Writing a Commentaryby Cathi Wiebusch (significantly revised by Lauren

Jackson with input from Tyson and Beverly, English

A: Literature Course Companion)

From the IB Guide“Literary commentary” refers to a close reading of a passage.

Students need to explore aspects such as content, technique, style, structure, theme and language

Assessed on ability to: “ demonstrate understanding of the thought and feeling in the passage through interpretation that is supported by detailed references to the passage” and “analyse and appreciate how the passage achieves its effects”

A good commentary explains, rather than summarizing content or listing effects.

IntroductionName the author, genre, and title (punctuate correctly)

State the subject of the text and comment briefly on how it develops the subject A

Refer to 1-3 key features of language and style B

Consider:speaker (poetry) or narrator (prose)? POV?audience? Form/structure of the text? Other literary features?

Thesis statement: presents your argument and interpretation C

What is the central meaning of the text (author’s purpose) AND how does the writer communicate ideas (literary features/style analysis)?

Body

Proves your ARGUMENT about the text

Explains HOW the subject matter is presented and SO WHAT – why is this significant?

Connects discussion of techniques to meaning

Includes PETER

Put PETER in your paragraph

P: Make a point

E: Provide evidence (introduce the quotations with your own words—context)

T: Identify literary techniques used by the writer

E: Explain the effects of the techniques (analyze)

R: Respond by connecting the discussion to the meaning of the text, or showing the Reason the author did this.

Focus on the Writer

HOW does the writer use language, literary devices and WHY?

The poet/writer/author, Kesey, he, she

Verbs (present tense!): conveys, highlights, uses, takes, implies, suggests, explains, describes, stresses, presents, shows, illustrates, indicates, looks, confronts, makes, evokes, emphasizes, underscores

NOT writes, says, states

Duffy’s use of alliteration helps to convey . . .

Quotation usage

NB: Quote = verb; quotation = noun

Keep it short, focused

Embedded seamlessly into your commentary so that it is part of your sentence

1. Introduce quotation, give context

2. Quotation

3. Analyze/explain quotation – what does this reveal? How - identify literary techniques

ConclusionBrings a sense of completion and closure

Affirms your central point: what’s the most important thing you said?

Does NOT repeat what you’ve already said

Consider:

What does the text suggest about its subject?

What’s the most significant strength of the text? What amazes you?

What’s the message? Insight about human experience?

What’s the main effect of the text on the reader?

If you are short of time, this is the paragraph to drop. You can wrap up your essay with a sentence or two.

Choosing your focus and structureTwo main options:

Linear Commentary moves sequentially through the extract, analyzing its progression in sections

Good for texts with clear development

Topic statements = points of transition

Danger: simply retelling the text without analysis (what it means without the how)

ConceptualDivisions by content or aspects of language

More holistic look at the text

Shows your control over the argument, points you want to make

Focusing Commentary

structure of the commentary can be organized based on:

Purpose/Theme

Tone/Mood

Point of view

Literary Techniques (style elements)

Structure of text

Themes/PurposeOrganizes the commentary around theme(s)/purpose of the writer. Why did s/he write this?

• Examples from “The Birds” by Robert Creely– Relationship between speaker and landscape– Nature’s healing powers– Self-knowledge– Dealing with transition in life

• Must also focus on HOW the writer conveys ideas (LTs used) and their EFFECTS (Why did s/he write it this way?)

Tone and Mood• What is the writer’s tone? Does it remain the

same throughout?

• Is there a mood (atmosphere) or feeling which pervades the piece - eg gloom, joy, sorrow?

• How specifically does the writer create this tone and mood – diction, imagery, sound techniques?

• What’s the purpose of the tone? How does it affect message/meaning/author’s attitude?

POV/Audience• Who is the speaker/narrator? Whose ‘voice’ do

you hear in the text? Does this affect the message?

• Point of view: First, second, third person? Consider complex POVs, time perspective (eg. looking back on an experience)

• If first person - is the speaker the writer? (don’t assume!)

• Is there an intended audience? Who? How do you know this?

Style Elements• Organized around literary techniques:

– Diction (word-level and overall)– Imagery– Figurative language– Sound devices– Syntax, line choices and punctuation – Setting– Characterization (esp. for prose)– Irony, symbol, allusion, hyperbole, etc.

• Always connect to the central meaning of the text – the impact, EFFECTS of the literary features

• Don’t just list literary techniques

Compare • How are the two

strategies 1. Themes/Purpose and 2. Style Elements) alike? Different?

Subject matter• Literal content (may not be significant enough to

base your entire essay on), combine with something else

• What is the text about?

• What topic does the text deal with? What story? Meaning? Shifts? Changes in language?

Diction—very valuable• Use diction to support other points (tone, theme,

purpose, pov, characterization, etc)

• Look for “jump” words.

• Both denotation and connotation

• Concrete vs. abstract? Jargon or dialect? Level of formality?

• motifs or types of words which recur? - eg diction relating to death, childhood, fear

• Unexpected words?

• What effect does the diction create?

Imagery

• Can also support other points: tone, theme, subject, characterization

• Categories/types of images?

• Which senses does the imagery appeal to? Why?

• Effect of the imagery used?

Figurative language

• How does the writer use figurative language and why?

• Look for use of simile, metaphor, personification, symbolism

• Types or categories of comparison? Diverse or unexpected comparisons?

• Connection to tone, theme, purpose?

• What is the effect of the figurative language?

Rhyme, rhythm and sound devices

• Consider these even with prose

• What sound devices are used and why? Alliteration? Assonance? Consonance? Onomatopoeia?

• For poetry - does the text have a rhyme scheme? What is its effect?

• How would you describe the rhythm of the passage? Does the rhythm change at any point? So what? Syntax can affect rhythm, esp. in prose.

Syntax/Sentence types

• What types of sentences are used? Short/long, simple/complex/ questions/statements/exclamations, complete/incomplete

• Look at the punctuation used eg dashes, question marks, exclamation marks, ellipsis, commas. Consider what punctuation is used and why?

• For poetry consider: the use of line breaks, enjambment, end-stopping, caesura

Structure of the Text• Organized around shifts in the text (may not be

conventional)

• consider stanzas/paragraphs, syntax/line breaks, pattern, general construction of meaning in the text

• Essay works through text from beginning to end

• Discusses WHAT (subject) the writer communicates, HOW (lit techniques) and SO WHAT (significance/purpose)

• First paragraph – identifies the structure of the text

Structure

• What is the overall structure of the piece? How has the writer organized the text? Look for clear shifts, eg. layout, time, place, verb tense, subject, speaker/narrator, character, setting, tone?

• Is it a recognizable form? How does the form affect meaning? (consider historical/traditional use of the form)– Poetry: haiku, ballad, ode, sonnet, villanelle – Prose: compare/contrast, persuasion, description, character

sketch, dialog

• Number of stanzas/lines, rhyme scheme, layout, visual elements?

• How does the structure contribute to the impact of the text?