COMPARATIVE LITERARY ANALYSISThesis Statements and Body Paragraphs

Thesis Statements

What it is:

• A strong, argumentative claim• A sentence that is specific• A controversial, debatable, not

obvious claim• Highlights the significance,

deeper implications and ethical end(s) of the text/issue in question

• Provides a purpose for the paper

• Establishes voice and argument

What it is not:

• Just another sentence• A general, vague statement• A topic sentence• A comment about something

that is obvious to the reader• A statement of topic/theme• Aimless or shallow• An uncontroversial position; a

statement of fact

Thesis Statements• Purpose:

• Every single sentence in your paper should work to prove the argument presented in the thesis.

• Objective: • Present the topic and argument/claim about the topic.

• As an argument, someone reading your paper must be able to disagree with the idea presented in your thesis.

• It must be controversial and not readily obvious. Assume the reader of your paper has read the text(s) in question. Try to teach something to your reader that is not already evident.

Thesis Statements• Revising/Improving a Thesis:

• Is it arguable? Try to consider/argue an opposing viewpoint• This forces you to:

• 1) make sure it is arguable; • 2) make sure it is not obvious; • 3) fully understand what you are arguing

• The So What? Test Why does it matter (for your reader)?• What is the significance of the claim being made? How does the thesis

influence/shape/change the reader’s understanding of the text?

• Is the topic and/or argument too specific or too general?

• Is the statement unified?

Thesis Statements• Samples from Sophomore Papers:

• Even though they are conflicting points of view, his beliefs radiate throughout the novel in a dramatic fashion.

• In John Steinbeck’s classic novel, The Grapes of Wrath, the final chapter resembles the previous chapters be having mirroring metaphors and symbols, by leaving the reader questioning about how the Joad’s ended up, by leaving, the reader questioning how the man ended up, why this ending was used by Steinbeck, what the ethical end to this novel is, and by these questions, the last chapter should not be thought of as an ineffective ending for the book.

• Learning from Ma’s transformation into a leader, a reader of the novel understands the trait of compassion is the most essential trait for effective leadership.

Thesis Statement RequirementsComponents:

1. Topic• Identifying a shared element of fiction (largely obvious/objective from the

story) is establishing a topic. • Example: Maturity is a theme in “A Sunrise on the Veld” and “The Destructors.”

2. Arguable Claim about the Topic• What is your opinion or idea about the topic at hand.

• Example: Maturity in both stories occurs as the result of a traumatic event or circumstance.

3. Larger Significance: Why it matters• Crafting an argument and addressing the larger significance is identifying an

ethical end (subjective/debatable) from the element of fiction.• Example: According to both stories, negative or traumatic circumstances—though

seemingly destructive—are actually necessary for maturation and growth.

Thesis Statements• Samples of Weak Thesis Statements: Why are these weak? How

can they be improved?• “The Destructors” is a story about a gang of children who destroy a house. “A

Sunrise on the Veld” is about a boy who finds a dying buck in the wilderness.

• “The Necklace” and “A Soldier’s Home” are deeply metaphorical social critiques.

• Both “The Necklace” and “The Destructors” are stories concerned with materialism.

• Sample Strong Thesis:• Although the adolescent characters in both “The Destructors” and “A Sunrise

on the Veld” suffer from factors out of their control, their experiences are vital to their maturation process. Therefore, both stories address the theme of trauma, suggesting that it is a necessary aspect for growth.

Organizing Compare/Contrast Essays

Structure A:

Paragraphs Organized by Story

• Two Separate paragraphs that engage with both stories in each paragraph, but primarily focus on one story per paragraph.

• Organizing Principle: Story

• Quotes will come from only one story, and both will be discussed and analyzed.

Structure B:

Paragraphs Organized by Topic

• Two consistent paragraphs that use a central theme/idea (element(s) of fiction) to put two stories in a direct dialogue with one another in each paragraph.

• Organizing Principle: Topic

• Quotes will come from both stories and each story will be evenly discussed and analyzed.

Paragraph Structures

Structure A

• Structure:• Topic Sentence for one story• Instance A from same text

• Lead-in Sentence + Quote(s) from one story

• Transition between texts:• Set up with “Similarly, …” or

“Contrastingly…”• Instance B from same text

• Lead-in + Quote• Analyze quote(s) with close reading• Analyze the full claim by relating to

thesis (both stories)• In these sentences you would do the

comparison and contrast between the stories to provide a richer meaning.

Structure B

• Structure:• Topic Sentence with Argumentative

Claim for both stories• Instance from Text A

• Lead-in + Quote

• Transition between texts:• Set up with“Similarly, …” or

“Contrastingly…”

• Instance from Text B• Lead-in + Quote

• Analyze quote(s) with close reading• Analyze the full claim by relating to

thesis (both stories)• In these sentences you would do the

comparison and contrast between the stories to provide a richer meaning.

Body Paragraph Structure: Outline• Structure A:

• Topic Sentence• Lead-in to Quote and Quote• Close Reading 1• Transition/Connection to Next Quote• Lead-in to Second Quote and Quote• Close Reading 2• Thorough Analysis of Quotes and Thesis.

• Synthesize and Analyze• Comparing/contrasting the instance from one text to the general ideas instances in other text.

• Structure B:• Topic Sentence• Lead-in to Quote and Quote• Close Reading Analysis 1• Transition/Connection to Next Quote• Lead-in to Second Quote and Quote• Close Reading Analysis 2• Thorough Analysis of Quotes and Thesis

• Synthesize and Analyze:• directly comparing/contrasting the texts and quotes from each story, directly relating to/proving the claim of

the thesis

Topic Sentence• In a sense, the first sentence in your body paragraph

should act as a miniature, narrower version of your thesis.• At the start of each body paragraph, point to a specific instance or idea

that reflects/supports your argument.

• NOT a statement of summary or a general topic.• Structure A:

• For a Comparison/Contrast essay, use your topic sentence to narrow your thesis to focus on one of the stories.

• Structure B: • Or use your topic sentence to address the topic/theme for which you will

compare the two stories.

• Example:• While both “The Destructors” and “A Sunrise on the Veld” tackle

societal problems through teenage characters, Greene’s story focuses on the impact of destruction and violence on the social collective, not just on individuals.

Second and Third Sentences• Objective: Narrow your focus even further and draw attention to a

specific instance in the text.• Provide a lead-in sentence to contextualize your quote.

• Do not go from the topic sentence to the quote without setting up/providing background for the quote.

• This sentence may contain brief summary—but only what is necessary to understand the quote.• Summary should not be more than one sentence.

• Punctuate your lead-in sentence with a colon (or a comma, if someone is speaking).

• Quotes: • Should be demarcated with quotation marks.• Standard Form: the author’s last name in parentheses and the page

number provided, and for the quote/sentence punctuation always comes after the second parentheses: (Lessing 910).

• MLA Format will be covered in more detail on Monday.

• Helpful Tip: Quotes should be relevant for your argument. Use them as support for your claims; do not quote for the sake of quoting.

Lead-in Sentence and Quote• Example:

• Although the war profoundly affects Trevor personally, the whole gang conspires—as a group—to help him with his plan of destruction. They even vote on the issue of destroying Old Misery’s house: as Blackie says, “The gang’s got to vote” (Greene 315).

Fourth and Fifth Sentences• Transition from your first textual instance into your

second. Then, provide a second lead-in sentence and a second quote.

• Example:• Similar to his comment about voting, Blackie later reinforces

obligation to the group and its decision in response to Summers’ complaints: “You voted like the others. We are going to destroy this house” (Greene 319).

Explanation of Quote and Analysis• Immediately after the quotes or specific textual instances,

analyze the quotes and situations for significance. • Close Reading: Connect the actual words/events/ideas of the

quotes to your argument. • Analysis: Explain the theme or deeper implications of the text.

• Example: • Based on Blackie’s first statement, his use of the word “got” implies

that the gang operates on rules and regulations, which mirror a democratic political structure. Similarly, his second comment holds Summers accountable for his personal vote and to the will of the whole gang.

Analysis• Conclude the paragraph by clearly analyzing the instance

in conjunction with the claims you make in the thesis.• You must relate your analysis/explanation to the overall

argument of the paper.

• Think, but do not write, “This matters because….” or “This proves my thesis because…”

• Your last sentence should provide some context regarding the other story that you may transition to that story in the next paragraph (or connect it to the previous paragraph).

Example AnalysisUnlike “A Sunrise on the Veld,” which filters social issues through the lens of the individual, the text’s reference to political order emphasizes the group dynamic and the notion that war affects society as a whole, not just isolated individuals. Not only do the boys reflect their own structure, but they also reflect the structure of the corrupt world around them. Because of this similarity, Greene uses the structure and dynamic of the gang to critique the politics and society of Britain at the time. Blackie’s words remind his fellow characters and Greene’s readers that the struggles of society are shared and can only be solved through collective action. Greene’s use of parliamentary politics as a mode of destruction implies the need to re-evaluate and reform Britain’s functioning, but destructive system.

Full ParagraphWhile both “The Destructors” and “A Sunrise on the Veld” tackle societal

problems through teenage characters, Greene’s story focuses on the impact of destruction and violence on the social collective, not just on individuals. Although the war profoundly affects Trevor personally, the whole gang conspires—as a group—to help him with his plan of destruction. They even vote on the issue of destroying Old Misery’s house: as Blackie says, “The gang’s got to vote” (Greene 315). Similar to his comment about voting, Blackie later reinforces obligation to the group and its decision in response to Summers’ complaint: “You voted like the others. We are going to destroy this house” (Greene 319). Based on Blackie’s first statement, his use of the word “got” implies that the gang operates on rules and regulations, which mirror a democratic political structure. Similarly, his second comment holds Summers accountable for his personal vote and to the will of the whole gang. Unlike “A Sunrise on the Veld,” which filters social issues through the lens of the individual, the text’s reference to political order emphasizes the group dynamic and the notion that any action affects society as a whole, not just isolated individuals. Not only do the boys reflect their own structure, but they also reflect the structure of the corrupt world around them. Because of this similarity, Greene uses the structure and dynamic of the gang to critique the politics and society of Britain at the time. Blackie’s words remind his fellow characters and Greene’s readers that the struggles of society are shared and can only be solved through collective action. Greene’s use of parliamentary politics as a mode of destruction implies the need to re-evaluate and reform Britain’s functioning, but destructive system so that it serves the communal good.

Major Components and StructureI. Topic Sentence: establish the purpose of your

paragraph.II. Lead-In Sentence: provide context for your quote.III. Add direct quote from the text.IV. Close Reading Analysis 1

• Explain the relevance of the quotes for your argument.

V. Transition to next quote.VI. Lead-In Sentence: provide context for your quote.VII. Add direct quote from the text.VIII. Close Reading Analysis 2

• Explain the relevance of the quotes for your argument.

IX. Analyze the significance of the specific instance/quote/detail through the scope of your thesis. Why does it matter? How does it prove your thesis’ larger significance?

ConnectExplainAnalyze

Paragraph Flow and CoherencePurpose (narrower thesis)

Text Support via Instance

Context for quote Direct Quote

Connect Quote to Purpose (Close Reading)

Explain the quote in relation to deeper implications

Connect to thesis: analyze deeper implications/larger significance

Compare/Contrast Essay Tips• Focus and Language should reflect similarities and

differences between the story.• Use key contrasting words and phrases like:

• However, Contrastingly/By contrast/In contrast,

• On the other hand, Unlike ____,

• Use key comparing words and phrases like:• Similarly, Furthermore,• In addition, Concomitantly,• Also, Comparatively/In comparison

• For example, two stories may share a similar theme, but they may not have the same ethical end from that theme.

External Resources:• The OWL at Purdue

• http://owl.english.purdue.edu/owl/resource/677/01/

• The Writing Center at UNC-Chapel Hill• http://writingcenter.unc.edu/handouts/