How to Write a Character How to Write a Character Analysis EssayAnalysis Essay

The purpose of a character analysis essay is to not The purpose of a character analysis essay is to not only demonstrate to your instructor that you have read only demonstrate to your instructor that you have read an assigned story or novel, but also to enhance your an assigned story or novel, but also to enhance your

knowledge and awareness of the psychological factors knowledge and awareness of the psychological factors that make people "tick."that make people "tick."

Formatting of Character AnalysisFormatting of Character Analysis

There are There are 10 points10 points to cover in a to cover in a character analysis essaycharacter analysis essay

Stick to the 5 paragraph essay format:Stick to the 5 paragraph essay format: (introduction, body, conclusion) When (introduction, body, conclusion) When writing the essay, writing the essay, you can combine you can combine every 2 points together per paragraph. every 2 points together per paragraph.

A Character analysis essay, if done A Character analysis essay, if done properly, properly, should equate to about 2 should equate to about 2 pages typed, single space.pages typed, single space.

Formatting continued…Formatting continued…1.1. Select a character Select a character 2.2. Define your chosen characterDefine your chosen character 3.3. Characters good/bad qualitiesCharacters good/bad qualities4.4. Identify your character's core Identify your character's core

quest.quest. 5.5. subtext of your character's actionssubtext of your character's actions6.6. character's interactions character's interactions 7.7. symbolism of objectssymbolism of objects8.8. character's actions and reactions character's actions and reactions

in the context of the book's in the context of the book's historical or cultural setting.historical or cultural setting.

9.9. conflict's resolution in terms of the conflict's resolution in terms of the character's emotional or spiritual character's emotional or spiritual growth. growth.

10.10. what you have learned about the what you have learned about the character to your own personalitycharacter to your own personality

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#1: Select the character#1: Select the character

Select a character that interests you. Select a character that interests you. The opening paragraph of your essay The opening paragraph of your essay

should should introduce who this character introduce who this character is;is;

briefly explain what his/her role is in the briefly explain what his/her role is in the story and story and whywhy you have chosen to you have chosen to analyze their personalityanalyze their personality. .

Stick to 3 good traits/3 bad traits when Stick to 3 good traits/3 bad traits when looking at personalitylooking at personality

#2#2 Define your chosen Define your chosen charactercharacter

Define your chosen character in terms of whether he is Define your chosen character in terms of whether he is the protagonist (hero), antagonist (villain), supporting the protagonist (hero), antagonist (villain), supporting player (a helpmate of either the hero or villain) or a player (a helpmate of either the hero or villain) or a catalyst. catalyst.

A catalyst character (also referred to as an agent for A catalyst character (also referred to as an agent for change) often does not participate directly in any of the change) often does not participate directly in any of the action, but instead fulfills the role of inspiring the lead action, but instead fulfills the role of inspiring the lead character to take up a cause or quest he might character to take up a cause or quest he might otherwise not have pursued (for example, Spider-otherwise not have pursued (for example, Spider-Man's kindly uncle who gets killed early in the story Man's kindly uncle who gets killed early in the story would fit this definition).would fit this definition).

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#3 Characters good/bad qualities#3 Characters good/bad qualities

Make a list of your character's positive traits as Make a list of your character's positive traits as well as the weaknesses and flaws that he must well as the weaknesses and flaws that he must overcome throughout the course of the story.overcome throughout the course of the story.

Keep in mind that heroes are never 100 Keep in mind that heroes are never 100 percent "good," and villains are never 100 percent "good," and villains are never 100 percent "bad." percent "bad."

Accordingly, if you choose to analyze the Accordingly, if you choose to analyze the personality of the villain (for example, Iago in personality of the villain (for example, Iago in "Othello"), "Othello"), identify specific influences and identify specific influences and events that led this person down a path of events that led this person down a path of evil.evil.

#4 Identify your character's core quest.#4 Identify your character's core quest.

Identify your character's core quest. Identify your character's core quest. The quest is what makes up the conflict, creates and The quest is what makes up the conflict, creates and

fuels the friction between your character and fuels the friction between your character and opponent(s) and drives the action forward. opponent(s) and drives the action forward.

Quests are based on reward, revenge, escape or a Quests are based on reward, revenge, escape or a combination of these. combination of these.

Explain why this quest is so important to your Explain why this quest is so important to your character (for example, avenging a loved one, getting character (for example, avenging a loved one, getting a date to the dance, starting over in a new country) as a date to the dance, starting over in a new country) as well as well as

(1) what she/he would be willing to risk or sacrifice to (1) what she/he would be willing to risk or sacrifice to achieve it, and (2) what the cost will be if she/he is achieve it, and (2) what the cost will be if she/he is unsuccessful. Examine whether you think her/his unsuccessful. Examine whether you think her/his actions are commensurate with the perceived value of actions are commensurate with the perceived value of the quest.the quest.

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#5 #5 Subtext of your character's actionsSubtext of your character's actions

subtext of your character's actions and what they really subtext of your character's actions and what they really say about him. say about him.

Provide examples. Cite the book with page Provide examples. Cite the book with page numbers/dialoguenumbers/dialogue

For instance, a character who volunteers to take care of For instance, a character who volunteers to take care of an elderly relative might seem on the surface to be an elderly relative might seem on the surface to be generous and kind, but he actually has an agenda to put generous and kind, but he actually has an agenda to put himself in a position of favoritism for the future himself in a position of favoritism for the future disbursement of her estate. disbursement of her estate.

Another example is a character who won't spend a dime Another example is a character who won't spend a dime on herself and yet is going into debt buying toys for her on herself and yet is going into debt buying toys for her cats. cats.

#6 #6 Character's interactions Character's interactions Discuss the character's interactions with others Discuss the character's interactions with others

and whether the character treats them as and whether the character treats them as superiors, peers or subordinates. superiors, peers or subordinates.

Assess whether these interactions are Assess whether these interactions are consistent with or contrary to your expectations consistent with or contrary to your expectations of their assigned roles. of their assigned roles.

For example, the expectation might be that a For example, the expectation might be that a lady's maid would be respectful, quiet and lady's maid would be respectful, quiet and meek in the presence of her employer, and yet meek in the presence of her employer, and yet the character has been written as someone the character has been written as someone who is arrogant, loud, and bossy and is able to who is arrogant, loud, and bossy and is able to get away with these behaviors without any get away with these behaviors without any reprimand.reprimand.

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#7 #7 Symbolism of objectsSymbolism of objects

Symbolism=Symbolism= the use of symbols to represent ideas or the use of symbols to represent ideas or qualities. qualities.

Look for the symbolism of objects associated with the Look for the symbolism of objects associated with the character and character and

discuss (1)discuss (1) why these objects are important, and why these objects are important, and (2)(2) what they say about the owner's personality, memories what they say about the owner's personality, memories and vulnerabilities. and vulnerabilities.

For exampleFor example, a woman who always wears a , a woman who always wears a seemingly worthless locket might do so because it's seemingly worthless locket might do so because it's the only item she associates with her mother; the only item she associates with her mother; to to remove it would be to leave the comfort zone of still remove it would be to leave the comfort zone of still thinking of herself as a child instead of an adult.thinking of herself as a child instead of an adult.

#8 #8 Character's actions and reactions in Character's actions and reactions in the context of the book's historical or the context of the book's historical or

cultural setting.cultural setting. Evaluate the character's actions and Evaluate the character's actions and

reactions in the context of the book's reactions in the context of the book's historical or cultural setting. historical or cultural setting.

For example, you might explain that a For example, you might explain that a person in the 21st century who doesn't person in the 21st century who doesn't like the way something is being done has like the way something is being done has more freedom to change the situation more freedom to change the situation than a character of the same age in your than a character of the same age in your book who is living in the 16th century and book who is living in the 16th century and is a girl.is a girl.

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#9 #9 Conflict's resolution in terms of the Conflict's resolution in terms of the character's emotional or spiritual character's emotional or spiritual

growth.growth. This is called the character arc and refers to the ways This is called the character arc and refers to the ways

in which the individual has evolved during the course in which the individual has evolved during the course of the story. Some characters don't experience an arc of the story. Some characters don't experience an arc at all and are basically the same at the end of a book at all and are basically the same at the end of a book as they were at the beginning. as they were at the beginning.

Others, however, are strengthened, inspired or Others, however, are strengthened, inspired or humbled by the challenges they have faced. humbled by the challenges they have faced.

A farmer who has always been a pacifist A farmer who has always been a pacifist (a person (a person who believes that war and violence are unjustifiable)who believes that war and violence are unjustifiable) , , for examplefor example, might be transformed into an activist if , might be transformed into an activist if horrific events suddenly cause him to question the cost horrific events suddenly cause him to question the cost of staying silent. of staying silent.

#10 #10 what you have learned about the what you have learned about the character to your own personalitycharacter to your own personality

Compare what you have learned about the Compare what you have learned about the character to your own personality profile in terms character to your own personality profile in terms of what you admire, what you dislike and of what you admire, what you dislike and whether you would have followed the same whether you would have followed the same course of action. course of action.

For example, a character who betrays her best For example, a character who betrays her best friend to get what she wants will have imparted a friend to get what she wants will have imparted a lesson to you about what's really important in lesson to you about what's really important in life. life.

Address how the book has validated or changed Address how the book has validated or changed your opinions. your opinions.

TransitionsTransitions Transitions between sectionsTransitions between sections—Particularly in longer works, it may be —Particularly in longer works, it may be

necessary to include transitional paragraphs that summarize for the necessary to include transitional paragraphs that summarize for the reader the information just covered and specify the relevance of this reader the information just covered and specify the relevance of this information to the discussion in the following section.information to the discussion in the following section.

Transitions between paragraphs—Transitions between paragraphs—If you have done a good job of If you have done a good job of arranging paragraphs so that the content of one leads logically to the arranging paragraphs so that the content of one leads logically to the next, the transition will highlight a relationship that already exists by next, the transition will highlight a relationship that already exists by summarizing the previous paragraph and suggesting something of the summarizing the previous paragraph and suggesting something of the content of the paragraph that follows. A transition between paragraphs content of the paragraph that follows. A transition between paragraphs can be a word or two (can be a word or two (however, for example, similarlyhowever, for example, similarly), a phrase, or a ), a phrase, or a sentence. Transitions can be at the end of the first paragraph, at the sentence. Transitions can be at the end of the first paragraph, at the beginning of the second paragraph, or in both places.beginning of the second paragraph, or in both places.

Transitions within paragraphsTransitions within paragraphs—As with transitions between sections —As with transitions between sections and paragraphs, transitions within paragraphs act as cues by helping and paragraphs, transitions within paragraphs act as cues by helping readers to anticipate what is coming before they read it. Within readers to anticipate what is coming before they read it. Within paragraphs, transitions tend to be single words or short phrases.paragraphs, transitions tend to be single words or short phrases.

Transition words in paragraphs to transition thought:Transition words in paragraphs to transition thought:

ConclusionConclusion

A conclusion shouldA conclusion should stress the importance of the thesis stress the importance of the thesis

statement,statement, give the essay a sense of completeness, give the essay a sense of completeness,

andand leave a final impression on the reader.leave a final impression on the reader.

Conclusion Continued…Conclusion Continued…

SuggestionsSuggestions Answer the question “So What?” Answer the question “So What?” Show your readers why this Show your readers why this

paper was important. Show them that your paper was meaningful paper was important. Show them that your paper was meaningful and useful.and useful.

Synthesize, don't summarizeSynthesize, don't summarize Don't simply repeat things that were in your paper. They have read it. Don't simply repeat things that were in your paper. They have read it.

Show them how the points you made and the support and examples you Show them how the points you made and the support and examples you used were not random, but fit together.used were not random, but fit together.

Redirect your readersRedirect your readers Give your reader something to think about, perhaps a way to use your Give your reader something to think about, perhaps a way to use your

paper in the "real" world. If your introduction went from general to paper in the "real" world. If your introduction went from general to specific, make your conclusion go from specific to general. Think specific, make your conclusion go from specific to general. Think globally.globally.

Create a new meaningCreate a new meaning You don't have to give new information to create a new meaning. By You don't have to give new information to create a new meaning. By

demonstrating how your ideas work together, you can create a new demonstrating how your ideas work together, you can create a new picture. Often the sum of the paper is worth more than its parts.picture. Often the sum of the paper is worth more than its parts.

Warning:Warning:  Plagiarism Plagiarism

submitting someone else’s text as one’s own submitting someone else’s text as one’s own or attempting to blur the line between one’s or attempting to blur the line between one’s own ideas or words and those borrowed from own ideas or words and those borrowed from another source, andanother source, and

carelessly or inadequately citing ideas and carelessly or inadequately citing ideas and words borrowed from another source.words borrowed from another source.

This will result in a 0 for the activity, a call This will result in a 0 for the activity, a call home, a write up, and an alternative essay.home, a write up, and an alternative essay.