๐Ÿ“š Literary Analysis & Argumentation

Grades 9-10 | High School Writing I | Truth Carriers Education System

๐Ÿ“– Sacred Names Pronunciation Guide

Lesson 1: Introduction to Literary Analysis

"Study to shew thyself approved unto Elohim, a workman that needeth not to be ashamed, rightly dividing the word of truth." โ€” 2 Timothy 2:15
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What Is Literary Analysis?

Literary analysis is the careful examination of a text to understand its deeper meaning. Instead of just reading a story and saying whether you liked it, literary analysis asks why the author made certain choices and how those choices create meaning.

As believers, we have a special advantage in literary analysis. The Bible itself teaches us to look beyond surface meanings. Yahusha often spoke in parables, requiring His listeners to think deeply about the layers of meaning. When we analyze any literature, we bring this same depth of understanding.

Key Terms

Literary Analysis
The process of examining the components of a literary work to understand how they contribute to meaning
Close Reading
Careful, sustained interpretation of a brief passage of text with attention to detail
Theme
The central idea or underlying meaning of a literary work
Interpretation
An explanation of what a text means based on evidence

The Elements of Literature

When analyzing literature, we examine several key elements:

โœ๏ธ Fill in the Blanks

  1. Literary analysis examines a text to understand its deeper .
  2. The central idea of a literary work is called its .
  3. reading involves careful attention to detail in a short passage.
  4. The tells us where and when a story takes place.
  5. When objects represent larger ideas, this is called .

๐Ÿ” Practice: Identifying Elements

Read this short passage from Psalm 23:

"Yahuah is my shepherd; I shall not want. He maketh me to lie down in green pastures: he leadeth me beside the still waters."

Identify:

  1. What is the central image (symbol) used? _______________________
  2. What setting details are given? _______________________
  3. What theme or message emerges? _______________________

๐Ÿ’ฌ Discussion Questions

  1. Why do you think it's important to look beyond the surface meaning of texts?
  2. How does careful reading of Scripture prepare us to analyze other literature?
  3. What's the difference between what you think a text means and what you can prove it means?

Lesson 2: Reading Closely - The Foundation of Analysis

"The heart of the prudent getteth knowledge; and the ear of the wise seeketh knowledge." โ€” Proverbs 18:15

The Art of Close Reading

Close reading means slowing down and paying attention to every word, phrase, and sentence. Instead of reading quickly for the plot, you read carefully to notice:

Close Reading Strategy: SOAPS

When approaching a text for close reading, use SOAPS:

Sample Close Reading:

"It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness..."
โ€” Charles Dickens, A Tale of Two Cities

Analysis: Notice how Dickens uses parallel structure and contrasts (best/worst, wisdom/foolishness). The repetition of "it was" creates rhythm and emphasis. The contrasts suggest a world of contradictionsโ€”the same moment in history can be viewed completely differently depending on perspective. This reflects Scripture's teaching that "there is nothing new under the sun" (Ecclesiastes 1:9).

โœ๏ธ Fill in the Blanks

  1. Close reading involves paying attention to every , phrase, and sentence.
  2. The author's specific word choice is called .
  3. Sentence structure is technically called .
  4. In the SOAPS method, the 'P' stands for .
  5. When words or ideas are , we should ask why.

โœ๏ธ Close Reading Exercise

Apply the SOAPS method to Ecclesiastes 3:1-8 ("To everything there is a season..."). Write a paragraph for each letter of SOAPS.

Lines for response:

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

Lesson 3: Analyzing Theme

"All scripture is given by inspiration of Elohim, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness." โ€” 2 Timothy 3:16

Understanding Theme

A theme is not just a topic or subjectโ€”it's a statement about that topic. For example:

Finding Theme: Questions to Ask

  1. What is the main subject or topic?
  2. What happens to characters who make different choices?
  3. What lessons do characters learn?
  4. What ideas are repeated throughout the work?
  5. What does the ending suggest about life or human nature?

Theme in Scripture vs. Secular Literature

When we analyze secular literature, we can evaluate themes against Scripture. Some themes in literature align with biblical truth; others contradict it. As discerning readers, we can appreciate literary craftsmanship while recognizing where worldviews differ from Yahuah's Word.

๐Ÿ” Theme Practice

For each topic, write a possible theme statement:

  1. Topic: Friendship
    Theme: _______________________________________
  2. Topic: Pride
    Theme: _______________________________________
  3. Topic: Truth
    Theme: _______________________________________
  4. Topic: Suffering
    Theme: _______________________________________

โœ๏ธ Fill in the Blanks

  1. A theme is not just a topicโ€”it's a about that topic.
  2. To find theme, ask what characters learn throughout the story.
  3. Ideas that are throughout a work often point to theme.
  4. As believers, we can evaluate themes against .
  5. The of a story often reveals the author's message about life.

๐Ÿ’ฌ Discussion Questions

  1. What themes do you see running through the entire Bible from Genesis to Revelation?
  2. How can a story have excellent literary qualities but a problematic theme?
  3. Why is it important for believers to be able to identify and evaluate themes in what they read?

Lesson 4: Analyzing Character

"When I was a child, I spake as a child, I understood as a child, I thought as a child: but when I became a man, I put away childish things." โ€” 1 Corinthians 13:11

Types of Characters

Protagonist
The main character, whose journey we follow
Antagonist
The force or character that opposes the protagonist
Dynamic Character
A character who changes significantly during the story
Static Character
A character who remains the same throughout
Round Character
A complex, fully developed character with many traits
Flat Character
A simple character defined by one or two traits

Methods of Characterization

Authors reveal character through:

  1. Direct characterization โ€” The narrator tells us directly what a character is like
  2. Indirect characterization (STEAL):
    • Speech โ€” What the character says
    • Thoughts โ€” What the character thinks
    • Effects on others โ€” How other characters react
    • Actions โ€” What the character does
    • Looks โ€” Physical appearance and description

๐Ÿ” Character Analysis Practice

Choose a biblical character (such as David, Ruth, Peter, or Paul) and analyze them:

  1. Are they dynamic or static? Explain: _______________________
  2. Are they round or flat? Explain: _______________________
  3. Give an example of their characterization through Speech: _______________________
  4. Give an example through Actions: _______________________
  5. How do they change from beginning to end of their story? _______________________

โœ๏ธ Fill in the Blanks

  1. The main character in a story is called the .
  2. A character who changes significantly is called .
  3. A complex, fully developed character is described as .
  4. In indirect characterization, STEAL stands for Speech, Thoughts, Effects, , and Looks.
  5. The force that opposes the main character is called the .

Lesson 5: Analyzing Figurative Language

"A word fitly spoken is like apples of gold in pictures of silver." โ€” Proverbs 25:11

Common Types of Figurative Language

Simile

A comparison using "like" or "as"

Example: "As the hart panteth after the water brooks, so panteth my soul after thee, O Elohim" (Psalm 42:1)

Metaphor

A direct comparison without "like" or "as"

Example: "Yahuah is my rock and my fortress" (Psalm 18:2)

Personification

Giving human qualities to non-human things

Example: "The trees of the field shall clap their hands" (Isaiah 55:12)

Hyperbole

Extreme exaggeration for emphasis

Example: "If your right hand causes you to sin, cut it off" (Matthew 5:30 โ€” emphasizing seriousness, not literal amputation)

Symbolism

Using an object to represent a larger concept

Example: Light symbolizing truth and goodness; darkness symbolizing evil and deception

Allusion

A reference to another work, event, or person

Example: Many Western works allude to biblical stories

๐Ÿ” Identify the Figurative Language

  1. "Your word is a lamp unto my feet" (Psalm 119:105)
    Type:
  2. "The mountains skipped like rams" (Psalm 114:4)
    Type:
  3. "I will make your descendants as numerous as the stars" (Genesis 26:4)
    Type:
  4. "The heavens declare the glory of Elohim" (Psalm 19:1)
    Type:

โœ๏ธ Fill in the Blanks

  1. A comparison using "like" or "as" is called a .
  2. A direct comparison without "like" or "as" is called a .
  3. Giving human qualities to non-human things is called .
  4. When an object represents a larger concept, this is .
  5. A reference to another work or well-known person/event is an .

โœ๏ธ Creative Practice

Write a short paragraph (5-7 sentences) describing creation or nature using at least THREE types of figurative language. Label each one.

_________________________________________________

_________________________________________________

_________________________________________________

Lesson 6: Introduction to Argumentation

"Come now, and let us reason together, saith Yahuah." โ€” Isaiah 1:18

What Is Argumentation?

Argumentation is the art of presenting a claim and supporting it with evidence and reasoning. Unlike a quarrel or fight, academic argumentation is logical, respectful, and evidence-based.

Yahuah invites us to "reason together"โ€”He wants us to think, to use logic, to examine evidence. Our faith is not blind; it is based on the solid foundation of truth and evidence found in creation and Scripture.

The Three Appeals (Aristotle's Rhetoric)

Ethos (Credibility)

Appeal based on the character and credibility of the speaker/writer. Are they trustworthy? Qualified? Honest?

Pathos (Emotion)

Appeal to the emotions of the audience. Fear, hope, compassion, angerโ€”emotions can motivate action.

Logos (Logic)

Appeal based on logic, reason, and evidence. Facts, statistics, examples, and logical reasoning.

Example: Paul's Defense (Acts 26)

Ethos: Paul establishes his background as a Pharisee, educated under Gamaliel
Pathos: He shares his personal transformation story, appealing to King Agrippa's emotions
Logos: He uses Scripture and fulfilled prophecy as evidence that Yahusha is the Messiah

โœ๏ธ Fill in the Blanks

  1. Academic argumentation is logical, respectful, and -based.
  2. Appeal based on credibility and character is called .
  3. Appeal to emotions is called .
  4. Appeal based on logic and reasoning is called .
  5. The three appeals come from 's study of rhetoric.

๐Ÿ” Identify the Appeal

For each statement, identify whether it primarily uses ethos, pathos, or logos:

  1. "As a doctor with 20 years of experience, I can tell you..."
  2. "Studies show that 85% of participants experienced improvement."
  3. "Think of the children who will suffer if we don't act now."
  4. "Researchers at Harvard University have concluded..."

Lesson 7: Building an Argument - Claim and Evidence

"Prove all things; hold fast that which is good." โ€” 1 Thessalonians 5:21

The Structure of an Argument

Claim (Thesis)

Your main argumentโ€”what you are trying to prove. A strong claim is:

Evidence

The support for your claim. Types of evidence include:

Warrant (Reasoning)

The logical connection between your evidence and your claim. Explains WHY your evidence supports your claim.

Example Argument:

Claim: The complexity of DNA provides evidence of intelligent design.

Evidence: DNA contains information equivalent to thousands of encyclopedias, with a coding system more sophisticated than any human-designed computer code.

Warrant: Information and coding systems require intelligence to create. We never observe complex, specified information arising by chance. Therefore, the information in DNA points to an intelligent Creator.

โœ๏ธ Fill in the Blanks

  1. Your main argument is called your or thesis.
  2. A strong claim is debatable, specific, and .
  3. Facts and statistics are types of .
  4. The logical connection between evidence and claim is called the .
  5. Expert involves quotes or findings from credible authorities.

โœ๏ธ Build an Argument

Choose one of these claims and provide evidence and a warrant:

  1. "Scripture is historically reliable."
  2. "Creation reveals the existence of a Creator."
  3. "Moral law points to a Moral Lawgiver."

Claim: _______________________________________

Evidence: _______________________________________

Warrant: _______________________________________

Lesson 8: Logical Fallacies

"Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world, and not after Messiah." โ€” Colossians 2:8

What Are Logical Fallacies?

Logical fallacies are errors in reasoning that undermine the logic of an argument. Learning to identify fallacies helps us think critically and avoid being deceived by faulty reasoning.

Common Fallacies

Ad Hominem

Attacking the person instead of their argument

Example: "You can't trust his researchโ€”he's not even a real scientist."

Straw Man

Misrepresenting someone's argument to make it easier to attack

Example: "Creationists think God just poofed everything into existence with no design."

Appeal to Authority

Citing an authority who is not qualified in that field, or assuming authority makes something true

Example: "This celebrity says evolution is true, so it must be."

False Dichotomy

Presenting only two options when more exist

Example: "Either you accept evolution or you reject all science."

Circular Reasoning

Using the conclusion as a premise

Example: "The Bible is true because it says so, and it's reliable because it's true."

Appeal to Popularity

Arguing something is true because many people believe it

Example: "Most scientists believe in evolution, so it must be correct."

Hasty Generalization

Drawing broad conclusions from limited examples

Example: "I met two rude people from that city; everyone there must be rude."

๐Ÿ” Identify the Fallacy

  1. "You're just a teenagerโ€”what could you possibly know about this?"
    Fallacy:
  2. "Everyone is doing it, so it must be okay."
    Fallacy:
  3. "You either support our plan completely or you're against progress."
    Fallacy:
  4. "People who believe in creation think science is evil."
    Fallacy:

โœ๏ธ Fill in the Blanks

  1. Attacking the person instead of their argument is called .
  2. Misrepresenting someone's argument is the fallacy.
  3. Presenting only two options when more exist is a .
  4. Using the conclusion as a premise is reasoning.
  5. Arguing something is true because many believe it is appeal to .

Lesson 9: Counterargument and Rebuttal

"The first to plead his cause seems right, until his neighbor comes and examines him." โ€” Proverbs 18:17

Why Address Counterarguments?

Strong arguments anticipate and address opposing views. This shows:

Strategies for Counterargument

1. Acknowledge and Refute

State the opposing view fairly, then explain why it is incorrect or incomplete.

"Some argue that... However, this view fails to account for..."

2. Concede and Qualify

Acknowledge valid points in the opposition while maintaining your overall position.

"While it is true that... this does not negate the fact that..."

3. Reframe the Issue

Show how the opposing view misunderstands the real question.

"The real question is not whether... but rather..."

Example:

Claim: The fine-tuning of the universe points to intelligent design.

Counterargument: Critics argue that with infinite universes (multiverse theory), one would naturally have life-supporting conditions by chance.

Rebuttal: However, the multiverse hypothesis is itself unobservable and unfalsifiableโ€”it is a faith-based belief created specifically to avoid the design inference. It multiplies entities unnecessarily and still doesn't explain the origin of the multiverse-generating mechanism itself.

โœ๏ธ Fill in the Blanks

  1. Addressing counterarguments shows you have researched the topic.
  2. To "acknowledge and refute" means to state the opposing view and explain why it is .
  3. To "concede and qualify" means to acknowledge points while maintaining your position.
  4. Reframing shows how the opposition the real question.
  5. Addressing opposing views increases your (credibility).

โœ๏ธ Practice Counterargument

Your claim: "The historical reliability of Scripture is supported by archaeology."

Counterargument someone might make: _______________________

Your rebuttal: _______________________

Lesson 10: Writing the Literary Analysis Essay

"Let all things be done decently and in order." โ€” 1 Corinthians 14:40

Structure of a Literary Analysis Essay

Introduction

Body Paragraphs

Each paragraph should follow the PIE structure:

Conclusion

Incorporating Quotes

When quoting from a text, you must:

  1. Introduce โ€” Set up the quote with context
  2. Quote โ€” Use exact words in quotation marks
  3. Analyze โ€” Explain what the quote means and how it supports your point
Weak: "Yahuah is my shepherd" (Psalm 23:1).

Strong: David opens Psalm 23 with the powerful metaphor, "Yahuah is my shepherd" (23:1). By comparing Yahuah to a shepherd, David establishes the central theme of divine care and guidance, positioning himself as a sheep who is fully dependent on and protected by his master.

โœ๏ธ Fill in the Blanks

  1. PIE structure stands for Point, , Explanation.
  2. The introduction should end with your statement.
  3. After quoting, you must what the quote means.
  4. The conclusion should explain the broader of your analysis.
  5. Each body paragraph should begin with a sentence.

Literary Analysis Essay Rubric

Criteria Excellent (4) Proficient (3) Developing (2) Beginning (1)
Thesis Clear, insightful, arguable Clear and arguable Vague or too broad Missing or plot summary
Evidence Well-chosen, integrated quotes Appropriate quotes used Limited or poorly integrated Little/no textual evidence
Analysis Deep, insightful interpretation Solid analysis present Some analysis, mostly summary No analysis, all summary
Organization Logical flow, strong transitions Clear organization Some organizational issues Disorganized

Lesson 11: Writing the Argumentative Essay

"But sanctify Yahuah Elohim in your hearts: and be ready always to give an answer to every man that asketh you a reason of the hope that is in you with meekness and fear." โ€” 1 Peter 3:15

Structure of an Argumentative Essay

Introduction

Body Paragraphs (Supporting Arguments)

Counterargument Paragraph

Conclusion

Transition Words for Argumentation

โœ๏ธ Fill in the Blanks

  1. An argumentative essay should include a paragraph addressing .
  2. 1 Peter 3:15 tells us to be ready to give a for our hope.
  3. "However" and "nevertheless" are transition words showing .
  4. "Therefore" and "as a result" show and effect.
  5. The conclusion should include a call to or final thought.

โœ๏ธ Outline Practice

Create an outline for an argumentative essay on one of these topics:

  1. "The resurrection of Yahusha is historically credible."
  2. "Design in nature points to a Creator."
  3. "Biblical morality provides a better foundation than secular ethics."

Thesis: _______________________________________

Argument 1: _______________________________________

Argument 2: _______________________________________

Argument 3: _______________________________________

Counterargument: _______________________________________

Lesson 12: Revision and Editing

"Iron sharpeneth iron; so a man sharpeneth the countenance of his friend." โ€” Proverbs 27:17

Revision vs. Editing

Revision = "Re-vision" = Looking again at the BIG picture:

Editing = Fixing the SMALL details:

Revision Checklist

  1. โ–ก Does my introduction hook the reader?
  2. โ–ก Is my thesis clear, specific, and arguable?
  3. โ–ก Does each body paragraph have a clear topic sentence?
  4. โ–ก Do I provide sufficient evidence (quotes, facts, examples)?
  5. โ–ก Do I analyze my evidence (not just drop quotes)?
  6. โ–ก Do I address counterarguments?
  7. โ–ก Does my conclusion go beyond mere repetition?
  8. โ–ก Are my transitions smooth?

Common Editing Issues

๐Ÿ” Editing Practice

Identify and fix the error in each sentence:

  1. "The evidence clearly shows that evolution is false, it cannot explain the origin of information."
    Fixed: _______________________________________
  2. "The author they use lots of metaphors in the poem."
    Fixed: _______________________________________
  3. "There are many reasons for why this interpretation is correct."
    Fixed: _______________________________________

โœ๏ธ Fill in the Blanks

  1. Revision looks at the picture; editing fixes small details.
  2. When two sentences are connected only by a comma, this is a comma .
  3. Make sure pronouns like "it" have clear .
  4. Convert voice to active voice when possible.
  5. Eliminate unnecessary words to avoid being .

Lesson 13: Evaluating Sources

"Beloved, believe not every spirit, but try the spirits whether they are of Elohim: because many false prophets are gone out into the world." โ€” 1 John 4:1

Why Source Evaluation Matters

Just as Scripture tells us to "try the spirits," we must evaluate our sources for reliability and credibility. Not all sources are equal, and using weak sources undermines your argument.

The CRAAP Test

C - Currency

When was it published? Is it up-to-date for your topic?

R - Relevance

Does it relate directly to your topic? Is it at an appropriate level?

A - Authority

Who is the author? What are their credentials? Who published it?

A - Accuracy

Is the information supported by evidence? Can it be verified elsewhere?

P - Purpose

Why does this source exist? To inform? To persuade? To sell? To entertain?

Source Hierarchy

  1. Primary sources โ€” Original documents, eyewitness accounts, Scripture
  2. Scholarly sources โ€” Peer-reviewed journals, academic books
  3. Credible secondary sources โ€” Reputable books, quality journalism
  4. Popular sources โ€” Magazines, newspapers (use with caution)
  5. Web sources โ€” Varies widely; evaluate carefully

โœ๏ธ Fill in the Blanks

  1. CRAAP stands for Currency, Relevance, , Accuracy, Purpose.
  2. Original documents and eyewitness accounts are sources.
  3. Peer-reviewed journals are considered sources.
  4. We should ask a source existsโ€”to inform, persuade, or sell.
  5. Web sources vary widely and require careful .

๐Ÿ” Source Evaluation

Evaluate a source you might use for an essay on biblical reliability. Apply the CRAAP test:

Source title: _______________________________________

Currency: _______________________________________

Relevance: _______________________________________

Authority: _______________________________________

Accuracy: _______________________________________

Purpose: _______________________________________

Lesson 14: Course Review and Final Project

"Therefore whosoever heareth these sayings of mine, and doeth them, I will liken him unto a wise man, which built his house upon a rock." โ€” Matthew 7:24

Course Summary

This course has equipped you with essential skills for literary analysis and argumentation:

Literary Analysis Skills

Argumentation Skills

๐Ÿ“ Final Project Options

Choose ONE of the following:

Option A: Literary Analysis Essay (750-1000 words)

Choose a passage from Scripture (such as a psalm, parable, or prophetic text) and write a literary analysis examining how the author uses literary devices to convey meaning.

Option B: Argumentative Essay (750-1000 words)

Write an argument defending one of these positions:

  • The historical reliability of the Gospels
  • Evidence for intelligent design in nature
  • Why biblical morality provides the best ethical foundation

Requirements for both:

  • Clear thesis statement
  • At least 3 body paragraphs with evidence
  • Address a counterargument
  • Use at least 3 credible sources (Scripture counts as one)
  • Proper integration and citation of quotes

Final Project Rubric

Criteria Points
Clear, arguable thesis 20
Strong evidence and analysis 25
Logical organization 15
Counterargument addressed 15
Source quality and citation 10
Grammar and mechanics 15
Total 100

๐Ÿ’ฌ Final Reflection

  1. How has this course changed the way you read and analyze texts?
  2. How can these skills help you "give a reason for the hope that is in you" (1 Peter 3:15)?
  3. What skill from this course do you want to develop further?

๐Ÿ“‹ Answer Key (For Parents/Teachers)

Lesson 1

  1. meaning
  2. theme
  3. Close
  4. setting
  5. symbolism

Lesson 2

  1. word
  2. diction
  3. syntax
  4. Purpose
  5. repeated

Lesson 3

  1. statement
  2. lessons
  3. repeated
  4. Scripture
  5. ending

Lesson 4

  1. protagonist
  2. dynamic
  3. round
  4. Actions
  5. antagonist

Lesson 5

  1. Metaphor
  2. Simile (or Personification)
  3. Hyperbole
  4. Personification
  1. simile
  2. metaphor
  3. personification
  4. symbolism
  5. allusion

Lesson 6

  1. evidence
  2. ethos
  3. pathos
  4. logos
  5. Aristotle

Identify the Appeal: 1. Ethos, 2. Logos, 3. Pathos, 4. Ethos (or Logos)

Lesson 7

  1. claim
  2. supportable
  3. evidence
  4. warrant
  5. testimony

Lesson 8

Identify the Fallacy: 1. Ad Hominem, 2. Appeal to Popularity, 3. False Dichotomy, 4. Straw Man

  1. ad hominem
  2. straw man
  3. false dichotomy
  4. circular
  5. popularity

Lesson 9

  1. thoroughly
  2. incorrect (or incomplete)
  3. valid
  4. misunderstands
  5. ethos

Lesson 10

  1. Illustration
  2. thesis
  3. analyze (or explain)
  4. significance
  5. topic

Lesson 11

  1. counterarguments
  2. reason
  3. contrast
  4. cause
  5. action

Lesson 12

  1. big
  2. splice
  3. antecedents
  4. passive
  5. wordy

Editing Practice:

  1. "The evidence clearly shows that evolution is false; it cannot explain the origin of information." (semicolon fixes comma splice)
  2. "The author uses lots of metaphors in the poem." (remove "they")
  3. "There are many reasons why this interpretation is correct." (remove "for")

Lesson 13

  1. Authority
  2. primary
  3. scholarly
  4. why
  5. evaluation