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English & EAL

The Ultimate Guide to Year 9 English

November 2, 2021

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1. What’s the Difference Between Year 9 English and Year 7/8 (Junior years)? 2. What Are You Expected To Cover in Year 9? 3. Assessments and Exams 4. How To Prepare for the Assessments and Exams

Did you know that when you finish high school and you decide to apply for a part time job, you’re expected to recite every single essay you’ve ever written word for word? 

Alright, you got me, I’m kidding!

You may be wondering why is the subject English mandatory? What’s the point of it? When am I ever going to apply the skills I’ll learn in English in real life?

Yes, math, science and even humanities subjects may have more apparent skill transfer to careers like medicine, politics and engineering, but the soft skills that many employers are after these days (such as strong communication skills and confident presentation skills) will develop as you continue with your English studies. And yes, if you plan on being a business owner, these skills are all the more important!

Of course, post-high school won’t involve writing essays and responding to essay topics but they help you build your critical thinking, creativity and understanding intentions (why people do what they do).

These skills will be extremely valuable to you regardless of the path you choose to pursue in life.

Let’s get straight into the nitty gritty of things then...

1. What’s the Difference Between Year 9 English and Year 7/8?

Achievement standards in the Victorian Curriculum from Years 7-9 build upon each other, and the skills learnt during the junior years will be expanded on in Year 9.

In Year 7 , students will be introduced to different text structures (novels, opinion pieces, editorials, speeches, etc.) and focus primarily on the audience, purpose and context of using these text structures. 

You would have had the opportunity to: 

• Explain ideas and issues explored in your texts (e.g. happiness, relationships, conflict, etc.)
• Begin looking at the implied meaning of evidence in your texts (this means forming your own interpretation of what you think the author is trying to say through characterising certain characters the way they are, or through the use of certain symbols, quotes, etc.)

The writing standard predominantly draws from: 

• A mixture of your own personal knowledge and experiences 
• Researched sources, such as news articles, reviews, etc.
• Your own analysis of the assigned texts (usually linking your analysis to a prompt)

Building on the grammatical and foundational writing skills taught in primary school, Year 7 students will need to apply them when writing and editing their work.

Year 8 English develops the students' critical thinking a bit more. You would have been expected to: 

• Interpret assigned texts, ' questioning the reliability of sources of ideas and information ' (know that some texts you will come across may be biased and only expose one side of the argument)
• Make judgments about the effectiveness of language choices used by creators 
• Understand how specific and selective choices of language are used by creators for different effects and purposes (be able to explain your reasoning as to how the conventions of language features used by an author enhance their point of view)

Year 9 English takes the previous two years’ worth of skills even further. This year you will be expected to: 

• Analyse the ways in which different ' text structures can be manipulated for effect '
• Evaluate and integrate ideas from your assigned texts to create your own interpretations
• Realise the importance of planning before writing as well as the need for the drafting process in order to produce A+ level work (an introduction to writing will be provided)
• Be exposed to a wider range of forms of text compared to the junior years which are mainly novels and films 
• Extend your lists of vocabulary and techniques

2. What Are You Expected To Cover in Year 9?

One of the most important skills needed in English is being able to write an analytical essay. This entails presenting an argument about your prompt based on your assigned texts. To do this well, you will need to discuss characters, literary features, structure, themes and big ideas .

The point of the analytical essay is for you to demonstrate your ability to analyse the evidence you choose to incorporate into your essay while linking it back to the idea you’re exploring in the body paragraph. One way to approach this is to provide your own interpretation of evidence. 

This will be elaborated on with examples below.

Structure is also just as important as the content when writing an English essay. Most of the time, particularly in Year 9, your teacher will provide you with a specific structure to follow. This tends to include:

• An introduction (100 words)
• 3x body paragraphs (200 words each)
• A conclusion (50-100 words)

The amount of detail you include in each of your paragraphs will increase over the years. Once you reach Year 12, your essay will sit roughly around the 1000 words mark. For now, try to aim to write around 800 words. Just remember that quality always supersedes quantity . Ensure that the 800 words you write have relevance and are not just word vomit on a page.

The Introduction

Think of the introduction as a to-do list. You can always refer back to it to remind yourself of the points you need to cover and it will keep you on track so you don’t sway from the prompt in your essay. Your introduction sets the scene for the reader. All you have to do is introduce your overall stance (contention) and your three main points (arguments) you want to unpack in the essay. In some cases, teachers would also prefer for you to add in an introduction to the text(s) you’re studying and provide some background information or an overview of the text’s social or historical context. 

The Body Paragraph

The most important components of your essay are the body paragraphs. That is where the bulk of your marks will come from - your analysis! Different schools have different acronyms they may follow for their body paragraphs, but the most common one is TEEL. 

• ‍ T opic Sentence
• E xplanation

As you move up into Year 10, 11 and 12, many schools will extend the acronym to TEEEEEL , meaning that you will be expected to expand on the level and depth of your analysis.

Let’s break up TEEL a bit more…

‘T’ - Topic Sentence

Your topic sentence should support your stance (contention). Your contention should answer the prompt or topic, and your arguments (which form the basis for your topic sentences) should provide a reason for your stance . Because of this, your topic sentence should directly answer the prompt. 

Examples of topic sentences include:

• 'Orwell indicates that for goals to be achieved, teamwork and cooperation among everyone involved will be necessary.' - taken from a Text Response Essay based on George Orwell’s Animal Farm
• The author portrays kindness and understanding as key factors that contribute to successful relationships.

‘E’ - Evidence

Most of the time, the evidence you embed into your body paragraphs will be in the form of quotes from the text . High scoring responses will also analyse evidence such as camera angles (film) or narrative conventions (novels).

Embedding quotes doesn’t always come easy to every student. Preferably, the quote you embed into your analysis will be no more than 10 words and no less than 2 words. 

Rules to keep in mind when you incorporate a quote into your writing:

• Avoid using a quote to form the whole sentence. 
• Don’t begin a sentence with a quote
• Single word quotes should rarely be used. They should only appear in your analysis if you’re exploring a unique, big idea that is conveyed by that one word.
• Use square brackets ‘[  ]’ if you want to change up the quote

It would be helpful to embed the quote into context first as this will help when you’re explaining its relevance to the idea you’re exploring in the body paragraph. 

For Example:

Parallels can be drawn to the ways in which the pigs in the farm have the role of organisers 'naturally [fall] upon' them. Here, the pigs are portrayed as 'the cleverest of the animals', suggesting that they are the leaders who make the decisions on behalf of everyone…

- taken from a Text Response Essay based on George Orwell’s Animal Farm

‘E’ - Explanation

Listing all the quotes you can memorise from the text is not going to get you the marks. You need to analyse the quotes you embed and share your interpretation of the meaning they add to the idea you’re exploring. 

Similar to math, where you need to show all the steps to prove that you know how to get the right answer, in English, the ‘explanation’ section is your opportunity to do just that. You need to explain your thought process regarding how you have reached this conclusion or interpretation. 

Can you pinpoint the differences between the low-scoring response and the high-scoring response below?

Low-Scoring Example:

Big Brother’s lack of compassion is evident through its elimination of personal relationships between the Party members. A marriage is always refused 'if the couple concerned gave the impression of being physically attracted to one another'. This means that the institution of marriage has been manipulated to only serve Big Brother.

- taken from LSG’s How To Write A Killer Text Response study guide

High-Scoring Example:

The distortion of family relationships highlights the cruelty of Big Brother’s institution. Children are taught from an early age to be ‘spies’ for Big Brother. The children symbolise the eyes of Big Brother, as they are always watching members for 'any sign of betrayal to the Party'. Ironically, although Winston believes that 'another year, two years, and they (the children) will be watching (the mother) night and day for signs of unorthodox', it is shown soon after that the father, Parsons, is denounced for 'thoughtcrime'. *** Through this condemnation of their own father, the children also symbolise the destruction of family relationships in return for their loyalty to Big Brother. This unnerving vision of a complete disposal of relationships depicts how brutal a totalitarian society can be for its members in that the very fundamentals of human connection, such as love and family, are corrupted .***

- taken from LSG’s How To Write A Killer Text Response study guide*

***The ‘explanation’/analysis is located between the asterisks.

The linking sentence is the last sentence of your body paragraph and it should always ‘link’ back to the main idea you have explored (topic sentence) as well as the prompt. Avoid merely rewording your topic sentence, and a hint to do this well is to refer to the creator’s intent .

• 'Ultimately, the loss and alteration of meaning within marriage and sex demonstrates how brutal a dystopian society can be for individuals, and as Orwell forewarns, can be the destruction of humanity itself.' - taken from LSG’s How To Write A Killer Text Response study guide
• 'Orwell cautions his readers to be wary of societies such as the Big Brother regime by portraying the cruelty of the Party’s actions.' - taken from LSG’s How To Write A Killer Text Response study guide

Check out our video, ' What do year 9s learn in English? ' for a more in depth look at what's expected of you this year!

3. Year 9 Assessments and Exams

In Year 9, this is where you will gain exposure to an array of forms of texts, ranging from creative responses, speeches, analytical essays, film, poetry and persuasive pieces.

Throughout the year, you will study a range of different texts (the ones mentioned above) and the activities and assessment tasks you will receive will be based on these texts. 

Generally, by the end of Year 9, you will have completed: 

• A creative response,
• A persuasive essay (formatted as an opinion piece, editorial, or letter to the editor),
• An oral presentation about a particular issue,
• A film analysis , and/or 
• An analytical essay based on a play, novel or poems

Throughout the year, you may receive different types of classwork, depending on your teacher. These may include:

• Performances
• Group presentations
• Comprehension questions
• Practise essays/paragraphs
• And so much more!

4. How To Prepare for the Assessments and Exams in Year 9?

Practise, practise, practise! 

One of our most common sayings at LSG is 'study smarter, not harder'. This means knowing where your weaknesses lie and doing what you must to improve upon them. Don’t stick to your comfort zone too much - allow yourself to do the unfamiliar enough times to make it familiar. This will also help you build confidence within yourself when you see the progress you make.

Here are a couple of tips for you to help you prepare for any upcoming assessments and exams like an A+ student:

Reading more than your assigned texts can help you improve your spelling, vocabulary and expression when writing! The more you read, the more knowledge you will gain about fluency and structure. I would recommend reading widely. This means not confining your reading to just purely manga, but also newspaper articles, novels, non-fiction texts, etc.

If you want to become an expert on the text you’re studying and stand out from the rest of your classmates when you get to essay writing, read more about your text. This can include reading up on the background of the author who wrote the text, investigating the social, historical and cultural context of the text. Study guides, interviews, reviews and sample high scoring essays around the text are also very helpful resources!

Drafting and Essay Feedback 

Drafting and getting essay feedback is an important cycle to come back to for the remainder of your high school career.

Going back to what I have just said, practise is key to success in English. English is often deemed to be one of the most confusing subjects because many students claim it to be subjective and will often complain that they have no idea what they’re doing. Generally, this isn’t a good sign. We understand that it can be difficult to know whether you’re on the right track or not, but it’s important we don’t just sit there and wonder the whole time. We must also seek feedback from our teachers or tutors about ways we can improve our work. 

Upon receiving feedback from our teachers or tutors, we can’t just stop there. We must also incorporate this feedback into our re-draft or finalised copy of the work. Any questions or confusion must be addressed during this stage so you know exactly what to do next time.

At LSG, we have high-quality tutors who have received the marks you’re after and can walk you through your high school English journey. 

What will we offer you?

• Regular English advice and support (whether that is homework help, essay feedback or if you just want to go the extra mile and get ahead with your English studies)
• A specialised LSG Signature Program that can cater to your goals and help you develop the knowledge and get all the consistent writing practise you need
• Guidance as we work through the necessary writing skills and strategies that will get you the A+ you desire
• Access to exclusive LSG resources that will save you time creating your own notes (planning and writing templates, sample high-scoring essays and so much more!)

If you want more information on why you should pick us, check out our tutoring page . Otherwise, click here to express your interest today!

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Don't forget to also check out Our Ultimate Guide to Oral Presentations for everything you need to know for Oral Presentations.

Since September 2014, the current affairs has been raging with numerous controversial topics – perfect for your oral presentation! Here are some of the more interesting issues that would be a good starting point for your oral. Remember to offer an interesting and unique argument, even if it may mean adopting the unconventional or unpopular point of view on the issue!

• Should medicinal cannabis be legalised in Australia?
• Should US anti-vaccination campaigner Sherri Tenpenny be allowed to give talks in Australia?
• Should children be vaccinated?
• Should ‘pick-up artist’ Julien Blanc have been banned from visiting Australia?
• Is social media negatively impacting on student studies?
• Should women be allowed to breastfeed in public?
• Should we have more stringent surrogacy laws?
• Should music be free?
• Freezing women’s eggs
• Sexualisation of women in the media
• The media’s portrayal of ‘terrorism’
• Islamophobia
• Freedom of speech (Charlie Hebdo)
• Doctor co-payments
• Gender equality
• University deregulation
• Creativity in schools
• Should children be allowed to roam unsupervised by their parents?
• Should VCE English be compulsory?
• See  Oral Presentation Issues in 2014  for other ongoing issues

Bombshells and The Penelopiad are studied as part of VCE English's Comparative. For one of most popular posts on Comparative (also known as Reading and Comparing), check out our Ultimate Guide to VCE Comparative.

1. Introductions

Bombshells is a collection of six monologues written by Joanna Murray-Smith, each featuring one female character who is symbolic of a specific stage in life and role. Together, they are a telling account of the struggles of being a woman in a modern world, and the monologue format allows the author to emphasise how they are simultaneously unique and universally relatable.

The Penelopiad is Margaret Atwood’s retelling of Homer’s Odyssey from Odysseus’ wife Penelope’s point of view. The story is narrated first-person by Penelope who resides in the underworld, but is also peppered with spoken, sung or chanted testimonies from the twelve dead maids of the story who act as a Chorus, a traditional part of ancient Greek theatre. Although the story is old and much-retold, the voice is modern and the author’s messages concerning women and their position in the world and their relationship with men are universal, regardless of the historical period.

3. Characters

The Penelopiad

4. Sample paragraphs

Prompt: How do Bombshells and The Penelopiad emphasise the subtleties of the male-female relationship dynamic?

Introduction

While the narratives of both Bombshells and The Penelopiad are firmly focused on the female perspective of issues relevant to them, the texts also address the male perspective and role in such issues. Like the women, the men created by the authors have instrumental roles in the way the stories play out, which interestingly are sometimes disproportionate to their actual involvement in the plot.

Body paragraph

One of the main differences between the texts, other than the literary format, is the level of dialogue and active participation afforded to the male characters. In The Penelopiad , the male characters arguably largely direct Penelope’s life, from her father essentially selling her into marriage to Odysseus’ life-disrupting departure, return and ‘lies…tricks and… thieving’, not to mention her ‘quite spoiled’ son Telemachus’ will to usurp and disobey his mother. Penelope’s narration gives them large amounts of dialogue and paints them as three-dimensional people in her life, whereas the male characters in Bombshells have barely any dialogue – most of them have none – and yet manage to cause a similar level of turmoil in the female characters. The marriage of Theresa McTerry to her fiancé Ted, for example, sends her into long, capitalised rants heavily punctuated with exclamation marks and profanities; Murray-Smith does not even give Ted a full description. Even without forming the male characters into rich, detailed personas, she still manages to fully showcase the chaos visited upon Theresa by her ill-considered marriage. She draws greater attention to her inner panic and desperation than we see in Penelope, whose voice retains a sense of shocked detachment even when crying or suffering. As such, the differing approaches of the authors both showcase the fact that men can wreak significant havoc with women’s lives, and that we do not actually need to know much about the particulars of the men or their acts to comprehend the women’s suffering.

The approaches of Atwood and Murray-Smith towards the level of engagement of their male characters differ significantly, yet both show the full impact of their actions on the lives of their female counterparts. Even when the men are given only cursory mentions, their presence as an agent of change within the story is sufficient for them to dramatically alter the courses of the characters they consort with.

More full sample A+ essays available in our Ultimate VCE English Study Guide Bundle.

It’s very hard to look past the overt feminist overtones of both try – even though these are some of the most interesting parts of the texts and you definitely should discuss them, there is more to them than messages about women. Maybe expand your view to more general ideas about human beings, how we live our lives and the ways we react to situations of duress.

Also consider that these texts are in two different formats; how does the live performance of Bombshells change the way it is perceived? How do the different media of these texts support or emphasise the authors’ messages? What can a monologue do better than a book in terms of transmitting an idea and vice versa?

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Hey everyone!

I’m super excited to share with you my  first  ever online tutorial course for VCE English/EAL students on  How to achieve A+ for Language Analysis !!!

I created this course for a few reasons:

Language Analysis is often the  key weakness  for VCE English/EAL students,after my  intensive workshops , students always wish we had spent  even   more  time on Language Analysis,many of you have come to me seeking private tuition however since I am fully booked out, I wanted to still offer you a chance to gain access to my ‘breakthrough’ method of tutoring Language Analysis,I am absolutely confident in my  unique  and  straightforward  way of teaching Language Analysis which has lead to my students securing exceptional A graded SAC and exam scores!

Are you a student who:

struggles to identify language techniques?

finds it difficult to identify which tones are adopted in articles?

has no idea explaining  HOW  the author persuades?

finds it difficult to structure your language analysis essay?

becomes even more unsure when comparing 2 or 3 articles?

feels like your teacher at school never explained language analysis properly?

prefers learning when it’s enjoyable and easy to understand?

wants to stand out from other students across the cohort?

wants to know the secrets of 45+ English high achievers?

wants to know what examiners are looking for?

sees room for improvement whether you’re an average student or a pro?

wants to get a head start and maximise your potential in VCE?

This is what you will accomplish by the end of the course:

Be able to successfully identify language techniques in articles and images

Be able to successfully identify tones adopted in articles and images

Be able to analyse a single article or image

Be able to analyse 2 or more articles and/or images

Be able to apply your new skills coherently and clearly in essay writing

You will be able to accurately describe HOW an author uses language to persuade

You will be able to plan and write a language analysis essay structure (single article/image)

You will be able to plan and write a language analysis essay structure (2 or more articles/images)

You will understand common pitfalls and how to avoid these in language analysis

Be confident when approaching your SACs and exam

Know exactly what examiners are looking for and how to ‘WOW’ them

Know how to distinguish yourself from other students

Have unlimited help in course forum from myself and other VCE students

You will become a better VCE English language analysis student!

To find out more, you can check out the full details of the course   here !

See you in the course!

Whether you consider yourself a Frankenstein expert, or someone who is a bit taken back by the density of the novel and Shelley’s writing, do not fret! Below I will outline 3 tips which, will hopefully give you a clearer perspective on how to approach writing on Frankenstein! Let’s get started!

1. ALWAYS TRY TO TALK ABOUT SHELLEY’S CONCERNS

Since the book was set during the Age of Enlightenment and the Romantic era, Shelley essentially used Frankenstein as a vessel to criticise and warn readers against many of the values upheld during her era. It’s therefore crucial that you address this!

The late 18th century and the first decades of the 19th century were exciting times for science and exploration. Shelley’s two main protagonists, Walton and Frankenstein, both passionately sough to discover what had previously been hidden. Walton wanted to be the first to find a passage through the Arctic Circle; Frankenstein wanted to be the first to create manmade life, to uncover the mysteries of Nature.  Both men claimed to be desirous of benefitting humankind but both wanted glory more. This obsession to win accolades for their discoveries will destroy Victor, and turn Walton for a while into a hard taskmaster over his crew.

Juxtaposed against these two characters is Henry Clerval. Clerval, too, has an inquiring mind but he also cares about humanity, family and friends. He represents the balanced human being who is sociable, compassionate, intelligent and loyal to his friends. Victor’s ability to reanimate the dead, to bring to life his gigantic Creature using the newly discovered electricity, makes him a genius but also a monster. In his inexperience he botches the work producing a hideous and terrifying creature with, ironically, initially all the virtues of the ideal man of he world. Repulsed by his amateurish handiwork, Victor abandons his creation, setting in place the vengeance that will unfold later.

Try to ground any response to Shelley’s text in the enormous enthusiasm for new discoveries and new geographic phenomena that attracted lavish praise for those who went where others feared to tread. It was this praise that drove Walton and Frankenstein to exceed reasonable expectations becoming reckless and careless of the consequences of their actions.

2. ALWAYS TRY TO DRAWS LINKS AND CONTRAST DIFFERENT CHARACTERS AND THEMES!

Walton, Frankenstein and the Creature are interconnected in so many ways – whether it be their isolation, ambition, desire for companionship, desire for vengeance or the Romantic values they share. I’ve also noted that it is also really easy to connect themes in Frankenstein as the tragic story-arc of the novel is built upon many different causes. What I mean by this is that there is a clearly define relationship between isolation, ambition and vengeance (and ultimately tragedy) in the sense that isolation is what led to the brewing of unchecked ambition which essentially causes the resultant tragedy.

Take Frankenstein for example: having left his loving family and friends, who provided him with love and companionship for Ingolstadt, there was no one to hold him back from his natural tendencies towards unchecked ambitions, leading him to creating the monster who out of spite towards society kills all of Frankenstein’s loved ones, leading them towards the desire for mutual destruction. Being able to see these links and draw them together will not only add depth to your writing but it also arms you with the ability to be able to deal with a wider array of prompts.

3. ALWAYS TRY TO LOOK FOR MORE NUANCED EXAMPLES AND DISCUSSIONS!

While Walton, Frankenstein and the Creature can be discussed incredibly thoroughly (and by all means go ahead and do it), but it is also very important to consider the novel as a whole and talk about, if not more thoroughly, on the minor characters. While characters such as the De Laceys, villagers and the rustic in the forest can be used to highlight the injustices brought upon the creature and people’s natural instincts of self preservation and prejudice, innocent characters such as Elizabeth and Justine can be used to emphasise the injustice of society and the consequences of unchecked ambition and isolation.

Henry Clerval (like previously mentioned) can be contrasted against Walton and his best friend Frankenstein to show that as long as we have a balanced lifestyle and companionship, ambition will not lead us to ruin. Characters such as the Turkish merchant can also have parallels drawn with Frankenstein in telling how our selfish desire and actions, born out of inconsideration for their consequences, can backfire with great intensity. Lastly the character of Safie (someone I used a lot in my discussions) can be compared and contrasted with the Creature to show the different treatment they receive despite both being “outsiders” to the De Laceys due to their starkly different appearances.

Mentioning these characters and utilising these contrasts can be monumental in showing your understanding of the novel and by extension, your English analytical ability.

[Video Transcription]

‍ Hey guys, I'm Lisa, welcome back to Lisa's Study Guides. Today, we're going to be talking about Frankenstein and breaking down an essay topic for it. So in the past, I've done plenty of videos looking at different types of essay topics and breaking them down by looking at keywords and then going into the body paragraphs and looking at those ideas. This time round, the takeaway message that I want you to leave with is understanding what types of evidence you should be using inside your body paragraphs. Specifically, I wanted to talk about literary devices or metalanguage. Mary Shelley, the author of Frankenstein uses so many literary devices that it's impossible to ignore. If you are somebody who is studying this text or other texts that you use and are heavily embedded with literary techniques, then it's really important that you don't just use dialogue as part of your quotes, but actually reading between the lines. I'll teach you on how it's not just about finding dialogue, which you include as quotes inside your body paragraphs, but reading between the lines, so looking at literary devices like metaphors, symbols, imagery, so let's get started. Mary Shelley's Frankenstein constitutes escaping critique of the prioritization of scientific advancement over human welfare and relationship. Dr. Frankenstein is fascinated with science and discovery, he is consumed with the idea of a new and more noble race by stitching up dead body parts from a cemetery. He feverishly works away at his experiment until one day the creature is born. Frankenstein is horrified at the living thing he has made and completely rejects the creature, leaving it without a parental figure. The creature is left alone to look after himself. He educates himself and on repeated occasions tries to approach people in society, however, is rejected every time because of his monstrous appearance. As a result, the creature becomes enraged at humanity and Frankenstein's unfair treatment towards him and consequently exacts revenge on Frankenstein and his family. The essay topic we'll be looking at today is, Our sympathies in this novel ultimately lie with the creature. Discuss. So in previous videos, we've looked at keywords, how to identify them and how to define them. Since it's pretty straightforward for this essay topic, I thought I would skip that part and then go into the more nitty gritty with the body paragraphs. But, if you are unfamiliar with these steps, then I'll link them in the card above and also in the description below so you can have a look at how I went ahead and did the keyword section in my planning, now back to the prompt. Unequivocally within Frankenstein, Shelley portrays sympathy as spread throughout the text through depicting the creature as innately human through his desire for relationship and the challenges he faces at the hands of the prejudice enlightenment society he's born into, Shelley elicits sympathy for his situation. However, through the notable absence of the female gender throughout the text, Shelley portrays those silent within society as most deserving of sympathy. So, with this in mind, here are the potential paragraphs in response to this prompt. Paragraph one, Shelley's depiction of the creature as innately human motivates support for his challenges at the hands of a prejudice society. The action of the creature to open his dull yellow eye, symbolic of his nature as a human being alongside a green wrinkled on his cheeks, with one hand stretched out, indicates his simple desire for paternal connection. Through constructing the creature's actions as innately human Shelley acts proleptically of the inequitable experiences the creature will experience throughout the structural architecture of the text. And through doing so, depicts his character as worthy of support. Similarly, through the metaphor of fire, Shelley explores the duality of progress and innovation of which the creature desires. The fire, one that gives light as well as heat, yet also causes a cry of pain, indicates the hardships of the creature in his isolation, whereby, his forced to withdraw from his desire for education. Upon viewing himself in a pool, the creature becomes "fully convinced that I was in reality [a] monster" with the consequent sensations of despondency and mortification granting the reader the opportunity to sympathize with the creature in order to indicate the intensely negative social prejudices that are inflicted upon the creature. So you can see that we've looked at symbols of the creature's nature and the metaphor of fire to support our topic sentence. Using literary techniques is what's going to make the difference between you and another student who might be saying the same thing. Why? Because when you look at literary devices, it means that you're reading just beyond the lines, just beyond what's in front of you. You're now introducing your own interpretation, so you're looking at fire and thinking about what that means in connection to the text, and why Mary Shelley would use the term of a fire and revolve her discussion around that. So let's see how we keep doing this in the next body paragraph. Paragraph two, Shelley indicates the significance of relationships as a key element of human nature that the creature is denied, motivating affinity from readers. In replacement of human relationships, the creature rather seeks comfort within the natural world. The metaphorical huge cloak that the creature takes refuge within indicates this, illustrative of an ecosystem, the forest allows the creator to surround himself with life. The subsequent attempts to "imitate the pleasant songs of the birds" reveals the desperate urge of the creature for companionship as he is abandoned by the paternal relationship represented by Victor Frankenstein, which forms a core of human relationships. Again, here we've discussed the metaphorical huge cloak and its connection with the forest, I strongly encourage you to have the goal of discussing at least one literary device per body paragraph. And no, there is no such thing as talking about too many literary devices because it's really just about whether or not your argument is concise and whether or not you're backing that up with evidence. Paragraph three. However, it is Shelley's depiction of the submissive female sex within Frankenstein that becomes most deserving of sympathy. Each female character is characterized as passive, disposable, and they're serving a utilitarian function, namely as a channel of action for the male characters within the text. Notably, the complete lack of absence of Margaret Saville, functioning only as an audience for Walton's letters exemplifies this. Margaret's role within the text is simply to enable Walton to relay the story of Frankenstein and as such were the most necessary character of the texts whilst the most distant. This ironic dichotomy enables Shelley to exemplify the difficult role of the female within society, arising sympathy from the readership. Here, even the purposeful emission of a character is discussed as a language technique. So, this type of literary device definitely tops the cake because you're literally looking at what's not even there. That's definitely reading between the lines. Frankenstein is a very complex novel, and sometimes that's what makes it a difficult text to study. But, it lends itself to many unique interpretations and it's heavily dressed with heaps of literary devices or metalanguage, however you want to call it. So, that's what makes it an absolutely fantastic text for high school students to study. If you wanted to find out more on how to nail a Frankenstein essay, then I'll link you to my blog just down below, because there are definitely more tips there to help you excel in this particular text. Thank you so much for watching, and especially even if you're not studying this text, I hope you've been able to take something away from this video. And I'm confident that you have because talking about literary devices is definitely a topic that isn't necessarily the fore front of discussion in classrooms, and it's something that a lot of people struggle with. So, I hope you are able to walk away with a new goal in sight in order to improve your English essays. So, I will see you guys next time, thank you so much for joining me, see you guys soon. Bye!

For an overview of the EAL study design plus tips and tricks for reading comprehension, time management and more, check out The Ultimate Guide to EAL .

The listening section of the curriculum was introduced by VCAA in 2017 and I highly recommend having a look at the examination reports from 2017 onwards as they provide valuable insight into what the examiners are looking for in high-scoring responses. In this blog, I will explain three key tips that helped me receive a perfect study score in EAL so that you can better prepare for EAL listening. 

Tip #1: Pay Attention to the Choice of Delivery 

Delivery of speech can be described from 5 aspects:

Pitch refers to the highness or lowness of a sound. High-pitch can be used to heighten the emotion; conversely, a low-pitched voice is often softer and quieter or used to make an important point.

Pace is the speed at which the speech is delivered. Pace can be described as ‘fast’ or ‘slow’.

• Presence of pauses, repetition, hesitation

These are often used in conjunction with pace and pitch of voice to illustrate the speaker’s feelings, attitude or views towards a certain issue.

• Emphasis/stress on certain words

The emphasis a speaker places on specific words or phrases serves to draw the listener’s attention to the most important information.

• Tone of voice

When I first started learning how to nail the listening component, I made an extensive list of descriptive words for tone of voice that can be incorporated into my answers when it comes to SACs and the exam:

It is, of course, awesome and somewhat satisfying to have a glorious list of A+ words under our belt, but they are of no use if we are not comfortable using them. By this, I mean we need to make sure we know the meaning of these fancy words and how to incorporate them into sentences. 

Although the full list is very useful, I found myself frequently tending to use a certain few as highlighted below. This helped me to memorise the words I found most versatile, rather than trying to memorise ones I was unlikely to use. You can select the words that work best for you individually - no right or wrong here!

Tip #2: How To Tackle the 3 Marks Question!

Usually, towards the end of a listening task, you will get a 3 marks question that asks for ‘choice of language and delivery’.

Note: For background information on this ‘Gidon’ question, see this blog . And, if you’re not sure why we have highlighted and underlined certain words, see here .

So how do we formulate a cohesive response for this question and ensure we can get 3/3? The train of thought for answering this question is similar to that of analysing how language is tailored to persuade the readers.

The following is an example of what your final answer might look like: 

Describe Gidon’s response to the change made to hospital fees. Support your answer with his word choice and delivery. 3 marks

Gidon is very happy and proud of the change in hospital fees. Gidon uses a cheerful and hopeful tone (1st mark) to deliver the message that the change brings him ‘a really good feeling’ and he feels ‘unbelievably proud’ that ‘small people can make great change’ (2nd mark). In addition, Gidon states this in a high pitch and at a fast pace, demonstrating that he is pleased and satisfied with the reduction in hospital parking fees (3rd mark).

For background information on this ‘Gidon’ question and its answer, see EAL Listening Practice .

Here is another sample answer question and answer (see this blog for background information):

What is Beverley Wang’s opinion on some apps showing many ‘likes’? Support your answer with an example of word choice and language. (3 marks)

Beverley Wang expresses her opinion that some apps can foster addictive behaviours and can be scary by using a frustrated and alarmed tone (1st mark). Additionally, by repeating the term ‘consuming’ four times in a row (2nd mark), delivered at a fast pace, Wang affirms the unethical and addictive nature of the apps (3rd mark).

Tip #3: Build Your Vocabulary to Describe the Interaction Between Speakers 

In EAL listening, you are often expected to describe the interaction between two or more speakers. This allows you to comment on how multiple speakers express their ideas. There will typically be a question that asks you to describe the interaction between the speakers, such as, ‘Suggest 2 words to describe the interaction between A and B’. The answer you need to provide will typically be a two-word answer. Here is a list of words that I frequently used to answer questions like this: 

Words to describe positive interactions include:

• Friendly, respectful
• Professional, formal, polite
• Relaxed, warm
• Amicable, sanguine

Words to describe negative interactions include:

• Embarrassed
• Teasing, childish
• Tense, unpleasant, disappointed
• Confrontational

Hint: You have probably noticed that a lot of the words used to describe the tone for language analysis overlap with the ones you employ to describe the interaction between speakers. This is a bonus since once you have learned these adjectives, you can use them for both sections of the exam. 

I hope you found these tips useful! For further tips and tricks on tackling the EAL Listening Exam, check out How To ACE the EAL Listening Exam .

Can you believe it’s already 2021? To kick off the year in VCE English, you’ll probably be working on your Oral Presentation sometime soon. The past year has flown by, but so much has happened in that year - there are plenty of juicy and controversial topics to get stuck into for your SAC.

Each heading below represents a broad topic and each subheading under it takes you into more specific debates. A more precise topic can make your speech more engaging and current, so feel free to pick a broad issue that resonates with you but don’t forget to zoom in on more specific questions too.

If you haven’t already, check out our Ultimate Guide to Oral Presentations for some general tips and tricks to get you started!

1. Working From Home

ICYMI, there’s been this global pandemic going around for about a year now. It’ll probably come up in a few speeches this year, but let’s work through some more specific ways of using it in yours.

First up is working from home. In 2020, a lot of people spent a lot of time working from home - but this hasn’t been possible for everyone, meaning that it could be worsening certain forms of inequality. ‘Essential workers’ like supermarket clerks and delivery drivers have not been able to work from home, which might put them at a disadvantage when it comes to the flexibility or even the conditions of their work. Conversely, a ‘ tax on remote workers ’ has been proposed which would see people pay a 5% tax if they chose to work from home instead.

Is working from home all that it’s chalked up to be? Is it a positive sign of flexibility, or a widening gap between the manual working class and white-collar professionals? What can we learn about working from home now that we can apply to the future? Is it the environmentally responsible thing to do?

The hidden impact of the coronavirus pandemic is rising urban inequality – 26/11/2020 ‍ Rebound in carbon emissions expected in 2021 after fall caused by Covid – 11/12/2020

Possible Contentions: 

• All workplaces, especially those with essential manual or physical labour, should provide paid health and safety training to staff who are for example more at risk of disease
• A working from home tax is a bad idea - it encourages people to commute and pollute. We should look to ways of promoting flexibility and sustainability instead
• Casual workers in manual professions should be given paid sick leave and other entitlements to make their jobs as flexible as remote office workers

2. Education

You might’ve spent 2020 learning from home too. Everything happened pretty quickly right at the start of the year, but as the months wore on it became clearer that some students were adjusting better than others. In particular, ‘ digital exclusion ’ became a big problem for many students around the country. Inequality is once again a big theme: access to the internet and other technology is vastly uneven, and students who were already dealing with things like mental ill-health were set further back by remote learning. Even though the Victorian government applied special considerations to all Year 12 students in 2020, this is far from a long-term fix.

What can be done about the education system to make it fairer, or even just to make it work better for you? Is it an issue with technology, or are there underlying problems around, say, mental health and wellbeing? Maybe it’s time to axe the ATAR system - would a new scoring system solve these problems?

Coronavirus kept Victorian students out of class. This is what we know about long-term effects of school closures – 21/09/2020 ‍ Government must address barriers to education in rural and remote areas, inquiry finds – 12/11/2020 ‍ The ATAR Benefits No-One: Reflections of a ‘High-Achiever’ – 02/11/2020 (yes this is a shameless plug for my own piece)

Possible Contentions : 

• The government should supply public schools with tech for every student, including iPads and broadband devices
• The government should implement a needs-based approach to technology in schools
• Schools need engagement staff as well as teaching staff: COVID-19 has shown just how easy it is for students to disconnect
• Replace the ATAR with something that measures skills and interests, rather than just results

The Climate Crisis

1. the paris agreement.

The Paris Agreement is an international agreement that was signed a little over five years ago. It binds every country to a commitment of carbon neutrality by 2050 - this means that everyone will be taking as much CO2 out of the atmosphere as we emit. Part of the Agreement is that countries have to commit to new, increasingly ambitious plans every five years, and this deadline has just passed.

How did we do, you might ask. While the mid-century goal still stands, the five-year increment isn’t looking fantastic - most countries , including Australia , haven’t strengthened their climate targets. The Prime Minister was even snubbed out of a speaking slot at a UN climate summit, some suggest because of his inaction on climate. None of this has really snatched headlines though.

Is this something that you’ve been following? If not, is it a problem that this news isn’t really getting out there? What can Australia do better with regard to the climate crisis?

The Paris agreement five years on: is it strong enough to avert climate catastrophe? – 08/12/2020 ‍ The Paris Agreement 5 years on: big coal exporters like Australia face a reckoning – 14/12/2020 ‍ Australia records fourth hottest year as it risks being isolated globally on climate change – 05/01/2021

• Australia needs to be proactive on the Paris Agreement, rather than doing the bare minimum
• Australia needs to transition away from coal
• Our country’s lack of climate action is a great source of shame, particularly for young Australians who want a better future
• The Australian media should take the climate crisis more seriously

2. Environmental Racism

One aspect of the climate crisis we’re starting to talk about more now is environmental racism. The term started in the US , where it was used to describe the disproportionate impacts of environmental problems like pollution on working class people of colour. That doesn’t mean it doesn’t apply in Australia though - earlier in 2020 , a sacred Aboriginal site was blasted by Rio Tinto in order to expand a mine. Now, taxpayer money is being set aside for fracking in the Northern Territory. This will have an adverse impact on not only the climate, but also the local water quality on which First Nations communities depend.

What can be done about environmental racism? Is it about making changes in government, or about activism from outside the halls of power? If environmental racism is the problem, is there a solution that can tackle both problems at once? Is it even accurate to refer to them as two separate problems?

The young Indigenous woman fighting fracking in remote NT – 11/11/2020 ‍ $50 Million Hand-Out to Northern Territory Frackers – 17/12/2020 ‍ Fighting not just to survive, but to flourish – 21/12/2020 ‍ Making sense of Australia’s climate exceptionalism – 01/01/2021

• Indigenous land rights is not just a social movement: it could help us avoid environmental disaster as well
• Politicians are too reliant on fossil fuel companies: we need more grassroots activism around climate justice
• Fracking is dangerous, its impacts disproportionately affect BIPOC communities and as such it should be banned

3. A Carbon Price?

This topic was kind of on our 2020 topic list , but the debate around climate action has changed a little bit since. A carbon price would make the atmosphere a commodity basically - corporations would have to pay in order to pollute.

But maybe that’s still giving them too much power? If you can just pay your way out of environmental responsibility, who’s to stop you from polluting? Maybe there isn’t a capitalistic or free-market solution to carbon emissions - maybe we need to rethink our entire relationship with land and country. What can and should Australia learn from its First People in this regard?

Australia’s plants and animals have long been used without Indigenous consent. Now Queensland has taken a stand – 16/09/2020 ‍ ‘As an Australian it will affect you. It’s your land as well’: Indigenous tourism’s new online travel agency – 03/12/2020 ‍ What is cultural burning? – 31/12/2020 ‍ The barriers to a carbon fee and dividend policy – 07/01/2021

• A carbon price is still necessary, but it’s a stepping stone in a larger conversation
• Putting a price on excessive pollution isn’t the same as creating laws to prevent it: as such, it is no longer enough

1. First Nations Justice

You might recall the huge impact that George Floyd’s death had on conversations about race around the world. Though this erupted in a wave of furore last June, the conversation has been shifting ever since. In Australia, we’ve been grappling in particular with First Nations justice. While the Prime Minister ’s made attempts to unify the country through certain words and gestures, First Nations leaders such as Lidia Thorpe , the first Indigenous senator from Victoria, have been calling for something more substantive. In the meantime, police brutality against First Nations people continues.

Where to from here? What does the future of First Nations justice look like in Australia, and what is the role of leaders like Ms Thorpe? Where do non-Aboriginal folks fit into this? What could we do better?

Lidia Thorpe: Victoria's first Aboriginal senator urges end to deaths in custody and mass incarceration – 09/09/2020 ‍ ‘We have the fight in us’: Lidia Thorpe’s incredible journey to historic place in the Victorian Senate – 23/09/2020 ‍ 'Unfinished business': Senator Lidia Thorpe on fighting for Treaty for Indigenous Australians – 10/12/2020 ‍ Can we breathe? – 31/12/2020

• Reconciliation is an outdated term; it implies two parties are coming together as equals, when history would tell us otherwise
• Lidia Thorpe’s election is the first step in a longer journey towards representation, truth-telling and self-determination
• Even after the #BlackLivesMatter movement in 2020, we still a long way to go with anti-racism
• Australia is far from a multicultural utopia: we need to learn to treat politicians like Lidia Thorpe with more respect

2. Refugees

In 2019, the ‘medevac’ bill allowed refugees to be brought to mainland Australia for medical care. That bill has since been repealed, but it did allow some refugees to leave their detention centres and receive medical treatment. 60 of them have now been detained in various Melbourne hotels for over a year now. In December, they were moved to a former COVID-19 quarantine hotel, where they will continue to be isolated and detained.

What injustices (plural) are going on here? Did medevac force us to confront our out-of-sight-out-of-mind asylum seeker policy? And if this isn’t the impetus we need to shut offshore detention once and for all, what exactly will it take?

The Mantra 60 should be freed from torture. Here’s why the Coalition won’t do it – 15/12/2020 ‍ Former mayor among protesters arrested as police escort refugees and asylum seekers to new Melbourne hotel – 17/12/2020 ‍ Refugees and asylum seekers moved from Mantra hotel in Melbourne – 17/12/2020 ‍ ‘We are human, we are not animals’: Mantra refugees transferred to another hotel – 17/12/2020

• Bring back medevac: it was a bare minimum policy to begin with, and it’s unconscionable that it would be repealed, thereby denying sick people healthcare
• Australia’s refugee policy is as lazy as it is harmful: something needs to change
• The hotel industry is profiting off detention and we should consider boycotting chains like Mantra

3. COVID-Related Racism

This could’ve gone in the first section, but it poses important questions about ongoing and future race relations in Australia. During 2020, Asian Australians and particularly those with Chinese heritage experienced a sharp increase in racially-provoked harassment. Towards the end of the year, Chinese Australians were asked in a Senate committee hearing to condemn the Chinese Communist Party, which many have described as race-baiting. Many Australians with Chinese heritage have no relation to the Chinese government, so it’s jarring that they’d be called upon to give an opinion like this.

How does race still impact civic life in Australia? If you’re Australian, should you be expected to have opinions about or deny loyalties to foreign governments? Does it matter what race you are, and if so, how is that problematic?

Chinese Australians say questions from Senator Eric Abetz about their loyalties are not asked of other communities – 15/10/2020 ‍ Eric Abetz refuses to apologise for demanding Chinese-Australians denounce Communist party – 16/10/2020 ‍ More than eight in 10 Asian Australians report discrimination during coronavirus pandemic – 02/11/2020 ‍ Too many men in pin-striped suits – 10/12/2020 (this is an interesting one that also touches on gender and class in civic life)

• Politicians are increasingly out of touch with Australia’s diverse communities because they are just so overwhelmingly undiverse
• Again, Australia is not a multicultural utopia. When times get tough, the racism really jumps out
• Australians are yet to confront the reality that there are Chinese Australians (which sounds like a joke, but based on these articles isn’t really a joke) - their behaviour continues to ‘other’ people who actually really are Australian, telling them they somehow don’t belong
• More people of colour should run for public office; this starts with civic empowerment in schools

1. Representation

As it turns out, journalism isn’t a very diverse profession. When issues about disability come up, for example, they’re often covered by abled journalists in a “pity party” or “inspiration porn” manner. When issues about race come up, it’s also often white people who cover them, usually with racist undertones as well. We started seeing a bit of this in 2020: the stories that kept coming up about people breaking COVID restrictions were often targeting minorities - their names and faces would be splashed across newspaper front pages, while their white counterparts were afforded privacy and forgiven for making a mistake.

How fair is the media landscape towards people from minority backgrounds? What different forms might racism and ableism take in the media, and how can we overcome them? Is it as simple as allowing disabled people to tell their own stories, for example?

Muslims, Chinese Australians and Indigenous people most targeted in racist media coverage – 11/11/2020 ‍ ‘Double standard’: Experts weigh in on publicly shaming only certain COVID rule-breakers – 22/12/2020

• The media landscape isn’t fair towards minorities: stereotypes can be subtle but persistent
• Journalism schools should create more scholarships for diverse applicants
• Australian media should adopt a code of ethics around representation of minorities

This may or may not come as a surprise to you, but young people are also one of the groups that are likely to be underrepresented in the media. A report from the Foundation for Young Australians found that there were not only less stories about young people in the media in 2020, but barely half of them actually quoted a young person.

Again, we return to questions around representation - does the media have an ethical obligation to let young people tell their own stories? How much do you, as a young person, trust the media to accurately depict you? What can be done about this?

Young People Have Been Pretty Much Ignored By The Media During COVID – 28/10/2020 ‍ Research Report: mainstream media either ignores young Australians or castigates them – 21/12/2020

• Young people can no longer trust the media, and this is detrimental to civic society
• There needs to be a national youth broadcaster, kind of like the ABC, run by young people for young people

Remember Kevin Rudd? The former Prime Minister has been making waves recently for starting a parliamentary petition for a royal commission into media diversity. The petition was signed by a record 501,876 people, and it looks like the commission - a bit like a government inquiry - will go ahead. The ‘media diversity’ in question isn’t about race or disability though - it’s more about media ownership. In Australia, Rupert Murdoch owns almost two-thirds of metropolitan media circulation. He’s also a climate sceptic , which means a large chunk of his media output is also climate-sceptic.

What is the role of media in democracy, and can it still fulfill that role if one person gets to own so much of it? What are some ways Murdoch has used his influence, and what have been the consequences for the Australian people? What should the royal commission look to now achieve?

Petition calling for media royal commission and setting Australian record tabled in Parliament – 09/11/2020 ‍ Rudd and Turnbull will be called to give evidence at Senate inquiry into media diversity – 11/11/2020  

• Because the media holds government to account in the eyes of the people, one person owning this much of the media gives them too much power
• Australia’s climate inaction is a direct result of Murdoch’s media empire, and we need to break it apart to get honest debate and coverage

Pop Culture

In December 2020, the Australian singer Sia was caught in a bit of Twitter beef. She defended casting Maddie Ziegler, an abled actress, in a disabled role for her upcoming film. Disability justice activists argued that autistic people should be able to portray themselves, and that roles for autistic people should be written by them as well. Sia later admitted this was “ableism”, but didn’t back down on her decision.

What is the appropriate way for celebrities and creatives to approach representation? Without debating anyone’s actual identity, how can the film industry do better here?

Sia opens up about lashing out on Twitter to defend her new film – 19/12/2020 

• Abled people shouldn’t write roles for disabled people, nor should they play these roles; if a disabled person can’t play the role, then it isn’t appropriate in the first place
• Cancel culture isn’t a thing, given how comfortable Sia feels admitting to ableism and then committing to her decision anyway
• We shouldn’t cancel people, but we still need new ways to really hold them to account: otherwise, they can still get away with discrimination

The Grammy Awards have been oft-criticised for racial biases, including once again in this year ’s coming ceremony. Black artists like Beyonce are often relegated to subcategories like R&B and rap - of her 24 Grammy Awards, only one was awarded in a major category (Best Music Video in 2017 for ‘Formation’). Meanwhile, she was arguably snubbed for Album of the Year wins in both 2017 (Adele won) and 2015 (Beck won). Now though, the Grammys are hoping to #ChangeMusic and acknowledge the contributions of Black artists to the industry. 

What should this look like? Are award wins all it will take? Is a change for the future enough to fix wrongs of the past? Maybe awards aren’t even that important - is cultural impact what really matters?

#ChangeMusic Roadmap aims to redress racism in music industry – 17/12/2020 

• The cultural impact of Bla(c)k artists can’t be measured through awards
• Awards are a necessary first step to acknowledging Bla(c)k talent in the music industry
• Radios stations should make more of an effort to diversify their sets, particularly when local BIPOC talent in Australia is at an all-time high (think Thelma Plum, Sampa the Great etc.)

Be sure to check out our Ultimate Guide to Oral Presentations for more advice on how to write your speech, presentation tips and more. Or, if you really want to dive in further to make sure you absolutely nail your Oral, then you'll definitely want to check out our How To Write A Killer Oral Presentation ebook - it explores essay structure, the written explanation and even has sample A+ essays so that you can learn from past students who have succeeded in VCE!!

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How To Write an Analytical Essay

If you enjoy exploring topics deeply and thinking creatively, analytical essays could be perfect for you. They involve thorough analysis and clever writing techniques to gain fresh perspectives and deepen your understanding of the subject. In this article, our expert research paper writer will explain what an analytical essay is, how to structure it effectively and provide practical examples. This guide covers all the essentials for your writing success!

What Is an Analytical Essay

An analytical essay involves analyzing something, such as a book, movie, or idea. It relies on evidence from the text to logically support arguments, avoiding emotional appeals or personal stories. Unlike persuasive essays, which argue for a specific viewpoint, a good analytical essay explores all aspects of the topic, considering different perspectives, dissecting arguments, and evaluating evidence carefully. Ultimately, you'll need to present your own stance based on your analysis, synthesize findings, and decide whether you agree with the conclusions or have your own interpretation.

Wondering How to Impress Your Professor with Your Essay?

Let our writers craft you a winning essay, no matter the subject, field, type, or length!

How to Structure an Analytical Essay

Crafting an excellent paper starts with clear organization and structuring of arguments. An analytical essay structure follows a simple outline: introduction, body, and conclusion.

Introduction: Begin by grabbing the reader's attention and stating the topic clearly. Provide background information, state the purpose of the paper, and hint at the arguments you'll make. The opening sentence should be engaging, such as a surprising fact or a thought-provoking question. Then, present your thesis, summarizing your stance in the essay.

Body Paragraphs: Each paragraph starts with a clear topic sentence guiding the reader and presents evidence supporting the thesis. Focus on one issue per paragraph and briefly restate the main point at the end to transition smoothly to the next one. This ensures clarity and coherence in your argument.

Conclusion: Restate the thesis, summarize key points from the body paragraphs, and offer insights on the significance of the analysis. Provide your thoughts on the topic's importance and how your analysis contributes to it, leaving a lasting impression on the reader.

Meanwhile, you might also be interested in how to write a reflection paper , so check out the article for more information!

How to Write an Analytical Essay in 6 Simple Steps

Once you've got a handle on the structure, you can make writing easier by following some steps. Preparing ahead of time can make the process smoother and improve your essay's flow. Here are some helpful tips from our experts. And if you need it, you can always request our experts to write my essay for me , and we'll handle it promptly.

Step 1: Decide on Your Stance

Before diving into writing, it's crucial to establish your stance on the topic. Let's say you're going to write an analytical essay example about the benefits and drawbacks of remote work. Before you start writing, you need to decide what your opinion or viewpoint is on this topic.

• Do you think remote work offers flexibility and improved work-life balance for employees?
• Or maybe you believe it can lead to feelings of isolation and decreased productivity?

Once you've determined your stance on remote work, it's essential to consider the evidence and arguments supporting your position. Are there statistics or studies that back up your viewpoint? For example, if you believe remote work improves productivity, you might cite research showing increased output among remote workers. On the other hand, if you think it leads to isolation, you could reference surveys or testimonials highlighting the challenges of remote collaboration. Your opinion will shape how you write your essay, so take some time to think about what you believe about remote work before you start writing.

Step 2: Write Your Thesis Statement

Once you've figured out what you think about the topic, it's time to write your thesis statement. This statement is like the main idea or argument of your essay.

If you believe that remote work offers significant benefits, your thesis statement might be: 'Remote work presents an opportunity for increased flexibility and work-life balance, benefiting employees and employers alike in today's interconnected world.'

Alternatively, if you believe that remote work has notable drawbacks, your thesis statement might be: 'While remote work offers flexibility, it can also lead to feelings of isolation and challenges in collaboration, necessitating a balanced approach to its implementation.'

Your thesis statement guides the rest of your analytical essay, so make sure it clearly expresses your viewpoint on the benefits and drawbacks of remote work.

Step 3: Write Topic Sentences

After you have your thesis statement about the benefits and drawbacks of remote work, you need to come up with topic sentences for each paragraph while writing an analytical essay. These sentences introduce the main point of each paragraph and help to structure your essay.

Let's say your first paragraph is about the benefits of remote work. Your topic sentence might be: 'Remote work offers employees increased flexibility and autonomy, enabling them to better manage their work-life balance.'

For the next paragraph discussing the drawbacks of remote work, your topic sentence could be: 'However, remote work can also lead to feelings of isolation and difficulties in communication and collaboration with colleagues.'

And for the paragraph about potential solutions to the challenges of remote work, your topic sentence might be: 'To mitigate the drawbacks of remote work, companies can implement strategies such as regular check-ins, virtual team-building activities, and flexible work arrangements.'

Each topic sentence should relate back to your thesis statement about the benefits and drawbacks of remote work and provide a clear focus for the paragraph that follows.

Step 4: Create an Outline

Now that you have your thesis statement and topic sentences, it's time to create an analytical essay outline to ensure your essay flows logically. Here's an outline prepared by our analytical essay writer based on the example of discussing the benefits and drawbacks of remote work:

Step 5: Write Your First Draft

Now that you have your outline, it's time to start writing your first draft. Begin by expanding upon each point in your outline, making sure to connect your ideas smoothly and logically. Don't worry too much about perfection at this stage; the goal is to get your ideas down on paper. You can always revise and polish your draft later.

As you write, keep referring back to your thesis statement to ensure that your arguments align with your main argument. Additionally, make sure each paragraph flows naturally into the next, maintaining coherence throughout your essay.

Once you've completed your first draft, take a break and then come back to review and revise it. Look for areas where you can strengthen your arguments, clarify your points, and improve the overall structure and flow of your essay.

Remember, writing is a process, and it's okay to go through multiple drafts before you're satisfied with the final result. Take your time and be patient with yourself as you work towards creating a well-crafted essay on the benefits and drawbacks of remote work.

Step 6: Revise and Proofread

Once you've completed your first draft, it's essential to revise and proofread your essay to ensure clarity, coherence, and correctness. Here's how to approach this step:

• Check if your ideas make sense and if they support your main point.
• Make sure your writing style stays the same and your format follows the rules.
• Double-check your facts and make sure you've covered everything important.
• Cut out any extra words and make your sentences clear and short.
• Look for mistakes in spelling and grammar.
• Ask someone to read your essay and give you feedback.

What is the Purpose of an Analytical Essay?

Analytical essays aim to analyze texts or topics, presenting a clear argument. They deepen understanding by evaluating evidence and uncovering underlying meanings. These essays promote critical thinking, challenging readers to consider different viewpoints.

They're also great for improving critical thinking skills. By breaking down complex ideas and presenting them clearly, they encourage readers to think for themselves and reach their own conclusions.

This type of essay also adds to academic discussions by offering fresh insights. By analyzing existing research and literature, they bring new perspectives or shine a light on overlooked parts of a topic. This keeps academic conversations lively and encourages more exploration in the field.

Analytical Essay Examples

Check out our essay samples to see theory in action. Crafted by our dissertation services , they show how analytical thinking applies to real situations, helping you understand concepts better.

With our tips on how to write an analytical essay, you're ready to boost your writing skills and craft essays that captivate your audience. With practice, you'll become a pro at analytical writing, ready to tackle any topic with confidence. And, if you need help to buy essay online , just drop us a line saying ' do my homework for me ' and we'll jump right in!

Do Analytical Essays Tend to Intimidate You?

Give us your assignment to uncover a deeper understanding of your chosen analytical essay topic!

How to Write an Analytical Essay?

What is an analytical essay.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

How to Study for English in Years 9 and 10

Let’s face it, studying for English in Years 9 and 10 can seem like a nightmare – where do you even begin?

You study films, novels and poems but have to write essays and creatives or even present speeches.

But don’t fret! W e’ve created the ultimate guide to acing studying for English in Years 9 and 10.

There are four main components to acing English in Year 9 and 10, and we’ll be tackling them each individually: overall study, essays, creative tasks and speeches/presentations.  

So, what are you waiting for? Let’s dive right in!

How to Study for English in General  How to Study for Essays How to Study for Creatives How to Study for Speeches/Presentations

How to Study for English in General 

Almost every term, without fail, a new text is shoved into students hands, and more times than not, it is met with well… utter confusion.

What exactly are you supposed to do with this poem/novel/movie/short film etc.? Should you be making notes? Are you expected to view it? What do I need to take from the story?

These questions are more common than you may think and we’re here to answer them all, hopefully clearing up some of your confusion. 

Step 1: Research

So before you read/watch your text, the first thing you should do is research .

Do a brief Google search of the text itself, noting its overall plot, main themes, important scenes and character analysis.

Make very brief notes on these so that when you do read/watch the text, you are doing it with an analytical mind.

Basically, you’re on the lookout for what will be important for upcoming assessments, rather than just simply enjoying the text. 

Step 2: Read and annotate

The next step is to read and annotate.

This means that as you read/view your text, note down any important quotes, techniques or ideas that come to your mind. 

If you’re studying a novel , a good idea is to assign each theme of your novel to a colour. Then, place sticky notes of that colour on pages where the theme is prominent. This makes it easy to come back to later. 

If you’re studying a film , open up a word document and create separate subtitles for each theme. Then, as good quotes or techniques come up in the film, note them down under the relevant subtitle.

If you’re studying a poem , use multiple coloured highlighters to colour code the text according to the different themes it addresses. 

Although, your teacher will provide you with some important quotes and techniques in class, your own reading gives you a unique insight into the text.

That way, when it comes down to writing an essay/creative/speech, you have quotes, techniques and ideas that no one else in your cohort has! This makes you stand out, leading you to higher marks.

Tip: It’s best to complete this task in the holidays before the text is to be studied in class e.g. If you’re studying Romeo and Juliet in Term 2, read and annotate in the Easter holidays. This gives you time and allows you to spend the rest of the term developing your ideas further.

If time doesn’t allow this, you can always read and annotate throughout the term as well – though your reading probably won’t be as thorough as you now have to also balance your other subjects.

Step 3: Participate in class

The final step is to participate in class . Your teacher knows a lot .

Listen to what they say in class and take notes on their ideas and analysis.

These notes can be arranged according to the themes you laid out while reading and annotating. 

Also, don’t be afraid to ask questions! If one of the themes doesn’t make sense to you, ask about it! If you don’t understand the motivations of a certain character, ask about it!

You will never learn by nodding your head and pretending you get everything (trust me). 

Teachers are also often open to marking or reading over first drafts or ideas for assessment tasks (though each school will have their restrictions).

Don’t be afraid to approach your teacher if you want to discuss a creative concept with her/him before you launch into the long process of writing it.

This applies for all assessment tasks, though remember, teachers also have a limited amount of time on their hands so be respectful if they refuse. 

So that’s the general study that will help you in Year 9 and 10 English, but what about assessment tasks? 

Studying English in NSW? The curriculum is undergoing changes, click here to read about the key things you need to know about!

How to Study for Essays

We have a comprehensive guide on how to write an amazing essay in Year 9 and 10, available here . 

How to Study for Creatives

Step 1: Read!

Creatives are often what students struggle with most and unfortunately, this is due to one resounding problem: they don’t read .

Convoluted plots, awkward pacing, incorrect wording, unrealistic character development and bizarre endings are some of the biggest issues that occur in high school creative writing – all of which can be solved by reading . 

Throughout Year 9 and 10, it is a good idea to set yourself a yearly goal of novels or short stories to read (start at around 10) to develop your vocabulary and understanding of creative writing.

You often hear good writers say that when they write a good piece, it just feels right. This feeling is what we are trying to hone through reading so this creative style of writing becomes more natural to you. 

Step 2: Draw inspiration from the stimulus

When it comes to writing the creative itself, the first yet hardest part is thinking of an idea/plot.

Draw inspiration from the stimulus (if you are given one) and the world around you.

Think of what you know well, be it your culture (built from the communities you participate in e.g. Sri Lankan culture, gaming culture, foodie culture), your relationships, or your knowledge (e.g. historical) and draw out a story!

Step 3: Brainstorm

A good way to get the creative juices flowing is to brainstorm and just jot down everything that comes to mind.

That way, you have a clear map of what you can write about and it allows you to develop your ideas further as you add new branches.

Next, plan out your general plot, assigning word limitations to each major plot point. This ensures you keep within the overall word limit and also helps with pacing i.e. if the scene is intricate and requires the audience to focus, it will use more words than a scene that you want to convey as fast-paced and chaotic. 

Then, write, write, write! Write out your first draft, keeping in mind you are editing it later. The first draft is never the best but it gives you an opportunity to explore how exactly you want to word your story.

Once your first draft is complete, edit it. Go through and make note of where things sound awkward, where vocabulary can be better and any other problems you encounter. Then fix these problems.

A creative can go through multiple edits before it finally makes it to the teacher’s desk. Keep developing the story until you are happy (or until the assessment is due).

How to Study for Speeches or Presentations

There are two main types of speeches/presentations that occur in Year 9 and 10: analytical and creative.

Analytical speeches or presentations require you to present information about your text(s) using the analysis you have completed personally or in class.

Creative speeches or presentations give you almost free-reign to speak on the topic of your choice. The two have very different preparations. 

Analytical Speeches and Presentations

These are very similar to the multimodal presentations that you will be required to make in senior years.

This helpful multimodal guide we’ve written up  is super useful for developing speeches/presentations in this category!

Creative Speeches and Presentations

These are offered exclusively in junior years and often leave students stumped as to where to start.

Usually, you are given a stimulus, however, it is not really restricting, meaning you have free rein to talk on many topics. 

Step 1: Brainstorm 

Similar to writing creatives, a good first step is to brainstorm , jotting down any ideas you may have and allowing them to develop as you add more branches.

This enables you to settle on a topic.

Step 2: Make a plan

Once your topic is decided, you should establish whether you need to do any research (e.g. if you are talking about a scientific concept or historical event).

If your speech is more speculative or inspirational, research is optional.

Make a general plan of your speech so you can see exactly what you need to research and what points you want to make using it. 

Step 3: Research and edit

Research if necessary before writing your speech/presentation’s first draft. It’s not going to be amazing, but it’s a great foundation to start on!

Then, like with a creative, edit, edit, edit until you are happy with the speech. Go through as many drafts as you need!

Step 4: Make the presentation 

Then, if needed, make the presentation! Some great tools such as Canva and Prezi also add some great aesthetic value to make your visual aid stand out from the crowd!

They’re easy and free to use, so don’t be afraid to give them a whirl!

Step 5: Practice 

The final step is to practice . So many students neglect this crucial step (often due to poor time management) but it can often be your biggest downfall.

Confidence, eye contact and tone, are three keys to good public speaking and can’t be attained if a speech has been poorly practised.

Make sure you allocate time to practice the speech out loud. 

Tip: practice in front of family, friends or a mirror to get used to presenting to a live audience. Recording yourself and listening back is also a good idea as you can pick up on certain issues you wouldn’t notice while presenting!

And that wraps up our guide on how to study for English in Years 9 and 10!

Year 9 and 10 English is a long journey with many demands and what seems to be very little time to meet them. But with these quick tips and guide, it should be just a little bit easier. 

Starting Year 11 next year and feeling unsure about which English subject to take? We’re here to help with our HSC English levels guide !

Looking for some extra help with your HSC studies?

We pride ourselves on our inspirational hsc coaches and mentors.

We offer tutoring and mentoring for Years K-12 in a variety of subjects, with personalised lessons conducted one-on-one in your home or at one of our state of the art campuses in Hornsby or the Hills!

To find out more and get started with an inspirational tutor and mentor get in touch today! 

Give us a ring on 1300 267 888, email us at  [email protected]  or check us out on  TikTok !

Jacinda Yang graduated in 2018 and is currently studying a Bachelor of Laws/Bachelor of Advanced Studies (Media and Communications) at the University of Sydney. She has been an avid writer and reader for as long as she can remember, dipping into public speaking competitions, short stories, slam poetry and even the dark, unmentionable days of Wattpad fiction. These days you can find her bingeing Netflix comedy specials or guiltily still indulging in young adult novels.

• Topics: 📚 Study , ✏️ English

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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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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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How to write a good analytical essay

Published September 27, 2020. Updated June 7, 2022.

Analytical Essay Definition

An analytical essay is an essay that provides an analysis of a work or issue.

Overview of Analytical Essay Writing

An analytical essay is used to analyze just about anything. Mostly, students will be asked to analyze a piece of writing, a film, or a specific issue. Topics for analytical essays should be neither too broad nor too narrow and should have enough sources to support the analysis. An analytical essay should be structured with an outline that consists of an introduction, body, and conclusion. Enough time should be spent writing, rewriting, and revising thoroughly. Line editing, spell-checking, and proofreading should be done carefully, and the sentence flow should be checked to create the final analytical essay.

Worried about your writing? Submit your paper for a Chegg Writing essay check , or for an Expert Check proofreading . Both can help you find and fix potential writing issues.

What is an analytical essay?

So, first things first: what is an analytical essay? Analytical essays are just what they sound like — they are, simply put, an analysis. To analyze is to “study or determine the nature and relationship of the parts of something” (Merriam-Webster). An analytical essay can analyze just about anything, but most often, students are asked to analyze a piece of writing, a film, or a specific issue.

It’s important to note the difference between argumentative and analytical essays. Though they are similar, there is a distinction: argumentative papers aim to prove a point through a well-researched, persuasive argument, while analytical papers posit a question and explore possible answers.

Some analytical essays will set out to prove a point, which can make them easily confused with argumentative essays. Remember, the main goal of argumentative essays is to argue a point. The main objective of analytical essays is to analyze a work or idea. Often, a firm stance will be used as a vehicle to create a more structured analysis. But, it’s not the point of the essay.

How to prepare to write an analytical essay

Before you dive into brainstorming topics for your analytical essay, be sure to read and reread the rubric for the assignment. Depending on your field of study, the guidelines will vary. For instance, psychology, education, and the sciences tend to use APA format, while the humanities, languages, and the fine arts tend to use MLA or Chicago style.

Once you know which format to use, take heed of any specific expectations your instructor has for this assignment. For example:

• When is it due?
• What is the expected page count?
• Will your instructor expect to see an outline before the draft?
• Is there a set topic list, or can you choose your own?
• Is there someplace to look at sample analytical essays that got A’s?

If anything is unclear, don’t hesitate to ask your instructor.

How to brainstorm the perfect topic for your analytical essay

Some instructors will offer their students a set of essay topics to choose from. That makes it easy for you — just pick the topic that intrigues you the most! Since your instructor has approved all the topics, you shouldn’t have to worry about any of them being too “broad” or “narrow.”

On the other hand, many instructors expect students to brainstorm their own topics. In this case, you will need to ensure your topic is relevant and not too broad or narrow.

After you think of a topic that interests you and is neither too broad nor too narrow, make sure you can find an adequate number of reputable sources to substantiate your analysis. You’ll need to evaluate all your sources’ credibility and probably include a few peer-reviewed journal articles (tip: use a database).

Many good sources can be found online or at your school’s library (in-person and online). If you’re having trouble finding useful sources, it may be a warning sign that your idea is too broad or narrow. If you’re stuck finding sources at all, ask your librarian for help.

How to structure an analytical essay

Now that you’ve found a good topic, it’s time to get organized! Even if you prefer to write spontaneously, creating an outline (even a loose one) can help you stay on track while you draft. The traditional outline for an analytical essay looks like the following:

Introduction

• main point #1
• main point #2
• main point #3

Works cited

Let’s examine each section.

No good analytical essay is complete without a super-strong introductory paragraph. It’s like the title screen at the beginning of a movie. Without it, you’d have no idea what the movie’s about!

A good introduction should state:

• the topic of your essay
• your thesis statement (the one- or two-line gist of your paper)
• the question or idea you’ll analyze
• your research methodology

The body of your essay is not limited to three points, as shown above, but three is typically considered the minimum for a good analysis. To make your analysis more compelling, present your points and arguments in a “strong, stronger, strongest” format.

• strong supporting evidence #1
• stronger supporting evidence #2
• strongest supporting evidence #3

Many students struggle with writing conclusions for their essays. It can feel unnecessary to restate what’s already been said, right? But really, a strong conclusion does much more than repeat what’s already been said. Your conclusion should:

• restate your thesis statement
• hit on all the main points of the essay
• explore the implications of the main points

Works cited 

A works cited or bibliography page should be the final section of your paper. A works-cited page includes a list of the resources you quoted or cited within the body of your work. A bibliography includes these, plus any resources you consulted and didn’t refer to in the paper, or any resources that influenced your ideas on the topic. Check your assignment to see which of these two pages you will need to have.

How to write an analytical essay

It might not seem like it when you’re staring at that blank document and flashing cursor, but this is the easy part! If you’ve adequately researched and planned your analysis, the writing process will flow much more quickly.

Remember, it’s usually not possible to write an essay in one sitting. Don’t wait until the last minute to get started! You’ll need to factor in time for breaks, meetings with your writing tutor, and the dreaded writer’s block.

Don’t expect your first draft to be perfect. It is normal (and smart) to write multiple drafts. You may even need to change your main argument halfway through your draft. That’s okay! Be ready to re-brainstorm, re-outline, and rewrite.

How to revise an analytical essay

Revision may just be the most crucial step of the essay-writing process. Even if you brainstorm the perfect topic, create a brilliant outline, and write a strong first draft, none of that brilliance will shine through if your paper is full of typos, grammar errors, and rambling tangents.

You’ll want to complete these steps of editing, in this order:

• line editing
• spell-checking
• proofreading

Revision deals with broad issues, such as an argument that doesn’t make sense or a source that doesn’t support your thesis. Line editing, spell-checking, and proofreading have more to do with your writing, the flow of your sentences, and any spelling or grammatical errors.

After you finish, it also doesn’t hurt to check your paper for plagiarism !

Example analytical essay on folklore and current events

Before you turn in that paper, don’t forget to cite your sources in APA format , MLA format , or a style of your choice.

Key takeaways

• An analytical essay is, simply put, an analysis of a work or issue.
• Be sure to understand your instructor’s expectations before you dive into writing an analytical essay.
• Topics for analytical essays need to be neither too broad nor too narrow and should have enough sources to support your analysis.
• The basic outline for an analytical essay consists of an introduction, body, conclusion, and works cited (or bibliography).
• Leaving yourself enough time to write, rewrite, and revise thoroughly is a vital part of writing an analytical essay that earns an A.

“Analyze.” Merriam-Webster.com Dictionary , Merriam-Webster, www.merriam-webster.com/dictionary/analyze.

By Jolee McManus. Jolee earned a BA in English from the University of Georgia. She has several years of experience as a writing tutor and freelance copywriter and editor.

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Essay Papers Writing Online

How to craft an engaging and insightful analytical essay that captivates your readers.

Embark on a journey of intellectual discovery as you learn how to unravel the complex layers of meaning in your chosen subject matter. Analytical essays require a keen eye for detail and an unwavering commitment to exploration. Step into the shoes of a detective armed with a pen, and prepare to unlock the hidden secrets that lie beneath the surface.

Beyond the mere act of writing, an analytical essay challenges you to transform ordinary observations into profound insights, shedding light on the deeper significance of the topic at hand. In this step-by-step guide, we will unveil the secrets to crafting a compelling analysis that captivates your readers, leaving them enlightened and inspired.

Discover the power of analysis as you learn how to dissect your subject matter, exploring its various components and piecing them together to reveal a greater truth. Dive into the intricate nuances of language, symbolism, and narrative structure, as you employ critical thinking to dissect the elements that shape your chosen topic. Through this process, you will develop a deeper understanding of the subject matter and cultivate an appreciation for the art of analysis.

Understanding the Basics of an Analytical Essay

Analytical essays are a popular form of academic writing that require students to carefully examine and interpret a given topic or text. These essays go beyond simply summarizing or expressing personal opinions; rather, they involve a deep analysis and evaluation of the subject matter. In an analytical essay, a writer breaks down the topic into its various components and examines them critically to gain a comprehensive understanding.

When writing an analytical essay, it is important to approach the topic with objectivity and a critical mindset. The purpose of such an essay is to analyze, evaluate, and interpret the subject matter, providing insights and arguments that are supported by evidence and logical reasoning. It is not about expressing personal preferences or biases, but rather about presenting a well-structured and well-supported analysis.

One key aspect of an analytical essay is the use of evidence to support the writer’s claims and arguments. This evidence can come in various forms, such as quotes from the text being analyzed, statistical data, expert opinions, or examples from real-life situations. The writer must carefully select and present this evidence in a way that enhances their analysis and strengthens their overall argument.

In addition to evidence, an analytical essay should also include logical reasoning and clear organization. The writer needs to present their ideas in a coherent and logical manner, guiding the reader through their analysis step by step. Each paragraph should focus on a specific idea or aspect of the topic, with smooth transitions between paragraphs to ensure a seamless flow of ideas.

Furthermore, an analytical essay requires attention to detail and critical thinking. The writer must carefully examine the subject matter, paying close attention to nuances, patterns, and underlying meanings. They should ask questions, challenge assumptions, and consider different perspectives in order to develop a well-rounded analysis.

In conclusion, an analytical essay is a form of academic writing that involves a deep analysis and evaluation of a given topic or text. It requires objectivity, evidence-based arguments, logical reasoning, and attention to detail. By understanding the basics of an analytical essay, students can effectively approach this type of writing and develop strong analytical skills that are crucial for academic success.

Choosing a Topic for Your Analytical Essay

One of the crucial steps in writing an analytical essay is selecting the right topic. To ensure the success of your essay, it is important to choose a subject that is both interesting and allows for in-depth analysis. Here are some tips to help you select the perfect topic for your analytical essay:

• Consider your interests: Start by thinking about subjects that you are passionate about or have a strong curiosity towards. Analytical essays require in-depth analysis and critical thinking, so choosing a topic that genuinely interests you will make the process more enjoyable.
• Research potential topics: Once you have identified a few areas of interest, conduct preliminary research to familiarize yourself with the subject matter. Look for relevant articles, books, or academic papers that provide insight into the topic. This will help you assess the availability of information and determine if the topic has enough substance for analysis.
• Narrow down your options: After conducting initial research, narrow down your list of potential topics. Consider the scope and feasibility of each topic. Ensure that your chosen subject can be adequately explored within the given word count and time frame.
• Identify the focus: Analytical essays often require a specific focus or thesis statement. Determine the angle or perspective you want to take towards your chosen topic. Think about the questions you want to answer or the arguments you want to make in your essay.
• Consider the audience: Keep in mind the intended audience for your essay. Think about their interests and prior knowledge on the topic. Choose a subject that is both accessible and engaging for your readers.
• Seek feedback: Once you have narrowed down your topic options, seek feedback from peers, professors, or writing tutors. Their insights and suggestions can help you refine your topic and ensure that it aligns with the objectives of your essay.

By following these guidelines, you can choose a topic for your analytical essay that not only captivates your readers but also allows you to showcase your analytical and critical thinking skills.

Conducting In-Depth Research for Your Essay

Thorough research is an essential part of writing a compelling analytical essay. By delving deep into your topic, you can gather a wealth of information and evidence to support your arguments and strengthen your analysis. In this section, we will explore effective strategies and resources for conducting in-depth research for your essay.

When embarking on your research journey, it is crucial to start by clearly defining the scope and objectives of your essay. This will help you narrow down your focus and determine the specific areas you need to explore. Consider the main themes, concepts, or theories that are relevant to your essay and identify keywords that will guide your research.

One approach to conducting research is to utilize various academic databases and online libraries. These platforms offer a vast collection of scholarly articles, peer-reviewed journals, books, and other resources that can provide you with authoritative and reliable information. Be sure to use appropriate search terms and filters to refine your search and find the most relevant sources.

In addition to academic sources, it is also beneficial to explore different types of media, such as news articles, documentaries, podcasts, and interviews. These sources can offer unique perspectives, real-life examples, and current events related to your topic, enhancing the depth and breadth of your analysis.

As you gather information, it is crucial to critically evaluate the credibility and reliability of your sources. Consider the author’s credentials, the publication date, and the reputation of the source. Look for sources that have been peer-reviewed or published by reputable institutions to ensure the accuracy and authenticity of the information presented.

Furthermore, taking organized notes while conducting research can greatly facilitate the writing process. Use a structured approach, such as creating an outline or using note-taking software, to record key points, quotes, and references from your sources. This will help you keep track of your research findings and make it easier to incorporate them into your essay later on.

By investing time and effort into conducting in-depth research, you can lay a solid foundation for your analytical essay. Engaging with a diverse range of sources, critically evaluating their reliability, and taking organized notes will enable you to develop a well-rounded and evidence-based argument.

Developing a Thesis Statement and Outline

Creating a strong thesis statement and outline is a crucial step in the process of writing an analytical essay. These components provide a solid foundation for your essay, helping you to organize your thoughts and present a clear and logical argument.

A thesis statement is the main claim or argument of your essay. It is a concise and focused statement that expresses your position on the topic. Your thesis statement should be specific, debatable, and supported by evidence. It sets the tone for your entire essay and guides the reader in understanding the main point you will be making.

To develop a strong thesis statement, you need to thoroughly analyze your topic and gather evidence to support your argument. Consider the main ideas or themes that emerge from your analysis and choose one that you can effectively argue. Your thesis statement should be clear, concise, and written in a way that engages the reader.

Once you have developed your thesis statement, it is important to create an outline for your essay. An outline helps you to organize your thoughts and ensure that your essay flows smoothly and logically.

In your outline, include the main points you want to address in each paragraph, along with supporting evidence or examples. This will help you structure your essay and ensure that you stay focused on your main argument. Consider the order in which you want to present your points, and make sure that each paragraph builds upon the previous one.

In addition to organizing your thoughts, an outline also helps you to identify any gaps in your argument or evidence. By seeing the structure of your essay laid out in an outline, you can easily identify areas that need further development or additional research.

In conclusion, developing a strong thesis statement and outline is essential for writing an effective analytical essay. These components provide a clear roadmap for your essay and ensure that you present a well-reasoned argument supported by evidence. Take the time to carefully consider your thesis statement and outline before you begin writing, as they will greatly contribute to the overall success of your essay.

Analyzing and Interpreting the Evidence in Your Essay

Once you have gathered and presented your evidence in your analytical essay, the next crucial step is to analyze and interpret it. This process involves carefully examining your evidence to derive meaningful insights and draw informed conclusions.

When analyzing the evidence, you should consider its relevance, credibility, and significance. Ask yourself whether the evidence directly supports your thesis statement and helps you prove your main argument. Assess the sources of your evidence and evaluate their trustworthiness and authority. Additionally, determine the significance of the evidence in relation to your overall analysis and the broader context of your essay.

Once you have analyzed the evidence, you need to interpret it. Interpretation involves extracting meaning from the evidence and making connections to your thesis statement and argument. Consider the underlying themes, patterns, and implications of the evidence. Look for relationships between different pieces of evidence and identify any possible contradictions or alternative interpretations.

Effective interpretation requires critical thinking and a deep understanding of the subject matter. Consider different perspectives and viewpoints, and critically evaluate the implications of your interpretation. Ensure that your interpretation aligns with your main argument and supports the overall thesis of your essay.

Remember that analyzing and interpreting evidence in your essay is a continuous process. As you delve deeper into your analysis, you may discover new insights and perspectives that require further examination. Stay open-minded and be willing to revise or adjust your interpretation if new evidence or arguments warrant it.

By effectively analyzing and interpreting the evidence in your essay, you can provide a robust and compelling argument that engages your readers and demonstrates your analytical skills.

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English Works

12 Angry Men: Sample essays (justice/jurors)

Sample Plan/Essay

Topic: “ This is one of the reasons we are strong.” Through his play, Twelve Angry Men , Reginald Rose suggest that the judicial system has more strengths than it does flaws.

In an era when America was attempting to find her identity and heal divisions wrought by Cold War hostilities, Reginald Rose, in his didactic play Twelve Angry Men, affirms the dire importance of a diverse jury’s ability to deliver justice to its people. Whilst Rose suggests that the judicial system has its imperfections, he also endorses the benefits he claims are invaluable to society. Initially, as the jurors respond to the task of judging the guilt or innocence of the 16 year old boy, charged with first degree murder of his father, shortcomings are flagrantly obvious. However, owing to the integrity and perspicacity of the 8 th juror and his insistence the principles of justice and reasonable doubt, he orchestrates a careful examination of the circumstantial evidence. As Rose clearly shows, honouring these safeguards not only empowers individuals to engage in the judicial process, but acts as the basis for a just verdict which reflects a decent, caring democratic society; diversity may hinder, but in this case it can facilitate also justice. Thus, the fundamental mechanisms of the process are what makes the system “strong”.

The flaws in the judicial system owing to the 12 “angry men”

Rose depicts a judicial system that is essentially flawed because of its dependence upon twelve “angry” Caucasian men who possess different views, personalities and personal agendas.  Specifically, and through the use of a real-time deliberation process, the playwright emphasizes how the integrity of the judicial system is undermined when the jurors arrive at the table clothed in their own personal experiences and prejudices. (quote from the 10 th )

Rose deliberately constructs a parallel story for the 3rd Juror, whose broken relationship with his son, influences his decision. In the stage directions he notes how he is reeling from the pain of being “stabbed in the chest” which foreshadows his revenge agenda and his rigid, patriarchal view of parenting.  Throughout the play, there are repetitive references to the “knife”, which will be critical to the evidence, but in this case the stab wounds symbolically refer to the 3 rd juror’s raw and personal emotions.   Knife…

Climate of prejudice; a fault that Rose implies was a pressing issue in trials conducted during the post-war era of McCarthy-style hysteria.

Another shortcoming is the legal competence of the jurors, many of whom lack the aptitude to carry out their duties because they have a distorted or deficient understanding of their legal duties. The meek 2nd Juror’s fragmented speech conveyed through Rose’s use of ellipses and indicated in the stage directions as “nervous”, suggests he fears voicing his opinion because of his relative inexperience as a juror. As a result, he “just thinks the boy is guilty” and cannot express his reasoning, intimidated by the louder voices that dominate the early stages of the play. From the beginning, the 12th Juror, who believes that “the whole thing is unimportant”, is fixated on the “view”, the “impression” and the “drive” of the lawyers, a manifestation of his embodiment as post war materialism .  The game of the tic-tac toe also becomes a figurative manifestation of their indifference as is the “doodling”. Likewise, the mindless whistling of the 7 th juror and the change of his vote to “not guilty” because he has “had enough” highlights his obvious apathy. Rose suggests this attitude, which is compounded by the heat, is counterproductive to the notion of active citizenship.

The strengths of the system because of the emphasis on the safeguards of justice

In order to overcome these innate limitations, Rose suggests that the emphasis on and adherence to the safeguards are essential assets to the deliberation process. The power of the process lies within its ability to expose their “personal prejudice” in a “locked room ”, where the men cannot escape scrutiny. The locked room also becomes a metaphoric representation of the men’s closed minds that are gradually enlightened as the trial proceeds. Furthermore, Rose uses the “harsh white light” as a device to reveal the men’s limitations, confirming that the process contributes to greater self-awareness.

8 th juror: embodiment and “architect” of justice

In this regard, the role of the 8 th juror, who believes the boy deserves the courtesy of “talking” about the evidence before arriving at hasty assumptions, is critical to the exposure of injustices and prejudices . He is the juror who most faithfully follows the  disembodied voice of the judge and his reminder that the jurors must deliberate “honestly and thoughtfully”and sift “fact” from “fancy”.   By focusing on the concept of reasonable doubt, he exposes the inconsistencies in the testimonies of the eye-witnesses and urges the jurors to question the “circumstantial evidence”. His probing casts doubt and his question to the jurors, “What if the facts are wrong”, also serves to whet the audience’s curiosity.

The 9th Juror, whose experience derived from his age and experience is vital, asserts that no one has a “monopoly on the truth” as “coincidences are possible.” As such, the jurors are forced to question the reliability of the evidence such as the psychiatrist’s report which indicates that the defendant had “strong homicidal tendencies,” only to conclude that these tendencies don’t always manifest as action; likewise the threat “I’m going to kill you” which becomes a humiliating experience for the third juror.  The fact that the old man could not have physically walked to the door to verify the identity of escaping person and the absence of the woman’s glasses all conspire to plant doubt.

8 th juror: empowers diversity rather than conformity

In the right context and circumstances, Rose also suggests that diversity, a hallmark of democracy, can hinder, but can also facilitate justice. The gradual self-awareness and enlightenment of many of the jurors helps the collective team more effectively scrutinise the evidence. In many ways, such diversity of provides a plethora of contexts for identification which in turn helps the jurors gain an insight into the flaws of the evidence. The 5 th Juror’s “slum background” and upbringing empower him to challenge the angle of the knife wound and the 9 th Juror’s age creates doubt in the reliability of the old man’s testimony. He empathetically observes [2]   that the man’s need to be “quoted just once” provides motivation to lie. The painter’s experience of apartments near an el-train also reveal the difficulty a witness would have hearing the boy. The 4 th juror recognises the woman’s impossibility of seeing clearly without glasses – another metaphoric representation of how the “facts” become increasingly blurred and murky.

Furthermore, minority groups are enfranchised as evident through the middle-European 11 th Juror, who reminds audiences that people “entitled to their unpopular opinions.” The notion that “there are no secrets in a jury room” holds its ground to both ensure that all voices are heard but also that extreme views are unveiled. Consequently, the 10 th Juror is silenced and “defeated” as them men “turn their backs” on him acting as a powerful reminder that in seeking consensus in society, we must reject the “darkening” threat posed by venomous views.

8 th juror: symbolism of democratic, social harmony

As the juror’s are freed from the “locked room” and the cathartic rain ceases to fall, the boy and thus the men are liberated by the civilising power of democracy. Indeed, in an act of social harmony, the 8 th Juror’s gesture of helping the 3rd Juror with his coat demonstrates the potential for fractured sides to find consensus in a society attempting to find her identity post war From the liberating ability of the process, Rose celebrates democracy as a powerful and enlightening asset and is accordingly the ultimate strength of the jury system.

Through the 8th juror’s gaze through the window to the New York Skyline, Rose suggests that the delivery of justice and vigilance is important to ensure the protection of democratic values and to secure justice for those most in need of it protection. Therefore, a focus on the safeguards yields benefits beyond the achievement of justice. The process can empower the disempowered and act as a resounding model for a democratic society.  It is the reason we “are strong”.

Therefore, a focus on the safeguards yields benefits beyond the achievement of justice. The process can empower the disempowered and act as a resounding model for a democratic society.  Through the Foreman’s “Slattery” metaphor, Rose suggests that the democratic foundation of the system is not reliant on individuals, but rather endorses the collaboration of diverse voices and experiences they bring to the “scarred table”. Indeed, self aware individuals prove useful in directing the discussion away from extreme and potentially divisive views.

In an era which was plagued by “Cold war” mentalities of relentless suspicion, Rose acknowledges that the jury system is inherently flawed. However, the play serves as a source of inspiration to the strength of the judicial process should the principles of justice be appropriately upheld. Ultimately the concept of reasonable doubt affords the best protection against the miscarriage of justice. Only when the safeguards of democracy are consciously followed, can any reward be in sight. Rose serves us with a timely reminder that we must accept our civic duties and remain self-aware and “watchful” for those who attempt to hinder the system in order witness what “makes us strong”.

‘Twelve Angry Men is less about guilt or innocence than about reasonable doubt.’ Discuss

Set in 1950s New York with a backdrop of post McCarthyism hysteria, Reginald Rose’s Twelve Angry Men explores the deliberations of a jury in a homicide trial. Although the McCarthyist witch-hunts caused a legacy of suspicion, Rose suggests that ‘reasonable doubt’ remains the best safeguard of justice. The audience are thus taken into the customary black box scenario and witness the difficulties faced by the twelve individuals when attempting to follow the judge’s instruction to “deliberate honestly and thoughtfully” as prejudice and experiences cloud their judgements. According to David Mamet’s introduction it is the fact that each individual interprets the standard of ‘reasonable doubt’ differently that is “the genius of the trial.” By staging the heated discussion, Rose exposes the difficulties that surround the legal concept of ‘reasonable doubt and its application. Eventually, if applied rigorously, Rose suggests that it is the best mean of protecting a person’s innocence. If applied insightfully, it can also expose a person’s bigoted attitude and distorted personal agendas.

Rose characterises the 8 th juror as a spokesperson for justice because he foregrounds the concept of reasonable doubt; Rose thereby suggests that this provdes the best safeguard of the legal system. The fact that he cannot “send a boy off to die, without talking about it first.” Forces the other jurors to carefully consider witness testimonies. Rose’s use of anonymous numbers depersonalises the jury members to show that their personalties should not play a factor. Ironically, the 8 th juror seems to be the only one who best abides by this nameless system. Rose thereby suggests that the emphasis must be on the boy and the irrefutable nature of his crime. Moreover, the 8 th juror’s focus on ‘reasonable doubt’ leads to insightful questioning of the eye-witnesses; the old man could not have heard the boy yell over the sound of the elevated train or made it to his front door in time, and “the woman’s eyesight is in question.” As the 8 th juror exposes the inconsistencies and false assumption associated with the evidence, Rose poses the importance of the idea that ‘reasonable doubt’ could save someone’s life.

Rose sets up the 8 th juror as a contrasting voice of dissent in order to expose the extent to which the other jurors are controlled by their preconceived notions of guilt and innocence. Despite his insistence to scrutinise the evidence, other jurors still base their votes on biases, attitudes and personal experiences. The 3 rd juror, who says, “The man’s a dangerous killer” and the 10 th , who remarks “You know what you’re dealing with” may be the most vociferous in their accusations of the boy’s guilt and it is this emphasis on guilt that threatens a fair trial. The locked room appears as a metaphoric representation of their “locked minds” and their prejudice, which may lead to a miscarriage of justice. Hence, owing to preconceived biases, jurors are too quick to arrive at hasty conclusions and are less willing to accept the apparent doubt in the circumstantial evidence.

With an emphasis on reasonable doubt, the trial changes direction and the flaws in the evidence become increasingly apparent, making it difficult for many jurors to insist on the boy’s guilt. At the exposition of the play, almost all the jurors are convinced of the defendant’s guilt. The 10 th juror flippantly states, “A kid kills his father. Bing! Just like that,” evincing that there is no element of doubt in his mind. Similarly, the 6 th juror comments, “There’s not a doubt in the world.” However as the play progresses, doubt slowly creeps into the minds of the jurors as evidence is cross-examined. The tension is diffused as ‘the sound of the rain’ is heard in the silence. The storm and the ‘flickering of harsh white light’ could be interpreted as symbols of reality and truth. Afterwards, the 4 th juror, one of the most logical and methodical jurors, (“Let’s stick to the facts.”) eventually votes ‘not guilty’ stating he now has a ‘reasonable doubt’. Likewise, the 11 th juror switches his vote as he “now has a reasonable doubt in his mind.” The jurors are aware of the importance of investigating the evidence and henceforth acknowledge that their prior certainties may have faults.

The 8 th juror, through a stage direction that mimics his state of mind and are shown that “this is the problem that has been tormenting him. He does not know and he never will.”

** Based on ‘reasonable doubt’, a verdict of ‘not guilty’ is reached, which Rose suggests is the only correct verdict under these circumstances. AS the evidence is not conclusive, the jurors are not able to confidently prove the boy’s guilt. Critical to the “not guilty” verdict is the capitulation of the 10 th and 3 rd jurors owing to their vociferous opposition. The 10 th juror concedes that he has been outmanoeuvred by the “smart bastards” precisely because he must recognise that his bigoted misconceptions cannot prove the boy’s guilt. Likewise, the 3 rd is forced to recognise the degree to which his personal vendetta interfered with the decision-making process. The reminder that “he’s not your boy”, finally shames him  into concurring with the ‘not guilty’ verdict. The deconstruction of these obstacles finally paves the way for an honest and just outcome. The unlocking of the door and the knife in the table – which was critical to the fact-finding process – suggest that prejudice has been dispelled. Thus Rose would suggest they reach a fair and reasonable verdict.

It is unequivocal that the legal drama Twelve Angry men imparts the notion that ‘reasonable doubt’ is a portentous part of America’s judicial system and it is of greater concern than the truth. Rose demonstrates this though the jury, a microcosm representation of a cross-section of America, who works together to form a just, unanimous decision. The variety of symbolic techniques show how Rose supports the ‘not guilty’ verdict and his view that ‘reasonable doubt’, if applied rigorously and insightfully, can expose personals aspects and agendas that may conspire to affect a fair trial. Ultimately, Rose reveals he is less concerned about the guilt or innocence of the accused but that a vote of ‘reasonable doubt’ is better than wrongly putting an innocent man to death and acts as a safeguard in the justice system.

• Return to Summary: literary Devices
• Return to Notes: Article on 12 Angry Men
• A sample/ plan essay on Twelve Angry Men

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Work samples

• Analysis essay - ABOVE

The Arts: Media Arts

Years 9 and 10, above satisfactory, analysis essay, summary of task.

Students studied the use of film techniques and conventions to communicate meaning in a film genre. They watched and analysed Alfred Hitchcock’s Psycho  (1960) through student-led small group class discussion and analysis tasks based on production elements, genre, mood, sound and theme. An essay that was a summative task at the end of the unit was scaffolded through short, formative activities that familiarised students with the terminology required for the task.

The essay question was: How do production elements in the film establish and develop the themes/moods in the film and engage the audience?

Achievement standard

By the end of Year 10, students analyse how   social and   cultural values and alternative points of view are portrayed in media artworks they   make,   interact with   and distribute.   They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social , institutional   and ethical issues influence the making and use of media artworks.

Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.

Annotations

• 1 Annotation 1 Identifies the genre of the film
• 2 Annotation 2 Identifies a convention of the film’s genre regarding the antagonist
• 3 Annotation 3 Lists elements in the film
• 4 Annotation 4 Identifies shot type and its purpose
• 5 Annotation 5 Provides a specific example of how a close-up shot in the film communicates a character’s emotional state
• 6 Annotation 6 Identifies the use of non-diegetic sound as a technical element in the film
• 7 Annotation 7 Describes the use of camera movement to communicate to an audience
• 8 Annotation 8 Describes the use of camera angle to communicate to an audience
• 9 Annotation 9 Contrasts the use of camera angles and how they communicate to an audience
• 10 Annotation 10 Identifies the director’s intent when using camera angles as a technical element
• 11 Annotation 11 Identifies the symbolic element of lighting and describes how it helps to communicate the film’s theme
• 12 Annotation 12 Identifies the use of low key lighting as a technical effect to communicate meaning in the film
• 13 Annotation 13 Analyses the symbolic meaning of the low key lighting
• 14 Annotation 14 Contrasts lighting choices and how they communicate to an audience
• 15 Annotation 15 Analyses the symbolic meaning of chiaroscuro style lighting in the film

• 1 Annotation 1 Describes how the symbolic meaning of lighting effects communicates contrasting characters
• 2 Annotation 2 Identifies sound as a symbolic element in the film
• 3 Annotation 3 Analyses the pace of sound and identifies it as a convention of the film’s genre
• 4 Annotation 4 Analyses how the use of voice-over can communicate more complexity to an audience
• 5 Annotation 5 Analyses the director’s use of volume for non-diegetic sound to create tension
• 6 Annotation 6 Asserts that technical and symbolic elements communicate meaning in the film

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Part 6: How to Analyse Film in Year 9 | Analysing a Scene

Guide Chapters

• 1. How to make notes
• 2. Textual Analysis
• 3. How to analyse prose fiction
• 4. How to analyse poetry
• 5. How to analyse Shakespeare
• 6. How to analyse film
• 7. How to analyse images & visual texts
• 8. How to analyse prose non-fiction
• 9. Composing English responses in Year 9
• 10. How to write persuasive essays
• 11. How to write creative responses
• 12. How to write speeches & presentations
• 13. Year 9 Exam Skills

Many students are comfortable pulling apart prose, but aren’t sure how to analyse film in Year 9. In this article, we’ll explain why and how you should analyse film to ace your next assessment.

What is film?

Films are events captured on camera as a series of moving images that make up a sequence or storyline. You’ve probably encountered films leisurely before, but now we’ll be looking at how we can view films from an analytical perspective.

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Fiction vs Non-fiction texts

Fiction is defined as something that is created from the imagination, whereas non-fiction is based on truth or real events.

Establishing the difference between fiction and non-fiction is important to understanding films as they influence why and how a composer (in this case, the filmmaker or director), intended to deliver their message.

Film vs TV Shows

Films were traditionally released in movies or theatres, and then accessed through replication on DVDs or streaming channels. Now films are often released straight to online streaming platforms.

Films traditionally have a higher budget and production value and may involve more people in the production of a film in comparison to TV shows (although this is not always the case).

Films mostly are created as stand-alone narratives, although some types of blockbuster films have sequels or are part of a shared universe, think superhero films.

TV shows are made to be broadcast on television or on streaming channels and comprise of any amount of episodes (parts of the overall story) and detail the characters in different situations that relate to an overall plotline. These are released in parts over a period of time.

TV shows can include reality TV, kids programs, dramas, mini-series and more.

Do documentaries differ from film?

Documentaries are a genre of film. Documentaries are non-fiction (factually-based) films that serve more of an informative purpose than entertainment, for example, Sir David Attenborough’s nature documentaries.

What do fiction and non-fiction have in common?

Despite their differences, fiction and non-fiction films both have characters and use a range of techniques to develop their meaning. We’ll go into these in depth later in this article.

Are TV episodes films too?

TV episodes are parts of a greater narrative. They can be analysed like a film but are difficult to understand in isolation as they act as parts of a bigger whole. In this way, we only get a ‘snapshot’ of the broader picture, so more context and background information surrounding the episode needs to be provided.

Why do composers make films?

Like any other text type, films take us on a journey to a world or time other than our own. Not only do they offer a form of escapism or entertainment, but they can encourage us to question the way we see the world and ourselves.

You may have already encountered this with films you have seen that have changed the way you think, act or perceive an idea.

Just like novels, poems and art, films use a variety of techniques to portray ideas and to convey meaning to audiences.

Let’s have a look at how these features apply in film.

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Features unique to film

Visual information.

We can discern a lot of information from the visual elements of a film, so let’s take a look at some of the key aspects of film visualisation.

Shots indicate the distance of a camera in relation to the subject or scene. Shot types range from Extreme Long Shot (XLS) where characters are very far away from the camera and appear extremely small, to Extreme Close Up (XCU), where the character is so close to the camera the whole frame is consumed by one part of their face. Consider the examples of shot types:

• Extreme Long Shot (XLS)
• Long Shot (LS)
• Medium Long Shot (MLS)
• Medium Shot (MS)
• Medium Close Up (MCU)
• Close Up (CU)
• Super Close Up (SCU)
• Extreme Close Up (XCU)

Note: we’ve provided the shorthand acronyms for these shots which are commonly used in shot lists in film production. Here’s what they look like in relation to a subject:

Since shots are measured by the level distance from a camera, angles involve the tilt of a camera in relation to the subject or scene, which affects our point-of-view. Consider these examples of angles, and what they might infer about a subject or scene.

• Low Angle : Establishes the subject as powerful or domineering
• Eye-Level : Subject’s eyeline matches with the audience. This lets us get personal with the subject or character
• High Angle : Establishes the vulnerability or powerlessness of a subject
• Worm’s Eye : Presents the subject as very large and/or powerful
• Canted/Dutch Angle : Develops psychological unease or tension
• Bird’s Eye :  Overhead shot that establishes a shot and positions characters in relation to it

Let’s take a look at shots in action:

The colour pattern or scheme a filmmaker selects is highly important in conveying mood or tone throughout a film. This means we have to consider colours and what emotions are usually associated with them. In film, this goes in more depth through the implementation of hue, saturation and can be enhanced by lighting.

A filmmaker’s deliberate inclusion (or removal) of light is important as it influences the mood of a setting or character. Low lighting reinforces shadows in a shot, which might emphasise the uncertainty of a setting, or the nefarious qualities of a character. Conversely, an overexposed lighting scene may give the shot an ethereal quality.

Composition

Composition refers to the elements that make up the shot – so all of the above and more! It’s also referred to as  MISE-EN-SCÈNE . When we think about the composition of a shot, we’re taking into account everything that the shot encompasses, from characters, positioning, lighting, props and set.

Using sound

Along with these visual elements, we need to consider how sound adds meaning to a film. Typically, sound is categorised as either DIEGETIC  or  NON-DIEGETIC.

Diegetic sound is sound that occurs in the world of the film. This includes background noise,  DIALOGUE and sound effects created by characters in the scene.

Non-diegetic sound is sound that occurs  outside of the world of the film. This includes  MUSIC and  NARRATION.

Editing processes

What makes a film a film is the way that visual and aural elements are edited together and combine to form sequences. Here, editing processes are important to consider as filmmakers deliberate on shot duration, cuts, transitions and special effects (SFX) that the film requires once it’s been filmed.

One element of post-production editing involves editing wipes – here are a few examples of these below:

• Horizontal wipe : the wipe moves across the screen
• Vertical wipe : the wipe moves vertically (up/down) across the screen
• Diagonal wipe : the wipe moves diagonally across the screen
• Star wipe : the wipe is in the shape of an expanding star to demonstrate something special that is occuring
• Heart wipe : the wipe takes the shape of a heart expanding or contracting to illustrate romance or friendship
• Clock wipe : the wipe moves in a circular motion like a clock arm to indicate the passage of time

Thinking about dialogue

Dialogue is usually studied in isolation from the sound as it contains vital information about the plot, themes, perspective and vision a filmmaker wants to convey. Here are some important elements to consider about dialogue:

• Vernacular : This relates to the types of language and word choices, including  COLLOQUIALISMS (slang) used by characters. This can denote status, age and context
• Accents : This reveals a particular way of forming speech or dialect so we can understand where and when a film is situated
• Tone : This suggests a character’s emotional state or mood
• Volume : The loudness or quietness of a character’s dialogue contributes to their personality and mood
• Pacing : This means how fast or how slow a character is going through their dialogue. The speed of their dialogue affects their delivery and the way we interpret the character

Telling stories

Films have been used to tell stories for decades. The power of modern technology has allowed filmmakers to develop more powerful, nuanced and impactful stories than ever before.

Regardless of a film’s genre or style, films are able to tell stories with a combination of aural and visual elements – a skill that was relatively unheard of up until the invention of film. Moreover, films are relatively accessible and easy to consume in comparison to full-length novels.

If you want to learn more about film techniques, check out our Film Techniques Toolkit!

Putting it into Practice

Now that we are across how film operates, let’s work towards analysing a scene from a film.

We will be using a clip from Australian film Rabbit Proof Fence (2002) directed by Phillip Noyce.

Note that even though films usually involve dozens, if not hundreds of production roles, we attribute the overall vision and product of the film to the director.

How to analyse a scene: Step-by-step

First readings – the big picture.

Before we get started, you need to view the clip. Here it is:

Matrix Education How to Analyse Film in Year 9 Rabbit Proof Fence – Excerpt from Matrix Education on Vimeo .

What does this scene address?

Watch the clip from Rabbit Proof Fence . From a first viewing, the scene depicts an ‘inspection’ of Indigenous Australian children in the outback by white Christian personnel to establish the fairness of Indigenous children.

From this, it can be understood that the film details the forced removal and reintegration of Indigenous Australians into white Australian society, a process known as the Assimilation Policy. This policy produced what’s known as The Stolen Generation – Indigenous Australian children who were taken from their families, made to feel shame for their Indigenous cultures and to incorporate white Australian values in lieu of Indigenous values, cultures and practices.

Now that we have developed a contextual understanding of the scene, we can argue that the themes that emerge from this scene involve racism, separation, and ‘Othering’ (referring to a person or group of people as ‘the Other’ to separate them from oneself). Take note of these as techniques and mood will contribute to Noyce’s representation of these themes.

The clip appeared to be void of strong emotions, however, the tense atmosphere created by the reluctance of Molly (the protagonist) and the intensity of Mr Neville are palpable. This affects the mood of the scene, resulting in an uncomfortably rigid mood.

Second readings – looking at editing and broad techniques

Watch the clip again. Ask yourself, what contributes to the scene’s representation of those themes and the overall  MOOD?

Upon reflection, it becomes clear that the

• SETTING (outback Australia),
• SOUNDSCAPE (use of silence and minimal dialogue)
• COLOUR SCHEME  (high-saturation white and blue contrasting with earthy tones)

all contribute to the  MISE-EN-SCÈNE  (composition) of the shot.

The setting in rural Australia with arid conditions situates the chapel and demountable buildings in the desert. The soundscape comprises of loud cicadas (Australian insects) as well as a poorly-sung religious song and dialogue. The colour scheme is highly saturated and the bright lighting contributes to this oversaturation of colour.

What do you think are the effects of Noyce’s decisions in this scene?

Third readings – unpacking the scene, individual shots, sound, lighting, dialogue, editing

Now let’s look shot by shot at the scene, but this time, we can stop, start and replay certain elements of the scene to find out what techniques Noyce has used in this scene:

• COSTUMING : The nuns have stark-white uniforms, which juxtapose the muddy-brown colour of the childrens’ uniforms, a sign of oppression. This implies a level of ‘purity’ with the nuns, but also emphasises the clinical and unsettling nature of the nuns.

• DIEGETIC SOUND : The loud cicadas permeate the scene, and often overpower the dialogue of certain characters (including Mr Neville’s when Molly is being spoken to). This suggests that Molly is disengaged with the situation.

• POINT-OF-VIEW SHOT : The camera is positioned from the perspective of Molly, who is walking slowly and with uncertainty towards the front. The shakiness suggests that she is nervous and unsure of her fate.

• LOW-ANGLE SHOT (worm’s eye view) : The camera is positioned under Mr Neville, highlighting his power and control over the scene, whilst also framing Molly as if she is involuntarily ‘bowing’ to him

Now that we’ve identified a few techniques and their effects, we must ask ourselves:

• Why did Noyce make these choices?
• What meaning is derived from this use of techniques?

Considering the scene as a whole

Now that we have a thorough understanding of specific techniques and their effect, what does this technique contribute to the overall meaning of the scene?

What has this scene revealed or suggested as to what might happen next?

Developing your skills further

Now that you’ve successfully analysed a scene, you can watch the whole film and others in totality.

When you watch a film, think about how a mix of techniques, both visual and auditory, in combination with the editing sequences, have contributed to your understanding of the film altogether. Happy watching!

Part 7: How to Analyse Images and Visual Information

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