1 Shasho

Teach Analytical Essay

Take your notes and use those to write your final draft. Here are some tips:

Introduction: Either start with a vivid description of the place, your experience, or a summary of what you are reflecting about. End with your thesis idea. Sometimes you may want to put a question first and then the answer

Example Thesis: Why was I feeling so peaceful while walking down this beach? I realized it was because the beach had always been a place of rest to me.

Body: Each of the questions you've answered can be a paragraph in the body of your essay. Take your notes and expand them. Add more details and examples from your experience and your life story.

Conclusion: Explain and expand on your thesis idea. Tell how this experience taught you something new or how it helped you to understand something. Another way to conclude is to suggest where you might like to go from this point in thinking about your thesis idea.

Example Conclusion: I sent my photo of "For Rhonda" to my friend along with a text letting her know how much I appreciate her help in letting me know that we can always find places to relax and renew in the midst of our busy lives. Now, I want to find a way to help Rhonda have a day off of her own, and I'm hoping someday we can take a trip to the beach together.

Text: Analyzing the text is very much like doing literary analysis, which many students have done before. Use all of your tools of literary analysis, including looking at the metaphors, rhythm of sentences, construction of arguments, tone, style, and use of language. Example:

The organization of "essay title" is effective/ineffective because ___________ . The essay's opening causes the reader to ___________ . The essay's style is ___________ and the tone is shown by ___________ . The language used is___________ . The essay's argument is constructed logically/illogically by ___________. The essay is organized by ___________ (give a very brief description of the structure of the essay, perhaps telling where the description of the problem is, where claims are made, and where support is located—in which paragraphs—and why this is effective or ineffective in proving the point).

Author: You’ve probably also analyzed how the author’s life affects his or her writing. You can do the same for this sort of analysis. For example, in my sample reading the response about Michael Crichton's "Let's Stop Scaring Ourselves" article, students noted that the fact that Crichton is the author of doomsday thrillers like Andromeda Strain and Jurassic Park makes his argument that we shouldn't pay much attention to current doomsday scenarios like global warming rather ironic. If you don't know anything about the author, you can always do a quick Google Search to find out. Sample format:

The author establishes his/her authority by ___________ . The author's bias is shown in ___________ . The author assumes an audience who ___________ . He/She establishes common ground with the audience by ___________ .

Reader: You can write this section by inferring who the intended reader is, as well as looking at the text from the viewpoint of other sorts of readers. For example,

Readers are interested in this issue because of the exigence of ___________. Constraints on the reader's reaction are ___________. I think the reader would react to this argument by ___________. I think that the author's ___________ is effective. ___________ is less effective because ___________ includes ___________. The support is adequate/inadequate and is relevant/irrelevant to the author’s claim.

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