How to Write a Critical Analysis Essay

1. How to Writea Critical AnalysisEssay in Four Easy Steps

2. 1. Theme 2. Thesis 3. Outline 4. Begin first draft

3. Step 1 • ALL ROADS LEAD TO THEME.

4. Theme • Most high school critical analysis essays explore a theme. • All themes are the product of a text’s various resolutions. • Use a theme to develop your thesis and guide your argument.

5. Theme • Definition of theme: • A statement about the text’s central or dominating idea; the “message” implicit in a work. • The theme is seldom stated directly. • It is an abstract concept indirectly expressed through recurrent images, actions, characters, and symbols. • It is not the subject or the conflict, but what the author/text expresses ABOUT the subject and conflict. • Theme is an idea that is always expressed as a complete sentence.

6. Theme • Look for interesting contrasts, motifs/patterns, or comparisons • Is there something interesting, surprising, or curious about the topic/work that you would like to explore further? • Do you encounter ideas that make you wonder, “why”?

7. How can I find a theme? • 1. Look at how a character or situation begins. Look at how that character or situation ends. What has happened and why? • 2. Examine the conflicts and their resolutions. What happens and why? 3. Identify symbols, patterns, and motifs.

8. Step 2: From Theme to Thesis • Once you have selected a theme, you are now ready to develop your thesis statement. • Ask yourself the following questions: • How is this theme proven through the characters and situations? • What do I care about and want to explore?

9. Writing the Thesis • Your thesis is a declarative statement that argues a position. It cannot be a question. • It is the most provocative, insightful statement that you can prove using the text.

10. Writing the Thesis • For pre-AP, the thesis may be divided. AP must write an implied thesis, not a divided thesis (hint: no semi-colons). • Cannot prove a negative (do not say “not” in the thesis). • Thesis sentence controls and shapes the paper.

11. Writing the Thesis • Divided: Scout’s transformation from callow youth to maturing adolescent results from the influences of Calpurnia, Miss Maudie, and Aunt Alexandra. • Implied: Scout’s transformation from callow youth to maturing adolescent results from the influences of the adult women in her life.

12. Writing the Thesis • A strong thesis is provocative and insightful. • A strong thesis takes a stand which can be argued using specific evidence found in the text. • A strong thesis is specific and focused, and uses powerful verbs and adjectives.

13. Writing the Thesis • Is your thesis focused? • It MUST specifically tell what you will be proving. • It must NOT ask questions or offer “what if” statements. • It must NOT use first person. • It must NOT make vague references: “In this time period,” “many important aspects,” “changed and developed,” “similarities and differences,” “many characters,” “throughout the novel” and other broad statements that really say very little.

14. Writing the Thesis • Is your thesis too broad? Make your thesis more focused. • Avoid such sweeping words such as “all,” “every,” “always,” and “none.” • Be specific. In one sentence, what are you proving?

15. Writing the Thesis • Do you give your thesis a focus that will allow for plenty of commentary/analysis? • Does your thesis have an angle or address the question, “To what purpose?” • Does your thesis pass the “So what?” test? • Does your thesis take a position that can be analyzed? • Is your thesis merely plot? A plot thesis does not allow for commentary/analysis. This paper will fail.

16. Writing the Thesis • Do not write a thesis that offers no opposition: • Romeo and Juliet are star-crossed lovers who die. • Notice how this thesis does not answer the “So what?” question.

17. Writing the Thesis • Read your thesis aloud: • Is your thesis articulate, or is it awkward and unclear? • Does it make sense? • Remember, you must prove everything presented in your thesis.

18. Writing the Thesis • Is your thesis in active voice? • Avoid “to be” verbs. • DO use strong verbs and adjectives. • DO use a formal tone. • Do NOT be cute or trite. • (For our purposes) The thesis must be the last sentence of the introductory paragraph.

19. Writing the Thesis • Does the thesis make a connection with the text? • Always ask yourself: • “What am I trying to prove?” • “How can I prove it?” • “What am I trying to say?” • “So?” “What’s my point?” • “Did I say something significant, or do I just repeat the plot?”

20. Step 3: Outline • Introduction/thesis • I. Idea a. textual detail b. textual detail • II. Idea a. textual detail b. textual detail • III. Idea a. textual detail b. textual detail • IV. Idea, etc. . . • Conclusion

21. Step 4 :Writing the Paper • (Transition) Topic sentence • Context • Textual detail • Commentary • Transition / context • Textual detail • Commentary

22. Writing the Paper (Topic Sentences) • A topic sentence should control your paragraph like your thesis controls your paper. • Each topic sentence should focus on one dominant idea to support your thesis. • Topic sentences must contain a general element of plot and an element of analysis that aligns with the thesis. • Do not use quotes in your topic sentences.

23. Writing the Paper • How will I know if my thesis isn’t working? • You can’t find quotes to support your thesis. • You can’t offer insightful interpretation of the quotes. • When you ask yourself, “What am I trying to say?” you don’t have the answer.

24. Writing the Paper • Remember: • When you are writing, notice WHAT you are writing about. • No tangents. • No irrelevant information. • Match the thesis to your writing. Revise writing and thesis as needed.

25. Writing the Paper • Every paragraph is designed to offer insight, and to develop and prove the thesis. • Every paragraph must build on the previous paragraph. • Your writing must flow logically from one idea to the next, one paragraph to the next.

26. Writing the Paper • REMEMBER: the thesis should determine how you organize your ideas and present your argument. • If your thesis is vague and unfocused, your writing will be vague and unfocused. • If you don’t know what you are saying, your writing will be confusing and unorganized.

27. Writing the Paper • Continually ask yourself these questions: • What am I trying to say? • Helpful when developing the thesis and topic sentences, and also when writing commentary. • How do I know? • Let your thesis/ topic sentence guide your selection of textual detail. Use direct quotes, summary, paraphrase from the text. • Concrete details; choose quotes that prove your ideas. • So? What does this concrete detail mean? What does this quote reveal and why is it significant? • Commentary/interpretation is where you convince the reader how or in what way the textual detail proves your thesis.

28. Writing the Paper • Remember, the body paragraphs will logically and decisively prove your thesis. • Your thesis, even your tentative thesis, is as specific and focused as you can make it. • You must PROVE what you are saying in your thesis. • You must SHOW that you understand the text and the theme(s).

29. Writing the Paper • Writing is a process in which you are constantly fitting the writing to the thesis, and the thesis to the writing. • Work on the writing, and print a copy. • Leave the paper alone for a period of time (half an hour, overnight). Let your writing “simmer.”

30. Writing the Paper Come back to your paper and read it aloud. • Read what exists on the paper, not what you meant to say. • As you read your paper, note what works and what doesn’t work. • What makes sense? • What is supported by the text? • Are there better examples? • Do you offer adequate proof? (textual detail)

31. Writing the Paper • How strong is the commentary? • Are you offering interpretation, or are you just restating the plot? • Consider the opposition. What statements do you make that could be challenged? Are there other passages in the text that contradict with you say? • Be faithful to the text. • Revise. Go back to the text for ideas.

32. Writing the Paper • Repeat the process many times. • Add depth to your paper by making your commentary more insightful and penetrating. • Sometimes it helps to discuss the quote aloud. • Listen for key words or phrases on which you can build your analysis. • Keep asking, “Why is this quote important?” • “What does that quote mean?”

33. Writing the Paper • When you feel the writing is as good as you can make it, then focus on editing. • You need to revise, rewrite, reorganize, add and take out sentences, find better/stronger quotes. Add stronger commentary. • Write for as long as you feel you are making progress, then stop for a time. • Let the paper “simmer.” • Come back and read the paper aloud. Be the reader, not the writer. • Make necessary changes: clarify, reorganize, add depth. • Do not write one rough draft and then edit, thinking you are done. You are not accomplished writers.

34. Introductions and Conclusions • The introductory paragraph must function as a “bookend” to the concluding paragraph. • Do not labor over the introduction. Get into the body of your paper as quickly as possible. After you have shaped your paper, then you are better prepared to write a focused introduction. • However, before you work on the introduction, write a strong conclusion.

35. Introductions and Conclusions • Writing a conclusion: • After writing all body paragraphs, read the thesis and the entire paper aloud. • What judgments logically flow from the body? • Write the conclusion based on what you have developed and proven. • You can offer summaries of key points that bolster your judgment, but do not merely summarize your paper. • Do not offer new information, only insights and judgments. • You do not have to repeat or rephrase the thesis. Let the topic sentence for the conclusion flow from the final body paragraph.

36. Introductions and Conclusions • Remember, the conclusion stands as the logical outcome of what you have proven in the body paragraphs. • You have the right to make bold statements because the body paragraphs support these judgments.

37. Introductions and Conclusions • Before writing or revising the introduction, review the thesis, body paragraphs, and conclusion as the reader, not the writer. • Notice where the paper is heading and what strong judgments have been made. • Begin your introduction knowing where the paper is heading.

38. Introductions and Conclusions • Write an introduction that captures the reader’s attention and leads to the thesis. • Introduction should establish certain expectations that will be delivered in the body paragraphs and in the conclusion. • No “cute” anecdotes, please! • Do not begin with such broad, general statements as “All people search for love” or “Every century celebrates heroes,” or the beloved “Since the beginning of time…” • ARGHHHHHHHHHHHHHH!

39. Finally, after letting the paper simmer, read the entire paper aloud again. • Revise and strengthen as needed. • Change vague language to powerful language. • Make sure that the paper is organized effectively; each body paragraph builds on the previous paragraph. • Find those mistakes you have overlooked (grammar, mechanics, “dumb” mistakes).

40. Remember the questions: • “What am I trying to say?” • “How do I know?” • “What does the quote mean? What about the quote? So?” • Relate all paragraphs to your thesis. PROVE your thesis. • “Am I addressing the prompt?” • “Am I proving my thesis?”

41. The final, final step is again to focus on grammar, mechanics, and MLA format. • Search one more time for “dumb” mistakes. • Also, check one more time to make sure you have fulfilled all the requirements of the assignment. If you do not fulfill the requirements, your paper will NOT pass. • ALWAYS save your work. ALWAYS print copies for Murphy!

42. To be continued… • What can I do to improve my writing? • What can I do to improve my writing? • Review class notes for ideas. • If possible, look at the questions at the end of the text • Read the intro, preface, and/or afterword • Review key sections of the text (what is the reader supposed to take away from the text?) • Why does this fact or element of the text matter? Think! • Ask yourself Qs about characters, themes, plot, setting • Do not settle for the obvious answers • Keep asking questions & searching for new insights • Review class notes for ideas. • If possible, look at the questions at the end of the text • Read the intro, preface, and/or afterword • Review key sections of the text (what is the reader supposed to take away from the text?) • Why does this fact or element of the text matter? Think! • Ask yourself Qs about characters, themes, plot, setting • Do not settle for the obvious answers • Keep asking questions & searching for new insights