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• How to write a literary analysis essay | A step-by-step guide

How to Write a Literary Analysis Essay | A Step-by-Step Guide

Published on January 30, 2020 by Jack Caulfield . Revised on August 14, 2023.

Literary analysis means closely studying a text, interpreting its meanings, and exploring why the author made certain choices. It can be applied to novels, short stories, plays, poems, or any other form of literary writing.

A literary analysis essay is not a rhetorical analysis , nor is it just a summary of the plot or a book review. Instead, it is a type of argumentative essay where you need to analyze elements such as the language, perspective, and structure of the text, and explain how the author uses literary devices to create effects and convey ideas.

Before beginning a literary analysis essay, it’s essential to carefully read the text and c ome up with a thesis statement to keep your essay focused. As you write, follow the standard structure of an academic essay :

• An introduction that tells the reader what your essay will focus on.
• A main body, divided into paragraphs , that builds an argument using evidence from the text.
• A conclusion that clearly states the main point that you have shown with your analysis.

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Table of contents

Step 1: reading the text and identifying literary devices, step 2: coming up with a thesis, step 3: writing a title and introduction, step 4: writing the body of the essay, step 5: writing a conclusion, other interesting articles.

The first step is to carefully read the text(s) and take initial notes. As you read, pay attention to the things that are most intriguing, surprising, or even confusing in the writing—these are things you can dig into in your analysis.

Your goal in literary analysis is not simply to explain the events described in the text, but to analyze the writing itself and discuss how the text works on a deeper level. Primarily, you’re looking out for literary devices —textual elements that writers use to convey meaning and create effects. If you’re comparing and contrasting multiple texts, you can also look for connections between different texts.

To get started with your analysis, there are several key areas that you can focus on. As you analyze each aspect of the text, try to think about how they all relate to each other. You can use highlights or notes to keep track of important passages and quotes.

Language choices

Consider what style of language the author uses. Are the sentences short and simple or more complex and poetic?

What word choices stand out as interesting or unusual? Are words used figuratively to mean something other than their literal definition? Figurative language includes things like metaphor (e.g. “her eyes were oceans”) and simile (e.g. “her eyes were like oceans”).

Also keep an eye out for imagery in the text—recurring images that create a certain atmosphere or symbolize something important. Remember that language is used in literary texts to say more than it means on the surface.

Narrative voice

Ask yourself:

• Who is telling the story?
• How are they telling it?

Is it a first-person narrator (“I”) who is personally involved in the story, or a third-person narrator who tells us about the characters from a distance?

Consider the narrator’s perspective . Is the narrator omniscient (where they know everything about all the characters and events), or do they only have partial knowledge? Are they an unreliable narrator who we are not supposed to take at face value? Authors often hint that their narrator might be giving us a distorted or dishonest version of events.

The tone of the text is also worth considering. Is the story intended to be comic, tragic, or something else? Are usually serious topics treated as funny, or vice versa ? Is the story realistic or fantastical (or somewhere in between)?

Consider how the text is structured, and how the structure relates to the story being told.

• Novels are often divided into chapters and parts.
• Poems are divided into lines, stanzas, and sometime cantos.
• Plays are divided into scenes and acts.

Think about why the author chose to divide the different parts of the text in the way they did.

There are also less formal structural elements to take into account. Does the story unfold in chronological order, or does it jump back and forth in time? Does it begin in medias res —in the middle of the action? Does the plot advance towards a clearly defined climax?

With poetry, consider how the rhyme and meter shape your understanding of the text and your impression of the tone. Try reading the poem aloud to get a sense of this.

In a play, you might consider how relationships between characters are built up through different scenes, and how the setting relates to the action. Watch out for  dramatic irony , where the audience knows some detail that the characters don’t, creating a double meaning in their words, thoughts, or actions.

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Your thesis in a literary analysis essay is the point you want to make about the text. It’s the core argument that gives your essay direction and prevents it from just being a collection of random observations about a text.

If you’re given a prompt for your essay, your thesis must answer or relate to the prompt. For example:

Essay question example

Is Franz Kafka’s “Before the Law” a religious parable?

Your thesis statement should be an answer to this question—not a simple yes or no, but a statement of why this is or isn’t the case:

Thesis statement example

Franz Kafka’s “Before the Law” is not a religious parable, but a story about bureaucratic alienation.

Sometimes you’ll be given freedom to choose your own topic; in this case, you’ll have to come up with an original thesis. Consider what stood out to you in the text; ask yourself questions about the elements that interested you, and consider how you might answer them.

Your thesis should be something arguable—that is, something that you think is true about the text, but which is not a simple matter of fact. It must be complex enough to develop through evidence and arguments across the course of your essay.

Say you’re analyzing the novel Frankenstein . You could start by asking yourself:

Your initial answer might be a surface-level description:

The character Frankenstein is portrayed negatively in Mary Shelley’s Frankenstein .

However, this statement is too simple to be an interesting thesis. After reading the text and analyzing its narrative voice and structure, you can develop the answer into a more nuanced and arguable thesis statement:

Mary Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

Remember that you can revise your thesis statement throughout the writing process , so it doesn’t need to be perfectly formulated at this stage. The aim is to keep you focused as you analyze the text.

Finding textual evidence

To support your thesis statement, your essay will build an argument using textual evidence —specific parts of the text that demonstrate your point. This evidence is quoted and analyzed throughout your essay to explain your argument to the reader.

It can be useful to comb through the text in search of relevant quotations before you start writing. You might not end up using everything you find, and you may have to return to the text for more evidence as you write, but collecting textual evidence from the beginning will help you to structure your arguments and assess whether they’re convincing.

To start your literary analysis paper, you’ll need two things: a good title, and an introduction.

Your title should clearly indicate what your analysis will focus on. It usually contains the name of the author and text(s) you’re analyzing. Keep it as concise and engaging as possible.

A common approach to the title is to use a relevant quote from the text, followed by a colon and then the rest of your title.

If you struggle to come up with a good title at first, don’t worry—this will be easier once you’ve begun writing the essay and have a better sense of your arguments.

“Fearful symmetry” : The violence of creation in William Blake’s “The Tyger”

The introduction

The essay introduction provides a quick overview of where your argument is going. It should include your thesis statement and a summary of the essay’s structure.

A typical structure for an introduction is to begin with a general statement about the text and author, using this to lead into your thesis statement. You might refer to a commonly held idea about the text and show how your thesis will contradict it, or zoom in on a particular device you intend to focus on.

Then you can end with a brief indication of what’s coming up in the main body of the essay. This is called signposting. It will be more elaborate in longer essays, but in a short five-paragraph essay structure, it shouldn’t be more than one sentence.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

Some students prefer to write the introduction later in the process, and it’s not a bad idea. After all, you’ll have a clearer idea of the overall shape of your arguments once you’ve begun writing them!

If you do write the introduction first, you should still return to it later to make sure it lines up with what you ended up writing, and edit as necessary.

The body of your essay is everything between the introduction and conclusion. It contains your arguments and the textual evidence that supports them.

Paragraph structure

A typical structure for a high school literary analysis essay consists of five paragraphs : the three paragraphs of the body, plus the introduction and conclusion.

Each paragraph in the main body should focus on one topic. In the five-paragraph model, try to divide your argument into three main areas of analysis, all linked to your thesis. Don’t try to include everything you can think of to say about the text—only analysis that drives your argument.

In longer essays, the same principle applies on a broader scale. For example, you might have two or three sections in your main body, each with multiple paragraphs. Within these sections, you still want to begin new paragraphs at logical moments—a turn in the argument or the introduction of a new idea.

Robert’s first encounter with Gil-Martin suggests something of his sinister power. Robert feels “a sort of invisible power that drew me towards him.” He identifies the moment of their meeting as “the beginning of a series of adventures which has puzzled myself, and will puzzle the world when I am no more in it” (p. 89). Gil-Martin’s “invisible power” seems to be at work even at this distance from the moment described; before continuing the story, Robert feels compelled to anticipate at length what readers will make of his narrative after his approaching death. With this interjection, Hogg emphasizes the fatal influence Gil-Martin exercises from his first appearance.

Topic sentences

To keep your points focused, it’s important to use a topic sentence at the beginning of each paragraph.

A good topic sentence allows a reader to see at a glance what the paragraph is about. It can introduce a new line of argument and connect or contrast it with the previous paragraph. Transition words like “however” or “moreover” are useful for creating smooth transitions:

… The story’s focus, therefore, is not upon the divine revelation that may be waiting beyond the door, but upon the mundane process of aging undergone by the man as he waits.

Nevertheless, the “radiance” that appears to stream from the door is typically treated as religious symbolism.

This topic sentence signals that the paragraph will address the question of religious symbolism, while the linking word “nevertheless” points out a contrast with the previous paragraph’s conclusion.

Using textual evidence

A key part of literary analysis is backing up your arguments with relevant evidence from the text. This involves introducing quotes from the text and explaining their significance to your point.

It’s important to contextualize quotes and explain why you’re using them; they should be properly introduced and analyzed, not treated as self-explanatory:

It isn’t always necessary to use a quote. Quoting is useful when you’re discussing the author’s language, but sometimes you’ll have to refer to plot points or structural elements that can’t be captured in a short quote.

In these cases, it’s more appropriate to paraphrase or summarize parts of the text—that is, to describe the relevant part in your own words:

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The conclusion of your analysis shouldn’t introduce any new quotations or arguments. Instead, it’s about wrapping up the essay. Here, you summarize your key points and try to emphasize their significance to the reader.

A good way to approach this is to briefly summarize your key arguments, and then stress the conclusion they’ve led you to, highlighting the new perspective your thesis provides on the text as a whole:

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

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Grading rubric for an essay in a literature class.

The A Essay makes an interesting, complex—even surprising—argument and is thoroughly well-executed.   It both engages the text closely and sheds light on relevant contexts (historical, theoretical, or critical).

• Thesis and Motive . The major claim of the essay is complex, insightful, and unexpected.   The thesis responds to a true question, tension or problem.   It is stated clearly at the outset and evolves throughout the paper.   The introduction has a clear motive that outlines the stakes of the argument and demonstrates a meaningful context for the author’s claims. Ideally demonstrates familiarity with current critical conversation on relevant issues.
• Evidence & Analysis . The best available evidence is introduced not only to support but also to challenge and complicate the claims and stakes of the essay. It is often drawn from unexpected places, and its nuances are insightfully explored. The argument is sufficiently complex to require an explanation of how the evidence supports the essay’s claims, and evidence, drawn both from close reading and from contextual research, is used to develop new claims.
• Structure . Ideas develop over the course of the essay so that the foundations established early on push the argument toward a more complex conclusion.   The possibility of other ways of approaching the material is explored, and the validity of other arguments about the material is discussed.

Style . The writing is clear and concise, yet sophisticated, demonstrating sentence variety and appropriate vocabulary.   The essay is a pleasure to read.

Revision . The essay does not simply address the comments of the instructor and peer reviewers, but altogether transforms its ideas or use of evidence from the draft.   It is meticulously proofread.

  

The high B Essay falls into two categories: 1. aims at making an engaging, complex argument but is hindered by a few local problems with structure, analysis, or style (e.g. wide-ranging but not deep; contextual but not textual); 2. has a simpler argument that is thoroughly well-executed (e.g. close reading is present but contexts are lacking, or alternative viewpoints are not engaged). 

Thesis &  Motive . Either the major claim is clear, arguable, and complex but misses opportunities for nuance or subtlety, or else it set out to explore an ambitious idea whose complexity leads to minor errors in articulation.   The introduction suggests some context or stakes for the argument but does not offer strong motivation, or a convincing motive is gestured at but remains implicit. There is limited or no engagement with current scholarship

Evidence & Analysis . All claims are supported with evidence that is integral to the development of the argument, but the link between claim and evidence may be at times unconvincing, unnuanced, or insufficiently explained. The analysis demonstrates several moments of keen insight but also includes arguments that lack subtlety or are insufficiently explained elsewhere in the essay. Only one possible way of approaching the material is fully explored; other perspectives receive limited attention.

Structure . The argument follows a clear logical arc, but small gaps, digressions, or a lack of transitional language interrupt the flow of ideas in a few places.

Style . The writing is mostly clear but may contain a few confusing sentences or mechanical problems. It is mostly engaging.

Revision . The essay has mostly resolved the major concerns of the reviewers, though a few minor issues remain. It has clearly been proofread.

The B Essay addresses the assignment and demonstrates effort to produce a complex argument. However, the essay is hindered by either a lack of nuance in the thesis or by structural, analytical, or stylistic problems in the execution of its ideas.

Thesis & Motive . Either the major claim is clear and arguable but lacks complexity or else sets out to explore an intriguing idea that has not developed into a specific claim. The introduction either unsuccessfully motivates an unexpected claim or weakly and artificially motivates a claim that does not constitute a significant revision of the status quo . No attention is given to alternative ways to approach the material

Evidence & Analysis . Most ideas are supported with well-chosen evidence that is sometimes explored in an insightful way, although nuances are often neglected. The text is treated as a set of unproblematic statements or observations, rather than grappled with as an aesthetic object.   The evidence is often integral to the development of the argument, although there may be gaps in the explanation of how the evidence supports the essay’s claims.

Structure . The argument is interesting and logical, but the structure of the essay is, at times, confusing. The essay’s claims, while complex, are executed in a confusing sequence, or they seem related to the thesis but have a confusing relationship to one another. Transitional language may be present but is unsuccessful or inconsistent. No evidence of engagement with possible alternative ways of approaching material.

Style . The writing is straightforward, mostly clear, and often engaging, but it contains occasional mechanical problems, confusing sentences, or moments of vagueness.

Revision . The essay attempts to address reviewers concerns but only does so in parts of the essay. The changes in the essay are improvements but may not be global changes. There may be a few lapses in proofreading.

The low B Essay demonstrates an effort to address the assignment, but the argument is ultimately too obvious, undeveloped, or obscured by significant structural, analytical, or stylistic problems.

Thesis & Motive . The major claim is logical and would require some evidence to prove, but the stakes are not as high as they should be. The essay’s major claims are somewhat unclear, unspecific or uninteresting. The introduction lacks a clear motive or contains an unspecific or weak motive; it evidences no encounters with any sort of critical interlocutors.

Evidence & Analysis .  Evidence is usually relevant, but the essay often does not consider the most important evidence or will present multiple examples to demonstrate the same idea. The essay makes some effort to explore the subtleties of the evidence and may be occasionally insightful, but it rarely uses evidence to complicate the argument and develop new claims.

Structure .  The argument mostly makes logical sense, but the structure of the essay is confusing—jumping around, missing transitions, or taking on too many ideas at once. Or, the argument itself may be presented simplistically and repetitively, leading to a predictable structure and unnecessary transitional language.

Style .  Though the writing generally makes sense and there may be moments where the diction is appropriate and elegant, it is weak enough in places to obscure the author’s ideas, often as a result of vagueness, verbosity, awkwardness, or a recurrent mechanical problem.

Revision . The essay is either a C paper (or lower) that has been revised to a low B, or it shows no significant revision.

The C Essay has significant problems with argumentation and/or presentation. 

Thesis & Motive . The major claim of the essay is weak—vague, simple, or obvious.   The essay does not respond to a true question, tension, or problem. The introduction usually has no motive.

Evidence & Analysis . Evidence may be lacking or irrelevant.   Instead of using evidence to develop the argument, examples remain undigested and unexplored. The author may simply summarize and simplify evidence, or present it in a confusing or unhelpful way.

Structure . The argument may be too simple and so does not develop over the course of the essay. Or the argument may be incoherent or too broad, without any clear organization or transitions. There is no sense of encounter with other minds and other perspectives to give relevance and engagement to the writing.

Style . The writing is generally confusing, awkward, or too verbose, and probably exhibits numerous mechanical problems.   Its diction may be inappropriate.

Revision . The essay did not change significantly from the first draft to the final draft.   Either the essay does not adequately address the criticism of peers and instructor, or the author missed opportunities for response.

Not Passing . An essay will not pass if it does not meet the minimum page requirement, does not address the assignment, plagiarizes, or does not meet standards for academic writing or argumentation.

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This rubric delineates specific expectations about an essay assignment to students and provides a means of assessing completed student essays.

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Grading rubrics can be of great benefit to both you and your students. For you, a rubric saves time and decreases subjectivity. Specific criteria are explicitly stated, facilitating the grading process and increasing your objectivity. For students, the use of grading rubrics helps them to meet or exceed expectations, to view the grading process as being “fair,” and to set goals for future learning. In order to help your students meet or exceed expectations of the assignment, be sure to discuss the rubric with your students when you assign an essay. It is helpful to show them examples of written pieces that meet and do not meet the expectations. As an added benefit, because the criteria are explicitly stated, the use of the rubric decreases the likelihood that students will argue about the grade they receive. The explicitness of the expectations helps students know exactly why they lost points on the assignment and aids them in setting goals for future improvement.

• Routinely have students score peers’ essays using the rubric as the assessment tool. This increases their level of awareness of the traits that distinguish successful essays from those that fail to meet the criteria. Have peer editors use the Reviewer’s Comments section to add any praise, constructive criticism, or questions.
• Alter some expectations or add additional traits on the rubric as needed. Students’ needs may necessitate making more rigorous criteria for advanced learners or less stringent guidelines for younger or special needs students. Furthermore, the content area for which the essay is written may require some alterations to the rubric. In social studies, for example, an essay about geographical landforms and their effect on the culture of a region might necessitate additional criteria about the use of specific terminology.
• After you and your students have used the rubric, have them work in groups to make suggested alterations to the rubric to more precisely match their needs or the parameters of a particular writing assignment.
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Rubrics & Resources

The literary analysis paragraph rubric, the literary analysis essay rubric, how to write opening paragraphs, how to write essay conclusions, literary analysis essay rubric, a step by step guide to writing a five paragraph literary analysis essay.

ESSAY RUBRIC:

Be sure to follow “all” of the details of the rubric explained in the rows below.

This is a literary analysis essay, so do not use “I” or any personal anecdotes or experiences in your essay!

Use these rows for each part of your essay.

When you are finished, paste them into another word document.

1. Assignment Details:

Use a single appropriate and readable font: I prefer Times new Roman size 12 font.

Be sure that your assignment information is in the top right of your document:

Name Writers Toolbox: Literary Analysis Essay Date

All paragraphs should be single spaced with double spaces between paragraphs.

Mike Demsher Fitz English Literary Analysis Essay 12/18/2012

MAIN TITLE:

Your main title tries to capture the major theme or themes of your essay in a broad and interesting way

It should be centered on your page in size 18 font two double spaces down from your assignment information.

Living Deliberately

Subtitle:  .

This points the reader in a more narrow and focused direction, and it must include a reference to the writing piece being analyzed

Make this as interesting and compelling as you can.

Use size 14 italic font centered directly below the main title.

Who Are We Meant to Be

Introductory quote.

Choose a quote of from the writing piece that fully captures the theme(s), spirit, and mood of your essay.

Center your quote above your paragraph in  size 12italics, single-spaced. (No quotation marks.) Be sure to cite your source in regular font within brackets or italics: e.g. [ Huckleberry Finn , Chapter 9]

NOTE: Book titles are always italicized. Use quotation marks for short stories and poetry.

I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived.

(Henry David Thoreau, Walden , Chapter 2)

Opening Paragraph

Set the scene.

Use one of the techniques described in the the rubric for “How to Create an Opening Paragraph.  In the example, Mike Demsher, one of my students in 9th grade, uses technique #3, “Engage Your Reader in an Intellectual Journey.”

If in doubt, use technique number one. It is easy and effective.

Technique #1: Drop Your Reader into a Scene: Describe the scene in the introductory quote using images and actions as if describing this scene to a friend.  

Use the present tense when describing  this scene (or any scene you use when writing an analysis.

Be sure to include the who, what, when, where, and why of the scene you are describing.

Throughout human history, we have advanced. Whether it is electronically, medically or socially, we have moved forward to a better society; however, could we be moving in the wrong direction? We have advanced our lives to a point where we are constantly hurrying with everything we do. We have been moving into a world where there is no real thought. We are in a philosophical dark age. The only way to snap ourselves out of it is to slow down and think. We must live deliberately each day and remember who we are meant to be.

State the Theme 

Transition from setting the scene to stating the theme.

Write a “clear, concise and compelling” guiding statement!This is your thesis statement and the overarching theme of your essay, so it needs to clearly state the direction and scope of your entire essay, which you already indicated in your sub-title.

Be sure to include the main theme, or themes, from your main title and clear reference to the writing piece.

First Body Paragraph

Copy and paste your first body paragraph you created using the literary analysis paragraph rubric.

Your first body paragraph is the mother of all other body paragraphs: there must feel like there is a natural flow and gravity to the order of your paragraphs.

Since your first body paragraph is followed by another body paragraph, you want to be sure that your last line “sets up” the next paragraph in a logical way. This is called a transition sentence.

Every life needs a purpose; however, sometimes we cannot find what our purpose is. Time and time again lives are thrown away simply because those lives cannot find their purposes. Every person has the opportunity to be who they want and sometimes they forget that basic freedom. In Thoreau’s memoir Walden , Thoreau went to Walden Pond to find his purpose and to live his life to its full potential. Thoreau built a house in the woods and gave himself a place to get away from the distractions that come with living.

I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. (Henry David Thoreau, Walden , Chapter 2)

Thoreau tells us that he went to the woods to live his life deliberately and do what he was meant to do. He wanted to get away from all the confusion of life and focus on thinking. He went to the woods to live his life with a purpose and leave his mark on the world. He didn’t want to die knowing that he could’ve done more with what he had. Thoreau believed that we shouldn’t waste what we have, both in physical abilities and mental capabilities. “I wanted to live deep and suck out all the marrow of life.” (Henry David Thoreau, Walden , Chapter 2) Thoreau had a gift for thinking and that is why he went to the woods. He knew that his purpose was to think and share what he learned with the world. He wanted a place where he could nurture his thoughts and therefore become a better philosopher. Thoreau went to the woods to simplify his life and do what he was meant to do.

Second Body Paragraph

Copy and paste your second body paragraph you created using the literary analysis paragraph rubric.

You may need or want to revise the beginning broad theme of your second paragraph, so that you don’t lose the continuity of your main theme.

At the end of this paragraph you need to transition to your final body paragraph, so in your last sentence give your readers a clue that there is more to come!

“Simplify, simplify.” (Henry David Thoreau, Walden , Chapter 2) Simplicity is a goal. We aspire to simplify our lives and live them deliberately. In chapter two of Walden , Thoreau tells us to simplify our lives. Thoreau lived his life with next to nothing and wrote his story with nothing to comfort him but the birds around him. “Such was not my abode, for I found myself suddenly neighbor to the birds; not by having imprisoned one, but having caged myself near them.”  (Henry David Thoreau, Walden , Chapter 2) Thoreau wanted to live his life simply and write. He wanted his life to be slow and simple.

An honest man has hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and lump the rest. Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand; instead of a million count half a dozen, and keep your accounts on your thumb-nail. (Henry David Thoreau, Walden , Chapter 2)

Thoreau wanted life to be as simple as possible. He wanted us to live deliberately and know what we want from life. How can we know what we want if we are constantly being pulled away by a hundred different commitments? Thoreau wants us to have only a few things to do and to keep our lives simple. He wants us to live our lives knowing what we are doing and why we are doing them. We are sometimes lost in our own heads, and we sometimes miss the beauty right in front of our faces. It is even truer today. How many times do we sit and think about our world and what it is. When we walk by the woods we see bark and that’s all. We look straight ahead onto our next commitment. We don’t look around and appreciate what’s in front of our eyes. We miss the amazing things around us because we are too busy to notice them. Thoreau wants us to slow down and simplify our lives. Thoreau wants us open our eyes and see the world as it was meant to be seen.

Third Body Paragraph

Copy and paste your third body paragraph you created using the literary analysis paragraph rubric.

This paragraph needs to “feel” like a final paragraph. By the end of this paragraph your readers should feel like you delivered on the promise of your thesis.

Since you are not transitioning to a new body paragraph, your final line of this paragraph should be conclusive, confident—and above all—clear and concise.

Don’t hint that there is more you could have written. Let your previous words speak for themselves!

Closed eyes often remain closed; however, once they are opened, a whole new world appears. In Thoreau’s Walden , Thoreau wants us to live our lives the way they are meant to be lived. He wants us to live deliberately and to open our eyes to the world as a whole. Thoreau wants us to live our lives with our eyes open and he “urges us to wade through the muck that constitutes our everyday lives.” (Sparknotes.com) Thoreau uses his own life and his own story of simplicity to bring the message of living deliberately to the forefront of our minds.

Let us spend one day as deliberately as Nature, and not be thrown off the track by every nutshell and mosquito’s wing that falls on the rails. Let us rise early and fast, or break fast, gently and without perturbation; let company come and let company go, let the bells ring and the children cry — determined to make a day of it. (Henry David Thoreau, Walden , Chapter 2)

Thoreau gives us a wakeup call. He tells us to live a day of our lives the way nature does; we should rise with the sun, live our lives without worry of what others think, and make each day count. That is the true meaning of life. We need to live our lives like we only get one. Many of us go through life in a blur, moving from one task to the next, until we die of exhaustion with nothing to show for our lives but the tattered remains of our achievements. How can we truly appreciate our achievements when we toss them to the side as soon as we get them and then move onto the next chore? We must live our lives aware of who we are and what we can be. We mustn’t worry about things that don’t matter. Sometimes and education is sought for the wrong reasons. School is about learning the material; however, all that matters is an inked letter on piece of paper. Life has taken a wrong turn, and we must work to put ourselves back on the right track. We must live our lives deliberately without losing sight of who we are meant to be.

Use the “How to Write an Essay Conclusion” Rubric to help guide you in writing your own conclusion.

Remember to finish it clean! Your conclusion wants to remind readers of the promise in your thesis and the overall importance of your main theme or themes that you so amazingly explicated in your body paragraphs.

There is no need to overdo it, but don’t be dull either. Be sure to include your main theme(s) and a specific reference to the writing piece .

Thoreau wants us to live our lives with a purpose. Thoreau wishes us to live our lives without falling into the dull void that our society is moving towards. He wants us to think, to learn and to appreciate life. He wants us to learn from the world, and to slow down enough to fully see it. Thoreau wants us to live deliberately.

A Journey of Discovery through Reading Walden

I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. ~Henry David Thoreau, Walden , Chapter 2

    T hroughout human history, we have advanced. Whether it is electronically, medically or socially, we have moved forward to a better society; however, could we be moving in the wrong direction? We have advanced our lives to a point where we are constantly hurrying with everything we do. We have been moving into a world where there is no real thought. We are in a philosophical dark age. The only way to snap ourselves out of it is to slow down and think. We must live deliberately each day and remember who we are meant to be. In Henry David Thoreau’s Walden , Thoreau urges us to live our lives purposefully and to not give up who we are. He wants us to live with our eyes open and not to fall into the blur that society is moving towards. Henry David Thoreau wants us to live deliberately.

Every life needs a purpose; however, sometimes we cannot find what our purpose is. Time and time again lives are thrown away simply because those lives cannot find their purposes. Every person has the opportunity to be who they want and sometimes they forget that basic freedom. In Thoreau’s memoir Walden , Thoreau went to Walden Pond to find his purpose and to live his life to its full potential. Thoreau built a house in the woods and gave himself a place to get away from the distractions that come with living:

Simplicity is a goal. We aspire to simplify our lives and live them deliberately. In chapter two of Walden , Thoreau tells us to simplify our lives: “ Simplify, simplify .” (Chapter 2) Thoreau lived his life with next to nothing and wrote his story with nothing to comfort him but the birds around him. “Such was not my abode, for I found myself suddenly neighbor to the birds; not by having imprisoned one, but having caged myself near them.”  (Henry David Thoreau, Walden , Chapter 2) Thoreau wanted to live his life simply and write. He wanted his life to be slow and simple.

Thoreau wanted life to be as simple as possible. He wanted us to live deliberately and know what we want from life. How can we know what we want if we are constantly being pulled away by a hundred different commitments? Thoreau wants us to have only a few things to do and to keep our lives simple. He wants us to live our lives knowing what we are doing and why we are doing them. We are sometimes lost in our own heads, and we sometimes miss the beauty right in front of our faces. It is even truer today. How many times do we sit and think about our world and what it is. When we walk by the woods we see bark and that’s all. We look straight ahead onto our next commitment. We don’t look around and appreciate what’s in front of our eyes. We miss the amazing things around us because we are too busy to notice them. Thoreau wants us to slow down and simplify our lives. Thoreau wants us open our eyes and see the world as it was meant to be seen

Thoreau wants us to live our lives with a purpose. He wishes us to live our lives without falling into the dull void that our society is moving towards. He wants us to think, to learn and to appreciate life. He wants us to learn from the world, and to slow down enough to fully see it. Thoreau wants us to live deliberately.

Henry David Thoreau

Write often, write upon a thousand themes, rather than long at a time, not trying to turn too many feeble somersets in the air–and so come down upon your head at last. Antaeus-like, be not long absent from the ground. Those sentences are good and well discharged which are like so many little resiliencies from the spring floor of our life–a distinct fruit and kernel itself, springing from  terra firma . Let there be as many distinct plants as the soil and the light can sustain. Take as many bounds in a day as possible. Sentences uttered with your back to the wall. Those are the admirable bounds when the performer has lately touched the spring board. (November 12, 1851)

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