually occur in the story; it may be explicit (obvious) or implied (disguised).
  • Suspense - The tension that the author uses to create a feeling of discomfort about the unknown
  • Conflict - Struggle between opposing forces.
  • Exposition - Background information regarding the setting, characters, plot.
  • Rising Action - The process the story follows as it builds to its main conflict
  • Crisis - A significant turning point in the story that determines how it must end
  • Resolution/Denouement - The way the story turns out.

Point of View - pertains to who tells the story and how it is told. The point of view of a story can sometimes indirectly establish the author's intentions.

  • Narrator - The person telling the story who may or may not be a character in the story.
  • First-person - Narrator participates in action but sometimes has limited knowledge/vision.
  • Second person - Narrator addresses the reader directly as though she is part of the story. (i.e. “You walk into your bedroom.  You see clutter everywhere and…”)
  • Third Person (Objective) - Narrator is unnamed/unidentified (a detached observer). Does not assume character's perspective and is not a character in the story. The narrator reports on events and lets the reader supply the meaning.
  • Omniscient - All-knowing narrator (multiple perspectives). The narrator knows what each character is thinking and feeling, not just what they are doing throughout the story.  This type of narrator usually jumps around within the text, following one character for a few pages or chapters, and then switching to another character for a few pages, chapters, etc. Omniscient narrators also sometimes step out of a particular character’s mind to evaluate him or her in some meaningful way.

Rhythm - often thought of as a poem’s timing. Rhythm is the juxtaposition of stressed and unstressed beats in a poem, and is often used to give the reader a lens through which to move through the work. (See meter and foot)

Setting - the place or location of the action.  The setting provides the historical and cultural context for characters. It often can symbolize the emotional state of characters. Example – In Poe’s The Fall of the House of Usher, the crumbling old mansion reflects the decaying state of both the family and the narrator’s mind. We also see this type of emphasis on setting in Thomas Mann’s Death in Venice.

Speaker - the person delivering the poem. Remember, a poem does not have to have a speaker, and the speaker and the poet are not necessarily one in the same.

Structure (fiction) - The way that the writer arranges the plot of a story.

Look for: Repeated elements in action, gesture, dialogue, description, as well as shifts in direction, focus, time, place, etc.

Structure(poetry) - The pattern of organization of a poem. For example, a Shakespearean sonnet is a 14-line poem written in iambic pentameter. Because the sonnet is strictly constrained, it is considered a closed or fixed form. An open or free form poem has looser form, or perhaps one of the author’s invention, but it is important to remember that these poems  are not necessarily formless.

Symbolism - when an object is meant to be representative of something or an idea greater than the object itself.

  • Cross - representative of Christ or Christianity
  • Bald Eagle - America or Patriotism
  • Owl - wisdom or knowledge
  • Yellow - implies cowardice or rot

Tone - the implied attitude towards the subject of the poem. Is it hopeful, pessimistic, dreary, worried? A poet conveys tone by combining all of the elements listed above to create a precise impression on the reader.

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