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Home English homework help. THE FICTION ESSAY
WRITING AN ANALYSIS OF A SHORT STORY
FOLLOW THE WRITING PROCESS
1. Choose a story and topic. What story stands out to you the most? What aspect of the story do you mind meaningful? Stories that stir
your emotions are good – but try to avoid focusing on things like what you would have done in the same situation, or why you like or dislike a
character.
2. Develop a draft thesis. Make a strong claim that is arguable (not a fact), supportable (not overly opinionated), and significant. Consider
what question you’ll answer while you write your essay. Some thesis statements are statements of theme (The story illustrates that point…)
and others focus on the use of literary devices (This story employs symbolism and imagery to create…).
3. Create a plan for your paragraphs. Avoid summary – always. Decide what purpose each paragraph will have: will it focus on a literary
device? A character? Even an informal outline can help you organize your ideas and keep your essay structured.
4. Write a draft. Don’t summarize. Think about your thesis and what point you are working to support. Remember each paragraphs’
purpose, and don’t worry about details and small mistakes. Give yourself time to edit and revise later, and spend the drafting process getting
your ideas out, finding and incorporating quotes and summary, and taking notes for citations.
5. Revise your essay. Test your thesis – did you stay dedicated to it throughout? Examine your paragraphs – does each have a clear focus and
does each relate to your thesis? Are your quotes and summaries incorporated into your essay? Do you cite everything you used from the story
or another source?
6. Edit your sentences. If you aren’t sure about punctuation or word use, check or ask for help. This is the time to think about the small
things, and to make sure your writing is clear, sentence by sentence.
7. Proofread and format. Read it over once again, and think about having someone else look at it, too. Make sure your paper is in MLA
format – check your heading, your citations, your margins, your font. Make sure there aren’t extra spaces between paragraphs. Ensure that your
paper is the correct file type.
THESIS STATEMENTS
A thesis statement is the paper writer’s central argument.
It should never be a fact or something obvious, like In “Little Red Riding Hood,” she faces a difficulty journey.
It should never be a strong opinion, like In “Little Red Riding Hood,” she makes a lot of stupid choices that result in bad
consequences.
It should not be your opinion of the writing itself, like “The author of this story does a good job of showing his ideas and creating
great imagery. “
A thesis should be arguable: It says something that not everyone will see or understand in the story.
A thesis should be supportable: Your idea must be a fair statement, representing an accurate reading of the story.
You should be able to find passages from the story that support and illustrate your point.
A thesis should be purposeful: Your statement is driving your entire essay. For that reason, it should discuss the
meaning or significance of something within the story.
Samples of effective student thesis statements are on these pages in your book: 46, 173, 117
THESIS STATEMENTS FOR THE FICTION ESSAY
Read the prompts for this essay assignment.
Your thesis statement is essentially your answer to the question(s).
For example, if you choose # 5: Write an essay examining how a story of your choosing makes a statement about
a social issue (class, race, gender, ageism, cultural identity). What claim does the story seem to be making? How
does it use literary devices to illustrate its point? What characters seem to be speaking on behalf of the theme?
Your thesis could be something like: The story “Story Name Here” makes a clear and strong
statement regarding race and class in American in the 1950s. The characterization, symbols and
setting details demonstrate the negative impact that racism and poverty has on people and on
relationships.
This thesis is arguable (It’s not a fact or an obvious statement; it is not merely a summary)
This thesis is supportable (It’s not overly opinionated and can be supported by evidence from the story)
This thesis previews the essay (The author of this essay would write about how the characterization shows the
negative impact of racism and poverty, how the symbols show the negative impact, and how the setting details
help to show the negative impact)
OUTLINE
The purpose of an
outline is to plan and
organize an essay, so
that drafting will be
easier and produce
something effective.
Look at the sample
outline on pages 173-
174. This is one way to
craft your outline.
There is also a sample
outline in the lesson
folder.
DRAFTING THE PARAGRAPHS
Each paragraph should have a
purpose, and be focused on a point
that relates to (or “matches”) your
thesis.
Each paragraph should contain
information or evidence. In this essay,
that evidence will come from the
story or stories you’re writing about.
Each paragraph should end with your
explanation – how you connect the
evidence to your point.
REVISION
Revision is attending to the big ideas:
• Is my thesis supported?
• Are my paragraphs organized?
• Do I prove each point?
• Do I cite each piece of evidence?
• Do I make connections to my thesis statement?
• Have I revisited the comments from the last essay to avoid making my common errors?
EDITING
Editing is attending to the little things:
• Are my sentences clear?
• Are they too wordy?
• Does each sentence make sense?
• Are my commas in the correct place?
• Is every word spelled correctly?
• Is my formatting correct?
• Are my citations listed?
Respond to one of the following prompts in a 3-5 page fiction response essay. Your essay
should be in MLA format, make use of support from the story or stories chosen (using
quotation, summary and/or paraphrase) and should include citations in-text and on a
Works Cited page.
Remember to avoid summarizing a story – instead, focus on answering the question(s) and
explaining why the quotes and passages you’ve chosen are significant. You do not need to
consult research or outside sources for this paper.
1. Consider the stories we have read that feature young narrators or protagonists.
Compare how two young adults respond to the challenges and opportunities
presented to them in the story. In what ways are their lessons intended for the
audience as well?
2. Choose a story with a first person narrator. How does the narrator’s bias, personality,
and reliability affect the story? Are readers given false or biased impressions of other
characters? How does this impact the meaning of the overall story?
3. Compare two stories that focus on the same idea or central topic. How do they use
literary devices to create their themes? In what ways do they differ significantly?
How do they each arrive at the same point in the end?
4. Write an essay examining the variances between two authors who have distinctly
different styles (for instance, Faulkner and Hemingway). How do each use literary
devices? To what effect? How do each craft a clear narrative in such different ways?
What are the primary stylistic differences? How do those differences impact the tone
and theme?
5. Write an essay examining how a story of your choosing makes a statement about a
social issue (class, race, gender, ageism, cultural identity). What claim does the story
seem to be making? How does it use literary devices to illustrate its point? What
characters seem to be speaking on behalf of the theme?
6. Select two stories and show how, although their plots differ, they explore a similar
theme. How do they arrive at the same point? How do they employ literary devices?
Use specific lines and passages from both stories to support your claims.
7. Compare and contrast the themes regarding familial relationships in two stories.
What statement does each story make about family bonds? How does each story use
literary devices to illustrate its theme?
8. Choose a story that makes use of significant symbolism. How do symbols support
and establish the theme in the story? What symbols are significant and how does
each create or reinforce the story’s central theme?
9. Explore the relationships between setting and symbol in a story of your choosing.
How does the author establish a sense of place and why is this setting significant?
Use examples and explain how symbols enhance the setting and relate to the theme.
I. Introduction
a. Quick summary of short story
b. Include name of story and author
c. Thesis statement: The story “Story Name Here” makes a clear and strong statement
regarding race and class in American in the 1950s. The characterization, symbols and setting
details demonstrate the negative impact that racism and poverty has on people and on
relationships.
II. First main point: Characterization illustrates how the racism in America in the 1950s, as
well as the struggles of poverty negatively impact the lives of the main characters.
a. Quote from story (integrated into my own sentence)
b. Example from story
c. I explain how these examples prove my point
III. Second main point: Symbols in this story also emphasize the challenges caused by
racism and poverty.
a. The door is a symbol of racism, because Steve can’t go through the door…
b. The ring is a symbol of Steve’s oppression because….
c. The lost shoe is a symbol of the weight of poverty, because…
IV. Third main point: Setting details further illustrate the negative impact of racism and
America’s class system in the 1950s.
a. Social environment details like Steve’s job and home
b. Details about the neighborhood
c. Quote about how the bus system doesn’t go to his neighborhood
V. Conclusion
a. brief restatement of thesis
b. brief reminder of main idea
Things to notice about this outline:
1. It is organized around the thesis. Each of the main points comes from the thesis.
2. All arguments are supported with examples from the story. Quotes would be integrated into
your own sentences, and examples would be summarized. Evidence does not have to be given in
order of the story – in fact, avoid putting things in order to help you avoid summary.
3. All body paragraphs (II, III, and IV) end with the author’s explanation of how the evidence proves
the point. No paragraphs will end with quotes or facts.
4. This outline can be used as a blueprint when writing the paper. Each main point is its own
paragraph.
Writing a Fiction Analysis Essay
1 Choose a story and topic. What story stands out to you the most? What aspect
of the story do you mind meaningful? Stories that stir your emotions are good – but
try to avoid focusing on things like what you would have done in the same
situation, or why you like or dislike a character.
2. Develop a draft thesis. Make a strong claim that is arguable (not a fact),
supportable (not overly opinionated), and significant. Consider what question you’ll
answer while you write your essay. Some thesis statements are statements of
theme (The story illustrates that point…) and others focus on the use of literary
devices (This story employs symbolism and imagery to create…).
3. Create a plan for your paragraphs. Avoid summary – always. Decide what
purpose each paragraph will have: will it focus on a literary device? A character?
Even an informal outline can help you organize your ideas and keep your essay
structured.
4. Write a draft. Don’t summarize. Think about your thesis and what point you
are working to support. Remember each paragraphs’ purpose, and don’t worry
about details and small mistakes. Give yourself time to edit and revise later, and
spend the drafting process getting your ideas out, finding and incorporating quotes
and summary, and taking notes for citations.
5. Revise your essay. Test your thesis – did you stay dedicated to it throughout?
Examine your paragraphs – does each have a clear focus and does each relate to
your thesis? Are your quotes and summaries incorporated into your essay? Do you
cite everything you used from the story or another source?
6. Edit your sentences. If you aren’t sure about punctuation or word use, check
or ask for help. This is the time to think about the small things, and to make sure
your writing is clear, sentence by sentence.
7. Proofread and format. Read it over once again, and think about having
someone else look at it, too. Make sure your paper is in MLA format – check your
heading, your citations, your margins, your font. Make sure there aren’t extra
spaces between paragraphs. Ensure that your paper is the correct file type.
Fiction Essay Rubric
Thesis
• Arguable
• Supportable
• In introduction
• To go beyond an average score, your thesis should also raise interesting questions or make especially original or
insightful points.
Organization
• Essay is organized around arguments
• Paragraph each have a clear purpose
• Evidence (quotes and summary) is sorted and placed appropriately
• To go beyond an average score, your essay would also include smooth and professional transitions.
Arguments (Also called Topic Sentences or Claims)
• Each topic sentence supports thesis statement
• Topic sentences are clear and stated (one per body paragraph)
• Topic sentences directly align with thesis (they match the thesis)
• Claims are relevant, meaningful
• To go beyond an average score, your arguments should be insightful and powerfully worded.
Evidence
• Sufficient (Enough to prove a point)
• Appropriate (Directly relates to the argument)
• Clear (Put into context and explained)
• Integrated (Put into your own sentences smoothly)
• To go beyond an average score, your use of evidence should be clear, direct, and especially effective.
Analysis / Commentary / Explanation
• In each paragraph, you connect evidence to claims
• In each paragraph, you make clear connections to thesis
• Essay seems cohesive (is not repetitive or list-like)
• To go beyond an average score, your analysis would develop a writerly voice.
Clarity
• Essay is obviously proofread
• Clear sentence structure
• Few spelling or wording errors
• Clear meaning throughout
• To go beyond an average score, your essay would be written with few to no errors.
Notes: Plagiarism results in zero. No outside sources should be consulted or cited. Students who over-rely on summary
will not achieve a passing score.