Short Stories Unit
Text-Analysis Essay
Writing Resource Packet
Name ____________________________________________
ELA 8
Name: ______________________________
ELA 8/Short Stories Unit
Date: _____
Period: ___
Short Stories Unit
Text-Analysis Essay
Authors often rely on various literary elements to bring their writing to life for the
readers. Now that you have closely read several short stories, write a well-developed essay that
identifies the themes of TWO short stories and analyze how the authors’ use of ONE literary
element develops the theme (You do NOT need to use the same element for both texts).
Use strong and thorough evidence from the short story to support your analysis. Do NOT simply
summarize the text.
Guidelines:
Be sure to:
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Identify a theme in each the text.
Analyze how the authors’ use of ONE literary element (irony, diction,
characterization, conflict, point of view, setting, mood, plot structure, theme, etc.)
develops the theme in each text.
Use strong and thorough evidence from the BOTH texts to support your analysis.
Organize your ideas in a cohesive and coherent manner.
Maintain a formal style.
Follow the conventions of standard written English.
Text-Analysis Sample Essay
Authors often rely on various literary elements to bring their writing to life
for the readers. Roald Dahl’s, “The Landlady,” and O. Henry’s, “A Retrieved
Reformation,” demonstrate that literary elements play an important role in
revealing the theme of a work of fiction. Dahl’s use of diction and O. Henry’s use
of situational irony reveal the meaning behind the literature.
Through Roald Dahl’s use of diction, the reader understands the theme that
evil can sometimes be disguised as something good in his short story, “The
Landlady.” From the moment the main character, Billy, arrives in Bath, the reader
is concerned for his well-being. The narrator describes the setting as “deadly cold”
and explains that the “white facades” of the local homes were “cracked and blotchy
from neglect” (9-10). The reader begins to grow suspicious because of the author’s
alarming word choice to describe the setting. This diction allows the author to
establish that Billy is a naïve character who is blind to the evil that surrounds him
in Bath. He doesn’t notice the ominous clues such as the dilapidated homes.
Furthermore, despite the fact that the lodging is an excellent price and the
accommodations exceed Weaver’s expectations, he does not heed the warning signs
that something is awry. When Billy is settling into the boardinghouse, he and the
landlady have a conversation about a past boarder. The landlady makes shocking
comments such as “There wasn’t a blemish on his body” and “[…] his teeth weren’t
quite so white” (21). Through the word choice used in Billy’s conversation with the
landlady, the reader understands that she is overly concerned with the physical
appearance of past tenants and the reader is alarmed that Billy might be in danger.
Yet, Billy doesn’t seem to be aware that the landlady isn’t as wonderful and
charming as he believes. When Billy Weaver consumed tea served by the landlady
that “tasted faintly of bitter almonds” and is poisoned to death for the landlady to
stuff and keep him as a pet, the reader understands that Billy’s naivety prevents
him from seeing the warm and inviting façade of the landlady and her
boardinghouse as a disguise for a terrible place (22). In conclusion, the diction that
Dahl uses in his short story reveals the theme that evil can sometimes be masked as
something good.
O. Henry uses irony in his short story, “A Retrieved Reformation,” to
illustrate the theme people are capable of change. For example, Jimmy Valentine,
the main character and a former safe cracker, has completely changed his life after
falling in love with the Elmore Bank owner’s daughter, Annabel Adams. However,
after a year in Elmore setting up an honest business and gaining respect, just when
Jimmy (a.k.a. Ralph) decides to give away his robbery tools, he is put in a situation
where he has to make an important decision. Annabel’s niece gets trapped in her
grandpa’s safe and will die because the safe is so new that it hasn’t been set with a
combination yet. Mr. Adam’s, Annabel’s father and Jimmy’s future father in law,
states, “There isn’t a man nearer than Little Rock who can open that door” (9).
Through O. Henry’s use of dramatic irony, the reader knows that Jimmy is capable
of saving Agatha but is unsure if he will because it will reveal to Annabel and her
family that Jimmy is a fraud. When Jimmy decides to save the girl by cracking the
safe, the reader knows that he has truly changed revealing the theme. Ben Price,
the detective that has been after Jimmy for his former bank robberies, watches
Jimmy crack the safe and save the girl. When Jimmy turns to leave his new life
behind because he has revealed he is scammer, Ben Price says, “Guess you’re
mistaken Mr. Spencer, […] Don’t believe I recognize you. Your buggy’s waiting for
you, ain’t it” (10)? Ben Prices’ reaction to Jimmy’s actions is another example of
situational irony. The reader expects the detective to arrest the criminal. However,
he sees that Jimmy has truly changed his ways and that he lost a lot by cracking
the last safe. Ultimately, it is through irony that O. Henry reveals that people are
capable of change. Jimmy changes his ways and is not arrested even though he
should be.
All in all, both O. Henry and Roald Dahl utilize literary elements to help
convey the themes of their stories. Dahl’s use of diction alerts the reader that
something is suspicious with the landlady and causes the reader to be concerned for
Billy Weaver’s wellbeing. O. Henry’s use of situational irony helps the reader
understand that people are capable of change because Jimmy Valentine, a
notorious bank robber, reforms his life and then must use his skills for good even
though there is much at stake. Literary elements play a vital role in making reading
engaging and enticing.
Planning Page for the Introduction Paragraph
The introduction paragraph of an essay is very important. It has TWO purposes: to inform your reader
as to what the rest of the essay will be about and to engage your reader so that he or she will WANT to
keep reading. An introduction has THREE parts progressing from very general to very specific! Follow
the format below:
Step 1- General Statement:
Begin with a general statement about the topic of the essay. It is often helpful to utilize information taken
from the essay prompt. Do not mention specifics such as texts or people’s names. Instead, consider
the topic of the essay and formulate a very general, but engaging statement about this. It can be more than
one sentence, but really shouldn’t be more than two. * Copy the first line of the essay prompt.
Your General Statement: _______________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Step 2-Title, Author, Genre Sentence (T.A.G.):
Your T.A.G. sentence should introduce the titles, authors, and genre of the texts that you are going to
write about. It should also mention that authors use specific literary devices to develop their themes.
Your T.A.G. Sentence: _________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Step 3-Thesis Statement: Your thesis statement is what you are going to PROVE in your essay. You
should use specifics such as who and what in your thesis. In other words, mention the specific literary
devices utilized by the authors. DO NOT write, “In this essay, I will be writing about…” A thesis
statement may be constructed in a single sentence or two sentences.
Your Thesis Statement: ________________________________________________________________
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______________________________________________________________________ NEXT PAGE 
Parts of an INTRODUCTION (Do’s and Don’ts) –
1. General Statement –
- DO open with a general statement about the topic of the essay.
- DO NOT mention specifics such as the title or characters’ names yet.
- DO NOT say, “In this essay I will be writing about…”
- DO NOT open with a question. It’s juvenile.
2. TAG Sentence (Title, Author, Genre)
- DO establish a connection between the text and what you will be proving.
- DO NOT give a detailed summary of the entire text.
- DO NOT just state the title, author, genre, and then put a period. This is a fragment!!
3. Thesis
- DO state what you will be proving in your essay.
- DO refer back to the prompt and your planning page for guidance.
- DO NOT say, “In this essay I will be proving…” or “This essay will show…”
- DO NOT just summarize what the book was about.
Practice with Introductions (The Good, The Bad, and The Ugly!) –
General Statement –
1. In this essay, I will be writing about how authors use literary devices to develop themes.
Good, Bad, or Ugly? _____________
Why?
_______________________________________________________________________________
_______________________________________________________________________________
TAG Sentence –
1. The short story, “A Retrieved Reformation,” O. Henry develops his theme in many ways.
Good, Bad, or Ugly? _____________
Why?
_______________________________________________________________________________
_______________________________________________________________________________
Thesis Sentences –
1. In this essay, I will prove that Dahl’s use of diction and O. Henry’s use of
situational irony reveal the meaning behind the literature.
Good, Bad, or Ugly? _____________
Why?
_______________________________________________________________________________
_______________________________________________________________________________
Planning Page for Body Paragraph #1
The body paragraphs provide the evidence necessary to prove the thesis established in the introduction. A
body paragraph follows CCTACTAC. Use the organizer below to get your ideas down.
Claim (TTQA & Answer): _______________________________________________________________
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First Piece of Textual Evidence
Context (background): ______________________________________________________
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Textual Evidence (It has to be part of a sentence, not just dropped in isolation):
____________________________________________________________________________________
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_______________________________________________________________________________ “ (
).
Analyze the Quote Part I (Explain the literary device):
____________________________________________________________________________________
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Analyze the Quote Part II (Explain how the literary device develops the theme):
(Hint: “This device allows the author’s to develop the theme because…”)
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OVER 
Second Piece of Textual Evidence
Context: _____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Textual Evidence (It has to be part of a sentence, not just dropped in isolation):
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________________ “ ( ).
Analyze the Quote Part I (Explain the literary device):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Analyze the Quote Part II (Explain how the literary device develops the theme):
(Hint: “This device allows the author’s to develop the theme because…”)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Closing Sentence: Begin with a transitional word or phrase. Then, explain why the use of the literary
device was important.
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NEXT PAGE 
Planning Page for Body Paragraph #2
The body paragraphs provide the evidence necessary to prove the thesis established in the introduction. A
body paragraph follows CCTACTAC. Use the organizer below to get your ideas down.
Claim (TTQA & Answer): ______________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
First Piece of Textual Evidence
Context (background): __________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Textual Evidence (It has to be part of a sentence, not just dropped in isolation):
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________________ “ ( ).
Analyze the Quote Part I (Explain the literary device):
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Analyze the Quote Part II (Explain how the literary device develops the theme):
(Hint: “This device allows the author’s to develop the theme because…”)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
OVER 
Second Piece of Textual Evidence
Context: _____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Textual Evidence (It has to be part of a sentence, not just dropped in isolation):
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________________ “ ( ).
Analyze the Quote Part I (Explain the literary device):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Analyze the Quote Part II (Explain how the literary device develops the theme):
(Hint: “This device allows the author’s to develop the theme because…”)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Closing Sentence: Begin with a transitional word or phrase. Then, explain why the use of the literary
device was important.
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Writing a Conclusion Paragraph
The job of a Conclusion Paragraph is to wrap up what has been proven. It should NEVER mention
new information that has not already been presented in the body paragraphs. Follow the format below:
Step 1- Restate Your Thesis Statement
Go back to your Introduction Paragraph, find the Thesis Statement, and restate it using alternative
words. This is the last sentence of your introduction.
Your Restated-Thesis Statement:
_____________________________________________________________________________________
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Step 2- Sum Up Sentences
Sum up what you have already proven in your body paragraphs. You should have TWO sum up
sentences – one that sums up body paragraph 1 and one that sums up body paragraph 2. Remember – no
new info here!
Your Sum-Up Statement for Body Paragraph #1: __________________________________________
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Your Sum-Up Statement for Body Paragraph #2: ___________________________________________
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Step 3- Closing Sentence/Final Thought Sentence
The job of the closing/final thought sentence is to reflect on the topic of your essay and leave your reader
with a lasting impression.
Your Closing Sentence: ________________________________________________________________
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Name ____________________________________
Date ______________
English 8
Period ____
Short Stories Unit Text Analysis Essay
Paragraph-By-Paragraph Checklists
Introduction Paragraph
 The introduction paragraph begins with a general statement based on the prompt.
 The general statement does not mention the stories. Instead, it sets the foundation for the essay.
 The introduction contains a T.A.G. (Titles, Authors, & Genre) sentence that mentions that literary
devices play a significant role in developing theme.
 The introduction ends with a thesis statement that is very specific and directly states what will be
proven in the essay. (Hint: Both stories, authors, and literary elements are stated.)
Comments/Suggestions:_________________________________________________________________
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_____________________________________________________________________________________
Body Paragraph #1
 The paragraph begins with a claim that is interesting and states what the paragraph will address.
 The paragraph contains at least TWO relevant supporting details in the form of textual evidence.
 Each piece of textual evidence is developed using the CTA formula. Also, each piece of evidence
is followed by a citation (set of parenthesis containing a page number).
 The paragraph contains sophisticated vocabulary.
 The paragraph is, for the most part, grammatically correct.
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The paragraph contains transition words/expressions that make it fluent.
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The paragraph contains an interesting conclusion sentence that restates the claim.
Comments/Suggestions: _________________________________________________________________
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_____________________________________________________________________________________
OVER 
Body Paragraph #2
 The paragraph begins with a claim that is interesting and states what the paragraph will address.
 The paragraph contains at least TWO relevant supporting details in the form of textual evidence.
 Each piece of textual evidence is developed using the CTA formula. Also, each piece of evidence
is followed by a citation (set of parenthesis containing a page number).
 The paragraph contains sophisticated vocabulary.
 The paragraph is, for the most part, grammatically correct.

The paragraph contains transition words/expressions that make it fluent.

The paragraph contains an interesting conclusion sentence that restates the claim.
Comments/Suggestions: _________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Conclusion Paragraph
 The conclusion paragraph begins with a restatement of the thesis (last sentence in the
introduction).
 The conclusion paragraph contains TWO summary sentences which reiterate the major points of
each body paragraph (one per body paragraph).
 The conclusion paragraph ends with a closing/final thought sentence that is interesting and ties
together all ideas for the reader.
 The conclusion paragraph contains NO NEW INFORMATION.
Comments/Suggestions: _________________________________________________________________
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