![]() An author, not unlike the texts they produce, belongs to particular historical and cultural circumstances-not just their own personal experiences-and might reflect, affirm or challenge the prevailing assumptions of their time. Interdisciplinary approaches from cultural studies, economics, history, philosophy, psychology, political science, and other sciences (see eco-criticism) produce distinct critical frameworks for analyzing literature differently than only considering the person’s name that is attached to text. There is, however, far more than simply biographical readings of literature. If you’ve compared an author’s life events to the contents of their literary work, you’ve been thinking about contexts and looking outside the text. Yet, even when considering literature as you would any writing using rhetorical moves (ethos, logos, pathos), the stress on readerly responses (see, reader response criticism) or the messaging’s credibility and authority requires an awareness of factors outside the text. If you’ve ever had a class assignment ask you to think about how the parts of a literary text made you arrive at an inference or made you generate an emotional or rational reaction, you’ve probably been asked to look inside the text for a cause that created the effect on you, the reader. Such evaluations of the artistry of a work of literature-its use of language, turns of phrases, or poesy its patterning, imagery, themes, plotting-took on more formal assessments of organizing principles, such as a work’s structure (see, new criticism, semiotics, structuralism, or deconstructive criticism). And, perhaps, your class evaluated whether the messaging of the text was successful or convincing. ![]() Perhaps you had a class in the past that focused on how an author used literary elements to generate an effect for readers. In the past, literary critics would often focus mainly on evaluating a text’s principle elements and execution. There are numerous approaches for developing your engagement with any literary text. Also see if you can make up your own acronym for literary analysis by focusing on how you teach the process and the steps that work best for your students.Critical Frameworks for Literary Analysis Check off the ones you’ve heard of or the ones you’ve used in your classes. Some strategies work better for certain modes of writing while others work for any piece of literature. Take a look at the list below of acronyms for literary analysis. That’s why teachers have created so many to help literary analysis acronyms to help students navigate the literary analysis process. Acronyms are effective mnemonic devices that enable us to remember information, and they make excellent tools to use in our classrooms to enhance student retention. Upon conducting a simple search for “TPCASTT,” I found so many other acronyms for literary analysis that I decided to compile them into a master list. There are so many approaches to teaching literary analysis, but what I didn’t realize is that there are so many acronyms that can be used to teach the literary analysis process. We use literary analysis as the vehicle for teaching reading, writing, speaking, and listening. ![]() In fact, all of our lessons in ELA center around analyzing literature- from fiction to poetry to nonfiction. Literary analysis is a particularly important skill in middle school and high school English Language Arts.
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