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• How to write a literary analysis essay | A step-by-step guide

How to Write a Literary Analysis Essay | A Step-by-Step Guide

Published on January 30, 2020 by Jack Caulfield . Revised on August 14, 2023.

Literary analysis means closely studying a text, interpreting its meanings, and exploring why the author made certain choices. It can be applied to novels, short stories, plays, poems, or any other form of literary writing.

A literary analysis essay is not a rhetorical analysis , nor is it just a summary of the plot or a book review. Instead, it is a type of argumentative essay where you need to analyze elements such as the language, perspective, and structure of the text, and explain how the author uses literary devices to create effects and convey ideas.

Before beginning a literary analysis essay, it’s essential to carefully read the text and c ome up with a thesis statement to keep your essay focused. As you write, follow the standard structure of an academic essay :

• An introduction that tells the reader what your essay will focus on.
• A main body, divided into paragraphs , that builds an argument using evidence from the text.
• A conclusion that clearly states the main point that you have shown with your analysis.

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Table of contents

Step 1: reading the text and identifying literary devices, step 2: coming up with a thesis, step 3: writing a title and introduction, step 4: writing the body of the essay, step 5: writing a conclusion, other interesting articles.

The first step is to carefully read the text(s) and take initial notes. As you read, pay attention to the things that are most intriguing, surprising, or even confusing in the writing—these are things you can dig into in your analysis.

Your goal in literary analysis is not simply to explain the events described in the text, but to analyze the writing itself and discuss how the text works on a deeper level. Primarily, you’re looking out for literary devices —textual elements that writers use to convey meaning and create effects. If you’re comparing and contrasting multiple texts, you can also look for connections between different texts.

To get started with your analysis, there are several key areas that you can focus on. As you analyze each aspect of the text, try to think about how they all relate to each other. You can use highlights or notes to keep track of important passages and quotes.

Language choices

Consider what style of language the author uses. Are the sentences short and simple or more complex and poetic?

What word choices stand out as interesting or unusual? Are words used figuratively to mean something other than their literal definition? Figurative language includes things like metaphor (e.g. “her eyes were oceans”) and simile (e.g. “her eyes were like oceans”).

Also keep an eye out for imagery in the text—recurring images that create a certain atmosphere or symbolize something important. Remember that language is used in literary texts to say more than it means on the surface.

Narrative voice

Ask yourself:

• Who is telling the story?
• How are they telling it?

Is it a first-person narrator (“I”) who is personally involved in the story, or a third-person narrator who tells us about the characters from a distance?

Consider the narrator’s perspective . Is the narrator omniscient (where they know everything about all the characters and events), or do they only have partial knowledge? Are they an unreliable narrator who we are not supposed to take at face value? Authors often hint that their narrator might be giving us a distorted or dishonest version of events.

The tone of the text is also worth considering. Is the story intended to be comic, tragic, or something else? Are usually serious topics treated as funny, or vice versa ? Is the story realistic or fantastical (or somewhere in between)?

Consider how the text is structured, and how the structure relates to the story being told.

• Novels are often divided into chapters and parts.
• Poems are divided into lines, stanzas, and sometime cantos.
• Plays are divided into scenes and acts.

Think about why the author chose to divide the different parts of the text in the way they did.

There are also less formal structural elements to take into account. Does the story unfold in chronological order, or does it jump back and forth in time? Does it begin in medias res —in the middle of the action? Does the plot advance towards a clearly defined climax?

With poetry, consider how the rhyme and meter shape your understanding of the text and your impression of the tone. Try reading the poem aloud to get a sense of this.

In a play, you might consider how relationships between characters are built up through different scenes, and how the setting relates to the action. Watch out for  dramatic irony , where the audience knows some detail that the characters don’t, creating a double meaning in their words, thoughts, or actions.

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Your thesis in a literary analysis essay is the point you want to make about the text. It’s the core argument that gives your essay direction and prevents it from just being a collection of random observations about a text.

If you’re given a prompt for your essay, your thesis must answer or relate to the prompt. For example:

Essay question example

Is Franz Kafka’s “Before the Law” a religious parable?

Your thesis statement should be an answer to this question—not a simple yes or no, but a statement of why this is or isn’t the case:

Thesis statement example

Franz Kafka’s “Before the Law” is not a religious parable, but a story about bureaucratic alienation.

Sometimes you’ll be given freedom to choose your own topic; in this case, you’ll have to come up with an original thesis. Consider what stood out to you in the text; ask yourself questions about the elements that interested you, and consider how you might answer them.

Your thesis should be something arguable—that is, something that you think is true about the text, but which is not a simple matter of fact. It must be complex enough to develop through evidence and arguments across the course of your essay.

Say you’re analyzing the novel Frankenstein . You could start by asking yourself:

Your initial answer might be a surface-level description:

The character Frankenstein is portrayed negatively in Mary Shelley’s Frankenstein .

However, this statement is too simple to be an interesting thesis. After reading the text and analyzing its narrative voice and structure, you can develop the answer into a more nuanced and arguable thesis statement:

Mary Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

Remember that you can revise your thesis statement throughout the writing process , so it doesn’t need to be perfectly formulated at this stage. The aim is to keep you focused as you analyze the text.

Finding textual evidence

To support your thesis statement, your essay will build an argument using textual evidence —specific parts of the text that demonstrate your point. This evidence is quoted and analyzed throughout your essay to explain your argument to the reader.

It can be useful to comb through the text in search of relevant quotations before you start writing. You might not end up using everything you find, and you may have to return to the text for more evidence as you write, but collecting textual evidence from the beginning will help you to structure your arguments and assess whether they’re convincing.

To start your literary analysis paper, you’ll need two things: a good title, and an introduction.

Your title should clearly indicate what your analysis will focus on. It usually contains the name of the author and text(s) you’re analyzing. Keep it as concise and engaging as possible.

A common approach to the title is to use a relevant quote from the text, followed by a colon and then the rest of your title.

If you struggle to come up with a good title at first, don’t worry—this will be easier once you’ve begun writing the essay and have a better sense of your arguments.

“Fearful symmetry” : The violence of creation in William Blake’s “The Tyger”

The introduction

The essay introduction provides a quick overview of where your argument is going. It should include your thesis statement and a summary of the essay’s structure.

A typical structure for an introduction is to begin with a general statement about the text and author, using this to lead into your thesis statement. You might refer to a commonly held idea about the text and show how your thesis will contradict it, or zoom in on a particular device you intend to focus on.

Then you can end with a brief indication of what’s coming up in the main body of the essay. This is called signposting. It will be more elaborate in longer essays, but in a short five-paragraph essay structure, it shouldn’t be more than one sentence.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

Some students prefer to write the introduction later in the process, and it’s not a bad idea. After all, you’ll have a clearer idea of the overall shape of your arguments once you’ve begun writing them!

If you do write the introduction first, you should still return to it later to make sure it lines up with what you ended up writing, and edit as necessary.

The body of your essay is everything between the introduction and conclusion. It contains your arguments and the textual evidence that supports them.

Paragraph structure

A typical structure for a high school literary analysis essay consists of five paragraphs : the three paragraphs of the body, plus the introduction and conclusion.

Each paragraph in the main body should focus on one topic. In the five-paragraph model, try to divide your argument into three main areas of analysis, all linked to your thesis. Don’t try to include everything you can think of to say about the text—only analysis that drives your argument.

In longer essays, the same principle applies on a broader scale. For example, you might have two or three sections in your main body, each with multiple paragraphs. Within these sections, you still want to begin new paragraphs at logical moments—a turn in the argument or the introduction of a new idea.

Robert’s first encounter with Gil-Martin suggests something of his sinister power. Robert feels “a sort of invisible power that drew me towards him.” He identifies the moment of their meeting as “the beginning of a series of adventures which has puzzled myself, and will puzzle the world when I am no more in it” (p. 89). Gil-Martin’s “invisible power” seems to be at work even at this distance from the moment described; before continuing the story, Robert feels compelled to anticipate at length what readers will make of his narrative after his approaching death. With this interjection, Hogg emphasizes the fatal influence Gil-Martin exercises from his first appearance.

Topic sentences

To keep your points focused, it’s important to use a topic sentence at the beginning of each paragraph.

A good topic sentence allows a reader to see at a glance what the paragraph is about. It can introduce a new line of argument and connect or contrast it with the previous paragraph. Transition words like “however” or “moreover” are useful for creating smooth transitions:

… The story’s focus, therefore, is not upon the divine revelation that may be waiting beyond the door, but upon the mundane process of aging undergone by the man as he waits.

Nevertheless, the “radiance” that appears to stream from the door is typically treated as religious symbolism.

This topic sentence signals that the paragraph will address the question of religious symbolism, while the linking word “nevertheless” points out a contrast with the previous paragraph’s conclusion.

Using textual evidence

A key part of literary analysis is backing up your arguments with relevant evidence from the text. This involves introducing quotes from the text and explaining their significance to your point.

It’s important to contextualize quotes and explain why you’re using them; they should be properly introduced and analyzed, not treated as self-explanatory:

It isn’t always necessary to use a quote. Quoting is useful when you’re discussing the author’s language, but sometimes you’ll have to refer to plot points or structural elements that can’t be captured in a short quote.

In these cases, it’s more appropriate to paraphrase or summarize parts of the text—that is, to describe the relevant part in your own words:

The conclusion of your analysis shouldn’t introduce any new quotations or arguments. Instead, it’s about wrapping up the essay. Here, you summarize your key points and try to emphasize their significance to the reader.

A good way to approach this is to briefly summarize your key arguments, and then stress the conclusion they’ve led you to, highlighting the new perspective your thesis provides on the text as a whole:

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

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The Ultimate Guide to Analytical Essay Writing: How to Craft an A-Grade Paper?

25 January, 2021

17 minutes read

Author:  Kate Smith

An analytical essay is often considered the most challenging piece of writing. However, those who have dealt with it at least once are a step closer to calling themselves masters of essay writing. This type of paper requires plenty of analytical skills to carry out an in-depth analysis of the assigned topic. Yet, the main goal of an analytical essay is not only to demonstrate your ability to learn the basics of the theme.

You also need to think critically, analyze facts, express your standpoint, and clearly show a deep understanding of key concepts. In short, your main task as an author is to prove the validity of your views by coming up with strong arguments that do not beg any questions.

The given guide provides a full analytical essay definition, as well as specifies its features and structural aspects. The following information will help you properly start your paper, choose a relevant topic, and come up with compelling conclusions. 

What is an Analytical Essay?

An analytical essay is a piece of writing aimed to provide a thorough analysis of a definite phenomenon using persuasive arguments and supporting assertions. Analysis in the analytical essay writing process stands for a method of research that allows one to study specific features of an object. Analytical papers also have to do with analysis of a specific problem; that is consideration of the problem itself and identification of its key patterns. The subject matter of analysis can be a well-known or little-studied scientific phenomenon, artistic work, historical event, social problem, etc.

The content of an analytical essay will totally depend on the object that has been chosen for analysis. Thus, when shedding light on any kind of scientific work, an analytical essay can be devoted to the analysis of research credibility, its relevance, or the adequacy of conclusions. When considering a work of art, an essay writer can focus on the analysis of the author’s artistic techniques or issues raised in the book. For this reason, it is essential to accurately determine the topic and subject matter of your future analytical essay.

Steps to Take Before Writing

The preparational stage of analytical essay writing cannot be omitted. It lays the basis for the A-grade paper and should be carefully completed. If you don’t know how to start an analytical essay, read a few handy tips that will ensure a solid foundation for your paper.  

Define a subject matter

You first need to clearly understand the issue you will base your essay on. Since analytical essays imply an in-depth analysis of a specific problem, you need to define its core. Try to split the analysis into several components and provide arguments taken either from a book, a research, a scientific work, or a movie (depending on the subject matter of your analysis), and support your views comprehensively.

Decide on the content of your analytical essay

If you are a student who was given an analytical essay topic, read the task several times before you are 100% sure that you clearly understand the requirements as to the analytical essay format. In case you were lucky to choose the topic of the analytical paper by yourself, make sure the theme you will be dealing with is familiar or at least seems interesting to you. 

Remember that different subject matters require a different approach to their analysis. If you examine some literature work, you can prove your opinion based on the deeds of a certain or several characters. But if you have been assigned the task to elaborate on some historic events, analyze their main causes, driving forces that have affected their course, and their global consequences.  

Take care of the proper start

Don’t forget to start your analytical essay with a thesis statement. It is a sentence or a couple of sentences that aim to summarize the key statements of your paper. A thesis statement should provide readers with a preliminary idea of what your essay is all about.  

Find extra reasoning

Make sure your thesis is supported by compelling arguments. To find enough evidence, you should carry out a thorough analysis of the assigned topic. List the crucial points of your research and ponder over the ways they can be used to prove your final opinion. 

Elaborate the outline

A sound outline elaborated at the preparation stage will help you ensure a proper analytical essay structure and make the overall writing process easier. As a rule, an analytical essay consists of an introduction, three body paragraphs, and a conclusion. Your outline plan should include the key arguments you want to discuss in each paragraph. 

Analytical Essay Thesis

A thesis statement represents the central idea of your paper and must serve as strong proof of your standpoint. While elaborating your thesis statement, it is crucial to include it at the end of the first paragraph and thus set a direction for the overall paper. 

Analytical Essay Outline

An outline is not a required element of analytical essays writing and should not be included in the text, but it can greatly facilitate the whole process of paper writing.

The analytical essay structure looks as follows:

Introduction

In the introduction of an analytical essay, you will need to identify your paper’s subject matter. Mention the purpose of your work and specify its scope of research. Don’t forget to include a thesis to let readers know what your work is about.

Body Section

As has already been mentioned, the body section covers three or more main paragraphs, each being supported with arguments and details. Besides, you need to provide a small conclusion to each statement to make your essay sound professional and persuasive. 

At this stage, you need to summarize the points elucidated in your paper and make sure there is a smooth and logical transition from the body section to the concluding part of the text. If you don’t know how to conclude an analytical essay, try to restate the thesis statement without copying it word for word.  

Analytical Essay Examples

Writing an analytical essay may seem to be a thorny way. If you are still not sure how to properly craft one, try to find some examples that will help you go in the right direction. Below, there are some great examples of analytical essays. Take a look at their structure and try to write something similar based on your views and ideas:

https://drive.google.com/file/d/1JeR4i4RIZIj448W3KVFyHP-eS3QPN7gW/view

https://stlcc.edu/docs/student-support/academic-support/college-writing-center/rhetorical-analysis-sample-essay.pdf

https://www.germanna.eduhttp://handmadewriting.com/wp-content/uploads/tutoring/handouts/Literary-Analysis-Sample-Paper.pdf

30 Analytical Essay Topics

If you were allowed to choose the theme for your paper by yourself, check on the following analytical essay topics. Each of them can bring you the highest score:

General topics

• The influence of social networks on the life of teens
• Are salaries of football players too high?
• Wearing uniforms in schools should be banned
• A person in society: the problems of loneliness and privacy
• Sociology of corporate relationships
• Does the observation of space need more investments?
• Should the voting age in the UK be decreased?
• Reasons why capital punishment should be brought back in the UK
• A world with no rules: a new human era or a road to the global collapse?
• Life without technologies: will modern people survive?
• Should scientists test drugs on animals to fight cancer?
• The problem of keeping the balance between career and family life
• The importance of listening to your body 
• Problems caused by the lack of communication
• Food addiction and the problems it causes
• Problems of vaccination in the XXI century
• Does evil really rule the world?
• How does body size affect life quality?
• Pros and cons of video games 
• The role of a family model in the life and career of a person

Analytical Essay Topics on Literature

• “Robinson Crusoe”: fantasy vs reality
• Observation of the artistic uniqueness in the comedy by W. Shakespeare “A Midsummer Night’s Dream” 
• Observe the social problems in the novel by John Steinbeck “The Grapes of Wrath”
• Convulsions and death of the “little man” in the networks of impersonal, alienated forces in the novel “The Metamorphosis”
• Observation of the problems of a man on a plagued land in the novel “The Plague”
• Revolt of the protagonist in the novel by J. Salinger “The Catcher in the Rye”
• Observation of friendship and love in the fate of humanity in the XX century
• The triumph of immorality in the novel by F. Sagan “Hello Sadness”
• Observation of the personality of an American student in the novel by J. Salinger “The Catcher in the Rye”
• Eternal tragedies of humanity in the tragedy by W. Shakespeare “The Tragedy of Hamlet, Prince of Denmark”

How to Write a Well-Structured Analytical Essay With a Solid Argument

Writing an analytical essay with a clear structure might be challenging unless you are thoroughly prepared. We decided to help you out and create a detailed guide listing the main things to consider when creating an analytical essay outline. You need to explain your main idea in a concise way to bring your point across. As analytical writing has high requirements, it pays off to find an analytical essay example and analyze how this text was written. It will allow you to understand the analytical essay format better and learn how to provide substantive analysis on various topics. Read on to learn how to write a top-level analytical paper and submit it on time.

Main Tips for Writing an Analytical Essay

An analytical essay should provide a comprehensive analysis of a chosen topic. What makes an analysis essay different from other assignments is that it includes a personal opinion of an author. This is why analytical writing should be persuasive.

Below, we have rounded up the key tips you need to follow when producing an analytical essay outline and the main body of your text. Read on to learn more about the analytical essay format and create a text that will fully meet the requirements.

Select an Analytical Essay Topic

Before creating an analytical essay outline, make sure to pick a topic that you are interested in. It should be provocative enough to engage your readers. A widely-debated topic will help you write an analytical essay that grabs the attention of a wide audience.

Consider your goals and conduct thorough research to see if you have enough sources to support the main thesis of your analysis essay.

Come Up With a Strong Analytical Thesis Statement

When writing an analytical essay, start by formulating a thesis statement that includes the topic and the main goal of your text. It will help you create an analytical essay outline and show your readers what you will discuss in your analysis essay.

Add it to the last paragraph of your analytical essay introduction. Due to this, your analytical essay outline will look better structured. Look at any analytical essay example to see how you can introduce your subject. In most cases, one sentence will suffice to state your analysis essay’s goal. However, a complex analytical essay outline might require you to use two sentences for a thesis statement.

Write an Analytical Essay Body with a Clear Structure

Your analytical essay outline should include 3-4 paragraphs. However, a literary analysis essay usually consists of 5 paragraphs. When it comes to analytical writing, it is important to cover a different point in each section of the main body of an analysis paper.

After writing an analytical essay, check whether each paragraph contains an introduction and the main point. Besides, it should contain evidence. An expertly written analytical essay outline will help you reach out to your target audience more effectively.

Conduct Research Before Writing an Analytical Essay Outline

While this step is preparatory, it is a must for those who want to write a well-grounded analytical paper.

• First, select the best ideas for your essay
• Then, emphasize the problems with works written by other researchers
• Finally, write your analytical essay outline to demonstrate what approach you want to take

Examine the context and find examples to illustrate the scope of the issue. You may draw parallels to emphasize your point and make your topic more relatable.

Analyze the Implications of the Evidence

After listing your pieces of evidence and demonstrating how it is related to your thesis, show why it is important. You need to explore it deeply and use it to support your argument. It will make your analytical essay outline well-grounded facts.

Write an Analytical Essay Conclusion

Whether you write a literary analysis essay or other types of assignments, there is no need to add any new data at the end of your analysis paper. Instead, summarize the arguments you mentioned in your analytical essay outline. The conclusion of your analysis essay should be short and clear. Here, you need to demonstrate that you have achieved your goals.

Analytical Essay Writing Tips

If you want to get the highest grade for your analytical essay, you need to know a little bit more than just the basics of paper writing. Read these handy tips to write a perfect essay you will be proud of:

• Double-check your paper for spelling and grammar mistakes. In case your essay contains too many errors, neither an in-depth analysis nor the elaborate writing style will make it look any better. Situations when essays of great value in terms of research and a message they convey are poorly assessed because of the abundance of mistakes are not rare. Make sure you have enough time to proofread your paper before submission. Also, you may consider asking somebody to take a fresh look at your essay and check it for you.
• Reading your analytical essay out loud helps you discover all types of errors or weak phrases. This method might seem a bit uncomfortable, but it has proved to be very effective for many students. Note that silent reading of your paper isn’t even half as helpful as reading it aloud. 
• Another great idea to check on the rhythm and flow of your paper is to ask someone to read it for you. While listening to the text, you could perceive it from another perspective and discover even more inconsistencies and mistakes.  
• Double-check the facts you use in your analytical essay. The names of people, books, research, publications, as well as dates of historical events are too important to be misspelled. Things like these show your professionalism and the way you treat your readers.

Write an Analytical Essay with HandmadeWriting

Writing an analytical essay requires time, strong writing skills, great attention to detail, and a huge interest in the assigned topic. However, life can be unpredictable sometimes, and students might find themselves at risk of failing their creative assignments. Stress, family issues, poor health, and even unwillingness to work on a certain topic may become significant obstacles on their way to the A-grade work.

If you have similar problems, there is no need to compromise your reputation and grades. You can always refer to HandmadeWriting professionals who are ready to help you with a paper of any type and complexity. They will understand your individual style and totally devote themselv

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Writing A Literary Analysis Essay

• Library Resources
• Books & EBooks
• What is an Literary Analysis?
• Literary Devices & Terms
• Creating a Thesis Statement This link opens in a new window
• Using quotes or evidence in your essay
• APA Format This link opens in a new window
• MLA Format This link opens in a new window
• OER Resources
• Copyright, Plagiarism, and Fair Use

Video Links

Elements of a short story, Part 1

YouTube video

Elements of a short story, Part 2

online tools

Collaborative Mind Mapping  – collaborative brainstorming site

Sample Literary Analysis Essay Outline 

Paper Format and Structure

Analyzing Literature and writing a Literary Analysis

Literary Analysis are written in the third person point of view in present tense. Do not use the words I or you in the essay. Your instructor may have you choose from a list of literary works read in class or you can choose your own. Follow the required formatting and instructions of your instructor.

Writing & Analyzing process

First step: Choose a literary work or text. Read & Re-Read the text or short story. Determine the key point or purpose of the literature

Step two: Analyze key elements of the literary work. Determine how they fit in with the author's purpose.

Step three: Put all information together. Determine how all elements fit together towards the main theme of the literary work.

Step four: Brainstorm a list of potential topics. Create a thesis statement based on your analysis of the literary work. 

Step five: search through the text or short story to find textual evidence to support your thesis. Gather information from different but relevant sources both  from the text itself and other  secondary  sources to help to prove your point. All evidence found will be quoted and analyzed throughout your essay to help explain your argument to the reader. 

Step six: Create and outline and begin the rough draft of your essay. 

Step seven: revise and proofread. Write the final draft of essay

Step eight: include a reference or works cited page at the end of the essay and include in-text citations.

When analyzing a literary work pay close attention to the following:

Characters:  A  character  is a person, animal, being, creature, or thing in a story. 

• Protagonist : The main character of the story
• Antagonist : The villain of the story
• Love interest : the protagonist’s object of desire.
• Confidant : This type of character is the best friend or sidekick of the protagonist
• Foil  – A foil is a character that has opposite character traits from another character and are meant to help highlight or bring out another’s positive or negative side.
• Flat  – A flat character has one or two main traits, usually only all positive or negative.
• Dynamic character : A dynamic character is one who changes over the course of the story.
• Round character : These characters have many different traits, good and bad, making them more interesting.
• Static character : A static character does not noticeably change over the course of a story.
• Symbolic character : A symbolic character represents a concept or theme larger than themselves.
• Stock character : A stock character is an ordinary character with a fixed set of personality traits.

Setting:  The  setting  is the period of time and geographic location in which a  story  takes place.

Plot:   a literary term used to describe the events that make up a story

Theme:   a universal idea, lesson, or message explored throughout a work of literature. 

Dialogue:  any communication between two characters

Imagery:  a literary device that refers to the use of figurative language to evoke a sensory experience or create a picture with words for a reader.

Figures of Speech:  A word or phrase that is used in a non-literal way to create an effect. 

Tone: A literary device that reflects the writer's attitude toward the subject matter or audience of a literary work.

rhyme or rhythm:  Rhyme is a literary device, featured particularly in poetry, in which identical or similar concluding syllables in different words are repeated. Rhythm can be described as the beat and pace of a poem

Point of view:  the narrative voice through which a story is told.

• Limited –  the narrator sees only what’s in front of him/her, a spectator of events as they unfold and unable to read any other character’s mind.
• Omniscient –  narrator sees all. He or she sees what each character is doing and can see into each character’s mind. 
• Limited Omniscient – narrator can only see into one character’s mind. He/she might see other events happening, but only knows the reasons of one character’s actions in the story.
• First person: You see events based on the character telling the story
• Second person: The narrator is speaking to you as the audience

Symbolism:   a literary device in which a writer uses one thing—usually a physical object or phenomenon—to represent something else.

Irony:  a literary device in which contradictory statements or situations reveal a reality that is different from what appears to be true.

Ask some of the following questions when analyzing literary work:

• Which literary devices were used by the author?
• How are the characters developed in the content?
• How does the setting fit in with the mood of the literary work?
• Does a change in the setting affect the mood, characters, or conflict?
• What point of view is the literary work written in and how does it effect the plot, characters, setting, and over all theme of the work?
• What is the over all tone of the literary work? How does the tone impact the author’s message?
• How are figures of speech such as similes, metaphors, and hyperboles used throughout the text?
• When was the text written? how does the text fit in with the time period?

Creating an Outline

A literary analysis essay outline is written in standard format: introduction, body paragraphs, and conclusion. An outline will provide a definite structure for your essay.

I. Introduction: Title

A. a hook statement or sentence to draw in readers

B. Introduce your topic for the literary analysis. 

• Include some background information that is relevant to the piece of literature you are aiming to analyze.

C. Thesis statement: what is your argument or claim for the literary work.

II. Body paragraph

A. first point for your analysis or evidence from thesis

B.  textual evidence   with explanation of how it proves your point

III. second evidence from thesis

A. textual evidence   with explanation of how it proves your point  

IV. third evidence from thesis

V. Conclusion

A. wrap up the essay

B. restate the argument and why its important

C. Don't add any new ideas or arguments

VI: Bibliography: Reference or works cited page

End each body paragraph in the essay with a transitional sentence. 

Links & Resources

Literary Analysis Guide

Discusses how to analyze a passage of text to strengthen your discussion of the literature.

The Writing Center @ UNC-Chapel Hill

Excellent handouts and videos around key writing concepts. Entire section on Writing for Specific Fields, including Drama, Literature (Fiction), and more. Licensed under CC BY NC ND (Creative Commons - Attribution - NonCommercial - No Derivatives).

Creating Literary Analysis (Cordell and Pennington, 2012) – LibreTexts

Resources for Literary Analysis Writing 

Some free resources on this site but some are subscription only

Students Teaching English Paper Strategies 

The Internet Public Library: Literary Criticism

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16.5 Writing Process: Thinking Critically About Text

Learning outcomes.

By the end of this section, you will be able to:

• Develop a writing project focused on textual analysis.
• Complete the stages of the writing process, including generating ideas, drafting, reviewing, revising, rewriting, and editing.
• Integrate the writer’s ideas with ideas of others.
• Collaborate in the peer review process.

When analyzing a text, writers usually focus on the content of the text itself and deliberately leave themselves in the background, minimizing personal presence and bias. To write this way, they avoid first-person pronouns and value judgments. In reality, of course, writers do reveal their presence by the choices they make: what they include, what they exclude, and what they emphasize. Although your own subjectivity and situation will likely affect your inferences and judgments, recognizing these potential biases will help you keep the focus on your subject and off yourself.

Summary of Assignment

Write an analytical essay about a short story or another short text of your choice, either fiction or literary nonfiction. If desired, you may choose “The Storm” by Kate Chopin, reprinted above. Consider the author’s form and organization, tone, or stylistic choices, including diction and sensory or figurative language. You might also consider the historical or social context, the theme, the character development, or the relation between setting and plot or characterization. If you are free to choose your own text and topic, consider the following approaches:

• Analyze the literary components mentioned and focus your essay on their significance in the work.
• Like student author Gwyn Garrison, choose one or several components and examine how different authors use them and how they relate to broader contexts.

Convincing textual analysis essays usually include the following information:

• overview of the text, identifying author, title, and genre
• very brief summary
• description of the text’s form and structure
• explanation of the author’s point of view
• summary of the social, historical, or cultural context in which the work was written
• assertion or thesis about what the text means: your main task as an analyst

When writing about a novel or short story, explain how the main elements function:

• narrator (who tells the story)
• plot (what happens in the story)
• one or more characters (who are acting or being acted upon)
• setting (when and where things are happening)
• theme (the meaning of the story)

Keep in mind that the author who writes the story is different from the narrator and invented characters in it. Keep in mind, too, that what happens in the story—the plot—is different from the meaning of the story—the theme. Understanding what happens will help you discover what the text means.

The elements of literary or narrative nonfiction are similar to those of a fictional story except that everything in the text is supposed to have really happened. For this reason, the author and the narrator of the story may be one and the same. Informational nonfiction—essays, reports, and textbook chapters—is also meant to be believed; here, however, ideas and arguments must be strong and well supported to be convincing. When analyzing nonfiction, pay special attention to the author’s thesis or claim and to how it is supported through reasoning and evidence. Also note interesting or unusual tone, style, form, or voice.

Another Lens 1. In writing from a personal or subjective viewpoint, the writer and their beliefs and experiences are necessarily part of your analysis and may need to be expressed and examined. For example, you may write subjectively and compare and contrast your situation with that of the author or a character. You might explain how your personal background causes you to read the text in a particular way that is meaningful to you. If you choose this option, be sure to analyze the text as you would for a more objective analysis before focusing on your personal views.

Another Lens 2. A leading contemporary example of narrative nonfiction writing is Jon Krakauer ’s (b. 1954) Into the Wild , the story of Chris McCandless (1968– c. 1992), a young college graduate who lived at subsistence level in the backwoods of Alaska for 113 days. The text is somewhat similar thematically to Henry David Thoreau ’s (1817–1862) Walden (1854), written more than a century earlier and discussed later in this section. Both are about dropping out of society to create a meaningful life. After reading the excerpt of Into the Wild linked above, you may choose to write a textual analysis of it either on its own or in light of the sample analysis of Thoreau’s writings later in this section. Consider comparing and contrasting McCandless’s situation with Thoreau’s life in Walden and how Krakauer and Thoreau use various literary elements in their writing. Topics for analysis might be setting, character traits, motives, cultural communities, historical context, and attitudes toward life and society.

Quick Launch: Start with Your Thesis

For textual analysis, your thesis should be a clear, concise statement that identifies your analytical stance on which readers will expect you to elaborate.

Develop a working thesis

A working thesis is referred to as such because the thesis is subject to revision. You may have to revisit it later in the writing process, for it is almost impossible to craft a thesis without having analyzed some of the text first. Your thesis, therefore, will come from the element(s) you choose to analyze, such as the following:

• an aspect or several aspects of form and structure and their significance
• social, historical, or cultural context in which the text was written and its significance
• style elements such as diction, imagery, or figurative language and their significance
• aspects of characters, plot, or setting
• overall theme of a single work or more than one work
• comparison or contrast of elements within one or more works
• relation to issues outside the text

To develop a working thesis, use the formula shown in Table 16.1 , basing your answers on one of the bulleted items listed above.

You can also start with an analytical question: For what reason(s) does Chopin use linguistic variety? Your initial answer might yield the thesis above. Or you can ask another analytical question, such as this one: In what ways do the plot and setting of “The Storm” reinforce its theme?

Drafting: Explore Possible Areas of Analysis for Fiction: Approach 1

Analytical essays begin by answering basic questions: What genre is this text—poem, play, story, biography, memoir, essay? What is its title? Who is the author? When was it published?

Identify and Summarize the Text

In addition to the basic questions, analytical essays provide a brief summary of the plot or main idea. Summarize briefly, logically, and objectively to provide a background for what you plan to say about the text. This information may be incorporated into the introduction or may follow it.

Explain the Form and Organization

To analyze the organizational structure of a text, ask: How is it put together? Why does the author start here and end there? Why does the author sequence information in this order? What connects the text from start to finish? For example, by repeating words, ideas, and images, writers call attention to these elements and indicate that they are important to the meaning of the text. No matter what the text, some principle or plan holds it together and gives it structure. Fiction and nonfiction texts that tell stories are often, but not always, organized as a sequence of events in chronological order. Poems may have formal structures or other organizational elements. Other texts may alternate between explanations and examples or between first-person and third-person narrative. You will have to decide which aspects of the text’s form and organization are most important for your analysis.

For example, this student analyzes the point of view of Gwendolyn Brooks ’s poem “ We Real Cool .”.

student sample text Gwendolyn Brooks writes “We Real Cool” (1963) from the point of view of members of a street gang who speak as one voice. The boys have dropped out of school to spend their lives hanging around pool halls—in this case “The Golden Shovel.” These guys speak in slangy lingo, such as “Strike straight,” that reveals their need for a melded identity in their rebellious attitude toward life. The plural speaker in the poem, “We,” celebrates what adults might call adolescent hedonism—but the speaker, feeling powerful in the group identity, makes a conscious choice for a short, intense life over a long, safe, and dull existence. end student sample text

Place the Work in Context

To analyze the context of a text, ask: What circumstances (historical, social, political, biographical) produced this text? How does this text compare or contrast with another by the same author or with a similar work by a different author? No text exists in isolation. Each was created by a particular author in a particular place at a particular time. Describing this context provides readers with important background information and indicates which conditions you think were most influential.

For example, this student analyzes the social context of Gwendolyn Brooks ’s poem “We Real Cool.”

student sample text From society’s viewpoint, the boys are nothing but misfits—refusing to work, leading violent lives, breaking laws, and confronting police. However, these boys live in a society that is dangerous for Black men, who often die at the hands of police even when they are doing the right thing. The boys are hopeless, recognizing no future but death, regardless of their actions, and thus “Die soon.” end student sample text

Explain the Theme of the Text

To analyze the theme of a text, determine the implied theme in fiction, poetry, and narrative nonfiction. One purpose for writing a textual analysis is to point out the theme. Ask yourself: So what? What is this text really about? What do I think the author is trying to say by writing this text? What problems, puzzles, or ideas are most interesting? In what ways do the characters change between the beginning and end of the text? Good ideas for a thesis arise from material in which the meaning is not obviously stated.

For example, this student analyzes one theme of Gwendolyn Brooks’s poem “We Real Cool.”

student sample text For the “Seven at the Golden Shovel,” companionship is everything. For many teenagers, fitting in or conforming to a group identity is more important than developing an individual identity. Brooks expresses this theme through the poem’s point of view, the plural “We” repeated at the end of each line. end student sample text

Analyze Stylistic Choices

To analyze stylistic choices, examine the details of the text. Ask yourself: Why does the author use this word or phrase instead of a synonym for it? In what ways does this word or phrase relate to other words or phrases? In what ways do the author’s figurative comparisons affect the meaning or tone of the text? In what ways does use of sensory language (imagery) affect the meaning or tone of the text? In what ways does this element represent more than itself? In what ways does the author use sound or rhythm to support meaning?

For example, this student analyzes the diction of Gwendolyn Brooks’s poem “We Real Cool.”

student sample text Brooks chooses the word cool to open the poem and build the first rhyme. Being cool is the code by which the boys live. However, the word cool also suggests the idiom “to be placed ‘on ice,’” a term that suggests a delay. The boys live in a state of arrested development, anticipating early deaths. In addition, the term to ice someone means “to kill,” another reference to the death imagery at poem’s end. The boys are not suggesting suicide; they expect to be killed by members of society who find them threatening. end student sample text

Support Your Analysis

Analytical interpretations are built around evidence from the text itself. You’ll note the quotations in the examples above. Summarize larger ideas in your own language to conserve space. Paraphrase more specific ideas, also in your own words, and quote directly to feature the author’s diction. See Editing Focus: Paragraphs and Transitions and Writing Process: Integrating Research for more information about summarizing, paraphrasing, and quoting directly. If you include outside information for support, comparison, or contrast, document the sources carefully: MLA Documentation and Format .

Use a graphic organizer such as Table 16.2 to gather ideas for drafting.

Drafting: Explore Possible Areas of Analysis for Literary Nonfiction: Approach 2

Although similar to fiction, narrative or literary nonfiction has a basic orientation toward exposition: relating real events in a creative way rather than inventing fictional events and characters. In reading and analyzing expository prose, you also may encounter literary language, narrative structure, characters, setting, theme, and plot development, depending on the type of prose. Therefore, your approach to analyzing nonfiction will call on many of the same strategies you use to analyze fiction. Two basic differences, however, are that literary nonfiction may have less dialogue, depending on the genre, and that the author and narrator may be the same. In other words, no intermediary or artistic filter may exist between the author and the work. The nonfiction author is assumed to be speaking a truth, which may be serious, comic, controversial, or neutral. Fictional characters, on the other hand, are creations of an author’s mind; they think and speak as they were created to do.

Planning the Essay

In writing your essay, you will need to present the same kinds of text evidence as you would when analyzing fiction to give credibility to your claims and to support your thesis. And you’ll need to keep in mind the rhetorical situation—purpose, audience, stance, context, and culture—as well, for it remains the building block of an effective analysis. As in most academic essays, body paragraphs refer to the thesis through topic sentences and move consistently toward supporting it before you finally arrive at a convincing conclusion that has grown out of the analysis. In nonfiction, because you assume you are dealing with a truthful explanation of facts and views, your task should be to give a new view and understanding of something that already may be familiar to readers. In writing your analysis, consider the following plan:

• Begin your analysis of nonfiction with an introductory overview in which you include the work’s genre, title, author, and publication date.
• Identify the literary point of view, if relevant: first person— I or plural we —or third-person— he, she , or they .
• Continue with a brief summary of the work, and place it in context: the work’s social, historical, and cultural background will help readers follow your points about its theme.
• Present your thesis near the end of the introduction. It should be argumentative, in an academic sense, so that you can “prove” your points.
• Support your thesis with well-elaborated body paragraphs, as you do with all thesis-based writing. Include paraphrases, summaries, and quotations from the text (and outside sources, if you do research for the assignment). Body paragraphs support the topic sentences, which in turn support the thesis.
• Conclude by restating your thesis (using different words and an appropriate transition). Add a general statement about the work and its significance or, if applicable, its relation to culture, history, current events, art, or anything else outside it.

Use the applicable suggestions in Table 16.3 in planning your essay :

Literary Nonfiction Model

A frequent theme in literary nonfiction is the examination of alternative ways of living, often solitary and away from society, and finding truth in individualism and self-sufficiency. Although most people live in social groups and willingly accept the identity and security that communities offer, dropping out and going it alone have long been a part of emotional as well as physical life for some.

You have the option to analyze the nonfiction accounts of writers exploring solitary human behavior in American life. If you select Another Lens 2 , you will read an excerpt from the story of Chris McCandless (1968–c. 1992), who chose a brief and uncomfortable solitary existence in Alaska. Or you can read the following section dealing with the works of Henry David Thoreau , the American philosopher and author who dropped out of society temporarily, largely because of his strong opposition to government policies he believed to be morally wrong and because of his refusal to conform to social practices and expectations he found objectionable.

Introduction

Henry David Thoreau (1817–1862) is best known as a thinker and writer on nature, as reflected in his two famous works, the highly influential Civil Disobedience (1849) and Walden ; or, Life in the Woods (1854). Both works celebrate individual freedoms: the right to protest against what one believes is morally or ethically wrong and the choice to live as one believes. In describing his life over a period of precisely two years, two months, and two days in a 10-by-15-foot cabin he built on Walden Pond, 20 miles northwest of Boston near Concord, Massachusetts, Thoreau wrote:

public domain text I went to the woods because I wished to live deliberately [carefully, unhurried], to front [confront] only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life. end public domain text

Thoreau’s insistence on standing by his principles and on living a simple life by choice are two abiding themes in his work. Even before the physical move to Walden, Thoreau had refused to pay his poll tax (granting him the right to vote) for a number of years because he strongly objected to the government’s use of his money to support enslavement and the war with Mexico. He went peacefully to jail as a result, until he was bailed out (the next day). In “Civil Disobedience,” Thoreau advocates for more individual freedom and for individuals to defy unjust laws in nonviolent ways. His writings on “passive resistance” inspired the thoughts and actions of influential figures such as Indian leader Mohandas Gandhi (1869–1948), American religious and civil rights leader Martin Luther King , Jr. (1929–1968), and other leaders of nonviolent liberation movements. In Walden , Thoreau describes and advocates for a simple life in which a person breaks with society when they feel the need to express their individualism, often based on ideas others do not share.

These themes are the focus of analysis in the following excerpts from an essay by student Alex Jones for a first-year composition class.

student sample text The Two Freedoms of Henry David Thoreau by Alex Jones end student sample text

student sample text Henry David Thoreau led millions of people throughout the world to think of individual freedom in new ways. During his lifetime he attempted to live free of unjust governmental restraints as well as conventional social expectations. In his 1849 political essay “On the Duty of Civil Disobedience,” he makes his strongest case against governmental interference in the lives of citizens. In his 1854 book Walden; or Life in the Woods , he makes the case for actually living free, as he did in his own life, from social conventions and expectations. end student sample text

annotated text The title clearly identifies Thoreau and sets the expectation that two aspects or definitions of freedom will be discussed in two different works. Alex Jones wants readers to know that millions of people worldwide figure in Thoreau’s legacy. He gives the examples of “unjust governmental restraints” and “conventional social expectations” as the parts of social life Thoreau rejected, thus limiting the scope of the analysis and preparing for the body of the essay. end annotated text

annotated text Jones notes the titles and publication dates of both works and immediately moves ahead to analyze the two works, “Civil Disobedience” first. He will show how this political statement leads to the narrative of Walden , the actual story of a man’s life in temporary exile. end annotated text

student sample text Thoreau opens “Civil Disobedience” with his statement “that government is best which governs not at all.” end student sample text

annotated text The analysis moves immediately to the first work to be discussed and features the memorable quotation regarding a government that does not govern. The statement may seem contradictory, but for Thoreau it is a direct statement in that someone who allows himself to be imprisoned will find freedom by distancing himself from all others to prove his point. end annotated text

student sample text He argues that a government should allow its people to be as free as possible while providing for their needs without interfering in daily life. In other words, in daily life a person attends to the business of eating, sleeping, and earning a living and not dealing in any noticeable way with an entity called “a government.” end student sample text

annotated text Jones repeats “in daily life” to give a rhythm to his own prose and to emphasize the importance to Thoreau of daily activities that are simple and meaningful. The word government is repeated for emphasis as the negative subject of this essay—in literary terms, a powerful and constant antagonist that constrains and disempowers. end annotated text

student sample text Because Thoreau did not want his freedom overshadowed by government regulations, he tried to ignore them. However, the American government of 1845 would not let him. He was arrested and put in the Concord jail for failing to pay his poll tax, a tax he believed unjust because it supported the government’s war with Mexico as well as the immoral institution of slavery. Instead of protesting his arrest, he celebrated it and explained its meaning by writing “Civil Disobedience,” one of the most famous English-language essays ever written. In it, he argues persuasively, “Under a government which imprisons any unjustly, the true place for a just man is also a prison” (230). Thus, the idea of passive resistance—and accepting unjust arrest to make a point—was formed, a doctrine that advocated protest against the government by nonviolent means: end student sample text

student sample text How does it become a man to behave toward this American government today? I answer that he cannot without disgrace be associated with it. I cannot for an instant recognize that political organization as my government which is the slave’s government also. (224) end student sample text

annotated text Jones strengthens his own writing by calling the essay one of the most famous works ever written. This is not an ordinary technique in textual analysis, but when done for emphasis, it helps the analysis gain power. Using “instead of protesting” at the start of his sentence is another example of strong contrast and linkage. end annotated text

student sample text For nearly 200 years, Thoreau’s formulation of passive resistance has been a part of the human struggle for freedom. In fact, it changed the world by inspiring the resistance movements led by Mohandas Gandhi and Martin Luther King, Jr. end student sample text

annotated text The total effect is to make Jones’s analytical essay more important for readers, as Thoreau’s writings have indeed changed the world despite being written humbly as the voice of one man’s conscience and isolation in his own freedom. end annotated text

student sample text Thoreau also wanted to be free from the everyday pressures to conform to society’s expectations. end student sample text

annotated text Jones transitions from the first short work to the different and equally famous nonfiction narrative Walden , moving smoothly from one freedom to the next with the transition “also wanted.” This second analysis of freedom is the second part of the essay’s thesis. end annotated text

student sample text He believed in doing and possessing only the essential things in life. To demonstrate his case, in 1845, he moved to the outskirts of Concord, Massachusetts, and lived by himself for just over two years in a cabin he built at Walden Pond. Thoreau wrote Walden to explain the value of living simply, far removed from the unnecessary complexity of society: “simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand” (66). At Walden, he lived as much as possible by this statement, building his own house and furniture, growing his own food, bartering for simple necessities, and attending to his own business rather than seeking employment from others. end student sample text

annotated text Jones uses textual evidence to support his claim. He summarizes Thoreau’s activities at Walden and quotes Thoreau as evidence to reinforce the freedom of mind that simple living allows. end annotated text

student sample text Living at Walden Pond gave Thoreau the chance to formulate many of his ideas about living an unencumbered, economical life. At Walden, he lived simply to “front only the essential facts of life” (66) and to center his thoughts on “living” instead of on unnecessary details of mere livelihood. He developed survival skills that freed him from the constraints of city dwellers whose lives depended upon a web of material things and services provided by others. He preferred to “take rank hold on life and spend my day more as animals do” (117). end student sample text

annotated text Jones uses the poetic language of high rhetoric directly from Thoreau. The body of the essay gives specific evidence of how Thoreau ate, built, read, and provided for his needs, cutting away all but the essential man in the two settings of his life. end annotated text

student sample text While living at Walden Pond, Thoreau was free to occupy his time in any way that pleased him, which for him meant mostly writing and tending his bean patch. The details of his gardening appear frequently, as he concentrated on it during his time there. He wasn’t troubled by a boss hounding him with deadlines or a wife and children who needed his attention. His neighbors accused him of being selfish and did not understand that he sought most of all “to live deliberately” (66), as he felt all people should learn to do. end student sample text

student sample text Then, as now, most people had more responsibilities than Thoreau had and could not just pack up their belongings and go live in the woods—if they could find free woods to live in. Today, people are intrigued to read about Thoreau’s experiences and are inspired by his thoughts, but few people can actually live or do as he suggests. The idea of life without cell phones or Internet seems inconceivable, even if one grows one’s own food and lives mostly off the grid. end student sample text

annotated text The next-to-last paragraph recognizes what could be a counterclaim: not everyone in contemporary times would view living alone for two years as a pleasure. Rather, they might see it as a different kind of prison, perhaps even a dangerous one. Indeed, such deprivation has less appeal these days, and people who do go off by themselves may be seen to have questionable motives. end annotated text

student sample text The theme of exploring how a man lives in or outside governmental control is clear in the choices he must make to define himself as a free person. Nevertheless, practical or not, Thoreau’s writings about freedom from government and society have inspired countless people to reassess how they live their lives. Though unable to live as Thoreau advocated, readers everywhere remain inspired by his ideals and his belief in the two freedoms. end student sample text

annotated text Jones concludes by emphasizing the strength of Thoreau’s ideas—his two freedoms—and the influence they have had in the world. end annotated text

Review the Essay

After reading Alex Jones’s essay, complete the following sentences to review his work:

• He identifies and summarizes the content by ________.
• He describes the form and structure of Thoreau’s works when ________.
• He places Thoreau and his works in context by ________.
• He clearly states his own theme in reading Thoreau, which is ________.
• He indicates Thoreau’s unusual language at times, such as ________.
• He gives supporting evidence for his points, such as ________.
• He includes a visual to ________.
• He concludes with a balanced and convincing viewpoint by ________.

For Reference: excerpt from Walden by Henry David Thoreau from “Where I Lived and What I Lived For”

public domain text When first I took up my abode in the woods, that is, began to spend my nights as well as days there, which, by accident, was on Independence Day, or the Fourth of July, 1845, my house was not finished for winter, but was merely a defense against the rain, without plastering or chimney, the walls being of rough, weather-stained boards, with wide chinks, which made it cool at night. The upright white hewn studs and freshly planed door and window casings gave it a clean and airy look, especially in the morning, when its timbers were saturated with dew, so that I fancied that by noon some sweet gum would exude from them. To my imagination it retained throughout the day more or less of this auroral character, reminding me of a certain house on a mountain which I had visited the year before. This was an airy and unplastered cabin, fit to entertain a travelling god, and where a goddess might trail her garments. The winds which passed over my dwelling were such as sweep over the ridges of mountains, bearing the broken strains, or celestial parts only, of terrestrial music.… end public domain text

public domain text The only house I had been the owner of before, if I except a boat, was a tent, which I used occasionally when making excursions in the summer, and this is still rolled up in my garret; but the boat, after passing from hand to hand, has gone down the stream of time. With this more substantial shelter about me, I had made some progress toward settling in the world. This frame, so slightly clad, was a sort of crystallization around me, and reacted on the builder. It was suggestive somewhat as a picture in outlines. I did not need to go outdoors to take the air, for the atmosphere within had lost none of its freshness. It was not so much within doors as behind a door where I sat, even in the rainiest weather. The Harivansa [important Sanskrit text] says, “An abode without birds is like a meat without seasoning.” Such was not my abode, for I found myself suddenly neighbor to the birds; not by having imprisoned one, but having caged myself near them.… end public domain text

public domain text For the first week, whenever I looked out on the pond it impressed me like a tarn high up on the side of a mountain, its bottom far above the surface of other lakes, and, as the sun arose, I saw it throwing off its nightly clothing of mist, and here and there, by degrees, its soft ripples or its smooth reflecting surface was revealed, while the mists, like ghosts, were stealthily withdrawing in every direction into the woods, as at the breaking up of some nocturnal conventicle. The very dew seemed to hang upon the trees later into the day than usual, as on the sides of mountains. end public domain text

public domain text This small lake was of most value as a neighbor in the intervals of a gentle rain storm in August, when, both air and water being perfectly still, but the sky overcast, mid-afternoon had all the serenity of evening, and the wood-thrush sang around, and was heard from shore to shore. A lake like this is never smoother than at such a time; and the clear portion of the air above it being shallow and darkened by clouds, the water, full of light and reflections, becomes a lower heaven itself so much the more important. From a hill top nearby, where the wood had been recently cut off, there was a pleasing vista southward across the pond, through a wide indentation in the hills which form the shore there, where their opposite sides sloping toward each other suggested a stream flowing out in that direction through a wooded valley, but stream there was none. That way I looked between and over the near green hills to some distant and higher ones in the horizon, tinged with blue. Indeed, by standing on tiptoe I could catch a glimpse of some of the peaks of the still bluer and more distant mountain ranges in the north-west, those true-blue coins from heaven’s own mint, and also of some portion of the village. But in other directions, even from this point, I could not see over or beyond the woods which surrounded me. It is well to have some water in your neighborhood, to give buoyancy to and float the earth. One value even of the smallest well is, that when you look into it you see that earth is not continent but insular. This is as important as that it keeps butter cool. When I looked across the pond from this peak toward the Sudbury meadows, which in time of flood I distinguished elevated perhaps by a mirage in their seething valley, like a coin in a basin, all the earth beyond the pond appeared like a thin crust insulated and floated even by this small sheet of interverting water, and I was reminded that this on which I dwelt was but dry land . end public domain text

public domain text We must learn to reawaken and keep ourselves awake, not by mechanical aids, but by an infinite expectation of the dawn, which does not forsake us in our soundest sleep. I know of no more encouraging fact than the unquestionable ability of man to elevate his life by a conscious endeavor. It is something to be able to paint a particular picture, or to carve a statue, and so to make a few objects beautiful; but it is far more glorious to carve and paint the very atmosphere and medium through which we look, which morally we can do. To affect the quality of the day, that is the highest of arts. Every man is tasked to make his life, even in its details, worthy of the contemplation of his most elevated and critical hour. If we refused, or rather used up, such paltry information as we get, the oracles would distinctly inform us how this might be done. end public domain text

public domain text I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms, and, if it proved to be mean, why then to get the whole and genuine meanness of it, and publish its meanness to the world; or if it were sublime, to know it by experience, and be able to give a true account of it in my next excursion. For most men, it appears to me, are in a strange uncertainty about it, whether it is of the devil or of God, and have somewhat hastily concluded that it is the chief end of man here to “glorify God and enjoy him forever.” end public domain text

public domain text Still we live meanly, like ants; though the fable tells us that we were long ago changed into men; like pygmies we fight with cranes; it is error upon error, and clout upon clout, and our best virtue has for its occasion a superfluous and evitable wretchedness. Our life is frittered away by detail. An honest man has hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and lump the rest. Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand; instead of a million count half a dozen, and keep your accounts on your thumb nail. In the midst of this chopping sea of civilized life, such are the clouds and storms and quicksands and thousand-and-one items to be allowed for, that a man has to live, if he would not founder and go to the bottom and not make his port at all, by dead reckoning, and he must be a great calculator indeed who succeeds. Simplify, simplify. Instead of three meals a day, if it be necessary eat but one; instead of a hundred dishes… end public domain text

public domain text Why should we live with such… waste of life? We are determined to be starved before we are hungry. Men say that a stitch in time saves nine, and so they take a thousand stitches to-day to save nine to-morrow. end public domain text

Peer Review:

After you have completed your first draft, exchange essays with a partner for peer review. Look at the questions you answered to address the essay about Thoreau. Then, to provide helpful feedback, answer these questions about your peer’s draft.

• Does the introduction include the author, title of the work, publication date, historical context, and a brief summary?
• What is your peer’s main claim, or thesis? Is it clearly stated? If not, how might your peer clarify it?
• Is the thesis effectively supported throughout the essay? How does each paragraph support the thesis? What evidence does each contain? Has the writer included direct quotations, paraphrases, and summary as relevant and convincing support? Is there enough information to sustain the writer’s claims? How might the author improve their support? In working on this section, go through each body paragraph separately for these criteria.
• Does the analysis address counterclaims? If not, how might the writer include them?
• Which sentence or sentences restate the thesis? If a restatement is not there, what might the writer include?

Once you have feedback from a peer, consider their suggestions. Read all comments, and think carefully before making changes.

• Use your discretion . Sometimes writers do not agree with their peers’ suggestions; indeed, authors do not always revise everything suggested by editors. However, it is important to clarify what might have prompted a response from a peer, such as “This seems like more of an unsupported opinion than text-based evidence.” Here you might consider including a source citation either from the text or from an outside resource, or consider further explaining your claim. However, if you think your peer reviewer misinterpreted or read your claim superficially, do not revise it. At all times, though, maintain ownership. It is your paper; you are the ultimate judge of whether the ideas in it represent you and your views. Never include someone else’s idea in your paper if you do not understand it or believe it. Whether or not you decide to revise, be sure to read and consider all suggestions carefully.
• Focus on global suggestions first. Global feedback applies to your entire paper. You may have to revise your topic or thesis so that your paper meets assigned guidelines or does what it should. It is important to revise global feedback first, for these revisions might necessitate changes in content and organization, among other things.
• Complete a close revision. Check your paper to revise for clarity at the sentence level, and double-check citations, if you have them, for accuracy and style.

In Chapter 16, you have learned about the revision process, including how to evaluate suggestions for revision from peer review. In this activity, evaluate each revision suggestion for specificity. A specific suggestion is helpful and easy to implement. A general suggestion is not helpful and should be ignored unless you can go back and ask the reviewer to provide more details. Based on your evaluation, look at each revision suggestion and decide whether to implement or to ignore.

Student Revision Model

Below is a paragraph from the first draft of Gwyn Garrison’s paper. It was reviewed by a peer, who made the suggestions indicated. First, read the draft. Next, read the reviewer’s suggestions and consider whether you would accept or reject each one. Then, read the paragraph as it appears in the final version. After each suggestion, consider why you think Gwyn Garrison accepted or rejected the reviewer’s comment.

Original Draft

student sample text When Calixta acts outside of societal norms, she discovers the freedom of self-expression and passion. Chopin’s diction evokes a spiritual transcendence that allows Calixta to exist momentarily outside social norms that exist only in the physical plane of existence: “when he possessed her, they seemed to swoon at the very borderland of life’s mystery.” The affair becomes a vehicle that allows Calixta to get to a place of true self-expression. The storm, an aspect of nature or the natural world, acts as the catalyst in Calixta’s natural self-realization of womanhood. The storm breaks externally and internally for Calixta. Chopin’s depiction of Calixta’s sexual liberation and fulfillment outside of her marriage is an early step in the fight to bridge the gap between women’s bodies and their sociopolitical lives. By presenting female sexuality in a way that is enlightening rather than degrading, Chopin helps destigmatize labels such as whore, which have been used to shame women for acting outside of traditional gender expectations. end student sample text

Peer Reviewer’s Comments

• A transition would help link this paragraph with the previous one.
• At the beginning of the paragraph, after the first sentence, add a short description or explanation of what is happening in the scene.
• The quotation from the text doesn’t help explain your claim. Anyway, you left out a word.
• Perhaps you could add a quotation about the storm.
• Can you clarify the relationship between the storm and Calixta’s self-realization?

Final Version

student sample text When Calixta acts outside of societal norms, however , she discovers the freedom of self-expression and passion. All of the parts of her womanhood that have no place in the society in which she lives have been repressed until this one moment. In this scene, Chopin takes possession of the term whore and redefines Calixta’s behavior as a transformative awakening. Chopin’s diction evokes a spiritual transcendence that allows Calixta to exist momentarily outside social norms that exist only in the physical plane of existence: “when he possessed her, they seemed to swoon together at the very borderland of life’s mystery.” The affair becomes a vehicle that allows Calixta to get to a place of true self-expression. The storm, an aspect of nature or the natural world, acts as the catalyst in Calixta’s natural self-realization of womanhood. As the storm breaks externally, it also breaks internally for Calixta. Chopin’s depiction of Calixta’s sexual liberation and fulfillment outside of her marriage is an early step in the fight to bridge the gap between women’s bodies and their sociopolitical lives. By presenting female sexuality in a way that is enlightening rather than degrading, Chopin helps destigmatize labels such as whore, which have been used to shame women for acting outside of traditional gender expectations. end student sample text

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Sat / act prep online guides and tips, 5 steps to write a great analytical essay.

General Education

Do you need to write an analytical essay for school? What sets this kind of essay apart from other types, and what must you include when you write your own analytical essay? In this guide, we break down the process of writing an analytical essay by explaining the key factors your essay needs to have, providing you with an outline to help you structure your essay, and analyzing a complete analytical essay example so you can see what a finished essay looks like.

What Is an Analytical Essay?

Before you begin writing an analytical essay, you must know what this type of essay is and what it includes. Analytical essays analyze something, often (but not always) a piece of writing or a film.

An analytical essay is more than just a synopsis of the issue though; in this type of essay you need to go beyond surface-level analysis and look at what the key arguments/points of this issue are and why. If you’re writing an analytical essay about a piece of writing, you’ll look into how the text was written and why the author chose to write it that way. Instead of summarizing, an analytical essay typically takes a narrower focus and looks at areas such as major themes in the work, how the author constructed and supported their argument, how the essay used literary devices to enhance its messages, etc.

While you certainly want people to agree with what you’ve written, unlike with persuasive and argumentative essays, your main purpose when writing an analytical essay isn’t to try to convert readers to your side of the issue. Therefore, you won’t be using strong persuasive language like you would in those essay types. Rather, your goal is to have enough analysis and examples that the strength of your argument is clear to readers.

Besides typical essay components like an introduction and conclusion, a good analytical essay will include:

• A thesis that states your main argument
• Analysis that relates back to your thesis and supports it
• Examples to support your analysis and allow a more in-depth look at the issue

In the rest of this article, we’ll explain how to include each of these in your analytical essay.

How to Structure Your Analytical Essay

Analytical essays are structured similarly to many other essays you’ve written, with an introduction (including a thesis), several body paragraphs, and a conclusion. Below is an outline you can follow when structuring your essay, and in the next section we go into more detail on how to write an analytical essay.

Introduction

Your introduction will begin with some sort of attention-grabbing sentence to get your audience interested, then you’ll give a few sentences setting up the topic so that readers have some context, and you’ll end with your thesis statement. Your introduction will include:

• Brief background information explaining the issue/text
• Your thesis

Body Paragraphs

Your analytical essay will typically have three or four body paragraphs, each covering a different point of analysis. Begin each body paragraph with a sentence that sets up the main point you’ll be discussing. Then you’ll give some analysis on that point, backing it up with evidence to support your claim. Continue analyzing and giving evidence for your analysis until you’re out of strong points for the topic. At the end of each body paragraph, you may choose to have a transition sentence that sets up what the next paragraph will be about, but this isn’t required. Body paragraphs will include:

• Introductory sentence explaining what you’ll cover in the paragraph (sort of like a mini-thesis)
• Analysis point
• Evidence (either passages from the text or data/facts) that supports the analysis
• (Repeat analysis and evidence until you run out of examples)

You won’t be making any new points in your conclusion; at this point you’re just reiterating key points you’ve already made and wrapping things up. Begin by rephrasing your thesis and summarizing the main points you made in the essay. Someone who reads just your conclusion should be able to come away with a basic idea of what your essay was about and how it was structured. After this, you may choose to make some final concluding thoughts, potentially by connecting your essay topic to larger issues to show why it’s important. A conclusion will include:

• Paraphrase of thesis
• Summary of key points of analysis
• Final concluding thought(s)

5 Steps for Writing an Analytical Essay

Follow these five tips to break down writing an analytical essay into manageable steps. By the end, you’ll have a fully-crafted analytical essay with both in-depth analysis and enough evidence to support your argument. All of these steps use the completed analytical essay in the next section as an example.

#1: Pick a Topic

You may have already had a topic assigned to you, and if that’s the case, you can skip this step. However, if you haven’t, or if the topic you’ve been assigned is broad enough that you still need to narrow it down, then you’ll need to decide on a topic for yourself. Choosing the right topic can mean the difference between an analytical essay that’s easy to research (and gets you a good grade) and one that takes hours just to find a few decent points to analyze

Before you decide on an analytical essay topic, do a bit of research to make sure you have enough examples to support your analysis. If you choose a topic that’s too narrow, you’ll struggle to find enough to write about.

For example, say your teacher assigns you to write an analytical essay about the theme in John Steinbeck’s The Grapes of Wrath of exposing injustices against migrants. For it to be an analytical essay, you can’t just recount the injustices characters in the book faced; that’s only a summary and doesn’t include analysis. You need to choose a topic that allows you to analyze the theme. One of the best ways to explore a theme is to analyze how the author made his/her argument. One example here is that Steinbeck used literary devices in the intercalary chapters (short chapters that didn’t relate to the plot or contain the main characters of the book) to show what life was like for migrants as a whole during the Dust Bowl.

You could write about how Steinbeck used literary devices throughout the whole book, but, in the essay below, I chose to just focus on the intercalary chapters since they gave me enough examples. Having a narrower focus will nearly always result in a tighter and more convincing essay (and can make compiling examples less overwhelming).

#2: Write a Thesis Statement

Your thesis statement is the most important sentence of your essay; a reader should be able to read just your thesis and understand what the entire essay is about and what you’ll be analyzing. When you begin writing, remember that each sentence in your analytical essay should relate back to your thesis

In the analytical essay example below, the thesis is the final sentence of the first paragraph (the traditional spot for it). The thesis is: “In The Grapes of Wrath’s intercalary chapters, John Steinbeck employs a variety of literary devices and stylistic choices to better expose the injustices committed against migrants in the 1930s.” So what will this essay analyze? How Steinbeck used literary devices in the intercalary chapters to show how rough migrants could have it. Crystal clear.

#3: Do Research to Find Your Main Points

This is where you determine the bulk of your analysis--the information that makes your essay an analytical essay. My preferred method is to list every idea that I can think of, then research each of those and use the three or four strongest ones for your essay. Weaker points may be those that don’t relate back to the thesis, that you don’t have much analysis to discuss, or that you can’t find good examples for. A good rule of thumb is to have one body paragraph per main point

This essay has four main points, each of which analyzes a different literary device Steinbeck uses to better illustrate how difficult life was for migrants during the Dust Bowl. The four literary devices and their impact on the book are:

• Lack of individual names in intercalary chapters to illustrate the scope of the problem
• Parallels to the Bible to induce sympathy for the migrants
• Non-showy, often grammatically-incorrect language so the migrants are more realistic and relatable to readers
• Nature-related metaphors to affect the mood of the writing and reflect the plight of the migrants

#4: Find Excerpts or Evidence to Support Your Analysis

Now that you have your main points, you need to back them up. If you’re writing a paper about a text or film, use passages/clips from it as your main source of evidence. If you’re writing about something else, your evidence can come from a variety of sources, such as surveys, experiments, quotes from knowledgeable sources etc. Any evidence that would work for a regular research paper works here.

In this example, I quoted multiple passages from The Grapes of Wrath  in each paragraph to support my argument. You should be able to back up every claim you make with evidence in order to have a strong essay.

#5: Put It All Together

Now it's time to begin writing your essay, if you haven’t already. Create an introductory paragraph that ends with the thesis, make a body paragraph for each of your main points, including both analysis and evidence to back up your claims, and wrap it all up with a conclusion that recaps your thesis and main points and potentially explains the big picture importance of the topic.

Analytical Essay Example + Analysis

So that you can see for yourself what a completed analytical essay looks like, here’s an essay I wrote back in my high school days. It’s followed by analysis of how I structured my essay, what its strengths are, and how it could be improved.

One way Steinbeck illustrates the connections all migrant people possessed and the struggles they faced is by refraining from using specific titles and names in his intercalary chapters. While The Grapes of Wrath focuses on the Joad family, the intercalary chapters show that all migrants share the same struggles and triumphs as the Joads. No individual names are used in these chapters; instead the people are referred to as part of a group. Steinbeck writes, “Frantic men pounded on the doors of the doctors; and the doctors were busy.  And sad men left word at country stores for the coroner to send a car,” (555). By using generic terms, Steinbeck shows how the migrants are all linked because they have gone through the same experiences. The grievances committed against one family were committed against thousands of other families; the abuse extends far beyond what the Joads experienced. The Grapes of Wrath frequently refers to the importance of coming together; how, when people connect with others their power and influence multiplies immensely. Throughout the novel, the goal of the migrants, the key to their triumph, has been to unite. While their plans are repeatedly frustrated by the government and police, Steinbeck’s intercalary chapters provide a way for the migrants to relate to one another because they have encountered the same experiences. Hundreds of thousands of migrants fled to the promised land of California, but Steinbeck was aware that numbers alone were impersonal and lacked the passion he desired to spread. Steinbeck created the intercalary chapters to show the massive numbers of people suffering, and he created the Joad family to evoke compassion from readers.  Because readers come to sympathize with the Joads, they become more sensitive to the struggles of migrants in general. However, John Steinbeck frequently made clear that the Joads were not an isolated incident; they were not unique. Their struggles and triumphs were part of something greater. Refraining from specific names in his intercalary chapters allows Steinbeck to show the vastness of the atrocities committed against migrants.

Steinbeck also creates significant parallels to the Bible in his intercalary chapters in order to enhance his writing and characters. By using simple sentences and stylized writing, Steinbeck evokes Biblical passages. The migrants despair, “No work till spring. No work,” (556).  Short, direct sentences help to better convey the desperateness of the migrants’ situation. Throughout his novel, John Steinbeck makes connections to the Bible through his characters and storyline. Jim Casy’s allusions to Christ and the cycle of drought and flooding are clear biblical references.  By choosing to relate The Grapes of Wrath to the Bible, Steinbeck’s characters become greater than themselves. Starving migrants become more than destitute vagrants; they are now the chosen people escaping to the promised land. When a forgotten man dies alone and unnoticed, it becomes a tragedy. Steinbeck writes, “If [the migrants] were shot at, they did not run, but splashed sullenly away; and if they were hit, they sank tiredly in the mud,” (556). Injustices committed against the migrants become greater because they are seen as children of God through Steinbeck’s choice of language. Referencing the Bible strengthens Steinbeck’s novel and purpose: to create understanding for the dispossessed.  It is easy for people to feel disdain for shabby vagabonds, but connecting them to such a fundamental aspect of Christianity induces sympathy from readers who might have otherwise disregarded the migrants as so many other people did.

The simple, uneducated dialogue Steinbeck employs also helps to create a more honest and meaningful representation of the migrants, and it makes the migrants more relatable to readers. Steinbeck chooses to accurately represent the language of the migrants in order to more clearly illustrate their lives and make them seem more like real paper than just characters in a book. The migrants lament, “They ain’t gonna be no kinda work for three months,” (555). There are multiple grammatical errors in that single sentence, but it vividly conveys the despair the migrants felt better than a technically perfect sentence would. The Grapes of Wrath is intended to show the severe difficulties facing the migrants so Steinbeck employs a clear, pragmatic style of writing.  Steinbeck shows the harsh, truthful realities of the migrants’ lives and he would be hypocritical if he chose to give the migrants a more refined voice and not portray them with all their shortcomings. The depiction of the migrants as imperfect through their language also makes them easier to relate to. Steinbeck’s primary audience was the middle class, the less affluent of society. Repeatedly in The Grapes of Wrath , the wealthy make it obvious that they scorn the plight of the migrants. The wealthy, not bad luck or natural disasters, were the prominent cause of the suffering of migrant families such as the Joads. Thus, Steinbeck turns to the less prosperous for support in his novel. When referring to the superior living conditions barnyard animals have, the migrants remark, “Them’s horses-we’re men,” (556).  The perfect simplicity of this quote expresses the absurdness of the migrants’ situation better than any flowery expression could.

In The Grapes of Wrath , John Steinbeck uses metaphors, particularly about nature, in order to illustrate the mood and the overall plight of migrants. Throughout most of the book, the land is described as dusty, barren, and dead. Towards the end, however; floods come and the landscape begins to change. At the end of chapter twenty-nine, Steinbeck describes a hill after the floods saying, “Tiny points of grass came through the earth, and in a few days the hills were pale green with the beginning year,” (556). This description offers a stark contrast from the earlier passages which were filled with despair and destruction. Steinbeck’s tone from the beginning of the chapter changes drastically. Early in the chapter, Steinbeck had used heavy imagery in order to convey the destruction caused by the rain, “The streams and the little rivers edged up to the bank sides and worked at willows and tree roots, bent the willows deep in the current, cut out the roots of cottonwoods and brought down the trees,” (553). However, at the end of the chapter the rain has caused new life to grow in California. The new grass becomes a metaphor representing hope. When the migrants are at a loss over how they will survive the winter, the grass offers reassurance. The story of the migrants in the intercalary chapters parallels that of the Joads. At the end of the novel, the family is breaking apart and has been forced to flee their home. However, both the book and final intercalary chapter end on a hopeful note after so much suffering has occurred. The grass metaphor strengthens Steinbeck’s message because it offers a tangible example of hope. Through his language Steinbeck’s themes become apparent at the end of the novel. Steinbeck affirms that persistence, even when problems appear insurmountable, leads to success. These metaphors help to strengthen Steinbeck’s themes in The Grapes of Wrath because they provide a more memorable way to recall important messages.

John Steinbeck’s language choices help to intensify his writing in his intercalary chapters and allow him to more clearly show how difficult life for migrants could be. Refraining from using specific names and terms allows Steinbeck to show that many thousands of migrants suffered through the same wrongs. Imitating the style of the Bible strengthens Steinbeck’s characters and connects them to the Bible, perhaps the most famous book in history. When Steinbeck writes in the imperfect dialogue of the migrants, he creates a more accurate portrayal and makes the migrants easier to relate to for a less affluent audience. Metaphors, particularly relating to nature, strengthen the themes in The Grapes of Wrath by enhancing the mood Steinbeck wants readers to feel at different points in the book. Overall, the intercalary chapters that Steinbeck includes improve his novel by making it more memorable and reinforcing the themes Steinbeck embraces throughout the novel. Exemplary stylistic devices further persuade readers of John Steinbeck’s personal beliefs. Steinbeck wrote The Grapes of Wrath to bring to light cruelties against migrants, and by using literary devices effectively, he continuously reminds readers of his purpose. Steinbeck’s impressive language choices in his intercalary chapters advance the entire novel and help to create a classic work of literature that people still are able to relate to today. 

This essay sticks pretty closely to the standard analytical essay outline. It starts with an introduction, where I chose to use a quote to start off the essay. (This became my favorite way to start essays in high school because, if I wasn’t sure what to say, I could outsource the work and find a quote that related to what I’d be writing about.) The quote in this essay doesn’t relate to the themes I’m discussing quite as much as it could, but it’s still a slightly different way to start an essay and can intrigue readers. I then give a bit of background on The Grapes of Wrath and its themes before ending the intro paragraph with my thesis: that Steinbeck used literary devices in intercalary chapters to show how rough migrants had it.

Each of my four body paragraphs is formatted in roughly the same way: an intro sentence that explains what I’ll be discussing, analysis of that main point, and at least two quotes from the book as evidence.

My conclusion restates my thesis, summarizes each of four points I discussed in my body paragraphs, and ends the essay by briefly discussing how Steinbeck’s writing helped introduce a world of readers to the injustices migrants experienced during the dust bowl.

What does this analytical essay example do well? For starters, it contains everything that a strong analytical essay should, and it makes that easy to find. The thesis clearly lays out what the essay will be about, the first sentence of each of the body paragraph introduces the topic it’ll cover, and the conclusion neatly recaps all the main points. Within each of the body paragraphs, there’s analysis along with multiple excerpts from the book in order to add legitimacy to my points.

Additionally, the essay does a good job of taking an in-depth look at the issue introduced in the thesis. Four ways Steinbeck used literary devices are discussed, and for each of the examples are given and analysis is provided so readers can understand why Steinbeck included those devices and how they helped shaped how readers viewed migrants and their plight.

Where could this essay be improved? I believe the weakest body paragraph is the third one, the one that discusses how Steinbeck used plain, grammatically incorrect language to both accurately depict the migrants and make them more relatable to readers. The paragraph tries to touch on both of those reasons and ends up being somewhat unfocused as a result. It would have been better for it to focus on just one of those reasons (likely how it made the migrants more relatable) in order to be clearer and more effective. It’s a good example of how adding more ideas to an essay often doesn’t make it better if they don’t work with the rest of what you’re writing. This essay also could explain the excerpts that are included more and how they relate to the points being made. Sometimes they’re just dropped in the essay with the expectation that the readers will make the connection between the example and the analysis. This is perhaps especially true in the second body paragraph, the one that discusses similarities to Biblical passages. Additional analysis of the quotes would have strengthened it.

Summary: How to Write an Analytical Essay

What is an analytical essay? A critical analytical essay analyzes a topic, often a text or film. The analysis paper uses evidence to support the argument, such as excerpts from the piece of writing. All analytical papers include a thesis, analysis of the topic, and evidence to support that analysis.

When developing an analytical essay outline and writing your essay, follow these five steps:

Reading analytical essay examples can also give you a better sense of how to structure your essay and what to include in it.

What's Next?

Learning about different writing styles in school? There are four main writing styles, and it's important to understand each of them. Learn about them in our guide to writing styles , complete with examples.

Writing a research paper for school but not sure what to write about? Our guide to research paper topics has over 100 topics in ten categories so you can be sure to find the perfect topic for you.

Literary devices can both be used to enhance your writing and communication. Check out this list of 31 literary devices to learn more !

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Analytical Essay: How-To, Structure, Examples, Topics

Analytical essays are some of the most common essays assigned at college. You may have even written one before, without even knowing it. Here's how to write a great essay, without the hassle.

Table Of Contents

What is Analytical Essay?

Analytical essay structure, how to write analytical essay, analytical essay topics, analytical essay examples.

An analytical essay is quite simply an essay where you analyse a topic. They're most commonly used for analysing media, such as books or films. However, they can be used to analyse almost any topic. You're asked to come up with your own thesis, and support your case with research.

• Introduction: Introduce your topic. What is it, how long has it been around? How is it relevant to your course?
• Thesis statement: This is where you state your intentions for the essay. What have you found through analysing this topic?
• Topic sentence
• Evidence to support your statement
• Detail on your statement
• Conclusion: this is where you'll draw all your points together, and restate your thesis. What in your essay proved it?
• If you've been given some media to analyse, make sure you take it in. Sit and make notes that you can refer back to later.
• Now, do some wider reading so you can start analysing your subject. Keep these notes so you can use the evidence in text.
• Write an essay outline. This essay will be your road map for the essay. Use the structure above, and fill in the points you want to make.
• Write your essay. Taking your outline, start writing and fill in the gaps with your research and insights. Remember to back up any important points you make with evidence.
• Proofread and edit. Make sure you don't skip this step. If you do, you could lose marks off an otherwise good essay.

As mentioned before, an analytical essay can be written about almost any topic. You'll be given a topic that sounds rather vague, and it will be your job to look at it from every angle, and form an informed opinion. For example, you could be asked to write about college football, or anti drugs campaigns.

Here are some examples of what an analytical essay could be about:

• Homelessness in your city
• Obesity in society
• Body size and modelling
• Changing gender roles

You can practice writing essays on these topics yourself. What's your opinion on them? Start researching and come up with a thesis that you can write around. You'll see that it's a lot easier to write an analytical essay than you first thought.

This guide should help you write the best essay possible. Just follow this advice, and you'll be getting excellent grades before you know it. 

How to Analyze Fiction: A Simplified Guide for Beginners

By: Author Paul Jenkins

Posted on April 17, 2023

Categories Reading

Analyzing fiction is an essential skill that allows readers to dive deeper into literature and better understand a story’s elements, such as characters, plot, themes, and narrative devices. Whether readers study a novel or a short story, thoroughly examining these components can lead to a richer appreciation of the author’s work.

To begin analyzing a work of fiction, one should identify the story’s setting and context. This provides the backdrop for the actions and interactions of the characters, which can influence the plot and the story’s overall message. After examining the setting, it is essential to study the main characters’ motivations, relationships, and development throughout the narrative. These aspects of characterization can significantly contribute to the story’s more profound meaning and themes.

Moreover, readers should pay attention to the plot, which comprises the main events and conflicts that unfold within the story. By analyzing the plot, readers can better grasp the structure and pacing of a narrative and uncover any underlying patterns or messages the author may have intended. Additionally, carefully examining literary devices, such as symbolism, foreshadowing, and irony, can shed light on the author’s creative techniques and style, enhancing the overall understanding of the piece.

Understanding the Basics of Fiction

Fiction is creating stories and characters that engage the reader’s imagination. Understanding a novel or a short story’s essential elements is crucial when analyzing literary works. This section will explore elements of fiction, genres and subgenres, and narrative structure.

Elements of Fiction

Several key elements contribute to a work of fiction’s overall structure and meaning. These include:

• Plot: The sequence of events within the story, often containing a problem or conflict and a resolution.
• Characters: The individuals who populate the story, each having their personality, motivations, and actions.
• Setting: The time and place a story takes place, often significantly shaping the events and characters.
• Theme: The underlying messages or ideas explored within the story.
• Point of View: The perspective from which a story is told, whether first-person, third-person, or other.

Genres and Subgenres

Genres are broad categories of literature with similar elements and characteristics, such as themes or narrative techniques. Some common genres of fiction include:

• Science fiction
• Historical fiction

Within each genre, there are often numerous subgenres that further categorize stories based on specific themes, styles, or elements. For example, the mystery genre includes detective fiction, cozy mysteries, and psychological thrillers .

Narrative Structure

A story’s narrative structure is how its events are organized and presented. There are several common narrative structures to be aware of when analyzing fiction:

• Linear: Events occur in chronological order.
• Non-linear: Events are presented out of sequence, often using techniques such as flashbacks or parallel storylines.
• Frame narrative: The story is presented within the context of another story, such as through a character recounting past events.
• Episodic: The story comprises a series of loosely connected episodes or vignettes.

Understanding narrative structure is essential for comprehending the progression of a story and the author’s intentions in presenting events in a particular order.

Close Reading of the Text

Close reading is a critical and systematic approach to understanding a piece of fiction. It entails examining the text’s formal properties, such as its literary devices, language, structure, and style. This section will discuss three sub-topics to help you perform a close reading: identifying key passages, analyzing language and style, and examining themes and symbols.

Identifying Key Passages

When performing a close reading, it is vital to identify the key passages integral to the story’s comprehension and interpretation. These passages often contain significant events or turning points and may convey essential character traits or themes. To identify such passages, ask yourself: What moments define the narrative? What parts of the text reveal something essential about the characters or the story’s themes?

Take note of the passages that stand out, then reread them for further analysis. This process will ensure that you focus on the most significant aspects of the work.

Analyzing Language and Style

Once you have identified the key passages, it is crucial to analyze the author’s choice of language and style. Examine the diction, tone, syntax, and figurative language used by the author, and consider how these elements contribute to the meaning and impact of the text. For example:

• Does the author use formal or informal language?
• Are any specific language patterns or repeated phrases contributing to the text’s meaning?
• How does the author’s imagery, metaphor, or other literary devices affect the reader’s understanding of the story?

By paying close attention to the author’s language choices, you can deepen your understanding of the text and discover new insights.

Examining Themes and Symbols

Lastly, examining the themes and symbols in the fiction is essential. Themes are the central ideas, messages, or insights that the author wishes to convey, while symbols are objects, characters, or events that represent abstract or more profound ideas.

Identify the themes by considering the text’s primary issues or conflicts, and explore how they are developed throughout the story. Look for recurring symbols and analyze their significance within the context of the text. For example, a color or object might symbolically represent a particular theme, emotion, or aspect of a character’s personality. Examining themes and symbols can help you uncover layers of meaning and arrive at a richer, more nuanced understanding of the text.

With these three approaches in mind, you will be well-equipped to perform a close reading of fiction and gain new insights into the text’s meaning and interpretation.

Character Analysis

Character analysis is a critical part of understanding and interpreting fiction. By examining the characters in a story, readers can gain insight into their personalities, traits, roles in the plot, and the conflicts they face. This section will examine key aspects of character analysis, including protagonists and antagonists, character growth and motivation, and character relationships.

Protagonists and Antagonists

Every story has a central character or characters, known as the protagonist(s), around whom the plot revolves. Identifying the protagonist is essential for understanding the story’s main conflicts and themes. Protagonists are often opposed by antagonists, characters who create obstacles or tension for the main character(s). Examining the traits and actions of protagonists and antagonists can provide valuable insight into the story’s dynamics.

When analyzing protagonists and antagonists, consider their goals, strengths, weaknesses, and how they interact with other characters. This can reveal essential aspects of their personalities and plot importance . A multi-dimensional antagonist, for example, may make the story richer and more engaging.

Character Growth and Motivation

Understanding a character’s growth and motivation involves analyzing their change throughout the story. This could include emotional development or changes in beliefs, attitudes, or behavior. Paying close attention to a character’s reactions to situations and other characters can help you understand their motivations and growth.

Ask questions such as:

• What drives the character to act or change?
• What obstacles do they face, and how do they overcome them?
• How does their past influence their choices and development?

Identifying these elements can lead to a deeper understanding of the character’s role and purpose within the story.

Character Relationships

Character relationships are an essential aspect of fiction, as they can drive the plot, create conflict, or reveal aspects of a character’s personality. Analyzing these relationships can help you understand the story’s themes and message.

Consider the connections between characters: are they friends, family members, rivals, or romantic interests? Examine how these relationships evolve and impact the characters involved. Do they encourage growth, or do they hinder a character’s development? Evaluating these relationships can provide valuable insight into the story’s meaning and help you better appreciate the intricacies of the narrative.

Exploring the Author’s Perspective

When analyzing fiction, it is essential to explore the author’s perspective. This can provide valuable insight into the work’s themes, motifs, and underlying messages. There are three critical aspects to consider when examining the author’s perspective: the author’s background, historical and cultural context, and the influences on the work.

Author’s Background

Understanding the author’s background can offer insight into the experiences and beliefs that may have influenced the narrative. Consider factors such as the author’s upbringing, education, and personal life as potential influences on their perspective. For example, an author who experienced poverty might emphasize themes of social inequality and class struggle in their works. Identifying these life experiences can help readers better understand the intentions or context behind the story.

Historical and Cultural Context

Fiction often reflects the historical and cultural contexts in which it was written. These influences can provide an essential layer of meaning to the narrative. Therefore, it is vital to research the period and cultural background surrounding the author and their work. For instance, if the novel was written during the civil rights movement, its themes might address the ongoing struggles for racial equality at that time. By considering the historical and cultural context, readers can better understand the author’s perspective and the work’s significance.

Influence on the Work

Analyzing a work of fiction also involves identifying key influences that have shaped the author’s writing. Many authors draw inspiration from various sources, including other authors, philosophical ideas, or personal experiences. For example, an author might be influenced by elements of literature from a different genre or period. It is essential to recognize these influences to understand better the message and intention behind the author’s work.

By examining the author’s background, historical and cultural context, and key influences, one can gain a deeper understanding of the author’s perspective, aiding in a more comprehensive analysis of the work of fiction.

Comparative Analysis

A comparative analysis of fiction involves examining two or more literary works to identify similarities, differences, and connections between them.

Similar Themes and Techniques

When comparing works of fiction, it is crucial to analyze their themes and techniques to understand the underlying messages and artistic intentions. Identifying similar themes between works can help you recognize patterns or trends between different authors or periods. Common themes often include love, loss, identity, and conflict.

Similarly, evaluating techniques authors use, such as symbolism, allegory, or foreshadowing, can reveal how they effectively communicate the themes and messages throughout their works. You can compare the use of literary devices in the works you are analyzing and note how they contribute to the story’s overall effect.

Contrasts and Connections

While similarities are essential in a comparative analysis, it is equally important to identify the differences and contrasts between the works being compared. These could be character development, plot structure, or narrative voice differences. You can uncover insights into the authors’ unique perspectives and writing styles by comparing how these elements vary between works.

Additionally, recognizing connections between works can enrich the texts’ understanding. Connections can be found in shared themes, motifs, or stylistic choices that indicate a broader cultural or historical context. Identifying these connections can often reveal more significant trends and concepts within literary movements or periods.

In conclusion, a comparative analysis of fiction requires careful examination of similarities, differences, and connections between literary works. This process involves an in-depth exploration of themes, techniques, contrasts, and connections to gain a deeper understanding and appreciation of the analyzed works.

Presenting Your Analysis

Organizing your thoughts.

Before presenting your analysis, it is essential to organize your thoughts effectively. Start by outlining the key points you’d like to discuss. This can be done using various methods, such as:

• Creating a logical structure that builds upon each point
• Using tables or charts to illustrate connections between ideas and evidence
• Grouping related points under subheadings

Focusing on a clear and organized structure will make your analysis more accessible and engaging for the reader.

Supporting Your Claims

When presenting your analysis, supporting your claims with evidence from the text is vital. This can include direct quotations, descriptions of events or character actions, and references to literary techniques used by the author. Ensure that each claim is:

• Connected to the evidence provided
• Accurately and responsibly interpreted
• Relevant to your overall analysis

This will help you build a strong and convincing argument for your interpretation of the fiction.

Polishing Your Writing

After organizing your thoughts and supporting your claims, the final step in presenting your analysis is to polish your writing. Pay attention to the following aspects:

• Use clear, concise language to convey your ideas
• Avoid jargon and explain necessary terminology
• Maintain a consistent tone that remains neutral and professional throughout the text
• Proofread for grammar, spelling, and punctuation errors

Refining your writing will create a polished final product that effectively communicates your analysis to the reader.

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Understanding Analytical Essays: A Comprehensive Writing Guide with Real-Life Examples

To help you get started, we have included real-life examples of analytical essays. These examples will show you how writers have approached various topics and how they have used their research to support their arguments. By studying these examples, you can gain a better understanding of the analytical essay format and learn how to structure your own essays.

If you need further assistance, we recommend checking out the Purdue OWL website. They have a wealth of resources on writing analytical essays, including guides on how to analyze different types of texts and how to restructure your essay for a more coherent argument. In addition to Purdue OWL, other online resources like YourDictionary can also provide helpful tips and examples to enhance your analytical writing skills.

So, if you are ready to dive into the world of analytical essays, this comprehensive guide will provide you with the necessary tools to understand what they are, how to write them, and how to analyze actual data within your chosen topic. With this guide, you will be well-equipped to write analytical essays that not only meet academic standards but also demonstrate your critical thinking and analytical abilities.

What Is an Analytical Essay

When writing an analytical essay, it is important to connect your analysis with actual research and examples. This helps to support your arguments and make your essay more convincing. Analytical essays can be written on various topics, such as literature, history, social sciences, or even scientific research.

If you need assistance in writing your analytical essay, there are various resources available to help you. Websites like Purdue OWL and YourDictionary offer guides and examples of how to write analytical essays, as well as tips on how to structure your essay and restructure your paragraphs. Academic writers can also provide further assistance in analyzing and evaluating your essay topic.

Overall, analytical essays involve analyzing and evaluating a specific topic or idea in depth. They go beyond basic description and require critical thinking skills. By understanding the structure and patterns of analytical essays, and with the help of research and examples, you can successfully write a well-organized and convincing analytical essay.

General Structure and Format of an Analytical Essay

The body paragraphs make up the major part of your essay, where you will analyze and evaluate the data or texts you are discussing. Each paragraph should contain a topic sentence that connects to your thesis statement and provides evidence or examples to support your analysis. Remember to use critical thinking and cite any sources you reference.

To help you in structuring and formatting your analytical essay, you can use an outline. An outline helps writers organize their thoughts and ensure a logical flow of ideas. It can also help you restructure your essay if needed, as you can easily move paragraphs or sections around to improve the overall structure.

When it comes to the format of your analytical essay, it is important to follow the guidelines provided by your academic institution or instructor. Most analytical essays are written in a formal tone and use the APA or MLA citation styles. Websites such as Purdue OWL and YourDictionary provide detailed guidelines on how to format your paper and cite sources correctly.

Remember, when analyzing and writing an analytical essay, writers need to understand the difference between summary and analysis. It involves critically evaluating the data or texts within the context of your thesis statement.

Analytical Essay Body Paragraph Example

Paragraph 1:

• Thesis statement: State your thesis, which is your overall evaluation or analysis of the text. This should be a clear and concise statement that connects to the main topics of your essay.
• Main points: In this paragraph, focus on one main point that supports your thesis statement. Provide specific examples, evidence, or data from the text to support your claim.
• Analysis: Analyze the examples you provided in the previous point. Explain how they connect to your thesis and what they reveal about the text or its author.

Paragraph 2 (and beyond):

• Main points: Focus on a new main point that supports your thesis statement. Again, provide specific examples, evidence, or data from the text.
• Analysis: Analyze the new examples and discuss how they contribute to your overall analysis. Evaluate their significance and relevance to your thesis statement.

Remember that the body paragraphs of an analytical essay should focus on analyzing specific examples and providing evidence to support your claims. The structure and format of these paragraphs may vary depending on the specific requirements of your essay or the academic discipline you are writing for. However, the general pattern of introducing a main point, providing evidence and analysis, and concluding the paragraph should be followed to ensure a clear and logical argument.

Critical Analysis Paper

What is a critical analysis paper.

A critical analysis paper is an academic essay that examines a literary work or any other piece of written text with a focus on critically evaluating its structure, patterns, and themes. Unlike an analytical essay, which is more general and can be written on a variety of topics, a critical analysis paper requires writers to connect their analysis to specific data and support their claims with actual examples from the text being analyzed.

The Difference between Analytical Essays and Critical Analysis Papers

While both analytical essays and critical analysis papers involve analyzing and evaluating texts, the main difference between them lies in the level of specificity and the depth of analysis. Analytical essays can be written on a wide range of topics and do not necessarily require a deep examination of the text. On the other hand, critical analysis papers are more focused and require a more in-depth analysis of the text being studied.

How to Write a Critical Analysis Paper

Writing a critical analysis paper can be challenging, but there are resources available to help writers understand the process. The Purdue OWL and YourDictionary both offer guides on how to write a critical analysis paper, which can provide step-by-step assistance in organizing and structuring the essay.

When writing a critical analysis paper, it is important to carefully read and thoroughly understand the text being analyzed. Take notes on important details, themes, and motifs that can support your analysis. Create an outline to organize your thoughts and ensure a clear and logical flow of ideas.

Within the body paragraphs, make sure to include specific examples from the text that illustrate your points. Use analysis and interpretation to explain the significance of these examples and how they connect to your thesis statement. It is also essential to provide evidence and support for your claims by referencing the actual text.

When concluding your critical analysis paper, take the opportunity to offer your final evaluation of the text. Summarize your main points and explain how your analysis contributes to a deeper understanding of the text. You can also discuss any broader implications or connections to other works or ideas.

Analysis Paper Example

The body paragraphs.

The body of the analysis paper is where writers provide the actual analysis and evaluation of the text. Each body paragraph should focus on a different aspect or element of the text and provide evidence to support the writer’s claims. In the example paper, each body paragraph may focus on a particular theme, character, or literary technique present in the text, providing examples and further analysis.

It is important for writers to understand that analytical essays differ from other types of academic papers. They require a more critical and in-depth approach to analyzing the chosen text. The body paragraphs should not simply summarize the text but rather provide an evaluation of its meaning and significance.

What Is an Analytical Essay: A Writing Guide With Examples

In academic writing, analytical essays are a common type of paper that students are often required to write. These essays involve analyzing and evaluating a particular topic or text, and are structured in a way that allows writers to present their findings and arguments in a logical and organized manner.

Understanding the Structure

The body paragraphs make up the main part of the essay and provide analysis and evaluation of the topic. Each paragraph should focus on a specific aspect or idea related to the thesis statement and provide supporting evidence or examples. It is essential to connect these paragraphs coherently and logically to maintain the flow of the essay.

Real-Life Examples

To further understand how to write an analytical essay, it can be helpful to examine some real-life examples. The Purdue OWL website and YourDictionary.com offer a wide range of sample analytical essays on various topics. These examples can provide guidance on how writers connect their analysis to the overall structure of the essay and demonstrate the use of evidence, critical thinking, and analysis in an analytical essay.

Analytical essays are an important part of academic writing and require students to analyze and evaluate data, texts, or literary works. Understanding the structure and format of analytical essays, as well as studying real-life examples, can help writers improve their analytical writing skills. By following the guidelines in this writing guide, writers can effectively write analytical essays that showcase their critical thinking and analysis abilities.

Welcome to the Purdue OWL

What is an analytical essay.

An analytical essay is a type of academic writing that involves the evaluation and analysis of a specific topic or research question. Unlike general research papers, analytical essays focus on the critical examination of data and the connection between different texts.

The Difference between Analyzing General Texts and Writing Analytical Essays

While analyzing general texts, such as literary works or research papers, may involve a critical examination of the content, writing an analytical essay requires a more structured approach. Analytical essays have a specific format and the writer needs to evaluate the data using an organized pattern.

At Purdue OWL, we are here to guide you through the process of writing an analytical essay. Our writing examples and tips will help you understand the structure of analytical essays and how to effectively analyze and evaluate different topics.

Furthermore, we will provide examples of actual analytical essays to demonstrate how to apply the analytical techniques we discuss. This will give you a clear understanding of what an analytical essay looks like and how to structure your own essays.

How the Purdue OWL Can Help

At the Purdue OWL, we offer comprehensive assistance for writers of all levels, from beginners to advanced. Whether you need help with understanding how to analyze and evaluate research or how to restructure your essay, we have the resources to support you.

Our guide will walk you through the process of analyzing different texts, including literary works and academic papers. We will explain the critical analysis techniques and provide examples of how to apply them in your writing.

So, welcome to the Purdue OWL! We are here to help you develop your analytical writing skills and guide you on your journey to becoming a proficient writer.

What is an analytical essay?

An analytical essay is a type of academic writing that requires the writer to analyze and interpret a particular subject or text. It involves breaking down the subject into different components and examining these parts to provide a thorough understanding and evaluation. The essay typically includes an introduction, body paragraphs with supporting evidence and analysis, and a conclusion.

What is the difference between an analytical essay and a critical analysis essay?

The main difference between an analytical essay and a critical analysis essay is the level of depth and focus. While an analytical essay involves analyzing and interpreting a subject, a critical analysis essay goes a step further and critiques the subject, questioning its strengths, weaknesses, and implications. A critical analysis essay often requires more in-depth research and a stronger argumentative approach.

How should I structure an analytical essay?

An analytical essay typically follows a specific structure. It starts with an introduction that provides background information and states the thesis statement. The body paragraphs then present evidence and analysis to support the thesis statement, with each paragraph focusing on a specific aspect. The essay ends with a conclusion that summarizes the main points and restates the thesis with a final insight or thought.

An analytical essay is a type of academic writing that requires the writer to thoroughly analyze a topic, issue, or piece of literature. It involves breaking down the subject into various components and examining them in a logical and systematic manner.

How is an analytical essay different from a critical analysis essay?

An analytical essay and a critical analysis essay are similar in many ways, but the main difference lies in the approach. While an analytical essay focuses on examining the topic or piece of literature objectively and presenting an analysis of its various aspects, a critical analysis essay involves not only providing an analysis but also offering a personal opinion or evaluation of the subject.

By Alex Koliada, PhD

Alex Koliada, PhD, is a well-known doctor. He is famous for studying aging, genetics, and other medical conditions. He works at the Institute of Food Biotechnology and Genomics. His scientific research has been published in the most reputable international magazines. Alex holds a BA in English and Comparative Literature from the University of Southern California , and a TEFL certification from The Boston Language Institute.

Analytical Writing in the Content Areas

Because writing is thinking, the organization of students’ writing reflects both the structure of their thinking and the depth of their understanding. Students should be writing in all their classes, explaining what they know and how they know it. It’s essential for content-area teachers to give students meaningful analytical writing assignments. See  An Introduction to Analytical Text Structures for more information and graphic organizers to help with writing instruction.

On this page:

The elements of analytic writing, a note on writing in science classes: the lab report, about the author.

Non-language arts teachers often become nervous when they learn they are supposed to teach writing. This attitude is based on a misunderstanding of what “writing” is. Since writing is thinking made visible, educators in all subject areas teach thinking and all should also use and teach analytical writing. This is critically different than narrative, creative, or literary writing. It is not a science teacher’s job to nurture the next James Joyce, but to develop students who can clearly read, think, and write “science.”

What does this mean? Non-language arts teachers are NOT responsible for teaching the following:

• Grammar, usage, mechanics, and spelling (except for subject-specific vocabulary ): It is only fair to students to circle any mistakes a teacher sees in their grammar, usage, mechanics, and spelling so they have some sense of how much work they have to do. However, non-language arts teachers do not have to read closely for those mistakes, do not have to factor it into their grading, and do not have to teach it in their classroom.
• Style and voice: Good expository writing exudes style and voice; however, subject-area teachers are not responsible for teaching these skills. The ability to write clearly with style comes with practice across the curriculum, combined with spiraled instruction in the language arts classroom.
• “Literary” narrative writing: Artistic, creative writing has no place in the other subject areas. Intellectual creativity is not “anything goes.” Truly creative people do not ignore the realities in which they find themselves. What they do is interpret and make connections between and among facts and disciplines in ways that no one else has done before.

That said, what are non-language teachers responsible for when teaching thinking and writing? They are responsible for those elements of writing that reflect thinking in their subject areas:

• Thesis statements: Students need modeling and direct instruction in the kinds of thesis statements that are appropriate in each subject area. This is how students learn the “higher-order” thinking they will need to succeed in that subject area.
• Structure and organization: What supporting evidence is relevant to the thesis? How is it communicated in that subject area? How does one judge the appropriateness and relevance of supporting ideas and evidence in a particular subject area?
• Transition words and phrases: Transition language communicates to the reader how the ideas are related and how they connect to other knowledge and disciplines. Therefore, transitions need to be explicitly taught and then required in student writing throughout the disciplines.
• Content and content-area vocabulary: What are the knowledge and facts upon which students will base their thinking and writing? Of course, subject-area teachers are responsible for determining how best to teach this to students.

The elements of an analytical essay are present in all non-fiction text structures, though they may be called by different names in different subject areas. The chart below identifies the structural elements — thesis statement, evidence/proof, conclusion, and common text structures — in each of the core subjects.

Science lab reports are a specialized goal-action-outcome text structure:

• Goal: To prove or disprove the hypothesis
• Action: The materials and procedures required
• Outcome: The analysis and conclusion

While other text structures can also be used in science, the lab report is the staple of science education. Whenever students do an experiment they should report their results in this format because this format remains the same from kindergarten through graduate school. The only elements of a lab report that change from year to year are the complexity of the experiments and equipment and whether it is original research or the repeat of a famous experiment. The following is a brief description of what must be included in an acceptable lab report:

• Identify yourself and your partner(s)
• Title of the lab/activity. This is not a creative title; it is descriptive.
• Purpose/Introduction — Why study this problem? This gives the objective of the activity. What concept or skill was highlighted by this activity? Ask, “Why did we do this activity? What were we supposed to learn or practice?” The introduction states the objective of the experiment and provides the reader with background to the experiment. State the topic of your report clearly and concisely, in one or two sentences. Typically, the introduction states the problem to be solved or the experiment to be performed and explains its purpose and significance. The hypothesis sits at the end of the introduction.
• Materials — Describe how and when you did your work, including experimental design (what you did), experimental apparatus (materials), methods of gathering and analyzing data, and types of control. This could also be in the form of a table.
• Procedure — What did you do? How did you do it? Convey a mental picture of what you did. Ordinal phrases are not necessary (i.e., first, second, third, etc.) as the order of events is conveyed by the sentence order in the description. Remember that the audience should be able to repeat your procedure if they wish to do so. Write the description of what was done so that the reader can visualize the set-up. Be sure to include reference to any equipment that you used. A diagram or picture of the apparatus may be helpful but should not replace a good verbal description. Be very specific in your instructions.
• Observations & Data (Results) — What did you find? Include only those things that you saw, heard, touched, or smelled. Present observations and data with no interpretations or conclusions about what they mean. A well-written and well-organized results section provides the framework for the discussion section. Include both quantitative (numerical) and qualitative (sensory, not emotional ) observations. Quantitative observations are best presented in data tables. Qualitative observations may be organized in table form or paragraph form. The goal is to present the data that was collected in the activity in a clear and easily understood format. Units are necessary for any measurement. If you are unsure about whether something should be included in the data section, ask yourself “How did I get this piece of information? What instrument did I use to collect this information?” If you are giving a value that you did not measure directly (such as density) it should not be included as data.
• Analysis of Data (Discussion) — What does it mean? How does it relate to previous work in the field? Show any calculations you made using the data collected. Give the formula used for each type of calculation. Show which measurements you are plugging into each calculation and then show the solution. Once you have shown a sample calculation, you may use a data table to show other calculated values of the same type. This is also the appropriate place to explain how the measurements relate to each other, as well as anything that happened during the activity that may have affected the measurements.
• Conclusion — Discuss how the purpose of the activity relates to the analysis of the data and how the analysis can be applied to the real world. In other words, what did you learn? Stick to the facts. Do not comment on whether or not you enjoyed the activity. If the results of the activity were not satisfactory, suggest how the activity could be improved to result in better data. Did the activity raise questions that cannot be answered by the data collected? Describe them. Conclusions are connections that are not obvious on the surface. Also, include any future direction for your results or changes you would make the next time to produce results that are more significant or noteworthy.
• Tables are referred to as tables, and all other items (graphs, photographs, drawings, diagrams, maps, etc.) are referred to as figures.
• Numbering: All tables and figures must be numbered. Tables and figures are assigned numbers in the order they are mentioned in the text. Tables and figures are numbered independently of each other (i.e., Table 1 and 2, and then Figure 1 and 2, as well).
• All tables and figures must have self-explanatory titles so that the reader can understand their content without the text.

Ms. Stempel has been working in education and education reform for more than 20 years. Prior to founding Lightbulb Learning Services (opens in a new window) , which specializes in the alignment of curriculum to academic standards, literacy development, and classroom/school leadership, she led curriculum development projects for the Education Trust, Edison Schools, and the Council for Basic Education. In addition to experience in education policy, Ms. Stempel has taught literature in the International Baccalaureate program for many years.

About the book

Compose Yourself! A Guide to Critical Thinking & Analytical Writing in Secondary School (opens in a new window) supports teaching critical thinking and analytical writing at the secondary level, across content area. This resource includes step-by-step processes, many examples, writing checklists, helpful tips, and black-line masters. It is perfect for teachers, parents, and students who want to strengthen their thinking and writing skills, better learn and retain information, and improve overall academic performance. After using this guide, students will be able to write clear, concise, analytical texts.

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How to Write an Analytical Essay

Last Updated: February 2, 2024 Fact Checked

This article was co-authored by Megan Morgan, PhD . Megan Morgan is a Graduate Program Academic Advisor in the School of Public & International Affairs at the University of Georgia. She earned her PhD in English from the University of Georgia in 2015. There are 9 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 3,985,015 times.

Writing an analytical essay can seem daunting, especially if you've never done it before. Don't worry! Take a deep breath, buy yourself a caffeinated beverage, and follow these steps to create a well-crafted analytical essay.

Prewriting for Your Essay

• For example, "Stanley Kubrick's The Shining uses a repeating motif of Native American culture and art to comment on America's history of colonizing Native Americans' lands" is an analytical thesis. It is analyzing a particular text and setting forth an argument about it in the form of a thesis statement.

• If you're writing an analytical essay about a work of fiction, you could focus your argument on what motivates a specific character or group of characters. Or, you could argue why a certain line or paragraph is central to the work as a whole. For example: Explore the concept of vengeance in the epic poem Beowulf .
• If you're writing about a historical event, try focusing on the forces that contributed to what happened.
• If you're writing about scientific research or findings, follow the scientific method to analyze your results.

• Look for repeated imagery, metaphors, phrases, or ideas. Things that repeat are often important. See if you can decipher why these things are so crucial. Do they repeat in the same way each time, or differently?
• How does the text work? If you're writing a rhetorical analysis, for example, you might analyze how the author uses logical appeals to support her argument and decide whether you think the argument is effective. If you're analyzing a creative work, consider things like imagery, visuals in a film, etc. If you're analyzing research, you may want to consider the methods and results and analyze whether the experiment is a good design.
• A mind map can be helpful to some people. Start with your central topic, and arrange smaller ideas around it in bubbles. Connect the bubbles to identify patterns and how things are related.
• Good brainstorming can be all over the place. In fact, that can be a good way to start off! Don't discount any ideas just yet. Write down any element or fact that you think of as you examine your topic.

• This is an analytical thesis because it examines a text and makes a particular claim.
• The claim is "arguable," meaning it's not a statement of pure fact that nobody could contest. An analytical essay takes a side and makes an argument.
• Make sure your thesis is narrow enough to fit the scope of your assignment. "Revenge in Beowulf could be a PhD dissertation, it's so broad. It's probably much too big for a student essay. However, arguing that one character's revenge is more honorable than another's is manageable within a shorter student essay. [3] X Research source
• Unless instructed to write one, avoid the "three-prong" thesis that presents three points to be discussed later. These thesis statements usually limit your analysis too much and give your argument a formulaic feel. It's okay to state generally what your argument will be.

• Example of supporting evidence : To support a claim that the dragon’s vengeance was more righteous than Grendel's mother's, look at the passages in the poem that discuss the events leading up to each monster’s attack, the attacks themselves, as well as the reactions to those attacks. Don't: ignore or twist evidence to fit your thesis. Do: adjust your thesis to a more nuanced position as you learn more about the topic.

• If you're not quite sure how all your evidence fits together, don't worry! Making an outline can help you figure out how your argument should progress.
• You can also make a more informal outline that groups your ideas together in large groups. From there, you can decide what to talk about where.
• Your essay will be as long as it needs to be to adequately discuss your topic. A common mistake students make is to choose a large topic and then allow only 3 body paragraphs to discuss it. This makes essays feel shallow or rushed. Don't be afraid to spend enough time discussing each detail!

Writing Your Essay

• Example introduction : Revenge was a legally recognized right in ancient Anglo-Saxon culture. The many revenges in the epic poem Beowulf show that retribution was an essential part of the Anglo-Saxon age. However, not all revenges are created alike. The poet's portrayal of these revenges suggests that the dragon was more honorable in his act of revenge than Grendel's mother.
• This introduction gives your readers information they should know to understand your argument, and then presents an argument about the complexity of a general topic (revenge) in the poem. This type of argument can be interesting because it suggests that the reader needs to think about the text very carefully and not take it at face value. Don't: include filler and fluff sentences beginning with "In modern society" or "Throughout time." Do: briefly mention the title, author, and publication date of the text you're analyzing.

• Example topic sentence : The key to differentiating between the two attacks is the notion of excessive retribution.
• Example analysis : Grendel's mother does not simply want vengeance, as per the Medieval concept of ‘an eye for an eye.’ Instead, she wants to take a life for a life while also throwing Hrothgar’s kingdom into chaos.
• Example evidence : Instead of simply killing Aeschere, and thus enacting just revenge, she “quickly [snatches] up” that nobleman and, with him “tight in her clutches,” she leaves for the fen (1294). She does this to lure Beowulf away from Heorot so she can kill him as well.
• The formula "CEE" may help you remember: Claim-Evidence-Explanation. Whenever you present a claim, make sure you present evidence to support that claim and explain how the evidence relates to your claim.

• Example of a quote : Instead of simply killing Aeschere, and thus enacting just revenge, she “quickly [snatches] up” that nobleman and, with him “tight in her clutches,” she leaves for the fen (1294).
• Example of a paraphrased sentence : The female Grendel enters Heorot, snatches up one of the men sleeping inside it, and runs away to the fen (1294).

• Example conclusion : The concept of an ‘eye for an eye’ was very present in the early Medieval world. However, by comparing the attacks of both Grendel's mother and the dragon, the medieval world’s perception of righteous vengeance versus unjust revenge is made clear. While the dragon acts out in the only way he knows how, Grendel's mother attacks with evil intent.
• Example conclusion with a ‘bigger world connection’: The concept of an ‘eye for an eye’ was very present in the early Medieval world. However, by comparing the attacks of both Grendel's mother and the dragon, the medieval world’s perception of righteous vengeance versus unjust revenge is made clear. While the dragon acts out in the only way he knows how, Grendel's mother attacks with evil intent. As we saw from the study of other characters, these portrayals may tie into an early Medieval perception that women had greater potential for evil.

Finalizing Your Essay

• Make sure to also format your essay correctly. For example, using a 12-pt standard font (like Arial or Times New Roman) and 1" margins is standard.

• If you are analyzing a film, look up the list of characters online. Check two or three sources to make sure that you have the correct spelling.

Analytical Essay Writing Help

Community Q&A

• Ask yourself "What am I trying to prove?" The answer should be in your thesis. If not, go back and fix it. Thanks Helpful 0 Not Helpful 0
• If you are writing a formal analysis or critique, then avoid using colloquial writing . Though informal language may bring some color to a paper, you do not want to risk weakening your argument by influencing it with verbal slang. Thanks Helpful 0 Not Helpful 0
• Avoid being too vague. Vagueness leaves room for misinterpretation and in a coherent, analytical essay, leaving room for misinterpretation decreases the effectiveness of your argument. Thanks Helpful 0 Not Helpful 0

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• ↑ https://www.stetson.edu/other/writing-center/media/Handout%20-%20Analytical%20Essay.pdf
• ↑ https://www.bucks.edu/media/bcccmedialibrary/pdf/HOWTOWRITEALITERARYANALYSISESSAY_10.15.07_001.pdf
• ↑ http://writing2.richmond.edu/writing/wweb/rsrchppr.html
• ↑ https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-can-i-create-stronger-analysis-.html
• ↑ https://academics.umw.edu/writing-fredericksburg/files/2011/09/Basic-Outlines.pdf
• ↑ https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-do-i-write-an-intro--conclusion----body-paragraph.html
• ↑ https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-do-i-incorporate-quotes-.html
• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/proofreading/proofreading_suggestions.html
• ↑ https://academicguides.waldenu.edu/writingcenter/writingprocess/proofreading

About This Article

To write an analytical essay, first write an introduction that gives your reader background information and introduces your thesis. Then, write body paragraphs in support of your thesis that include a topic sentence, an analysis of some part of the text, and evidence from the text that supports your analysis. You can use direct quotes from the text that support your point of view or paraphrase if you’re trying to summarize information. Finally, complete your essay with a conclusion that reiterates your thesis and your primary support for it. To learn from our English reviewer how to come up with your thesis statement and find evidence that supports it, read on! Did this summary help you? Yes No

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Introduction

Most of your familiarity with essays probably comes from your own coursework. When you are assigned an essay for a class, perhaps you’ve been assigned an expository essay or a persuasive essay. In other words, you may have been assigned an essay with a clear purpose.

Literary essays are an exciting departure from those essays that many of us have been assigned. Employing techniques akin to those used by novelists, poets, and short story writers, essayists work to explore an idea. In fact, the word “essay” is etymologically linked to the notion of experimenting, weighing, or testing out. Essayists rarely produce straightforward manifestos or polemics. Instead, they entice the reader to care or understand or learn by using elements and techniques common to and found in literature. The more adept you are at recognizing those elements, the better you’ll be able to appreciate a work of creative nonfiction.

In order to analyze creative nonfiction, you should be aware of the different rhetorical structures writers use. Most of these structures will be familiar to you. What is important to consider, though, is how creative nonfiction writers use literary structures and techniques to achieve a particular effect.

Analyzing Nonfiction

Analysis of Nonfiction

Like analysis of fiction, poetry, and drama, analysis of a nonfiction requires more than understanding the point or the content of a nonfiction text. It requires that we go beyond what the text says explicitly and look at such factors as implied meaning, intended purpose and audience, the context in which the text was written, and how the author presents his/her argument. Before you can analyze, however, you must first comprehend the text and be able to provide an objective summary.

When working with a complex text, it is best to start with short excerpts, go through several reads of the piece if possible, and focus on moving from basic comprehension on the first read, to deeper, more complex understandings with each subsequent reading. For an example of an effective strategy, use the “SOAPSTone” strategy, which consists of a series of questions that provide a basis for analysis. Remember that regardless of analysis strategy, you must always provide evidence taken directly from the text to prove their point.

Subject: What is the subject? This is the general topic, content, and ideas contained in the text. Try to state the subject in only a few words or a short phrase so as to concisely summarize the topic for your own comprehension purposes.

Occasion: What is the occasion? It is the time and place of the piece; the context that encouraged the writing to happen. This can be a large occasion (an environment of ideas and emotions that swirl around a broad issue) or an immediate occasion or specific event.

Audience: Who is the audience? The audience is the group of readers to whom the piece is directed. The audience may be an individual, a small group, or a large group of people. It may be specific or more general.

Purpose: What is the purpose? It is the reason behind the text. What does the author want the audience to think or do as a result of this text? Does the author call for some specific action or is the purpose to convince the reader to think, feel or believe in a certain way? Too often readers do not consider this question, yet understanding the purpose of a nonfiction text is crucial in order to critically analyze the text.

Speaker: Who is the speaker? This is the voice that tells the story. What is their background? Is there a bias? Does that impact how the text is written and the points being made? Typically in nonfiction, the speaker and the author are the same; however, when we approach fiction, we must realize that the speaker and the author are often NOT the same. In fiction the author may choose to tell the story from any number of different points of view. In fact, the method of narration and the character of the speaker may be a crucial piece in understanding the work, particularly in satire. However, in nonfiction, the speaker and the author of the text are most likely going to be the same, which allows us a different avenue for analysis, as we can critique a text alongside what we know about the author.

Tone: What is the tone? This is the attitude a writer takes towards the subject or character: It can be serious, humorous, sarcastic, or even objective. Examine the author’s choice of words, sentence structure, and imagery. Consider providing students with a list of tone words to help them find the exact word. Often in informational text, the tone is objective because the author is simply relaying information and is not trying to sway the audience; however, in literary nonfiction as with fiction, the author may want his/her audience to feel a certain way about the situation, characters, etc.

“Text-Dependent Analysis: Nonfiction.” Licensed under Standard Youtube License https://www.youtube.com/watch?v=VzMzHrroZGM

“Analyzing Nonfiction.” Licensed under Standard Youtube License https://www.youtube.com/watch?v=f_k6RXWMHas

“How to Analyze Non-Fiction.” Licensed under CC BY SA 4.0 http://www.rpdp.net/literacyFiles/literacy_101.pdf

The world of creative nonfiction is broad, but learning to analyze the techniques used by literary and personal essayists is a good way to understand how much crafting goes into making a true story, told well. And though the word “essay” may have once been associated with homework assignments and tests, rest assured, there’s much more to the form.

Like fiction, creative nonfiction relies on the careful choices made by a writer. What separates creative nonfiction from fiction, of course, is the writer’s tacit promise to be conveying a story or set of events that is purported to be true. In order to accentuate that truth or present it in its most compelling fashion, creative nonfiction writers use a variety of literary elements and techniques. Everything from the structure of an essay to its shape to its tone influences how a reader makes sense of the content.

ENG134 – Literary Genres Copyright © by The American Women's College and Jessica Egan is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Formalia & andet

• Argumentation
• Writing style
• The setting
• Point of view
• Narrative technique

Non-fiction

• Writing style & language
• Conveying attitude
• Use of humour
• Use of descriptions
• Forms of appeal
• Engaging the audience
• Rhetorical pentagram
• Assignment 1
• Assignment 2
• Assignment 3
• Are We Nearly There? (Fiction)
• Why we need to slow down our lives (Non-fiction)

Større skriftlige opgaver

• Engelskfaglige metoder

Written assignments | A-Niveau | Fiction | Structure & c

“A plot is just one thing after another, a what and a what and a what.” - Margaret Atwood.

Introduktion

En analyse af structure og composition er, som flere af de andre fokuspunkter i opgaveformuleringerne, en forholdvis abstrakt størrelse. Tekster er ikke nødvendigvis opbygget og inddelt på samme måde, og der er mange forskellige greb og brud på disse, som en forfatter kan benytte sig af i udformningen af en tekst.

Assignment 4A – Fiction

Write an analytical essay (900-1200 words) in which you analyse and interpret T. Coraghessan Boyle’s short story “She’s the Bomb”.

Part of your essay must focus on the structure of the story . In addition your essay must include an analysis of the style of writing in lines 29-55.

Opgaveformulering, 2018 - Vejledende opgavesæt 1 .

I analysen af struktur og komposition inddrages ofte et andet ord, nemlig narrative . Her taler man om struktur i teksten ud fra tre forskellige typer af narrativer, linear -, complex - og circular narrative .

Det lineære narrativ dækker over en chronological opbygning af teksten som bevæger sig lineært fra A til B, uden diverse fortællemæssige krumspring som eksempelvis flashbacks og flash forwards .

Et komplekst narrativ, også kendt som et ikke-lineært narrativ er, som navnet også indikerer, ikke lineært eller kronologisk, men kan derimod indeholde forskellige fortællemæssige brud som eksempelvis flashbacks , flash forwards eller endnu mere komplekse strukturer som reverse chronology og parallel plots . Lidt forsimplet kan man sige, at ligeså snart teksten bryder med den kronologiske opbygning vil der der tale om et complex narrative .

Circular narrative er et andet interessant begreb, hvor plottet udspiller sig cirkulært og altså returnerer til sit udgangspunkt i slutningen af teksten. Dette kan skildres på et væld af forskellige måder, og det er eksempelvis et klassisk greb i krimi-, thriller- eller gysergenrer at morderen, monstret eller ærkeskurken undslipper til sidst. Helten i eventyrgenren, som det også tydeligt italesættes i den dramaturgiske model home-away-home, ender også som regel sit eventyr hjemme i trygge rammer. Det ultimative eksempel på en circular narrative må være et narrativ som i filmen En ny dag truer , af Harold Ramis er en romantisk komedie hvor Phil Conners, portrætteret af Bill Murray, bliver fanget i en form for tidssløjfe og gennemlever den samme dag igen og igen." class="image-tooltips"> Groundhog Day (1993), hvor (1950 -)" data-content="Bill Murray, amerikansk skuespiller, komiker og filminstruktør, kendt for sin tørre humor samt film som Ghostbusters (1984) og Lost in Translation (2003)." class="image-tooltips"> Bill Murray s protagonist på mystisk vis gennemlever den samme dag igen og igen og igen.

Freytag's Pyramid

En anden måde at anskue struktur og komposition er ved brug af den tyske dramatiker, Gustav Freytags model, Freytag's Pyramid . Analysemodellen har mange ligheder med det vi i Danmark kender som berettermodellen eller Hollywood modellen, men det er i den kontekst vigtigt at pointere, at disse to modeller, i hvert fald under disse navne, primært anvendes i Danmark.

Freytag's pyramid findes i forskellige udgaver alt efter hvilken genre der analyseres, og da Freytags egentlige analyseobjekt var tragedierne, sluttede modellen i sin oprindelig form ikke med resolution , som ovenfor, men derimod catastrophe som eksemplificeret i Romeo og Julie (1594-1596) er en tragedie af William Shakespeare. Stykket om titelkarakterernes uundgåelige selvmord er et af de bedst kendte værker i den vestlige verden." class="image-tooltips"> Romeo og Julies selvmord (1594-1596) eller åbenbaringen i Ødipus (429 BC) er en tragedie af Sofokles baseret på græsk mytologi. Det er historien om Ødipus, som dræber sin far og gifter sig med sin mor, i et forsøg på at undslippe selvsamme skæbne." class="image-tooltips"> Ødipus (429 BC).

Grammatiske tider

Sproget spiller, med al selvfølgelighed, også en markant rolle i udformningen af struktur og form i tekster, men sproget kan også være decideret bærende for mere subtile strukturer. Nogle forfattere anvender eksempelvis forskellige grammatiske tider, som present tense eller past tense til at signalere skift mellem virkelighed, drøm, tanke, fortid eller fremtid. ➔   Se også afsnittet om analyse af short stories & novels for mere structure & composition .

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8.15: Sample Student Literary Analysis Essays

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• Page ID 101141

• Heather Ringo & Athena Kashyap
• City College of San Francisco via ASCCC Open Educational Resources Initiative

The following examples are essays where student writers focused on close-reading a literary work.

While reading these examples, ask yourself the following questions:

• What is the essay's thesis statement, and how do you know it is the thesis statement?
• What is the main idea or topic sentence of each body paragraph, and how does it relate back to the thesis statement?
• Where and how does each essay use evidence (quotes or paraphrase from the literature)?
• What are some of the literary devices or structures the essays analyze or discuss?
• How does each author structure their conclusion, and how does their conclusion differ from their introduction?

Example 1: Poetry

Victoria Morillo

Instructor Heather Ringo

3 August 2022

How Nguyen’s Structure Solidifies the Impact of Sexual Violence in “The Study”

Stripped of innocence, your body taken from you. No matter how much you try to block out the instance in which these two things occurred, memories surface and come back to haunt you. How does a person, a young boy , cope with an event that forever changes his life? Hieu Minh Nguyen deconstructs this very way in which an act of sexual violence affects a survivor. In his poem, “The Study,” the poem's speaker recounts the year in which his molestation took place, describing how his memory filters in and out. Throughout the poem, Nguyen writes in free verse, permitting a structural liberation to become the foundation for his message to shine through. While he moves the readers with this poignant narrative, Nguyen effectively conveys the resulting internal struggles of feeling alone and unseen.

The speaker recalls his experience with such painful memory through the use of specific punctuation choices. Just by looking at the poem, we see that the first period doesn’t appear until line 14. It finally comes after the speaker reveals to his readers the possible, central purpose for writing this poem: the speaker's molestation. In the first half, the poem makes use of commas, em dashes, and colons, which lends itself to the idea of the speaker stringing along all of these details to make sense of this time in his life. If reading the poem following the conventions of punctuation, a sense of urgency is present here, as well. This is exemplified by the lack of periods to finalize a thought; and instead, Nguyen uses other punctuation marks to connect them. Serving as another connector of thoughts, the two em dashes give emphasis to the role memory plays when the speaker discusses how “no one [had] a face” during that time (Nguyen 9-11). He speaks in this urgent manner until the 14th line, and when he finally gets it off his chest, the pace of the poem changes, as does the more frequent use of the period. This stream-of-consciousness-like section when juxtaposed with the latter half of the poem, causes readers to slow down and pay attention to the details. It also splits the poem in two: a section that talks of the fogginess of memory then transitions into one that remembers it all.

In tandem with the fluctuating nature of memory, the utilization of line breaks and word choice help reflect the damage the molestation has had. Within the first couple of lines of the poem, the poem demands the readers’ attention when the line breaks from “floating” to “dead” as the speaker describes his memory of Little Billy (Nguyen 1-4). This line break averts the readers’ expectation of the direction of the narrative and immediately shifts the tone of the poem. The break also speaks to the effect his trauma has ingrained in him and how “[f]or the longest time,” his only memory of that year revolves around an image of a boy’s death. In a way, the speaker sees himself in Little Billy; or perhaps, he’s representative of the tragic death of his boyhood, how the speaker felt so “dead” after enduring such a traumatic experience, even referring to himself as a “ghost” that he tries to evict from his conscience (Nguyen 24). The feeling that a part of him has died is solidified at the very end of the poem when the speaker describes himself as a nine-year-old boy who’s been “fossilized,” forever changed by this act (Nguyen 29). By choosing words associated with permanence and death, the speaker tries to recreate the atmosphere (for which he felt trapped in) in order for readers to understand the loneliness that came as a result of his trauma. With the assistance of line breaks, more attention is drawn to the speaker's words, intensifying their importance, and demanding to be felt by the readers.

Most importantly, the speaker expresses eloquently, and so heartbreakingly, about the effect sexual violence has on a person. Perhaps what seems to be the most frustrating are the people who fail to believe survivors of these types of crimes. This is evident when he describes “how angry” the tenants were when they filled the pool with cement (Nguyen 4). They seem to represent how people in the speaker's life were dismissive of his assault and who viewed his tragedy as a nuisance of some sorts. This sentiment is bookended when he says, “They say, give us details , so I give them my body. / They say, give us proof , so I give them my body,” (Nguyen 25-26). The repetition of these two lines reinforces the feeling many feel in these scenarios, as they’re often left to deal with trying to make people believe them, or to even see them.

It’s important to recognize how the structure of this poem gives the speaker space to express the pain he’s had to carry for so long. As a characteristic of free verse, the poem doesn’t follow any structured rhyme scheme or meter; which in turn, allows him to not have any constraints in telling his story the way he wants to. The speaker has the freedom to display his experience in a way that evades predictability and engenders authenticity of a story very personal to him. As readers, we abandon anticipating the next rhyme, and instead focus our attention to the other ways, like his punctuation or word choice, in which he effectively tells his story. The speaker recognizes that some part of him no longer belongs to himself, but by writing “The Study,” he shows other survivors that they’re not alone and encourages hope that eventually, they will be freed from the shackles of sexual violence.

Works Cited

Nguyen, Hieu Minh. “The Study” Poets.Org. Academy of American Poets, Coffee House Press, 2018, https://poets.org/poem/study-0 .

Example 2: Fiction

Todd Goodwin

Professor Stan Matyshak

Advanced Expository Writing

Sept. 17, 20—

Poe’s “Usher”: A Mirror of the Fall of the House of Humanity

Right from the outset of the grim story, “The Fall of the House of Usher,” Edgar Allan Poe enmeshes us in a dark, gloomy, hopeless world, alienating his characters and the reader from any sort of physical or psychological norm where such values as hope and happiness could possibly exist. He fatalistically tells the story of how a man (the narrator) comes from the outside world of hope, religion, and everyday society and tries to bring some kind of redeeming happiness to his boyhood friend, Roderick Usher, who not only has physically and psychologically wasted away but is entrapped in a dilapidated house of ever-looming terror with an emaciated and deranged twin sister. Roderick Usher embodies the wasting away of what once was vibrant and alive, and his house of “insufferable gloom” (273), which contains his morbid sister, seems to mirror or reflect this fear of death and annihilation that he most horribly endures. A close reading of the story reveals that Poe uses mirror images, or reflections, to contribute to the fatalistic theme of “Usher”: each reflection serves to intensify an already prevalent tone of hopelessness, darkness, and fatalism.

It could be argued that the house of Roderick Usher is a “house of mirrors,” whose unpleasant and grim reflections create a dark and hopeless setting. For example, the narrator first approaches “the melancholy house of Usher on a dark and soundless day,” and finds a building which causes him a “sense of insufferable gloom,” which “pervades his spirit and causes an iciness, a sinking, a sickening of the heart, an undiscerned dreariness of thought” (273). The narrator then optimistically states: “I reflected that a mere different arrangement of the scene, of the details of the picture, would be sufficient to modify, or perhaps annihilate its capacity for sorrowful impression” (274). But the narrator then sees the reflection of the house in the tarn and experiences a “shudder even more thrilling than before” (274). Thus the reader begins to realize that the narrator cannot change or stop the impending doom that will befall the house of Usher, and maybe humanity. The story cleverly plays with the word reflection : the narrator sees a physical reflection that leads him to a mental reflection about Usher’s surroundings.

The narrator’s disillusionment by such grim reflection continues in the story. For example, he describes Roderick Usher’s face as distinct with signs of old strength but lost vigor: the remains of what used to be. He describes the house as a once happy and vibrant place, which, like Roderick, lost its vitality. Also, the narrator describes Usher’s hair as growing wild on his rather obtrusive head, which directly mirrors the eerie moss and straw covering the outside of the house. The narrator continually longs to see these bleak reflections as a dream, for he states: “Shaking off from my spirit what must have been a dream, I scanned more narrowly the real aspect of the building” (276). He does not want to face the reality that Usher and his home are doomed to fall, regardless of what he does.

Although there are almost countless examples of these mirror images, two others stand out as important. First, Roderick and his sister, Madeline, are twins. The narrator aptly states just as he and Roderick are entombing Madeline that there is “a striking similitude between brother and sister” (288). Indeed, they are mirror images of each other. Madeline is fading away psychologically and physically, and Roderick is not too far behind! The reflection of “doom” that these two share helps intensify and symbolize the hopelessness of the entire situation; thus, they further develop the fatalistic theme. Second, in the climactic scene where Madeline has been mistakenly entombed alive, there is a pairing of images and sounds as the narrator tries to calm Roderick by reading him a romance story. Events in the story simultaneously unfold with events of the sister escaping her tomb. In the story, the hero breaks out of the coffin. Then, in the story, the dragon’s shriek as he is slain parallels Madeline’s shriek. Finally, the story tells of the clangor of a shield, matched by the sister’s clanging along a metal passageway. As the suspense reaches its climax, Roderick shrieks his last words to his “friend,” the narrator: “Madman! I tell you that she now stands without the door” (296).

Roderick, who slowly falls into insanity, ironically calls the narrator the “Madman.” We are left to reflect on what Poe means by this ironic twist. Poe’s bleak and dark imagery, and his use of mirror reflections, seem only to intensify the hopelessness of “Usher.” We can plausibly conclude that, indeed, the narrator is the “Madman,” for he comes from everyday society, which is a place where hope and faith exist. Poe would probably argue that such a place is opposite to the world of Usher because a world where death is inevitable could not possibly hold such positive values. Therefore, just as Roderick mirrors his sister, the reflection in the tarn mirrors the dilapidation of the house, and the story mirrors the final actions before the death of Usher. “The Fall of the House of Usher” reflects Poe’s view that humanity is hopelessly doomed.

Poe, Edgar Allan. “The Fall of the House of Usher.” 1839. Electronic Text Center, University of Virginia Library . 1995. Web. 1 July 2012. < http://etext.virginia.edu/toc/modeng/public/PoeFall.html >.

Example 3: Poetry

Amy Chisnell

Professor Laura Neary

Writing and Literature

April 17, 20—

Don’t Listen to the Egg!: A Close Reading of Lewis Carroll’s “Jabberwocky”

“You seem very clever at explaining words, Sir,” said Alice. “Would you kindly tell me the meaning of the poem called ‘Jabberwocky’?”

“Let’s hear it,” said Humpty Dumpty. “I can explain all the poems that ever were invented—and a good many that haven’t been invented just yet.” (Carroll 164)

In Lewis Carroll’s Through the Looking-Glass , Humpty Dumpty confidently translates (to a not so confident Alice) the complicated language of the poem “Jabberwocky.” The words of the poem, though nonsense, aptly tell the story of the slaying of the Jabberwock. Upon finding “Jabberwocky” on a table in the looking-glass room, Alice is confused by the strange words. She is quite certain that “ somebody killed something ,” but she does not understand much more than that. When later she encounters Humpty Dumpty, she seizes the opportunity at having the knowledgeable egg interpret—or translate—the poem. Since Humpty Dumpty professes to be able to “make a word work” for him, he is quick to agree. Thus he acts like a New Critic who interprets the poem by performing a close reading of it. Through Humpty’s interpretation of the first stanza, however, we see the poem’s deeper comment concerning the practice of interpreting poetry and literature in general—that strict analytical translation destroys the beauty of a poem. In fact, Humpty Dumpty commits the “heresy of paraphrase,” for he fails to understand that meaning cannot be separated from the form or structure of the literary work.

Of the 71 words found in “Jabberwocky,” 43 have no known meaning. They are simply nonsense. Yet through this nonsensical language, the poem manages not only to tell a story but also gives the reader a sense of setting and characterization. One feels, rather than concretely knows, that the setting is dark, wooded, and frightening. The characters, such as the Jubjub bird, the Bandersnatch, and the doomed Jabberwock, also appear in the reader’s head, even though they will not be found in the local zoo. Even though most of the words are not real, the reader is able to understand what goes on because he or she is given free license to imagine what the words denote and connote. Simply, the poem’s nonsense words are the meaning.

Therefore, when Humpty interprets “Jabberwocky” for Alice, he is not doing her any favors, for he actually misreads the poem. Although the poem in its original is constructed from nonsense words, by the time Humpty is done interpreting it, it truly does not make any sense. The first stanza of the original poem is as follows:

’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe;

All mimsy were the borogroves,

An the mome raths outgrabe. (Carroll 164)

If we replace, however, the nonsense words of “Jabberwocky” with Humpty’s translated words, the effect would be something like this:

’Twas four o’clock in the afternoon, and the lithe and slimy badger-lizard-corkscrew creatures

Did go round and round and make holes in the grass-plot round the sun-dial:

All flimsy and miserable were the shabby-looking birds

with mop feathers,

And the lost green pigs bellowed-sneezed-whistled.

By translating the poem in such a way, Humpty removes the charm or essence—and the beauty, grace, and rhythm—from the poem. The poetry is sacrificed for meaning. Humpty Dumpty commits the heresy of paraphrase. As Cleanth Brooks argues, “The structure of a poem resembles that of a ballet or musical composition. It is a pattern of resolutions and balances and harmonizations” (203). When the poem is left as nonsense, the reader can easily imagine what a “slithy tove” might be, but when Humpty tells us what it is, he takes that imaginative license away from the reader. The beauty (if that is the proper word) of “Jabberwocky” is in not knowing what the words mean, and yet understanding. By translating the poem, Humpty takes that privilege from the reader. In addition, Humpty fails to recognize that meaning cannot be separated from the structure itself: the nonsense poem reflects this literally—it means “nothing” and achieves this meaning by using “nonsense” words.

Furthermore, the nonsense words Carroll chooses to use in “Jabberwocky” have a magical effect upon the reader; the shadowy sound of the words create the atmosphere, which may be described as a trance-like mood. When Alice first reads the poem, she says it seems to fill her head “with ideas.” The strange-sounding words in the original poem do give one ideas. Why is this? Even though the reader has never heard these words before, he or she is instantly aware of the murky, mysterious mood they set. In other words, diction operates not on the denotative level (the dictionary meaning) but on the connotative level (the emotion(s) they evoke). Thus “Jabberwocky” creates a shadowy mood, and the nonsense words are instrumental in creating this mood. Carroll could not have simply used any nonsense words.

For example, let us change the “dark,” “ominous” words of the first stanza to “lighter,” more “comic” words:

’Twas mearly, and the churly pells

Did bimble and ringle in the tink;

All timpy were the brimbledimps,

And the bip plips outlink.

Shifting the sounds of the words from dark to light merely takes a shift in thought. To create a specific mood using nonsense words, one must create new words from old words that convey the desired mood. In “Jabberwocky,” Carroll mixes “slimy,” a grim idea, “lithe,” a pliable image, to get a new adjective: “slithy” (a portmanteau word). In this translation, brighter words were used to get a lighter effect. “Mearly” is a combination of “morning” and “early,” and “ringle” is a blend of “ring” and "dingle.” The point is that “Jabberwocky’s” nonsense words are created specifically to convey this shadowy or mysterious mood and are integral to the “meaning.”

Consequently, Humpty’s rendering of the poem leaves the reader with a completely different feeling than does the original poem, which provided us with a sense of ethereal mystery, of a dark and foreign land with exotic creatures and fantastic settings. The mysteriousness is destroyed by Humpty’s literal paraphrase of the creatures and the setting; by doing so, he has taken the beauty away from the poem in his attempt to understand it. He has committed the heresy of paraphrase: “If we allow ourselves to be misled by it [this heresy], we distort the relation of the poem to its ‘truth’… we split the poem between its ‘form’ and its ‘content’” (Brooks 201). Humpty Dumpty’s ultimate demise might be seen to symbolize the heretical split between form and content: as a literary creation, Humpty Dumpty is an egg, a well-wrought urn of nonsense. His fall from the wall cracks him and separates the contents from the container, and not even all the King’s men can put the scrambled egg back together again!

Through the odd characters of a little girl and a foolish egg, “Jabberwocky” suggests a bit of sage advice about reading poetry, advice that the New Critics built their theories on. The importance lies not solely within strict analytical translation or interpretation, but in the overall effect of the imagery and word choice that evokes a meaning inseparable from those literary devices. As Archibald MacLeish so aptly writes: “A poem should not mean / But be.” Sometimes it takes a little nonsense to show us the sense in something.

Brooks, Cleanth. The Well-Wrought Urn: Studies in the Structure of Poetry . 1942. San Diego: Harcourt Brace, 1956. Print.

Carroll, Lewis. Through the Looking-Glass. Alice in Wonderland . 2nd ed. Ed. Donald J. Gray. New York: Norton, 1992. Print.

MacLeish, Archibald. “Ars Poetica.” The Oxford Book of American Poetry . Ed. David Lehman. Oxford: Oxford UP, 2006. 385–86. Print.

Attribution

• Sample Essay 1 received permission from Victoria Morillo to publish, licensed Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International ( CC BY-NC-SA 4.0 )
• Sample Essays 2 and 3 adapted from Cordell, Ryan and John Pennington. "2.5: Student Sample Papers" from Creating Literary Analysis. 2012. Licensed Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported ( CC BY-NC-SA 3.0 )