An example of analyzing a work based on literature. Schemes for analyzing a work of art

At the Literature Olympiad, the participant is invited to conduct a holistic analysis of the text - prose or poetic (optional). We will focus on prose text. The level of development of skills to analyze a text is assessed, using for this purpose all available knowledge of language and literature. Usually, the assignment offers questions that the student can focus on, but he has the right to choose his own way of analyzing the work, the main thing is that he must create a coherent, coherent analytical text united by a common concept. An important point analysis is the student’s understanding of the meaning of the work, its themes and issues, and how and by what means the author reveals this meaning. That is, we again emphasize that the work is analyzed in the unity of form and content.

Execution Plan

It is not necessary to describe all structural levels of the text; it is more important to focus on the characteristics of its main elements, which helped the author to more fully and vividly reveal the content and realize the plan. Therefore, what is valued in the work is not the abundance of terms, but the accuracy and appropriateness of their use. From the point of view of the content of the text, it is necessary to talk about its theme, idea, problem, position of the author, system of images. When analyzing the form of a work, we pay attention to the composition, means artistic expression, reflecting on what the author achieves by using them.

As a result of the analysis, a coherent text should be obtained, in which all the features of the content and speech format of the analyzed text will be considered. There are many sample plans and recommendations for holistic analysis text. It should be noted right away that there is no single mandatory plan; you can be guided by recommendations, but approach them creatively, remembering that any analysis is individual and shows exactly your perception and understanding of the text.

So, stopping at the analysis prose text as a task for the Literature Olympiad. Then, from the point of view of content, we must dwell on the main theme, idea, problem raised by the author, consider the system of images, and determine the author’s position. From the point of view of form, we analyze the construction of the text, that is, its composition, find the means of artistic expression and determine their role in the given text.

It is also possible at the Olympics, which you can also familiarize yourself with.

For example, let's analyze an excerpt from the story Richard Bach "A Seagull Named Jonathan Livingston".

Text

He felt relieved that he had made the decision to live as the Pack lived. The chains with which he chained himself to the chariot of knowledge fell apart: there will be no struggle, there will be no defeat. How nice it is to stop thinking and fly in the dark towards the shore lights.

- Darkness! – suddenly an alarming dull voice rang out. - Seagulls never fly in the dark! But Jonathan didn't want to listen. “How nice,” he thought. “The moon and the reflections of light that play on the water and create paths of signal lights in the night, and everything around is so peaceful and calm...”

- Come down! Seagulls never fly in the dark. If you were born to fly in the dark, you would have the eyes of an owl! You wouldn't have a head, but a computer! You would have short falcon wings!

There, in the night, a hundred feet above, Jonathan Livingston narrowed his eyes. His pain, his decision - not a trace remained of them.

Short wings. Short falcon wings! That's the solution! “What a fool I am! All I need is a tiny, very small wing; all I need to do is fold the wings almost completely and move only the tips while flying. Short wings!

He rose two thousand feet above the black mass of water and, without thinking for a moment about failure, about death, he pressed the wide parts of his wings tightly to his body, exposed only the narrow ends, like daggers, to the wind - feather to feather - and entered the vertical dive.

The wind roared deafeningly above his head. Seventy miles an hour, ninety, one hundred and twenty, even faster! Now, at one hundred and forty miles an hour, he did not feel the same tension as before at seventy; a barely perceptible movement of the tips of the wings was enough to break out of the dive, and he rushed over the waves like a cannonball, gray in the moonlight.

He squinted to shield his eyes from the wind, and joy filled him. “One hundred and forty miles an hour! Without losing control! If I start diving from five thousand feet instead of two, I wonder at what speed..."

Good intentions are forgotten, carried away by a swift, hurricane wind. But he felt no remorse for breaking the promise he had just made to himself. Such promises bind seagulls, whose destiny is mediocrity. For one who strives for knowledge and has once achieved perfection, they have no meaning.

Analysis

The analyzed text is an excerpt from Richard Bach's story “Jonathan Livingston Seagull.” This story brought the author worldwide fame. Many of Richard Bach’s works touch on the theme of flight in one way or another, but in the story about the Seagull this theme rises to a philosophical generalization, which makes it possible to define the genre of the work as a story-parable. The correctness of this definition of the genre is confirmed by the epigraph-dedication: “To the non-fictional Jonathan the Seagull, who lives in each of us.”

The text is an episode from a story in which the author talks about how main character goes from the decision to reconcile and give up your dream to the bold embodiment of this dream and victory over yourself. What kind of dream are we talking about? For Jonathan, the dream was knowledge, studying flight, understanding his capabilities and the desire to expand these capabilities. He could not and did not want to be content with only food, he could not and did not want to live the way the Flock lived.

In his quest he was alone, it was not easy for him. The first sentence of the text tells us this: “He felt relief that he had made the decision to live as the Flock lives.” He decided to be like everyone else and felt relieved. It's hard to be an outcast, it's hard to be a black sheep. And when an alarming dull voice is heard, reminding Jonathan of the darkness (you fly in the dark, and seagulls don’t fly in the dark, which means you are not like everyone else, but you decided not to be different from others!), he DOESN’T WANT TO listen, he tries to think how pleasant, peaceful and calm it is around him and in his soul - after all, he made the RIGHT decision. Jonathan feels free - “the chains” that chained him to his dream have broken. In the text it is called sublimely: “the chariot of knowledge.” But when they were chained to the chariot... It was torture, execution! Isn’t it torture - the torment of searching for truth, the torment of creativity, when over and over again nothing works out, and around you are not supporters, but opponents, who are happy with your every failure? Are we talking about Chaika now or about people, about ourselves?

The author's skill was manifested in the fact that he was able to tell about the Seagull SO that a thoughtful reader could rise to philosophical generalizations: while reading the story about the Seagull, we think about human life, about human relationships and characters. The author believes that everyone has a dream, you just need to remind people of it, awaken the strength to strive for your dream. And he shows this in the image of the main character. Jonathan humbled himself, but it was only outward humility. As soon as it appears in his mind new idea, the previous decision to “be like everyone else” is forgotten and he is already flying, testing this idea, and rejoices, feeling the joy of victory.

Compositionally, the passage can be divided into 4 parts: the decision to accept and be like everyone else; insight; checking a guess; the joy of discovery. The smooth and calm beginning gives way to anxiety, then the tension increases and the speed of movement increases, reaching a maximum when Jonathan came out of his dive and “swept over the waves like a cannonball, gray in the light of the moon.” And then - joy, jubilation and new plans: “If I start diving from five thousand feet, and not from two, I wonder at what speed...” Truly, there is no limit to improvement and no limits to knowledge.

The author uses in the text various means artistic expression. There are metaphors here that add poetry and sublimity: “chariot of knowledge”; “The wind roared deafeningly above his head”; “The moon and the reflections of light that play on the water and make trails of signal lights in the night.” Comparisons: “he swept over the waves like a cannonball”; “exposed only the narrow ends, like daggers, to the wind,” help to more clearly imagine the action and sign. The text also contains contextual antonyms: “an alarming dull voice” - “pleasant”, “everything is so peaceful and calm”; “not a head, but a computing machine.” The phrase “Short wings!” is repeated three times. - this is the insight, the discovery that came to Jonathan. And then - the movement itself, the speed grows, and this is emphasized by gradation: “without thinking for a moment about failure, about death”; “seventy miles an hour, ninety, one hundred and twenty, even faster!”

The last part of the text is the joy of victory, the joy of knowledge. The author takes us back to the beginning, when Jonathan decided to be like everyone else, but now “Good intentions are forgotten, carried away by a swift, hurricane wind.” Here again gradation is used, depicting a whirlwind of joy and jubilation in the hero’s soul. He breaks the promise made at the beginning of the text, but “To him who strives for knowledge and has once achieved perfection,” such promises have no meaning. The phrase “good intentions” evokes many associations. The phrase “The road to hell is paved with good intentions” immediately comes to mind. Let's think about it. Could it be that good intentions are not for good, but for harm? Probably, it can, if intentions remain only intentions and do not turn into concrete actions. And it becomes clear to us that the hero of the text does not indulge in “intentions,” but acts and wins. This is the main idea of ​​the text: only those who are not afraid to be different from everyone else and follow their dreams in spite of everything can be truly happy themselves and make others happy.

It should be recalled that in addition to analysis in literature lessons, analysis of prose text is also possible in Russian language lessons. See an example of the same passage from Richard Bach's story to compare both analyzes and understand the differences between them.

Analysis work of art

Approximate plan for comparative characteristics of heroes:

• hero's first appearance
• portrait
• living environment
• relationship with people close to him, with society
• behavior in similar situations
• author's attitude to the hero

Algorithm benchmarking poetic text

1. Find similarities between two texts at the level:

• plot or motive
• figurative system
• vocabulary
• visual arts
• syntactic constructions
• other parameters.

2. Find differences at the same levels.

3. Explain the differences identified:

a) in works by the same author;

• the difference in the time of writing, which determined the change in views;
• difference in artistic tasks;
• contradictions of worldview and attitude;
• other reasons.

• difference art worlds;
• difference historical conditions and features literary development;
• differences not only between individual, but also national artistic worlds.

4. Clarify the interpretation of each of the analyzed texts in accordance with the comparative analysis performed.

Poem Analysis Plan

1. The title of the poem and its author.

2. Leading topic (what is the poem about?).

3. What picture does the poet paint in his poem? Describe. (Pay attention to the details of the picture, their color scheme.)

4. Mood, feelings conveyed by the author. How do feelings change from the beginning to the end of the poem?

5. The main images of the poem.

6. Lexical means expressiveness of speech: comparisons, epithets, metaphors, personifications, sound writing.

7. Syntactic means of expressive speech: antithesis, appeal, introductory words and sentences, exclamations, homogeneous members sentences, repetitions, parallelism. For what purpose does the author use them?

8. Main idea ( What did the poet want to say in the poem?).

9. Own attitude to what you read. What feelings does the poem evoke?

Dictionary of Moods

Positive (good) mood: solemn, enthusiastic, the poet describes with delight..., the poet is delighted..., enthusiastically joyful, the poet is enchanted..., the poet admires..., joyful, cheerful, light, bright, tender, the poet writes with tenderness about..., playful, peaceful, warm, calm, upbeat.

Negative (bad) mood: sadness, the poet speaks sadly about..., the poet yearns for..., sadness, the poet regrets about..., regret about..., the poet feels sorry for..., the poet worries about..., the poet is indignant..., the poet is upset..., the poet is in pain from..., with pain in the poet's heart writes about..., the poet speaks with excitement about..., the poet experiences a feeling of bitterness...

Detailed plan for analyzing the poem

2. Genre of the poem. What place does this genre occupy in the poet’s work, is it typical for him, to what literary direction applies.

3. Analysis of the themes (love, hate, nature, freedom, etc.) and the problems of the poem. Does it meet the needs of the times? Is it relevant on modern stage and why.

4. Analysis of plot and composition.

5. Lyrical “I”, lyrical subject, image of the author. Does the image of the lyrical hero and the lyrical subject coincide, how is the image of the author realized, is he present at all.

6. Formal features of the poem. Determine the size, meter of the poem, rhyme system, stanza.

7. Stylistics. TO stylistic means traditionally include: paths, figures, sound writing. Give the words of one thematic group, which play a large role in the poem. Find outdated vocabulary and neologisms, explain why the author uses them.

8. Your personal attitude to what you read

Plan for analysis of an episode of an epic work

1. The place and role of the episode in the composition of the work. The episode is included in any element of the plot: exposition, plot, development of action, climax, denouement, epilogue

2. Type of episode (narration, description, reasoning)

3. Events described in the episode

4. Characteristics characters episode: appearance, clothing, manners, speech, interaction of characters

5. Artistic means of expression

6. Features of the use of extra-plot elements in the episode: description, landscape, portrait, interior

7. The role of this episode in the work. Characterological. The episode reveals the character of the hero, his worldview. Psychological. The episode reveals state of mind character. Rotary. The episode shows a new twist in the characters' relationship. Estimated. The author gives a description of a character or event.

1. Time to create a fairy tale.

2. The main theme of the fairy tale. Problem. Main thought (idea).

3. Features of the plot. How is the main idea of ​​the fairy tale revealed in the system of characters?

4. Similarities with folk tales(with examples).

5. Artistic originality fairy tales (with examples).

6. Features of the language (with examples).

7. The meaning of the fairy tale.

Plan for analyzing the role of the episode in the text

Introduction

1. What is an episode? Give a definition.

2. Assumption about the role of this episode in the work (essay thesis).

Main part (arguments and examples).

1. A condensed retelling of this fragment.

2. Place of the episode in the composition of the text (Why is this episode located here? What are the episodes before and after? What is the connection with other fragments?)

3. The place of the episode in the plot of the work (commencement, exposition, development of action, climax, denouement, epilogue).

4. What themes, ideas, problems (questions) of the text are reflected in this episode?

5. Arrangement of characters in this fragment. New in the characters' characters.

6. What is objective world works (Landscape, interior, portrait)? Why exactly this in this episode?

7. Motives of the episode (meeting, argument, road, dream, etc.). Associations (biblical, folklore, ancient).

8. On whose behalf is the story told: author, narrator, hero (1st or 3rd person)? Why?

9. Organization of speech (narration, description, monologue, dialogue). Why?

10. Language means(paths and figures).

Conclusion (conclusion)

1. The role of the episode in the work (similarity with the introduction).

2. What themes of the work are developed in this episode?

3. The meaning of the fragment for revealing the idea of ​​the text.

Rough plan analysis of a dramatic episode

1. The boundaries of the episode are already determined by the very structure of the drama (the phenomenon is separated from other components of the drama); give the episode a title.

2. Characterize the event underlying the episode: what place does it occupy in the development of the action? (Is this an exposition, a plot, an episode in the development of the action of the entire work, a climax, a denouement?)

3. Name the main (or only) participants in the episode and briefly explainWho are they,what is their place in the system of characters (main, title, secondary, off-stage).

4. Reveal the features of the beginning and ending of the episode.

5. Formulate a question, a problem that is the focus of the author’s attention; characters.

6. Identify and characterize the theme and contradiction (in other words, mini-conflict) underlying the episode.

7. Describe the characters participating in the episode:their attitude to the event;to the question (problem);to each other;briefly analyze the speech of the participants in the dialogue;analyze the author's remarks (explanations for speech, gestures, facial expressions, poses of the characters);identify the characteristics of the characters’ behavior, the motivation for their actions (the author’s or the reader’s);determine the balance of forces, grouping or regrouping of heroes depending on the course of events in the episode.

8. Characterize dynamic composition episode (its exposition, plot, climax, denouement; in other words, according to what pattern the emotional tension develops in the episode).

9. Characterize the dialogic composition of the episode: what is the principle of illuminating the topic that the dialogue is built on?

11. Formulate the main idea (author's idea) of the episode.

12. Analyze the plot, figurative and ideological connections of this episode with other episodes of the drama.

Song Analysis

Plan:

1. The meaning of the song title

2. Who and when could perform it?

3. What feeling is the song imbued with?

4. What parts does it consist of?

5. What means of artistic expression are used in it?

Artistic features of folk song

1. Constant epithets: “good squad”, “fair maiden”, “blue sea”, “silk stirrup”, “straight road”, “good horse”, “black clouds”, “clean field”;

2. Short forms adjectives: a good fellow, (a glass of) green wine, a good horse, a dear dear friend, a raven horse, across an open field;

3. Words with diminutive suffixes: “tender branch”, “wheat”, “nose”, “buddy”, “sun”, “little path”;

4. Negative comparisons: “it’s not like a cuckoo is bored in a box,” “he doesn’t write with a pen, not with ink, but writes with burning tears”;

5. Psychological parallelism - likening natural phenomena to the state of the hero;

6. Sound recording is a technique for creating the musicality of a work. In the absence of folk songs rhymes are drawn more clearly by repeating individual vowels and consonants a certain image, the melody of the poetic lines is emphasized.

Analysis of a work of art

An approximate diagram of the analysis of a literary work,

When analyzing a work of art, one should distinguish between ideological content and artistic form,

approximate specification plan artistic image-character,

possible analysis plan lyric poem,

general plan for answering the question about meaning writer's creativity,

how to lead short note about books read.

When analyzing a work of art, one should distinguish between ideological content and artistic form.

A. Ideological content includes:

1) the theme of the work - the socio-historical characters chosen by the writer in their interaction;

2) problematics - the most significant properties and aspects of the already reflected characters for the author, highlighted and strengthened by him in artistic depiction;

3) pathos of the work - the writer’s ideological and emotional attitude towards the depicted social characters (heroics, tragedy, drama, satire, humor, romance and sentimentality).

Pathos is the highest form of ideological and emotional assessment of life by a writer, revealed in his work. The affirmation of the greatness of the feat of an individual hero or an entire team is an expression of heroic pathos, and the actions of the hero or team are distinguished by free initiative and are aimed at the implementation of high humanistic principles. The prerequisite for heroic fiction is the heroism of reality, the fight against the elements of nature, for national freedom and independence, for the free labor of people, the fight for peace.

When the author affirms the deeds and experiences of people who are characterized by a deep and irremovable contradiction between the desire for a sublime ideal and the fundamental impossibility of achieving it, then we have tragic pathos. The forms of the tragic are very diverse and historically changeable. Dramatic pathos is distinguished by the absence of the fundamental nature of a person’s opposition to extrapersonal hostile circumstances. A tragic character is always marked by exceptional moral height and significance. The differences in the characters of Katerina in "The Thunderstorm" and Larisa in Ostrovsky's "Dowry" clearly demonstrate the difference in these types of pathos.

Great importance V art XIX-XX centuries acquired a romantic pathos, with the help of which the significance of the individual’s desire for an emotionally anticipated universal ideal is affirmed. Sentimental pathos is close to the romantic, although its range is limited to the family and everyday sphere of manifestation of the feelings of the heroes and the writer. All these types of pathos carry an affirming principle and realize the sublime as the main and most general aesthetic category.

General aesthetic category denial negative trends is a category of comic. The comic is a form of life that claims to be significant, but has historically outlived its positive content and therefore causes laughter. Comic contradictions as an objective source of laughter can be realized satirically or humorously. The angry denial of socially dangerous comic phenomena determines the civil nature of the pathos of satire. Mocking the comic contradictions in the moral and everyday sphere of human relations evokes a humorous attitude towards what is depicted. Ridicule can be either a denial or an affirmation of the depicted contradiction. Laughter in literature, as in life, is extremely diverse in its manifestations: smile, mockery, sarcasm, irony, sardonic grin, Homeric laughter.

B. Art form includes:

1) Details of subject representation: portrait, actions of characters, their experiences and speech (monologues and dialogues), everyday environment, landscape, plot (sequence and interaction of external and internal actions of characters in time and space);

2) Compositional details: order, method and motivation, narratives and descriptions of the life depicted, author’s reasoning, digressions, inserted episodes, framing (composition of the image - the relationship and arrangement of subject details within a separate image);

3) Stylistic details: figurative and expressive details of the author’s speech, intonation-syntactic and rhythmic-strophic features poetic speech generally.

Scheme of analysis of a literary work.

1. History of creation.

2. Topic.

3. Issues.

4. The ideological orientation of the work and its emotional pathos.

5. Genre originality.

6. Basic artistic images in their system and internal connections.

7. Central characters.

8. The plot and structural features of the conflict.

9. Landscape, portrait, dialogues and monologues of characters, interior, setting.

10. Speech structure of the work (author’s description, narration, digressions, reasoning).

11. Composition of the plot and individual images, as well as the general architectonics of the work.

12. The place of the work in the writer’s work.

13. The place of the work in the history of Russian and world literature.

Overall plan answer to the question about the meaning of the writer’s creativity.

A. The place of the writer in the development of Russian literature.

B. The place of the writer in the development of European (world) literature.

1. The main problems of the era and the writer’s attitude towards them.

2. Traditions and innovation of the writer in the field:

a) ideas;

b) topics, problems;

V) creative method and style;

d) genre;

e) speech style.

B. Evaluation of the writer’s work by classics of literature and criticism.

An approximate plan for characterizing an artistic image-character.

Introduction. The place of the character in the system of images of the work.

main part. Characteristics of the character as a certain social type.

1. Social and financial situation.

2. Appearance.

3. Originality of worldview and worldview, range of mental interests, inclinations and habits:

a) the nature of activities and main life aspirations;

b) influence on others (main area, types and types of influence).

4. Area of ​​feelings:

a) type of attitude towards others;

b) features of internal experiences.

6. What personality traits of the hero are revealed in the work:

a) using a portrait;

c) through the characteristics of other actors;

d) using background or biography;

e) through a chain of actions;

e) in speech characteristics;

g) through “neighborhood” with other characters;

h) through the environment.

Conclusion. Which public problem led the author to create this image.

Plan for analyzing a lyric poem.

I. Date of writing.

II. Real biographical and factual commentary.

III. Genre originality.

IV. Ideological content:

1. Leading topic.

2. Main idea.

3. Emotional coloring feelings expressed in a poem in their dynamics or statics.

4. External impression and internal reaction to it.

5. The predominance of public or personal intonations.

V. Structure of the poem:

1. Comparison and development of the main verbal images:

a) by similarity;

b) by contrast;

c) by contiguity;

d) by association;

d) by inference.

2. Basic visual arts allegories used by the author: metaphor, metonymy, comparison, allegory, symbol, hyperbole, litotes, irony (as a trope), sarcasm, periphrasis.

3. Speech features in terms of intonation and syntactic figures: epithet, repetition, antithesis, inversion, ellipse, parallelism, rhetorical question, address and exclamation.

4. Main rhythmic features:

a) tonic, syllabic, syllabic-tonic, dolnik, free verse;

b) iambic, trochaic, pyrrhic, spondean, dactyl, amphibrachic, anapest.

5. Rhyme (masculine, feminine, dactylic, accurate, inaccurate, rich; simple, compound) and methods of rhyming (paired, cross, ring), game of rhymes.

6. Stanza (couple, tercary, quintuple, quatrain, sextine, seventh, octave, sonnet, Onegin stanza).

7. Euphony (euphony) and sound recording (alliteration, assonance), other types of sound instrumentation.

How to keep a short record of the books you read.

2. The exact title of the work. Dates of creation and appearance in print.

3. The time depicted in the work and the place of the main events taking place. The social environment, the representatives of which are depicted by the author in the work (nobles, peasants, urban bourgeoisie, bourgeoisie, commoners, intelligentsia, workers).

4. Epoch. Characteristics of the time in which the work was written (from the side of the economic and socio-political interests and aspirations of contemporaries).

5. Brief plan content.

Each of us was once a schoolchild, and, perhaps, each of us, with all our love for such a wonderful subject as literature, did not really like delving into the text, trying to find something that, in fact, was not there. Search operation hidden meaning has a beautiful and very interesting name- analysis literary work. In this article we will explain in a popular way how to do it.

First of all, in order to make a normal analysis of a work, you need to read it. Ideally you should read full version books, but if you are short on time and don’t have the desire to read, a reader will do. Remember that yours best friends While reading, you should have a small notebook and pencil where you will methodically write down everything that is useful for analysis. The following may be useful.

The composition of the work is a breakdown into chapters, parts or other logical sections. It is important to understand on what principle the division is based - according to chronology, according to the logic of the plot, according to the location of the action, or in some other way. When analyzing a work, you must first describe what parts it consists of.

However, when dividing the work into separate logical sections, you should not forget that you are still dealing with a single semantic whole, the plot lines of which can run through the entire narrative. That is why, when moving to the second section of this type of work, such as analysis of a work, you need to list all the main characters, and then briefly describe storyline concerning each of them. This will help you quickly structure the content of the work both for yourself and for the person who will read your research.

And then... Then creativity begins! Do not forget that literature is a free matter, and you, by and large, are free to perceive the content of each book you read as you see fit. Describe how reading the book made you feel (however, if the only feeling you had was a sense of hopelessly wasted time, better not mention it), but do not forget that your speech should still be logical and consistent with what you wrote in the first two sections. The combination of strict logic and flights of fancy is what constitutes correct analysis

You also need to pay attention to which ones the author uses in his creation. Yes, yes, you will have to remember and try to extract from your memory the definitions of words such as “epithet”, “metaphor”, “hyperbole” and many others. Without this there is no way - if you do not mention how the author tried to influence the reader’s consciousness, do not explain how he tried to make us think about something that can only be found between the lines, then your work is not an analysis of the work, but only a retelling of it. Agree that a simple retelling of any book, even a very detailed one, will not reach a full analysis. To better understand the difference between analysis and retelling, we recommend reading the samples literary criticism.

And one last thing. Most often, such a voluminous work as analysis of a work is assigned quite long before the due date - as a rule, we're talking about about two to three weeks allocated for writing the work. We advise you not to put off completing the task until the last day - as soon as you are given an analysis, immediately read the book and make small notes, after which do not return to the work for several days, but let it “sit” in your mind. This will help with subsequent use of the text of the work during writing. analytical work quickly navigate it, and also form a holistic, established impression of what you read. We wish you successful analytical work!

Instructions

Become familiar with the work you are about to analyze, because the correctness and clarity of the result depends on this. Most likely it will be a classic, describing the abundance of social and moral problems, a multifaceted and controversial work of the writer. Perhaps something modern, relevant and dynamic. Choice works remains yours.

Start your book analysis by stating general theme works, describe the problems raised by the author, reveal the main ideas. At the same time, try not to violate the logic of your reasoning, express your thoughts consistently, without jumping from one thought to another.

Pay attention to the uniqueness of the genre. For example, Gogol called his “Dead Souls” a poem, despite all the rules, and “Eugene Onegin” was characterized by Pushkin as a novel. In such cases there are a lot. Besides everything else, linguistic features the narration inherent in this particular author, and the means of artistic expression used by him, will not be at all superfluous.

Next, write a description. artistic images presented in the work is another part of the analysis that requires significant reasoning. Literature is filled with ordinary and generally accepted types of people, whose habits and habits are still present today, and sometimes non-standard and surprising. Therefore, try to describe and give your assessment of the characters’ characters in as much detail as possible.

Then smoothly move on to the plot works, touch upon his conflict, state the conclusions adopted either by the author himself or by the character on whose behalf they rise problematic issues. It will be a plus to present your opinion on this matter.

At the end of your analysis, write about the importance and significance works in the author’s work, about the contribution he made to Russian literature. Depending on the required volume of analysis, some details from the writer’s biography and his features can be inserted into this part.

Check the text for grammatical and spelling errors. Edit all the points. Correctly enter changes if necessary. Try to achieve homogeneity and integrity of the overall narrative.

Sources:

• Contents and constituent elements literary analysis

Conduct analysis lyrical work not very simple, since much depends on the personal subjective perception of poetry. However, there are certain analysis frameworks that help structure the analysis more clearly. There is no single scheme or plan for analyzing a poetic text, but in any case it should show how well and deeply the reader understood the poem.

You will need

• Text of the poem, sheet of paper, pen

Instructions

Indicate the theme of the poem. Ask yourself: “What is the poet talking about in this?” Poetic works can be about patriotism or politics. Some describe landscapes and the beauty of nature, others are reflections on philosophical topics.

In addition to the topic, sometimes you also need to define an idea or main idea works. Think about what exactly the poet wanted to convey to the reader, what “message” is hidden in his words. The main idea reflects the poet's attitude to what is written; it is a key factor for a true understanding of a literary work. If the author of the work raised several problems at once, list them and highlight one as main problem.

Write which artistic means And stylistic devices the author resorted to this work. Give specific ones from the poem. Indicate for what purpose the author used this or that technique ( stylistic figures, etc.), i.e. what effect was achieved. For example, rhetorical questions and appeals increase the reader’s attention, and the use of irony indicates the author’s mocking attitude, etc.

Analyze the compositional features of the poem. It consists of three parts. It's meter and rhythm. The size can be indicated schematically so that it is clear which syllable the stress falls on. For example, in iambic tetrameter the stress falls on every second syllable. Read one line from the poem out loud. This will make it easier for you to understand how the stress falls. The mode of rhyming is usually indicated using the notation "a" and "b", where "a" is one type of line ending for the poem and "b" is the second type.

Indicate the features of the image of the lyrical hero. It is advisable not to skip this point in the analysis of the poem. Remember that in any work there is an author’s “I”.

Sources:

• Poem Analysis Plan

Any lyrical work reflects the poet’s worldview, therefore, in order to analyze poem, you need to know about the features of the creative method within which it was written. In addition, a careful reading of the poem is important, since its analysis must be carried out at all linguistic levels: from phonetic to syntactic. To structure written analysis verse, use the instructions.

Instructions

Begin the analysis of a lyrical work by determining the date of writing and. Collect material from creative history poems, because the factual side is very important for understanding its topic. Indicate who it is dedicated to, if it has an addressee.

Determine the theme of the work, i.e. what he writes about: about nature, love, the relationship between the lyrical hero and society, about philosophical categories, etc. Answer the question how the theme of the poem relates to its title.

Trace the movement of the lyrical plot: how the mood of the lyrical hero changes throughout the poem, his attitude to what the author is talking about in. Words that express feelings will help you with this: sadness, admiration, passion, bitterness, despondency, etc.

Determine the features of the composition of the work, i.e. its construction. Find the main one compositional technique, used by the author: repetition, contrast, comparison by association, etc.

Tell us about the lyrical, which is revealed through a specific mental state, the experience of a certain life situation V this moment. Answer the question, what position does the author take in relation to his to the lyrical hero. Please note that you should not always identify his hero.

Consider the visual means of the work at different language levels: sound writing (phonetic means of expression), vocabulary (stylistically colored, the presence of synonyms, antonyms, paronyms), poetic syntax.

Determine the idea of ​​the work identified as a result of the analysis. Answer the question what message the author is sending to the reader.

Consider the rhythmic organization of the poem, determine its size and types of rhyme.

When finishing a written piece, determine how the features of the poetics of the creative method within which the work was created were reflected in it. To do this, using literary dictionary, get to know in different directions in the history of literature (romanticism, realism, symbolism, acmeism, futurism).

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• how to write doesn't change

Alexander Sergeevich Pushkin will probably forever retain his reputation greatest poet throughout the history of Russian literature. This was, of course, facilitated by the special talent of the writer, who lived from 1799 to 1837 and, unfortunately, died early in a tragic duel. So what works are included in literary heritage Pushkin?