Professional Documents
Culture Documents
Big Picture
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
a. Provide concrete examples and evidences on the nature of literature through analysis and critics;
Big Picture in Focus: ULOa. Provide concrete examples and evidences on the nature
of literature through analysis and critics.
Metalanguage
In this section, the most essential terms relevant to the study of literary criticism and to
demonstrate ULOa will be operationally defined to establish a common frame of reference as to how the
texts work in your chosen field or career. You will encounter these terms as we go through the study of
literature. Please refer to these definitions in case you will encounter difficulty in the in understanding
educational concepts.
A literary device is any specific aspect of literature, or a particular work, which we can recognize, identify,
interpret and/or analyze. Both literary elements and literary techniques can rightly be called literary
devices.
Literary techniques are specific, deliberate constructions of language which an author uses to convey
meaning. An author‘s use of a literary technique usually occurs with a single word or phrase, or a
particular group of words or phrases, at one single point in a text. Unlike literary elements, literary
techniques are not necessarily present in every text.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3) weeks of the
course, you need to fully understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to the resources. Thus, you
are expected to utilize other books, research articles and other resources that are available in the
university‘s library e.g. e-library, search.proquest.com etc.
Literature, a body of written works. The name has traditionally been applied to those imaginative works
of poetry and prose distinguished by the intentions of their authors and the perceived aesthetic
excellence of their execution. Literature may be classified according to a variety of systems, including
language, national origin, historical period, genre, and subject matter.
Western
If the early Egyptians or Sumerians had critical theories about the writing of literature, these have not
survived. From the time of Classical Greece until the present day, however, Western criticism has been
dominated by two opposing theories of the literary art, which might conveniently be called the expressive
and constructive theories of composition.
The Greek philosopher and scholar Aristotle is the first great representative of the constructive school of
thought. His Poetics (the surviving fragment of which is limited to an analysis of tragedy and epic poetry)
has sometimes been dismissed as a recipe book for the writing of potboilers. Certainly, Aristotle is
primarily interested in the theoretical construction of tragedy, much as an architect might analyze the
construction of a temple, but he is not exclusively objective and matter of fact. He does, however, regard
the expressive elements in literature as of secondary importance, and the terms he uses to describe
them have been open to interpretation and a matter of controversy ever since.
Thus, at the beginning of Western literary criticism, the controversy already exists. Is the artist or writer a
technician, like a cook or an engineer, who designs and constructs a sort of machine that will
elicit an aesthetic response from his audience? Or is he a virtuoso who above all else expresses himself
and, because he gives voice to the deepest realities of his own personality, generates a response from
his readers because they admit some profound identification with him?
Eastern
Critical theories of literature in Asian cultures, however, have been more varied. There is an immense
amount of highly technical, critical literature in India. Some works are recipe books, vast collections of
tropes and stylistic devices; others are philosophical and general. In the best period of Indian
literature, the cultural climax of Sanskrit (c. 320–490), it is assumed by writers that expressive and
constructive factors are twin aspects of one reality. The same could be said of the Chinese, whose
literary manuals and books on prosody and rhetoric are, as with the West, relegated to the class of
technical handbooks, while their literary criticism is concerned rather with subjective, expressive factors
—and so aligns itself with the pseudo- Longinus‘ ―sublime.‖ In Japan, technical, stylistic
elements are certainly important (Japanese discrimination in these matters is perhaps the most
refined in the world), but both writer and reader above all seek qualities of subtlety and poignancy and
look for intimations of profundity often so evanescent as to escape entirely the uninitiated reader.
For instance, an analysis of a poem might deal with the different types of images in a poem or with the
relationship between the form and content of the work. If you were to analyze (discuss and explain) a
play, you might analyze the relationship between a subplot and the main plot, or you might analyze the
character flaw of the tragic hero by tracing how it is revealed through the acts of the play. Analyzing a
short story might include identifying a particular theme (like the difficulty of making the transition
from adolescence to
adulthood) and showing how the writer suggests that theme through the point of view from which the
story is told; or you might also explain how the main character‘s attitude toward women is revealed
through his dialogue and/or actions.
Examples:
Gwendolyn Brooks‟s 1960 poem ―The Ballad of Rudolph Reed‖ demonstrates how the poet uses
the conventional poetic form of the ballad to treat the unconventional poetic subject of racial intolerance.
The fate of the main characters in Antigone illustrates the danger of excessive pride.
The imagery in Dylan Thomas‟s poem ―Fern Hill‖ reveals the ambiguity of humans‟ relationship with nature.
The Introduction
The introduction to your literary analysis essay should try to capture your reader‟s interest. To bring
immediate focus to your subject, you may want to use a quotation, a provocative question, a brief
anecdote, a startling statement, or a combination of these. You may also want to include background
information relevant to your thesis and necessary for the reader to understand the position you are
taking. In addition, you need to include the title of the work of literature and name of the author.
Example:
What would one expect to be the personality of a man who has his wife sent away to a convent (or
perhaps has had her murdered) because she took too much pleasure in the sunset and in a compliment
paid to her by another man? It is just such a man—a Renaissance duke—who Robert Browning portrays
in his poem ―My Last Duchess.‖ A character analysis of the Duke reveals that through his internal
dialogue, his interpretation of earlier incidents, and his actions, his traits—arrogance, jealousy, and
greediness—emerge.
Each paragraph should contain a topic sentence (usually the first sentence of the paragraph) which
states one of the topics associated with your thesis, combined with some assertion about how the topic
will support the central idea. The purpose of the topic sentence is twofold:
The substance of each of your developmental paragraphs (the body of your essay) will be the
explanations, summaries, paraphrases, specific details, and direct quotations you need to support and
develop the more general statement you have made in your topic sentence.
Example:
TOPIC SENTENCE Sammy's descriptions of the A & P present a setting that is ugly, monotonous,
and rigidly regulated. The chain store is a common fixture in modern society, so the reader can identify
with the uniformity Sammy describes.
EXPLANATIONS AND TEXTUAL EVIDENCE
The fluorescent light is as blandly cool as the "checkerboard green-and-cream rubber tile floor" (486).
The "usual traffic in the store moves in one direction (except for the swim suited girls, who move against
it), and everything is neatly organized and categorized in tidy aisles. The dehumanizing routine of this
environment is suggested by Sammy's offhand references to the typical shoppers as "sheep," "house
slaves," and "pigs‖ (486). These regular customers seem to walk through the store in a stupor; as
Sammy indicates, not even dynamite could move them out of their routine (485).
The Conclusion
Your literary analysis essay should have a concluding paragraph that gives your essay a sense of
completeness and lets your readers know that they have come to the end of your paper. Your concluding
paragraph might restate the thesis in different words, summarize the main points you have made, or
make a relevant comment about the literary work you are analyzing, but from a different perspective. Do
not introduce a new topic in your conclusion.
Example:
If the Duke has any redeeming qualities, they fail to appear in the poem. Browning's emphasis on the
Duke's traits of arrogance, jealousy, and materialism make it apparent that anyone who might have
known the Duke personally would have based his opinion of him on these three personality "flaws."
Ultimately, the reader‟s opinion of the Duke is not a favorable one, and it is clear that Browning intended
that the reader feel this way.
Audience
Consider the reader for whom you are writing your essay. Imagine you are writing for not only your
professor but also the other students in your class who have about as much education as you do. They
have read the assigned work just as you have, but perhaps they have not thought about it in exactly the
same way. In other words, it is not necessary to "retell" the work of literature in any way. Rather, it is your
role to be the explainer or interpreter of the work—to tell what certain elements of the work mean in
relation to your central idea (thesis). When you make references to the text of the short story, poem, or
play, you are doing so to remind your audience of something they already know. The principle emphasis
of your essay is to draw conclusions and develop arguments. Be sure to avoid plot summary.
Summary
If a key event or series of events in the literary work support a point you are trying to make, you may
want to include a brief summary, making sure that you show the relevance of the event or events by
explicitly connecting your summary to your point.
Paraphrase
You can make use of paraphrase when you need the details of the original, but not necessarily the
words of the original: paraphrase to put someone else's words into your own words.
Specific Detail
Various types of details from the text lend concrete support to the development of the central idea of your
literary analysis essay. These details add credibility to the point you are developing
Using Direct Quotations
Quotations can illuminate and support the ideas you are trying to develop. A judicious use of quoted
material will make your points clearer and more convincing. As with all the textual evidence you use,
make sure you explain how the evidence is relevant—let the reader know why the quotes you cite are
significant to your argument.
Series Fanatics
They are more interested in a particular book
Book Juggler
They are the ones who read multiple books simultaneously
Nonfiction enthusiast
These readers prefer to read facts
Re-readers
They are the ones who love reading the books again after reading.
Fiction lovers
They are the ones who absolutely love fiction
Tacit readers
Tacit readers and learners lack awareness of how they think when reading. These readers lack
understanding of the concept and take longer to fully grasp what they are learning.
Aware readers
Are readers who realize when the meaning was broken down but do not know how to fix the problem.
Strategic readers
Are the people who use the abilities needed to fix the problem. These readers are good readers and they
understand what they are doing but also they want to improve as readers to reach the next level which is
reflective.
Reflective readers
They are very strategic about their work and use multiple strategies for their reading. They reflect about
what they are thinking about and use the experience to modify future strategies.
Author
Author, one who is the source of some form of intellectual or creative work; especially, one who
composes a book, article, poem, play, or other literary work intended for publication. Usually a distinction
is made between an author and others (such as a compiler, an editor, or a translator) who assemble,
organize, or manipulate literary materials. Sometimes, however, the title of author is given to one who
compiles material (as for publication) in such a way that the finished compilation can be regarded as a
relatively original work. The word is ultimately from the Latin auctor, ―authorizer, responsible agent,
originator, or maker.‖
CHAPTER 2- CLOSE READING: WORDS AND FORMS
Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in
order to develop a deep, precise understanding of the text‘s form, craft, meanings, etc. It is a key
requirement of the Common Core State Standards and directs the reader‘s attention to the text itself.
Selecting a Text Not every text is appropriate for students to read closely. For example, while students
enjoy reading Diary of a Wimpy Kid books, these novels offer simple story lines and vocabulary that are
easily understandable. When you are done reading them, they don‘t leave you pondering deep ideas.
Close reading should leave you considering thought-provoking messages that go beyond the text. Close
read-worthy texts include enough complex ideas worthy of exploring and discussing to sustain one or
more days of instruction. According to Tim Shanahan, close reading is a multiday commitment to a text;
you want students to read a text that offers rich enough vocabulary, ideas, and information to read,
examine, and discuss over those days without feeling like you‘re beating a dead horse.
Questions to consider:
Qualitative
Does this text offer ideas or information that further students understanding of the topic?
Does the text include a text structure that …
Does the text follow familiar language conventions—sentence structures, word choices, etc.?
What background knowledge do my students need to have to be successful with this text?
Quantitative
Is this text on an appropriate readability level for the students in my group? How can I scaffold my
students to ensure their success with this text?
The primary leveling tool used by the Common Core is Lexile. For more information or to find the lexile of
a text, visit Lexile.com.
Vocabulary
• Academic and domain-specific terms
• Tier 2 vocabulary: high utility complex words that can be used in multiple contexts
Syntax
♣ Coherence—Are the events and concepts logically connected and clearly explained?
♣ Unity—Do the ideas focus on the topic and not include irrelevant or distracting information?
♣ Audience appropriateness—Does the text match the background knowledge of the target reader?
Text structures
♣ Description
♣ Compare and Contrast
♣ Temporal Sequence
♣ Cause and Effect
♣ Problem and Solution
Text features
♣ Headings/subheadings
♣ Signal words
Animals are commonly found in the backdrop of works of literature, serving as props or setting or, on the
rare occasion, as plot point. Even rarer still are the occasions when an animal is the focus of a piece of
literature,
the main character and the crux more than the catalyst of a novel or short
story‘s plot. In modern times, an animal main character seems silly,
childish; animals are only allowed to be main characters without question
in picture books.
The significance of animals in literature allows the writer to reinforce
common themes that are fundamental to written works. Certain animals
are routinely used to express various themes and specific symbols
The representation of animals in literature has a long and venerable history. Animal characters are a
defining feature of the fable, one of the oldest and most popular narrative genres, and continue to figure
prominently in contemporary fantastic literature. Western poetry is almost unimaginable without animal
metaphors and animal imagery. Even realistic fiction relies on animals to achieve a wide range of
rhetorical effects, ranging from pathos, to bathos, and including the commonplace. Indeed, it is perhaps
this ubiquity and familiarity that is responsible for the dearth of scholarship on the representation of
animals in literature.
In today‘s social, political, and cultural context, it seems particularly urgent to put the question of the
animal on the agenda. Steven Connors has recently noted that ―the unignorability of ecological issues
and the rise of environmental criticism across the disciplines of the humanities are bringing the question
of animal to a new prominence‖
Much has been written, of course, on the symbolic use of animals in literature but this body of scholarship
does not address ―the question of the animal,‖ as will become clear in the ensuing discussion. 6
Bolongaro:0Syrimis 2/12/10 4:04 PM Page 105 EUGENIO BOLONGARO — 106 — encouraging. The
western philosophical tradition has been remarkably uninterested in developing a sustained reflection on
animals which, as Agamben (2002) notes, are typically mobilized merely to provide a foil for a definition
of what is essential about being human. Even when the turn to ethics in the 1990s resulted in an
obsessive preoccupation with alterity, the end of the human, the emergence of the inhuman and the post-
human, Western thinkers remained by and large ―single-mindedly uninterested in the proximate
otherness represented by the animal‖ (Connors 2007, 578). There are, however, some notable
exceptions to this rather puzzling lack of interest in the question of the animal. Among the contemporary
interventions, Connors notes the contribution to ethical philosophy by the ―animal rights‖ theorists such
as Peter Singer (1989), and is especially impressed by the late work of Jacques Derrida (2006) which in
Connor‘s view bridges the gap between the especially insensitive continental tradition and the somewhat
more receptive Anglo-American philosophers. The fundamental link between Singer and Derrida is that
they both consider the question of the animal central to the overcoming of the fallacies of ―speciesism‖
and anthropocentrism in human thought and practice
ANALYZING LANGUAGE:
What is the language analysis?
In simple words, Language Analysis means to understand what a writer is saying in his piece of writing
like an essay or an article. Analysis refers to how a writer is conveying his ideas through language
techniques, such as figures of speech, sentence structure, tone, word choice, etc. The analysis of
language is what you call as ―Language Analysis.‖ You have to study the article or an essay or
whatever text piece you have, very carefully and hence, identify each component in it. You might get to
write a language analysis assignment. So, not to worry, I will surely discuss all the aspects of language in
this article to help you analyze things better.
Alliteration
When you use words that have the same letter and same sound at the beginning of their pronunciation
like,
―Betty bought better butter,‖ is what you call as alliteration. It‘s a poetic device to make a chain of words
which start with the same consonant sound. There should be no heavy alliteration used in the whole
write-up, as sometimes it makes the write-up blur or might get you off the track too.
Simile
Another important feature of language analysis is the usage of Simile in the write-up. Simile is a
comparison made of one thing with the another. Example: ―He ran as fast as a Cheetah on the ground.‖
Now here, the man is being compared to a fast running Cheetah because that man may be running too
fast. So, the man was compared to a Cheetah, and thus this is where simile comes in.
Onomatopoeia
It literary means, ―the sound I make.‖ What I want to say is that Onomatopoeia is words which give the
feel of a sound being made like, ―splash, spray, sprinkle, drizzle, bang, etc.‖ We can easily feel the
sound when we pronounce these words. For example, ―He banged the door and left.‖ Here, banged
gave us the indication that the door got closed very hitting hard. So, such words give us the indication of
the activity which happens at that moment. We can visualize easily.
Metaphor
It is again one of the interesting features of language analysis. Metaphors are words which describe a
situation regarding something else. It‘s kind of indirect comparison. Metaphor shows that one thing is
another thing. Example: ―This girl is on fire.‖ Now, this metaphor doesn‘t mean that the girl has been
caught in a fire, rather it means that the girl is doing brilliantly in some activity.
Personification
It is a comparison where a non-human thing is described in terms of
human. Example: ―The last piece of the blueberry cheesecake, called my name.‖ So, blueberry
cheesecake is not a human being which is calling me, but I have personified it, and thus it is described as
if it‘s really calling me.
Vocabulary
You need to identify what kind of words, is the author using in his write-up and why? You need to
understand how the author is playing with words?
• A poet might use words in the exact way they sound or in a different way (assonance), playing
with initial letters of the words. This is for different effects in the write-up.
• Writers may use verbs depicting motion when they want to show some kind of emergency
like running or something else.
• An author may also use symbolic characters and place names to make his writeup more
interesting.
Syntax
You have to give attention to how authors use punctuation and sentence structure. They are either used
in a usual manner or an unusual manner. This trick is used to create effects at different points in a poem
or novel. The author might use the following tricks to play with language.
• No punctuation used
• Heavy or short punctuated sentences
• The author might use simple and folktale narrative language
• Long lines which are not punctuated
Perspective
You need to check the point of view that the author is keeping in his writing. He might be talking in
perspective of the second person or the third person. What he is trying to portray, this you need to find
out. What perspective is the poet or the author trying to put in.
Grammar
Sometimes, writers use incorrect grammar but, that is not because they are not good at it, rather they
use it deliberately. It is because the writers have their own style of writing and it‘s up to them that how
they want to use words in their write up. You have to check this out whether, the writer has used the
incorrect grammar deliberately or whether it was a mistake? Try to consider the effects of tenses and the
rhetorical effects.
Imagery
You need to find out what kind of picture is the writer trying to make through his writing. The words can
also connect things. The write-up may be a mix up of many colours being involved which symbolize
something. Then comes nature/landscape/geography. You need to be sure that what feelings the writer
has. Focus on the examples that the writer has given. This puts more impact on the reader‘s mind.
Sound
Alliteration – the repetition of constant sounds in words that are close together.
Assonance – the repetition of similar vowel sounds followed by different consonant sounds, especially in
words close together.
Consonance – the repetition of the same or similar final consonant sounds on accented syllables or
in important words.
Onomatopoeia – the use of a word whose sound imitates or suggests its use or meaning.
Refrain/ (Repetition) – a word, phrase, line, or group of lines that is repeated, for effect, several times in a
poem.
Rhyme – the repetition of vowel sounds in accented syllables and all succeeding syllables.
• Internal – rhyme that occurs within a line of poetry or within consecutive lines.
• End Rhyme – rhyme that occurs at the ends of lines.
• Slant Rhyme – a rhyming sound that is not exact.
• Couplet – two consecutive rhyming lines of poetry.
Common Figures of Speech – a word or a phrase that describes one thing in terms of another and that Is
not meant to be taken literally
Cliché – a word or phrase, often a figure of speech, that has become lifeless because of overuse.
Conceit – an elaborate metaphor or other figure of speech that compares two things that are
startlingly different.
Hyperbole – a figure of speech that uses an incredible exaggeration, or overstatement, for effect.
Metaphor – a figure of speech that makes a comparison between two unlike things without the use of
such specific words of comparison as like, as, than, or resembles. They may be
• directly states,
• implied,
• extended,
• dead, or
• mixed.
Oxymoron - a figure of speech that combines opposite or contradictory terms in a brief phrase.
―Sweet sorrow,‖ ―deafening silence,‖ and ―living death‖ are common oxymorons.
Personification – a figure of speech in which an object or animal is given human feelings, thoughts,
or attitudes.
Simile – a figure of speech that makes an explicit comparison between two unlike things, using a word
such as, like, as, than, or resembles.
Symbol – a person, place, thing, or event that has meaning in itself and that also stands for something
more that itself. We can distinguish between
• public and
• personal symbols.
Elements of Literature
Allusion – a reference to someone or something that is known from history, literature, religion, politics,
sports, science, or some other branch of culture.
Diction – a speaker or writer‘s choice of words (formal, informal, colloquial, full of slang, poetic, ornate,
plain, abstract, concrete, and so on).
Imagery – the use of language to evoke a picture or concrete sensation of a person, a thing, a place or
an experience.
Irony – in general, a discrepancy between appearances and reality (verbal, situational, or dramatic).
Pun – a ―play on words‖ based on the multiple meanings of a single word or on words that sound alike
but mean different things.
Theme – the insight about human life that is revealed in a literary work (different from subject).
Tone – The attitude a writer takes toward the subject of a work, the characters in it, or the audience.
Style – the distinctive way in which a writer uses language. Examples in poetry – ballad – a song or poem
that tells story; Tone is the writer‘s attitude toward a subject, character, or audience and is conveyed
through the author‘s choice of diction, imagery, figurative language, details, and syntax.
• catalog – a list of things, people, or events;
• concrete poem – a poem in which the words are arranged on a page to suggest a visual
representation of the subject;
• epic – a long narrative poem, written in heightened language, which recounts the deeds of a
heroic character who embodies the values of a particular society;
• lyric poem – a poem that does not tell a story but expresses the personal feelings of thoughts
of a speaker;
• ode – a lyric poem, usually long, on a serious subject and written in dignified language; and
• sonnet – a fourteen-line poem, usually written in iambic pentameter, that has one of two basic
structure – Petrarchan – octave – abba, abba; and sestet – cde, cde, or Shakespearean – abab,
cdcd, efef, gg
•
Rhythm
Caesura – a pause or break within a line of poetry (indicated by punctuation or phrasing or meaning).
Dactyl – a metrical good of three syllables in which the first syllable is stressed ant the next two
are unstressed. The word tendency is a dactyl.
• Trochee – a metrical good made up of an accented syllable followed by an unaccented syllable,
as in the word taxi.
Spondee – the metrical good consisting of two syllables, both of which are stressed. The words true-blue
and nineteen are made of spondees.
• Anapest – a metrical good that has two unstressed syllables followed by one stressed syllable.
The word coexist is an example of an anapest.
• Blank verse – Poetry written in unrhymed iambic pentameter.
Cadence – the natural, rhythmic rise and fall of a language as it is normally spoken. Cadence is different
from meter, in which the stressed an unstressed syllables of a poetic line are carefully counted to
conform to a regular patter.
• Free verse – poetry that does not conform to a regular meter or rhyme scheme.
OTHER DEVICES:
Aphorism
• a concise statement of a general truth or principle; like a
truism Example—
• A penny saved is a penny earned. - Ben Franklin
• The man who does not read good books has no advantage over the man who cannot read them. -
Mark Twain
• ―You never really understand a person until you consider things from his point of view – until you
climb into his skin and walk around in it.‖ from To Kill A Mockingbird by Harper Lee
Epigraph
• a quotation at the beginning of a literary work to introduce its
theme Example—
• But of the tree of the knowledge of good and evil, thou shalt not eat of it: for in the day that
thou eatest thereof thou shalt surely die.
Verbal Irony
• use of words in which the intended meaning is contrary to the literal
meaning Example
• ―Are we gonna do anything today?‖ or ―Is class gonna be fun today?‖
• In SHREK , when Fiona Says ―Where are you going?‖ and Shrek replies ―I‘ve got to save my
ass.‖ (Speaking of Donkey, of course.)
Situational Irony
• implying through plot or character that a situation is quite different from the way it is
presented. Example
• 'The Wonderful Wizard of Oz', Scarecrow always had a brain; Tin Man always had a heart;
Dorothy could have always gone home; the Cowardly Lion wasn‘t a coward after all.
Dramatic Irony
• dramatic device in which a character says or does something that he or she does not fully grasp
but which is understood by the audience
Example
• Lois Lane is constantly trying to get an interview with Superman, but she actually sees him every
day and doesn‘t know it (Clark Kent).
Sarcasm
• a bitter form of irony, can be intended to tease or hurt; often insinuated by the tone; late
Greek sarkasmós, f. sarkázein tear flesh, gnash the teeth, speak bitterly, f. sárx, sark- flesh.
Example—
• ―I‘m proud of you, Mom. You‘re like Christopher Columbus. You discovered something millions
of people knew about before you.‖ –Lisa Simpson P
Paradox
• a seemingly contradictory statement that on closer analysis reveals a deeper
truth Example—
• ―I‘m nobody.‖ --anonymous
• ―I can resist anything but temptation.‖ --Oscar Wilde
• ―Nobody goes to that restaurant; it‘s too crowded.‖
Self-Help: You can also refer to the sources below to help you further
understand
Online references:
*Retrieved from: http://theislandreader.com/7-types-readers/
*Retrieved from: https://cambridgeeditors.wordpress.com/2013/06/28/the-animal-in-literature/
*Retrieved from: https://jps.library.utoronto.ca/index.php/qua/article/download/11905/11408/
*Retrieved from: https://nieonline.com/tbtimes/downloads/CCSS_reading.pdf
*Retrieved from: https://prezi.com/9xzxvy45mn0a/four-types-of-readers/
*Retrieved from: https://www.allassignmenthelp.com/blog/language- analysis/#:~:text=In%20simple
%20words%2C%20Language%20Analysis,tone%2C%20word%20cho ice%2C%20etc.
*Retrieved from: https://www.birdvilleschools.net/cms/lib2/TX01000797/Centricity/Domain/ 407/Literary
%20Devices.pdf
*Retrieved from: https://www.britannica.com/art/author
*Retrieved from: https://www.britannica.com/art/genre-literature
*Retrieved from: https://www.britannica.com/art/literature
*Retrieved from: https://www.bucks.edu/media/bcccmedialibrary/pdf/HOWTOWRITEALITER
ARYANALYSISESSAY_10.15.07_001.pdf
*Retrieved from: https://www.dentonisd.org/cms/lib/TX21000245/Centricity/Domain/ 581/Poetry
%20Terms.pdf
*Retrieved from: https://www.goshen.edu/academics/english/literary-analysis-guide/