How to Write a Literary Explication: Steps and Tips

Understanding Explication

The word "explication" comes from a Latin word that means "unfolding." When you or analyzing a portion of it. You can analyze a character, a single incident, symbols, point of view, structure, and so on. No explication can take into account everything that goes on in a story; the explication would be longer than the story itself. So your paper should focus on one or two elements that you think contribute to the overall meaning or purpose of the story. A good explication concentrates on details: you should quote portions of the story to show how the text supports your thesis. Then you should offer comments that show how the portion you're interpreting contributes to the story as a whole.

Suggested Approach:

(1) Use the poem/story we have already read and discussed this semester from the text, KIVa, or the pdf.

(2) Read the poem/story several times, until you think you have an idea of its overall theme or thesis or meaning. Jot down notes as you read.

(3) Choose an element of the poem/story (incident, character, style, symbol, structure) that seems to you to enhance or define the meaning as you understand it.

(4) Construct a THESIS that indicates (a) your focus, and (b) the relation of that focus to the work as a whole. A thesis represents your conclusion or opinion about the story. Thus your thesis is argumentative; it should not be an obvious point, but should be a thoughtful statement that indicates some of the complexity and depth of the story and that takes a point of view on the story–a statement that needs support to work as an argument. Don't settle for the first generalization that comes to your mind; that approach almost always leads to trite responses and poor grades. I'm always on the lookout for the "So what?" factor in paper topics. Ask yourself: "Could my thesis or opinion cause a reader to respond, 'Yes, that's true, but so what?' Or will my thesis illuminate for the reader some point that he/she might not have noticed at first reading?" Some examples:

A Non-Argumentative (and Therefore Bad) Thesis: "The characters in “Swimming Lessons” are Canadians." This thesis is not an opinion; it's a fact. Facts can't be argued, so the paper is finished before it's been started. The reader will ask, "so what?"

A Too-Vague (and Therefore Meaningless) Thesis: "Swimming Lessons”' is about Nationalism." This statement is a little more argumentative than the one above (a story could give many different perspectives on Nationalism), but it's still primarily factual, and it gives no indication of the author's focus or opinion.

A Better Thesis: "In his story “Swimming Lessons,” Rohinton Mistry examines the complexities of identity as a struggle of the human condition. Because the narrator is oppressed by anxiety over the denial of his identity, he eventually enables this inner turmoil to leave through the power and help of his ancestry."

A Somewhat Good Thesis: In “Swimming Lessons” Rohinton Mistry uses recurring symbols and images as setting to elucidate his tale of a young man's discovery of his own unique identity as an Indian man in a divisive world"

(5) EVIDENCE: Find quotations and examples in the story that support your thesis, and organize the rest of your paper around this evidence. In a paper based on the "Better Thesis" above, the reader will expect evidence that shows how the narrator’s parent’s involvement in his stories, help him become aware of his Indian identity, and more importantly, how he learns acceptance in new lands, and what he uses to be strong.” Reading the last thesis above, the reader will expect