text analysis essays

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Mastering the art of writing a text analysis essay – step-by-step guide and tips.

Writing a text analysis essay can be a challenging task, but with the right approach, you can create a compelling and insightful analysis that will impress your readers. Whether you’re analyzing a novel, poem, or article, there are key strategies you can employ to craft a strong essay that effectively examines the text and conveys your interpretation.

Understanding the text thoroughly is the first step in writing a successful analysis. Take the time to read the text multiple times and make notes on key themes, characters, and literary devices used by the author. By immersing yourself in the text, you’ll be better equipped to analyze its deeper meanings and nuances.

Developing a clear thesis statement is essential in guiding your analysis and organizing your essay. Your thesis should succinctly summarize the central argument or interpretation you will explore in your essay. It should be specific and focused, providing a roadmap for your analysis and setting the tone for the rest of your paper.

Mastering Text Analysis Essays: Key Strategies

Writing a successful text analysis essay requires a deep understanding of the text and effective analytical skills. Here are some key strategies to help you master text analysis essays:

• Read the text thoroughly: Before you start writing, make sure you have a good understanding of the text you are analyzing. Pay attention to details, themes, characters, and the author’s style.
• Identify the main ideas: Determine the main ideas and key points of the text. This will help you form a strong thesis statement and structure your analysis.
• Analyze the text critically: Engage with the text on a deeper level by analyzing its themes, characters, language, and style. Use quotes and examples to support your analysis.
• Organize your thoughts: Structure your essay with a clear introduction, body paragraphs, and a conclusion. Make sure your analysis is well-organized and flows logically.
• Use evidence: Support your analysis with evidence from the text. Quote directly from the text and provide examples to illustrate your points.
• Revise and edit: Once you have written your essay, revise and edit it carefully. Check for grammar and spelling errors, and make sure your analysis is clear and concise.

By following these key strategies, you can master the art of writing text analysis essays and produce insightful and well-written analyses of literary texts.

Understanding the Assignment Requirements

Before you start writing your text analysis essay, it is essential to thoroughly understand the assignment requirements. Take the time to carefully read the prompt provided by your instructor or the guidelines given for the assignment. Pay attention to any specific instructions regarding the length of the essay, the focus or theme that should be analyzed, and any formatting requirements.

Make sure to:

– Identify the purpose of the analysis

– Determine the scope of the analysis

– Follow any guidelines for citing sources

By taking the time to understand the assignment requirements, you can ensure that your essay meets the expectations of your instructor and demonstrates a strong understanding of the text being analyzed.

Choosing the Right Text for Analysis

When selecting a text for analysis, it is important to choose a piece that is rich in content and complexity. Look for texts that are thought-provoking, engaging, and multi-dimensional. Consider novels, short stories, poems, articles, essays, or speeches that offer depth and layers of meaning.

Additionally, choose a text that interests you personally or that you feel passionate about. Your enthusiasm for the subject matter will enhance your analysis and make the writing process more enjoyable. Remember that analyzing a text requires careful attention to detail and understanding of the author’s intent and style.

Before beginning your analysis, take time to read and re-read the text, making notes on key themes, characters, symbols, and narrative techniques. Consider the historical and cultural context in which the text was written, as well as the author’s background and influences. By carefully selecting the right text for analysis, you will set yourself up for a successful and insightful essay.

Developing a Strong Thesis Statement

One of the most important elements of a text analysis essay is a strong thesis statement. Your thesis statement should clearly articulate the main argument or central idea of your analysis. It should be specific, concise, and thought-provoking to capture the reader’s attention and outline the direction of your analysis.

When developing your thesis statement, consider the following tips:

• Identify the main purpose of the text and the author’s intent.
• Choose a specific aspect of the text that you will focus on in your analysis.
• Formulate a clear, debatable thesis statement that presents your analysis or interpretation of the text.
• Avoid general statements or overly broad assertions.
• Ensure that your thesis statement is arguable and can be supported with evidence from the text.

A strong thesis statement sets the tone for your text analysis essay and provides a roadmap for your analysis. It should guide your discussion and help you stay focused on your main argument throughout the essay.

Gathering Evidence and Examples

When writing a text analysis essay, it is crucial to support your arguments with evidence and examples. This evidence can come from various sources, such as the text itself, other literary works, historical context, or scholarly articles. Make sure to choose relevant and compelling evidence that directly supports your analysis.

One effective way to gather evidence is to highlight key passages in the text that support your thesis. Look for quotes, descriptions, or dialogue that illustrate the author’s main ideas or themes. Additionally, consider how the author uses literary devices such as symbolism, metaphor, or imagery to convey their message.

It is also helpful to research the background of the text and the author to provide context for your analysis. Understanding the historical, cultural, and biographical factors that influenced the text can provide valuable insights into its meaning and significance.

Lastly, don’t forget to incorporate examples from other sources to strengthen your argument. Compare and contrast the text with similar works, analyze critical essays or reviews, or cite relevant expert opinions to add depth and credibility to your analysis.

Structuring Your Essay Effectively

When writing a text analysis essay, it is crucial to structure your essay effectively to ensure clarity and coherence. Follow these tips to create a well-organized and engaging essay:

Start your essay with a brief introduction that provides context for the text you are analyzing. Clearly state the author’s main argument or purpose and provide a brief summary of the text.

Develop a strong thesis statement that outlines the main point of your analysis. This statement should guide the reader on what to expect in the rest of the essay.

Divide your analysis into clear and concise paragraphs, each focusing on a specific aspect of the text. Use evidence from the text to support your analysis and ensure each paragraph transitions smoothly to the next.

Analyze the text in depth, considering themes, characters, literary devices, and the author’s techniques. Provide insightful interpretations and connect your analysis back to your thesis statement.

Wrap up your essay by summarizing the main points of your analysis and reinforcing your thesis statement. Leave the reader with a thought-provoking insight or a call to action.

Finally, be sure to proofread your essay for grammar, punctuation, and spelling errors. Revise for clarity and coherence, and make sure your essay flows logically from start to finish.

By structuring your essay effectively, you can present a compelling analysis that engages your reader and effectively conveys your insights into the text.

Revising and Editing for Clarity and Coherence

After you have completed your text analysis essay, it is essential to revise and edit it for clarity and coherence. Here are some tips to help you improve the overall quality of your essay:

1. Read and revise for clarity: Go through your essay carefully to ensure that your ideas are clearly presented and easy to understand. Make sure that your arguments flow logically and are backed up with evidence from the text.

2. Check for coherence: Make sure that your essay has a clear structure and that each paragraph follows on from the previous one. Check that your ideas are linked together smoothly, and that there are no abrupt transitions or jumps in logic.

3. Use transitional words: Consider using transitional words and phrases to help guide the reader through your essay. Words like “however,” “therefore,” and “in conclusion” can help to signal shifts in your argument and improve the overall coherence of your essay.

4. Seek feedback: Ask a friend or classmate to read your essay and provide feedback on its clarity and coherence. Getting an outside perspective can help you identify areas that may need improvement.

5. Edit for grammar and punctuation: Finally, be sure to proofread your essay for grammar and punctuation errors. Correcting typos and mistakes will improve the overall professionalism of your writing.

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The Power of Analysis: Tips and Tricks for Writing Analysis Essays: Home

Crystal sosa.

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• Different Types of Analysis Essays

Text analysis and writing analysis texts are important skills to develop as they allow individuals to critically engage with written material, understand underlying themes and arguments, and communicate their own ideas in a clear and effective manner. These skills are essential in academic and professional settings, as well as in everyday life, as they enable individuals to evaluate information and make informed decisions.

What is Text Analysis?

Text analysis is the process of examining and interpreting a written or spoken text to understand its meaning, structure, and context. It involves breaking down the text into its constituent parts, such as words, phrases, and sentences, and analyzing how they work together to convey a particular message or idea.

Text analysis can be used to explore a wide range of textual material, including literature, poetry, speeches, and news articles, and it is often employed in academic research, literary criticism, and media analysis. By analyzing texts, we can gain deeper insights into their meanings, uncover hidden messages and themes, and better understand the social and cultural contexts in which they were produced.

What is an Analysis Essay?

An analysis essay is a type of essay that requires the writer to analyze and interpret a particular text or topic. The goal of an analysis essay is to break down the text or topic into smaller parts and examine each part carefully. This allows the writer to make connections between different parts of the text or topic and develop a more comprehensive understanding of it.

In “The Yellow Wallpaper,” Charlotte Perkins Gilman uses the first-person point of view and vivid descriptions of the protagonist’s surroundings to convey the protagonist’s psychological deterioration. By limiting the reader’s understanding of the story’s events to the protagonist’s perspective, Gilman creates a sense of claustrophobia and paranoia, mirroring the protagonist’s own feelings. Additionally, the use of sensory language, such as the “smooch of rain,” and descriptions of the “yellow wallpaper” and its “sprawling flamboyant patterns,” further emphasize the protagonist’s sensory and emotional experience. Through these techniques, Gilman effectively communicates the protagonist’s descent into madness and the effects of societal oppression on women’s mental health.

There are several different types of analysis essays, including:

Literary Analysis Essays: These essays examine a work of literature and analyze various literary devices such as character development, plot, theme, and symbolism.

Rhetorical Analysis Essays: These essays examine how authors use language and rhetoric to persuade their audience, focusing on the author's tone, word choice, and use of rhetorical devices.

Film Analysis Essays: These essays analyze a film's themes, characters, and visual elements, such as cinematography and sound.

Visual Analysis Essays: These essays analyze visual art, such as paintings or sculptures, and explore how the artwork's elements work together to create meaning.

Historical Analysis Essays: These essays analyze historical events or documents and examine their causes, effects, and implications.

Comparative Analysis Essays: These essays compare and contrast two or more works, focusing on similarities and differences between them.

Process Analysis Essays: These essays explain how to do something or how something works, providing a step-by-step analysis of a process.

Analyzing Texts

• General Tips
• How to Analyze
• What to Analyze

When writing an essay, it's essential to analyze your topic thoroughly. Here are some suggestions for analyzing your topic:

Read carefully: Start by reading your text or prompt carefully. Make sure you understand the key points and what the text or prompt is asking you to do.

Analyze the text or topic thoroughly: Analyze the text or topic thoroughly by breaking it down into smaller parts and examining each part carefully. This will help you make connections between different parts of the text or topic and develop a more comprehensive understanding of it.

Identify key concepts: Identify the key concepts, themes, and ideas in the text or prompt. This will help you focus your analysis.

Take notes: Take notes on important details and concepts as you read. This will help you remember what you've read and organize your thoughts.

Consider different perspectives: Consider different perspectives and interpretations of the text or prompt. This can help you create a more well-rounded analysis.

Use evidence: Use evidence from the text or outside sources to support your analysis. This can help you make your argument stronger and more convincing.

Formulate your thesis statement: Based on your analysis of the essay, formulate your thesis statement. This should be a clear and concise statement that summarizes your main argument.

Use clear and concise language: Use clear and concise language to communicate your ideas effectively. Avoid using overly complicated language that may confuse your reader.

Revise and edit: Revise and edit your essay carefully to ensure that it is clear, concise, and free of errors.

• Understanding the assignment: Make sure you fully understand the assignment and the purpose of the analysis. This will help you focus your analysis and ensure that you are meeting the requirements of the assignment.

Read the essay multiple times: Reading the essay multiple times will help you to identify the author's main argument, key points, and supporting evidence.

Take notes: As you read the essay, take notes on key points, quotes, and examples. This will help you to organize your thoughts and identify patterns in the author's argument.

Take breaks: It's important to take breaks while reading academic essays to avoid burnout. Take a break every 20-30 minutes and do something completely different, like going for a walk or listening to music. This can help you to stay refreshed and engaged.

Highlight or underline key points: As you read, highlight or underline key points, arguments, and evidence that stand out to you. This will help you to remember and analyze important information later.

Ask questions: Ask yourself questions as you read to help you engage critically with the text. What is the author's argument? What evidence do they use to support their claims? What are the strengths and weaknesses of their argument?

Engage in active reading: Instead of passively reading, engage in active reading by asking questions, making connections to other readings or personal experiences, and reflecting on what you've read.

Find a discussion partner: Find someone to discuss the essay with, whether it's a classmate, a friend, or a teacher. Discussing the essay can help you to process and analyze the information more deeply, and can also help you to stay engaged.

• Identify the author's purpose and audience: Consider why the author wrote the essay and who their intended audience is. This will help you to better understand the author's perspective and the purpose of their argument.

Analyze the structure of the essay: Consider how the essay is structured and how this supports the author's argument. Look for patterns in the organization of ideas and the use of transitions.

Evaluate the author's use of evidence: Evaluate the author's use of evidence and how it supports their argument. Consider whether the evidence is credible, relevant, and sufficient to support the author's claims.

Consider the author's tone and style: Consider the author's tone and style and how it contributes to their argument. Look for patterns in the use of language, imagery, and rhetorical devices.

Consider the context : Consider the context in which the essay was written, such as the author's background, the time period, and any societal or cultural factors that may have influenced their perspective.

Evaluate the evidence: Evaluate the evidence presented in the essay and consider whether it is sufficient to support the author's argument. Look for any biases or assumptions that may be present in the evidence.

Consider alternative viewpoints: Consider alternative viewpoints and arguments that may challenge the author's perspective. This can help you to engage critically with the text and develop a more well-rounded understanding of the topic.

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• How to write a rhetorical analysis | Key concepts & examples

How to Write a Rhetorical Analysis | Key Concepts & Examples

Published on August 28, 2020 by Jack Caulfield . Revised on July 23, 2023.

A rhetorical analysis is a type of essay  that looks at a text in terms of rhetoric. This means it is less concerned with what the author is saying than with how they say it: their goals, techniques, and appeals to the audience.

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Table of contents

Key concepts in rhetoric, analyzing the text, introducing your rhetorical analysis, the body: doing the analysis, concluding a rhetorical analysis, other interesting articles, frequently asked questions about rhetorical analysis.

Rhetoric, the art of effective speaking and writing, is a subject that trains you to look at texts, arguments and speeches in terms of how they are designed to persuade the audience. This section introduces a few of the key concepts of this field.

Appeals: Logos, ethos, pathos

Appeals are how the author convinces their audience. Three central appeals are discussed in rhetoric, established by the philosopher Aristotle and sometimes called the rhetorical triangle: logos, ethos, and pathos.

Logos , or the logical appeal, refers to the use of reasoned argument to persuade. This is the dominant approach in academic writing , where arguments are built up using reasoning and evidence.

Ethos , or the ethical appeal, involves the author presenting themselves as an authority on their subject. For example, someone making a moral argument might highlight their own morally admirable behavior; someone speaking about a technical subject might present themselves as an expert by mentioning their qualifications.

Pathos , or the pathetic appeal, evokes the audience’s emotions. This might involve speaking in a passionate way, employing vivid imagery, or trying to provoke anger, sympathy, or any other emotional response in the audience.

These three appeals are all treated as integral parts of rhetoric, and a given author may combine all three of them to convince their audience.

Text and context

In rhetoric, a text is not necessarily a piece of writing (though it may be this). A text is whatever piece of communication you are analyzing. This could be, for example, a speech, an advertisement, or a satirical image.

In these cases, your analysis would focus on more than just language—you might look at visual or sonic elements of the text too.

The context is everything surrounding the text: Who is the author (or speaker, designer, etc.)? Who is their (intended or actual) audience? When and where was the text produced, and for what purpose?

Looking at the context can help to inform your rhetorical analysis. For example, Martin Luther King, Jr.’s “I Have a Dream” speech has universal power, but the context of the civil rights movement is an important part of understanding why.

Claims, supports, and warrants

A piece of rhetoric is always making some sort of argument, whether it’s a very clearly defined and logical one (e.g. in a philosophy essay) or one that the reader has to infer (e.g. in a satirical article). These arguments are built up with claims, supports, and warrants.

A claim is the fact or idea the author wants to convince the reader of. An argument might center on a single claim, or be built up out of many. Claims are usually explicitly stated, but they may also just be implied in some kinds of text.

The author uses supports to back up each claim they make. These might range from hard evidence to emotional appeals—anything that is used to convince the reader to accept a claim.

The warrant is the logic or assumption that connects a support with a claim. Outside of quite formal argumentation, the warrant is often unstated—the author assumes their audience will understand the connection without it. But that doesn’t mean you can’t still explore the implicit warrant in these cases.

For example, look at the following statement:

We can see a claim and a support here, but the warrant is implicit. Here, the warrant is the assumption that more likeable candidates would have inspired greater turnout. We might be more or less convinced by the argument depending on whether we think this is a fair assumption.

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Rhetorical analysis isn’t a matter of choosing concepts in advance and applying them to a text. Instead, it starts with looking at the text in detail and asking the appropriate questions about how it works:

• What is the author’s purpose?
• Do they focus closely on their key claims, or do they discuss various topics?
• What tone do they take—angry or sympathetic? Personal or authoritative? Formal or informal?
• Who seems to be the intended audience? Is this audience likely to be successfully reached and convinced?
• What kinds of evidence are presented?

By asking these questions, you’ll discover the various rhetorical devices the text uses. Don’t feel that you have to cram in every rhetorical term you know—focus on those that are most important to the text.

The following sections show how to write the different parts of a rhetorical analysis.

Like all essays, a rhetorical analysis begins with an introduction . The introduction tells readers what text you’ll be discussing, provides relevant background information, and presents your thesis statement .

Hover over different parts of the example below to see how an introduction works.

Martin Luther King, Jr.’s “I Have a Dream” speech is widely regarded as one of the most important pieces of oratory in American history. Delivered in 1963 to thousands of civil rights activists outside the Lincoln Memorial in Washington, D.C., the speech has come to symbolize the spirit of the civil rights movement and even to function as a major part of the American national myth. This rhetorical analysis argues that King’s assumption of the prophetic voice, amplified by the historic size of his audience, creates a powerful sense of ethos that has retained its inspirational power over the years.

The body of your rhetorical analysis is where you’ll tackle the text directly. It’s often divided into three paragraphs, although it may be more in a longer essay.

Each paragraph should focus on a different element of the text, and they should all contribute to your overall argument for your thesis statement.

Hover over the example to explore how a typical body paragraph is constructed.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

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The conclusion of a rhetorical analysis wraps up the essay by restating the main argument and showing how it has been developed by your analysis. It may also try to link the text, and your analysis of it, with broader concerns.

Explore the example below to get a sense of the conclusion.

It is clear from this analysis that the effectiveness of King’s rhetoric stems less from the pathetic appeal of his utopian “dream” than it does from the ethos he carefully constructs to give force to his statements. By framing contemporary upheavals as part of a prophecy whose fulfillment will result in the better future he imagines, King ensures not only the effectiveness of his words in the moment but their continuing resonance today. Even if we have not yet achieved King’s dream, we cannot deny the role his words played in setting us on the path toward it.

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

• Ad hominem fallacy
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The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

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• Textual Analysis | Guide, 3 Approaches & Examples

Textual Analysis | Guide, 3 Approaches & Examples

Published on 7 May 2022 by Jack Caulfield .

Textual analysis is a broad term for various research methods used to describe, interpret and understand texts. All kinds of information can be gleaned from a text – from its literal meaning to the subtext, symbolism, assumptions, and values it reveals.

The methods used to conduct textual analysis depend on the field and the aims of the research. It often aims to connect the text to a broader social, political, cultural, or artistic context.

Table of contents

What is a text, textual analysis in cultural and media studies, textual analysis in the social sciences, textual analysis in literary studies.

The term ‘text’ is broader than it seems. A text can be a piece of writing, such as a book, an email message, or a transcribed conversation. But in this context, a text can also be any object whose meaning and significance you want to interpret in depth: a film, an image, an artifact, even a place.

The methods you use to analyse a text will vary according to the type of object and the purpose of your analysis:

• Analysis of a short story might focus on the imagery, narrative perspective, and structure of the text.
• To analyse a film, not only the dialogue but also the cinematography and use of sound could be relevant to the analysis.
• A building might be analysed in terms of its architectural features and how it is navigated by visitors.
• You could analyse the rules of a game and what kind of behaviour they are designed to encourage in players.

While textual analysis is most commonly applied to written language, bear in mind how broad the term ‘text’ is and how varied the methods involved can be.

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In the fields of cultural studies and media studies, textual analysis is a key component of research. Researchers in these fields take media and cultural objects – for example, music videos, social media content, billboard advertising – and treat them as texts to be analysed.

Usually working within a particular theoretical framework (e.g., postcolonial theory, media theory, semiotics), researchers seek to connect elements of their texts with issues in contemporary politics and culture. They might analyse many different aspects of the text:

• Word choice
• Design elements
• Location of the text
• Target audience
• Relationship with other texts

Textual analysis in this context is usually creative and qualitative in its approach. Researchers seek to illuminate something about the underlying politics or social context of the cultural object they’re investigating.

In the social sciences, textual analysis is often applied to texts such as interview transcripts and surveys , as well as to various types of media. Social scientists use textual data to draw empirical conclusions about social relations.

Textual analysis in the social sciences sometimes takes a more quantitative approach , where the features of texts are measured numerically. For example, a researcher might investigate how often certain words are repeated in social media posts, or which colours appear most prominently in advertisements for products targeted at different demographics.

Some common methods of analysing texts in the social sciences include content analysis , thematic analysis , and discourse analysis .

Textual analysis is the most important method in literary studies. Almost all work in this field involves in-depth analysis of texts – in this context, usually novels, poems, stories, or plays.

Because it deals with literary writing, this type of textual analysis places greater emphasis on the deliberately constructed elements of a text: for example, rhyme and metre in a poem, or narrative perspective in a novel. Researchers aim to understand and explain how these elements contribute to the text’s meaning.

However, literary analysis doesn’t just involve discovering the author’s intended meaning. It often also explores potentially unintended connections between different texts, asks what a text reveals about the context in which it was written, or seeks to analyse a classic text in a new and unexpected way.

Some well-known examples of literary analysis show the variety of approaches that can be taken:

• Eve Kosofky Sedgwick’s book Between Men analyses Victorian literature in light of more contemporary perspectives on gender and sexuality.
• Roland Barthes’ S/Z provides an in-depth structural analysis of a short story by Balzac.
• Harold Bloom’s The Anxiety of Influence applies his own ‘influence theory’ to an analysis of various classic poets.

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Textual Analysis: Definition, Types & 10 Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Textual analysis is a research methodology that involves exploring written text as empirical data. Scholars explore both the content and structure of texts, and attempt to discern key themes and statistics emergent from them.

This method of research is used in various academic disciplines, including cultural studies, literature, bilical studies, anthropology , sociology, and others (Dearing, 2022; McKee, 2003).

This method of analysis involves breaking down a text into its constituent parts for close reading and making inferences about its context, underlying themes, and the intentions of its author.

Textual Analysis Definition

Alan McKee is one of the preeminent scholars of textual analysis. He provides a clear and approachable definition in his book Textual Analysis: A Beginner’s Guide (2003) where he writes:

“When we perform textual analysis on a text we make an educated guess at some of the most likely interpretations that might be made of the text […] in order to try and obtain a sense of the ways in which, in particular cultures at particular times, people make sense of the world around them.”

A key insight worth extracting from this definition is that textual analysis can reveal what cultural groups value, how they create meaning, and how they interpret reality.

This is invaluable in situations where scholars are seeking to more deeply understand cultural groups and civilizations – both past and present (Metoyer et al., 2018).

As such, it may be beneficial for a range of different types of studies, such as:

• Studies of Historical Texts: A study of how certain concepts are framed, described, and approached in historical texts, such as the Bible.
• Studies of Industry Reports: A study of how industry reports frame and discuss concepts such as environmental and social responsibility.
• Studies of Literature: A study of how a particular text or group of texts within a genre define and frame concepts. For example, you could explore how great American literature mythologizes the concept of the ‘The American Dream’.
• Studies of Speeches: A study of how certain politicians position national identities in their appeals for votes.
• Studies of Newspapers: A study of the biases within newspapers toward or against certain groups of people.
• Etc. (For more, see: Dearing, 2022)

McKee uses the term ‘textual analysis’ to also refer to text types that are not just written, but multimodal. For a dive into the analysis of multimodal texts, I recommend my article on content analysis , where I explore the study of texts like television advertisements and movies in detail.

Features of a Textual Analysis

When conducting a textual analysis, you’ll need to consider a range of factors within the text that are worthy of close examination to infer meaning. Features worthy of considering include:

• Content: What is being said or conveyed in the text, including explicit and implicit meanings, themes, or ideas.
• Context: When and where the text was created, the culture and society it reflects, and the circumstances surrounding its creation and distribution.
• Audience: Who the text is intended for, how it’s received, and the effect it has on its audience.
• Authorship: Who created the text, their background and perspectives, and how these might influence the text.
• Form and structure: The layout, sequence, and organization of the text and how these elements contribute to its meanings (Metoyer et al., 2018).

Textual Analysis Coding Methods

The above features may be examined through quantitative or qualitative research designs , or a mixed-methods angle.

1. Quantitative Approaches

You could analyze several of the above features, namely, content, form, and structure, from a quantitative perspective using computational linguistics and natural language processing (NLP) analysis.

From this approach, you would use algorithms to extract useful information or insights about frequency of word and phrase usage, etc. This can include techniques like sentiment analysis, topic modeling, named entity recognition, and more.

2. Qualitative Approaches

In many ways, textual analysis lends itself best to qualitative analysis. When identifying words and phrases, you’re also going to want to look at the surrounding context and possibly cultural interpretations of what is going on (Mayring, 2015).

Generally, humans are far more perceptive at teasing out these contextual factors than machines (although, AI is giving us a run for our money).

One qualitative approach to textual analysis that I regularly use is inductive coding, a step-by-step methodology that can help you extract themes from texts. If you’re interested in using this step-by-step method, read my guide on inductive coding here .

See more Qualitative Research Approaches Here

Textual Analysis Examples

Title: “Discourses on Gender, Patriarchy and Resolution 1325: A Textual Analysis of UN Documents”  Author: Nadine Puechguirbal Year: 2010 APA Citation: Puechguirbal, N. (2010). Discourses on Gender, Patriarchy and Resolution 1325: A Textual Analysis of UN Documents, International Peacekeeping, 17 (2): 172-187. doi: 10.1080/13533311003625068

Summary: The article discusses the language used in UN documents related to peace operations and analyzes how it perpetuates stereotypical portrayals of women as vulnerable individuals. The author argues that this language removes women’s agency and keeps them in a subordinate position as victims, instead of recognizing them as active participants and agents of change in post-conflict environments. Despite the adoption of UN Security Council Resolution 1325, which aims to address the role of women in peace and security, the author suggests that the UN’s male-dominated power structure remains unchallenged, and gender mainstreaming is often presented as a non-political activity.

Title: “Racism and the Media: A Textual Analysis”  Author: Kassia E. Kulaszewicz Year: 2015 APA Citation: Kulaszewicz, K. E. (2015). Racism and the Media: A Textual Analysis . Dissertation. Retrieved from: https://sophia.stkate.edu/msw_papers/477

Summary: This study delves into the significant role media plays in fostering explicit racial bias. Using Bandura’s Learning Theory, it investigates how media content influences our beliefs through ‘observational learning’. Conducting a textual analysis, it finds differences in representation of black and white people, stereotyping of black people, and ostensibly micro-aggressions toward black people. The research highlights how media often criminalizes Black men, portraying them as violent, while justifying or supporting the actions of White officers, regardless of their potential criminality. The study concludes that news media likely continues to reinforce racism, whether consciously or unconsciously.

Title: “On the metaphorical nature of intellectual capital: a textual analysis” Author: Daniel Andriessen Year: 2006 APA Citation: Andriessen, D. (2006). On the metaphorical nature of intellectual capital: a textual analysis. Journal of Intellectual capital , 7 (1), 93-110.

Summary: This article delves into the metaphorical underpinnings of intellectual capital (IC) and knowledge management, examining how knowledge is conceptualized through metaphors. The researchers employed a textual analysis methodology, scrutinizing key texts in the field to identify prevalent metaphors. They found that over 95% of statements about knowledge are metaphor-based, with “knowledge as a resource” and “knowledge as capital” being the most dominant. This study demonstrates how textual analysis helps us to understand current understandings and ways of speaking about a topic.

Title: “Race in Rhetoric: A Textual Analysis of Barack Obama’s Campaign Discourse Regarding His Race” Author: Andrea Dawn Andrews Year: 2011 APA Citation: Andrew, A. D. (2011) Race in Rhetoric: A Textual Analysis of Barack Obama’s Campaign Discourse Regarding His Race. Undergraduate Honors Thesis Collection. 120 . https://digitalcommons.butler.edu/ugtheses/120

This undergraduate honors thesis is a textual analysis of Barack Obama’s speeches that explores how Obama frames the concept of race. The student’s capstone project found that Obama tended to frame racial inequality as something that could be overcome, and that this was a positive and uplifting project. Here, the student breaks-down times when Obama utilizes the concept of race in his speeches, and examines the surrounding content to see the connotations associated with race and race-relations embedded in the text. Here, we see a decidedly qualitative approach to textual analysis which can deliver contextualized and in-depth insights.

Sub-Types of Textual Analysis

While above I have focused on a generalized textual analysis approach, a range of sub-types and offshoots have emerged that focus on specific concepts, often within their own specific theoretical paradigms. Each are outlined below, and where I’ve got a guide, I’ve linked to it in blue:

• Content Analysis : Content analysis is similar to textual analysis, and I would consider it a type of textual analysis, where it’s got a broader understanding of the term ‘text’. In this type, a text is any type of ‘content’, and could be multimodal in nature, such as television advertisements, movies, posters, and so forth. Content analysis can be both qualitative and quantitative, depending on whether it focuses more on the meaning of the content or the frequency of certain words or concepts (Chung & Pennebaker, 2018).
• Discourse Analysis : Emergent specifically from critical and postmodern/ poststructural theories, discourse analysis focuses closely on the use of language within a social context, with the goal of revealing how repeated framing of terms and concepts has the effect of shaping how cultures understand social categories. It considers how texts interact with and shape social norms, power dynamics, ideologies, etc. For example, it might examine how gender is socially constructed as a distinct social category through Disney films. It may also be called ‘critical discourse analysis’.
• Narrative Analysis: This approach is used for analyzing stories and narratives within text. It looks at elements like plot, characters, themes, and the sequence of events to understand how narratives construct meaning.
• Frame Analysis: This approach looks at how events, ideas, and themes are presented or “framed” within a text. It explores how these frames can shape our understanding of the information being presented. While similar to discourse analysis, a frame analysis tends to be less associated with the loaded concept of ‘discourse’ that exists specifically within postmodern paradigms (Smith, 2017).
• Semiotic Analysis: This approach studies signs and symbols, both visual and textual, and could be a good compliment to a content analysis, as it provides the language and understandings necessary to describe how signs make meaning in cultural contexts that we might find with the fields of semantics and pragmatics . It’s based on the theory of semiotics, which is concerned with how meaning is created and communicated through signs and symbols.
• Computational Textual Analysis: In the context of data science or artificial intelligence, this type of analysis involves using algorithms to process large amounts of text. Techniques can include topic modeling, sentiment analysis, word frequency analysis, and others. While being extremely useful for a quantitative analysis of a large dataset of text, it falls short in its ability to provide deep contextualized understandings of words-in-context.

Each of these methods has its strengths and weaknesses, and the choice of method depends on the research question, the type of text being analyzed, and the broader context of the research.

See More Examples of Analysis Here

Strengths and Weaknesses of Textual Analysis

Helps to develop detailed understandings of how meaning is produced in language (McKee, 2003).	Textual analyses often focus too much on written text and fail to account for the we receive through nonverbal communication events.
Allows anthropologists, sociologists, cultural theorists, and historians to gather a set of texts from a specific moment in time to gather insights of how cultures have created within their (Chung & Pennebaker, 2018).	Qualitative textual analyses, which in my opinion render richest results, also have higher likelihood of being influenced by researcher bias – conscious or unconscious. Scholars need clear reliability and validity mechanisms to hedge against this (Smith, 2017).
Provides a means and methodological language for extracting meaning from texts, which is far more thoroughly fleshed-out than many other approaches, which often engage in textual coding with arguably less methodological rigor (i.e coding of semi-structured interviews).	Quantitative textual analyses, such as through use of AI and computer programs, often fail to extract nuanced cultural and contextual readings, which can only be achieved by a rich quantitative approach.
Can help to bring to the fore meanings sedimented within texts that we take for granted and fail to . By using sentiment analysis whenever a term is used, for example, we can extract how concepts are associated with negative and positive feelings within cultural texts.	Textual analysis alone is often seen as a poor form of empirical research, as there is an expectation that we don’t just infer meanings form texts, but engage with actual readers of those texts to see how infer meanings – as it’s how people make meaning of texts, rather than the texts themselves, that can reveal how texts give life to ideas.

When writing your methodology for your textual analysis, make sure to define not only what textual analysis is, but (if applicable) the type of textual analysis, the features of the text you’re analyzing, and the ways you will code the data. It’s also worth actively reflecting on the potential weaknesses of a textual analysis approach, but also explaining why, despite those weaknesses, you believe this to be the most appropriate methodology for your study.

Chung, C. K., & Pennebaker, J. W. (2018). Textual analysis. In  Measurement in social psychology  (pp. 153-173). Routledge.

Dearing, V. A. (2022).  Manual of textual analysis . Univ of California Press.

McKee, A. (2003). Textual analysis: A beginner’s guide.  Textual analysis , 1-160.

Mayring, P. (2015). Qualitative content analysis: Theoretical background and procedures.  Approaches to qualitative research in mathematics education: Examples of methodology and methods , 365-380. doi: https://doi.org/10.1007/978-94-017-9181-6_13

Metoyer, R., Zhi, Q., Janczuk, B., & Scheirer, W. (2018, March). Coupling story to visualization: Using textual analysis as a bridge between data and interpretation. In  23rd International Conference on Intelligent User Interfaces  (pp. 503-507). doi: https://doi.org/10.1145/3172944.3173007

Smith, J. A. (2017). Textual analysis.  The international encyclopedia of communication research methods , 1-7.

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Self-Actualization Examples (Maslow's Hierarchy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Forest Schools Philosophy & Curriculum, Explained!
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Introduction

You’ve been assigned a literary analysis paper—what does that even mean? Is it like a book report that you used to write in high school? Well, not really.

A literary analysis essay asks you to make an original argument about a poem, play, or work of fiction and support that argument with research and evidence from your careful reading of the text.

It can take many forms, such as a close reading of a text, critiquing the text through a particular literary theory, comparing one text to another, or criticizing another critic’s interpretation of the text. While there are many ways to structure a literary essay, writing this kind of essay follows generally follows a similar process for everyone

Crafting a good literary analysis essay begins with good close reading of the text, in which you have kept notes and observations as you read. This will help you with the first step, which is selecting a topic to write about—what jumped out as you read, what are you genuinely interested in? The next step is to focus your topic, developing it into an argument—why is this subject or observation important? Why should your reader care about it as much as you do? The third step is to gather evidence to support your argument, for literary analysis, support comes in the form of evidence from the text and from your research on what other literary critics have said about your topic. Only after you have performed these steps, are you ready to begin actually writing your essay.

Writing a Literary Analysis Essay

How to create a topic and conduct research:.

Writing an Analysis of a Poem, Story, or Play

If you are taking a literature course, it is important that you know how to write an analysis—sometimes called an interpretation or a literary analysis or a critical reading or a critical analysis—of a story, a poem, and a play. Your instructor will probably assign such an analysis as part of the course assessment. On your mid-term or final exam, you might have to write an analysis of one or more of the poems and/or stories on your reading list. Or the dreaded “sight poem or story” might appear on an exam, a work that is not on the reading list, that you have not read before, but one your instructor includes on the exam to examine your ability to apply the active reading skills you have learned in class to produce, independently, an effective literary analysis.You might be asked to write instead or, or in addition to an analysis of a literary work, a more sophisticated essay in which you compare and contrast the protagonists of two stories, or the use of form and metaphor in two poems, or the tragic heroes in two plays.

You might learn some literary theory in your course and be asked to apply theory—feminist, Marxist, reader-response, psychoanalytic, new historicist, for example—to one or more of the works on your reading list. But the seminal assignment in a literature course is the analysis of the single poem, story, novel, or play, and, even if you do not have to complete this assignment specifically, it will form the basis of most of the other writing assignments you will be required to undertake in your literature class. There are several ways of structuring a literary analysis, and your instructor might issue specific instructions on how he or she wants this assignment done. The method presented here might not be identical to the one your instructor wants you to follow, but it will be easy enough to modify, if your instructor expects something a bit different, and it is a good default method, if your instructor does not issue more specific guidelines.You want to begin your analysis with a paragraph that provides the context of the work you are analyzing and a brief account of what you believe to be the poem or story or play’s main theme. At a minimum, your account of the work’s context will include the name of the author, the title of the work, its genre, and the date and place of publication. If there is an important biographical or historical context to the work, you should include that, as well.Try to express the work’s theme in one or two sentences. Theme, you will recall, is that insight into human experience the author offers to readers, usually revealed as the content, the drama, the plot of the poem, story, or play unfolds and the characters interact. Assessing theme can be a complex task. Authors usually show the theme; they don’t tell it. They rarely say, at the end of the story, words to this effect: “and the moral of my story is…” They tell their story, develop their characters, provide some kind of conflict—and from all of this theme emerges. Because identifying theme can be challenging and subjective, it is often a good idea to work through the rest of the analysis, then return to the beginning and assess theme in light of your analysis of the work’s other literary elements.Here is a good example of an introductory paragraph from Ben’s analysis of William Butler Yeats’ poem, “Among School Children.”

“Among School Children” was published in Yeats’ 1928 collection of poems The Tower. It was inspired by a visit Yeats made in 1926 to school in Waterford, an official visit in his capacity as a senator of the Irish Free State. In the course of the tour, Yeats reflects upon his own youth and the experiences that shaped the “sixty-year old, smiling public man” (line 8) he has become. Through his reflection, the theme of the poem emerges: a life has meaning when connections among apparently disparate experiences are forged into a unified whole.

In the body of your literature analysis, you want to guide your readers through a tour of the poem, story, or play, pausing along the way to comment on, analyze, interpret, and explain key incidents, descriptions, dialogue, symbols, the writer’s use of figurative language—any of the elements of literature that are relevant to a sound analysis of this particular work. Your main goal is to explain how the elements of literature work to elucidate, augment, and develop the theme. The elements of literature are common across genres: a story, a narrative poem, and a play all have a plot and characters. But certain genres privilege certain literary elements. In a poem, for example, form, imagery and metaphor might be especially important; in a story, setting and point-of-view might be more important than they are in a poem; in a play, dialogue, stage directions, lighting serve functions rarely relevant in the analysis of a story or poem.

The length of the body of an analysis of a literary work will usually depend upon the length of work being analyzed—the longer the work, the longer the analysis—though your instructor will likely establish a word limit for this assignment. Make certain that you do not simply paraphrase the plot of the story or play or the content of the poem. This is a common weakness in student literary analyses, especially when the analysis is of a poem or a play.

Here is a good example of two body paragraphs from Amelia’s analysis of “Araby” by James Joyce.

Within the story’s first few paragraphs occur several religious references which will accumulate as the story progresses. The narrator is a student at the Christian Brothers’ School; the former tenant of his house was a priest; he left behind books called The Abbot and The Devout Communicant. Near the end of the story’s second paragraph the narrator describes a “central apple tree” in the garden, under which is “the late tenant’s rusty bicycle pump.” We may begin to suspect the tree symbolizes the apple tree in the Garden of Eden and the bicycle pump, the snake which corrupted Eve, a stretch, perhaps, until Joyce’s fall-of-innocence theme becomes more apparent.

The narrator must continue to help his aunt with her errands, but, even when he is so occupied, his mind is on Mangan’s sister, as he tries to sort out his feelings for her. Here Joyce provides vivid insight into the mind of an adolescent boy at once elated and bewildered by his first crush. He wants to tell her of his “confused adoration,” but he does not know if he will ever have the chance. Joyce’s description of the pleasant tension consuming the narrator is conveyed in a striking simile, which continues to develop the narrator’s character, while echoing the religious imagery, so important to the story’s theme: “But my body was like a harp, and her words and gestures were like fingers, running along the wires.”

The concluding paragraph of your analysis should realize two goals. First, it should present your own opinion on the quality of the poem or story or play about which you have been writing. And, second, it should comment on the current relevance of the work. You should certainly comment on the enduring social relevance of the work you are explicating. You may comment, though you should never be obliged to do so, on the personal relevance of the work. Here is the concluding paragraph from Dao-Ming’s analysis of Oscar Wilde’s The Importance of Being Earnest.

First performed in 1895, The Importance of Being Earnest has been made into a film, as recently as 2002 and is regularly revived by professional and amateur theatre companies. It endures not only because of the comic brilliance of its characters and their dialogue, but also because its satire still resonates with contemporary audiences. I am still amazed that I see in my own Asian mother a shadow of Lady Bracknell, with her obsession with finding for her daughter a husband who will maintain, if not, ideally, increase the family’s social status. We might like to think we are more liberated and socially sophisticated than our Victorian ancestors, but the starlets and eligible bachelors who star in current reality television programs illustrate the extent to which superficial concerns still influence decisions about love and even marriage. Even now, we can turn to Oscar Wilde to help us understand and laugh at those who are earnest in name only.

Dao-Ming’s conclusion is brief, but she does manage to praise the play, reaffirm its main theme, and explain its enduring appeal. And note how her last sentence cleverly establishes that sense of closure that is also a feature of an effective analysis.

You may, of course, modify the template that is presented here. Your instructor might favour a somewhat different approach to literary analysis. Its essence, though, will be your understanding and interpretation of the theme of the poem, story, or play and the skill with which the author shapes the elements of literature—plot, character, form, diction, setting, point of view—to support the theme.

Academic Writing Tips : How to Write a Literary Analysis Paper. Authored by: eHow. Located at: https://youtu.be/8adKfLwIrVk. License: All Rights Reserved. License Terms: Standard YouTube license

BC Open Textbooks: English Literature Victorians and Moderns: https://opentextbc.ca/englishliterature/back-matter/appendix-5-writing-an-analysis-of-a-poem-story-and-play/

Literary Analysis

The challenges of writing about english literature.

Writing begins with the act of reading . While this statement is true for most college papers, strong English papers tend to be the product of highly attentive reading (and rereading). When your instructors ask you to do a “close reading,” they are asking you to read not only for content, but also for structures and patterns. When you perform a close reading, then, you observe how form and content interact. In some cases, form reinforces content: for example, in John Donne’s Holy Sonnet 14, where the speaker invites God’s “force” “to break, blow, burn and make [him] new.” Here, the stressed monosyllables of the verbs “break,” “blow” and “burn” evoke aurally the force that the speaker invites from God. In other cases, form raises questions about content: for example, a repeated denial of guilt will likely raise questions about the speaker’s professed innocence. When you close read, take an inductive approach. Start by observing particular details in the text, such as a repeated image or word, an unexpected development, or even a contradiction. Often, a detail–such as a repeated image–can help you to identify a question about the text that warrants further examination. So annotate details that strike you as you read. Some of those details will eventually help you to work towards a thesis. And don’t worry if a detail seems trivial. If you can make a case about how an apparently trivial detail reveals something significant about the text, then your paper will have a thought-provoking thesis to argue.

Common Types of English Papers Many assignments will ask you to analyze a single text. Others, however, will ask you to read two or more texts in relation to each other, or to consider a text in light of claims made by other scholars and critics. For most assignments, close reading will be central to your paper. While some assignment guidelines will suggest topics and spell out expectations in detail, others will offer little more than a page limit. Approaching the writing process in the absence of assigned topics can be daunting, but remember that you have resources: in section, you will probably have encountered some examples of close reading; in lecture, you will have encountered some of the course’s central questions and claims. The paper is a chance for you to extend a claim offered in lecture, or to analyze a passage neglected in lecture. In either case, your analysis should do more than recapitulate claims aired in lecture and section. Because different instructors have different goals for an assignment, you should always ask your professor or TF if you have questions. These general guidelines should apply in most cases:

• A close reading of a single text: Depending on the length of the text, you will need to be more or less selective about what you choose to consider. In the case of a sonnet, you will probably have enough room to analyze the text more thoroughly than you would in the case of a novel, for example, though even here you will probably not analyze every single detail. By contrast, in the case of a novel, you might analyze a repeated scene, image, or object (for example, scenes of train travel, images of decay, or objects such as or typewriters). Alternately, you might analyze a perplexing scene (such as a novel’s ending, albeit probably in relation to an earlier moment in the novel). But even when analyzing shorter works, you will need to be selective. Although you might notice numerous interesting details as you read, not all of those details will help you to organize a focused argument about the text. For example, if you are focusing on depictions of sensory experience in Keats’ “Ode to a Nightingale,” you probably do not need to analyze the image of a homeless Ruth in stanza 7, unless this image helps you to develop your case about sensory experience in the poem.
• A theoretically-informed close reading. In some courses, you will be asked to analyze a poem, a play, or a novel by using a critical theory (psychoanalytic, postcolonial, gender, etc). For example, you might use Kristeva’s theory of abjection to analyze mother-daughter relations in Toni Morrison’s novel Beloved. Critical theories provide focus for your analysis; if “abjection” is the guiding concept for your paper, you should focus on the scenes in the novel that are most relevant to the concept.
• A historically-informed close reading. In courses with a historicist orientation, you might use less self-consciously literary documents, such as newspapers or devotional manuals, to develop your analysis of a literary work. For example, to analyze how Robinson Crusoe makes sense of his island experiences, you might use Puritan tracts that narrate events in terms of how God organizes them. The tracts could help you to show not only how Robinson Crusoe draws on Puritan narrative conventions, but also—more significantly—how the novel revises those conventions.
• A comparison of two texts When analyzing two texts, you might look for unexpected contrasts between apparently similar texts, or unexpected similarities between apparently dissimilar texts, or for how one text revises or transforms the other. Keep in mind that not all of the similarities, differences, and transformations you identify will be relevant to an argument about the relationship between the two texts. As you work towards a thesis, you will need to decide which of those similarities, differences, or transformations to focus on. Moreover, unless instructed otherwise, you do not need to allot equal space to each text (unless this 50/50 allocation serves your thesis well, of course). Often you will find that one text helps to develop your analysis of another text. For example, you might analyze the transformation of Ariel’s song from The Tempest in T. S. Eliot’s poem, The Waste Land. Insofar as this analysis is interested in the afterlife of Ariel’s song in a later poem, you would likely allot more space to analyzing allusions to Ariel’s song in The Waste Land (after initially establishing the song’s significance in Shakespeare’s play, of course).
• A response paper A response paper is a great opportunity to practice your close reading skills without having to develop an entire argument. In most cases, a solid approach is to select a rich passage that rewards analysis (for example, one that depicts an important scene or a recurring image) and close read it. While response papers are a flexible genre, they are not invitations for impressionistic accounts of whether you liked the work or a particular character. Instead, you might use your close reading to raise a question about the text—to open up further investigation, rather than to supply a solution.
• A research paper. In most cases, you will receive guidance from the professor on the scope of the research paper. It is likely that you will be expected to consult sources other than the assigned readings. Hollis is your best bet for book titles, and the MLA bibliography (available through e-resources) for articles. When reading articles, make sure that they have been peer reviewed; you might also ask your TF to recommend reputable journals in the field.

Harvard College Writing Program: https://writingproject.fas.harvard.edu/files/hwp/files/bg_writing_english.pdf

In the same way that we talk with our friends about the latest episode of Game of Thrones or newest Marvel movie, scholars communicate their ideas and interpretations of literature through written literary analysis essays. Literary analysis essays make us better readers of literature.

Only through careful reading and well-argued analysis can we reach new understandings and interpretations of texts that are sometimes hundreds of years old. Literary analysis brings new meaning and can shed new light on texts. Building from careful reading and selecting a topic that you are genuinely interested in, your argument supports how you read and understand a text. Using examples from the text you are discussing in the form of textual evidence further supports your reading. Well-researched literary analysis also includes information about what other scholars have written about a specific text or topic.

Literary analysis helps us to refine our ideas, question what we think we know, and often generates new knowledge about literature. Literary analysis essays allow you to discuss your own interpretation of a given text through careful examination of the choices the original author made in the text.

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

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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.

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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
Body paragraph 1
Body paragraph 2
Body paragraph 3
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:

Introduction
Benefits of Remote Work
Drawbacks of Remote Work
Solutions to Challenges of Remote Work
Conclusion

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!

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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.

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Collaboration, information literacy, writing process, textual analysis – how to engage in textual analysis.

• © 2023 by Jennifer Janechek - IBM Quantum

As a reader, a developing writer, and an informed student and citizen, you need to be able to locate, understand, and critically analyze others’ purposes in communicating information. Being able to identify and articulate the meaning of other writers’ arguments and theses enables you to engage in intelligent, meaningful, and critical knowledge exchanges. Ultimately, regardless of the discipline you choose to participate in,  textual analysis —the summary, contextualization, and interpretation of a writer’s effective or ineffective delivery of their perspective on a topic, statement of thesis, and development of an argument—will be an invaluable skill. Your ability to critically engage in knowledge exchanges—through the analysis of others’ communication—is integral to your success as a student and as a citizen.

Step 1: What Is The Thesis?

In order to learn how to better recognize a thesis in a written text, let’s consider the following argument:

So far, [Google+] does seem better than Facebook, though I’m still a rookie and don’t know how to do even some basic things.

It’s better in design terms, and also much better with its “circles” allowing you to target posts to various groups.

Example: following that high school reunion, the overwhelming majority of my Facebook friends list (which I’m barely rebuilding after my rejoin) are people from my own hometown. None of these people are going to care too much when my new book comes out from Edinburgh. Likewise, not too many of you would care to hear inside jokes about our old high school teachers, or whatever it is we banter about.

Another example: people I know only from exchanging a couple of professional emails with them ask to be Facebook friends. I’ve never met these people and have no idea what they’re really like, even if they seem nice enough on email. Do I really want to add them to my friends list on the same level as my closest friends, brothers, valued colleagues, etc.? Not yet. But then there’s the risk of offending people if you don’t add them. On Google+ you can just drop them in the “acquaintances” circle, and they’ll never know how they’re classified.

But they won’t be getting any highly treasured personal information there, which is exactly the restriction you probably want for someone you’ve never met before.

I also don’t like too many family members on my Facebook friends list, because frankly they don’t need to know everything I’m doing or chatting about with people. But on Google+ this problem will be easily manageable. (Harman)

The first sentence, “[Google+] does seem better than Facebook” (Harman), doesn’t communicate the writer’s position on the topic; it is merely an observation . A position, also called a “claim,” often includes the conjunction “because,” providing a reason why the writer’s observation is unique, meaningful, and critical.https://www.youtube.com/embed/rwSFfnlwtjY?rel=0&feature=youtu.beTherefore, if the writer’s sentence, “[Google+] does seem better than Facebook” (Harman), is simply an observation, then in order to identify the writer’s position, we must find the answer to “because, why?” One such answer can be found in the author’s rhetorical question/answer, “Do I really want to add them to my friends list on the same level as my closest friends, brothers, valued colleagues, etc.? Not yet” (Harman). The writer’s “because, why?” could be “because Google+ allows me to manage old, new, and potential friends and acquaintances using separate circles, so that I’m targeting posts to various, separate groups.” Therefore, the writer’s thesis—their position—could be something like, “Google+ is better than Facebook because its design enables me to manage my friends using separate circles, so that I’m targeting posts to various, separate groups instead of posting the same information for everyone I’ve added to my network.”

In addition to communicating a position on a particular topic, a writer’s thesis outlines what aspects of the topic they will address. Outlining intentions within a thesis is not only acceptable, but also one of a writer’s primary obligations, since the thesis relates their general argument. In a sense, you could think of the thesis as a responsibility to answer the question, “What will you/won’t you be claiming and why?”

To explain this further, let’s consider another example. If someone were to ask you what change you want to see in the world, you probably wouldn’t readily answer “world peace,” even though you (and many others) may want that. Why wouldn’t you answer that way? Because such an answer is far too broad and ambiguous to be logically argued. Although world peace may be your goal, for logic’s sake, you would be better off articulating your answer as “a peaceful solution to the violence currently occurring on the border of southern Texas and Mexico,” or something similarly specific. The distinction between the two answers should be clear: the first answer, “world peace,” is broad, ambiguous, and not a fully developed claim (there wouldn’t be many, if any, people who would disagree with this statement); the second answer is narrower, more specific, and a fully developed claim. It confines the argument to a particular example of violence, but still allows you to address what you want, “world peace,” on a smaller, more manageable, and more logical scale.

Since a writer’s thesis functions as an outline of what they will address in an argument, it is often organized in the same manner as the argument itself. Let’s return to the argument about Google+ for an example. If the author stated their position as suggested—“Google+ is better than Facebook because its design enables me to manage my friends using separate circles, so that I’m targeting posts to various, separate groups instead of posting the same information I’ve added to my network”—we would expect them to first address the similarities and differences between the designs of Google+ and Facebook, and then the reasons why they believe Google+ is a more effective way of sharing information. The organization of their thesis should reflect the overall order of their argument. Such a well-organized thesis builds the foundation for a cohesive and persuasive argument.

Textual Analysis: How is the Argument Structured?

“Textual analysis” is the term writers use to describe a reader’s written explanation of a text. The reader’s textual analysis ought to include a summary of the author’s topic, an analysis or explanation of how the author’s perspective relates to the ongoing conversation about that particular topic, an interpretation of the effectiveness of the author’s argument and thesis , and references to specific components of the text that support his or her analysis or explanation.

An effective argument generally consists of the following components:

• A thesis. Communicates the writer’s position on a particular topic.
• Acknowledgement of opposition. Explains existing objections to the writer’s position.
• Clearly defined premises outlining reasoning. Details the logic of the writer’s position.
• Evidence of validating premises. Proves the writer’s thorough research of the topic.
• A conclusion convincing the audience of the argument’s soundness/persuasiveness. Argues the writer’s position is relevant, logical, and thoroughly researched and communicated.

An effective argument also is specifically concerned with the components involved in researching, framing, and communicating evidence:

• The credibility and breadth of the writer’s research
• The techniques (like rhetorical appeals) used to communicate the evidence (see “The Rhetorical Appeals”)
• The relevance of the evidence as it reflects the concerns and interests of the author’s targeted audience

To identify and analyze a writer’s argument, you must critically read and understand the text in question. Focus and take notes as you read, highlighting what you believe are key words or important phrases. Once you are confident in your general understanding of the text, you’ll need to explain the author’s argument in a condensed summary. One way of accomplishing this is to ask yourself the following questions:

• What topic has the author written about? (Explain in as few words as possible.)
• What is the author’s point of view concerning their topic?
• What has the author written about the opposing point of view? (Where does it appear as though the author is “giving credit” to the opposition?)
• Does the author offer proof (either in reference to another published source or from personal experience) supporting their stance on the topic?
• As a reader, would you say that the argument is persuasive? Can you think of ways to strengthen the argument? Using which evidence or techniques?

Your articulation of the author’s argument will most likely derive from your answers to these questions. Let’s reconsider the argument about Google+ and answer the reflection questions listed above:

The author’s topic is two social networks—Google+ and Facebook.

The author is “for” the new social network Google+.

The author makes a loose allusion to the opposing point of view in the explanation, “I’m still a rookie and don’t know how to do even some basic things” (Harman). (The author alludes to his inexperience and, therefore, the potential for the opposing argument to have more merit.)

Yes, the author offers proof from personal experience, particularly through their first example: “following that high school reunion, the overwhelming majority of my Facebook friends list (which I’m barely rebuilding after my rejoin) are people from my hometown” (Harman). In their second example, they cite that “[o]n Google+ you can just drop [individuals] in the ‘acquaintances’ circle, and they’ll never even know how they’re classified” (Harman) in order to offer even more credible proof, based on the way Google+ operates instead of personal experience.

Yes, I would say that this argument is persuasive, although if I wanted to make it even stronger, I would include more detailed information about the opposing point of view. A balanced argument—one that fairly and thoroughly articulates both sides—is often more respected and better received because it proves to the audience that the writer has thoroughly researched the topic prior to making a judgment in favor of one perspective or another.

Works Cited

Harman, Graham. Object-Oriented Philosophy. WordPress, n.d. Web. 15 May 2012.

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Literary analysis: sample essay.

We turn once more to Joanna Wolfe’s and Laura Wilder’s  Digging into Literature: Strategies for Reading, Writing, and Analysis  (Boston: Bedford/St. Martin’s, 2016) in order to show you their example of a strong student essay that has a strong central claim elucidated by multiple surface/depth arguments supported by patterns of evidence.

Paragraph 1

Sylvia Plath’s short poem “Morning Song” explores the conflicted emotions of a new mother. On the one hand, the mother recognizes that she is expected to treasure and celebrate her infant, but on the other hand, she feels strangely removed from the child. The poem uses a combination of scientific and natural imagery to illustrate the mother’s feelings of alienation. By the end of the poem, however, we see a shift in this imagery as the mother begins to see the infant in more human terms.

Paragraph 2

There are several references to scientific imagery in “Morning Song” that suggest that mother is viewing the baby in clinical, scientific terms rather than as a new life. The poem refers to magnification (4) and reflection (8), both of which are scientific methods. The word “distills” (8) refers to a scientific, chemical process for removing impurities from a substance. The baby’s cry is described as taking “its place among the elements” (3), which seems to refer to the periodic table of elements, the primordial matter of the universe. The watch in the first line is similarly a scientific tool and the gold the watch is made of is, of course, an element, like the baby’s cry. Even the balloons in the last line have a scientific connotation since balloons are often used for measurements and experiments in science. These images all serve to show how the speaker feels distanced from the baby, who is like a scientific experiment she is conducting rather than a human being.

Paragraph 3

Natural imagery also seems to further dehumanize the baby, reducing it to nothing more than its mouth. The baby’s breathing is compared to a moth in line 10, suggesting that the speaker feels the infant is fragile and is as likely to die as a moth dancing around candlelight. A few lines later, the baby’s mouth is compared to another animal—a cat—who greedily opens its mouth for milk. Not only does the speaker seem to feel that the baby is like an animal, but she herself is turned into an animal, as she arises “cow-heavy” (13) to feed the infant. These images show how the speaker sees both the baby and herself as dumb animals who exist only to feed and be fed. Even the morning itself seems to be reduced to another mouth to feed as she describes how the dawn “swallows its dull stars” (16). These lines suggest that just as the sun swallows up the stars, so the baby will swallow up this mother.

Paragraph 4

However, in the last few lines the poem takes a hopeful turn as the speaker begins to view the baby as a human being. The baby’s mouth, which has previously been greedy and animal-like, now becomes a source of music, producing a “handful of notes” (17) and “clear vowels” (18). Music is a distinctly human sound. No animals and certainly not the cats, cows, or moths mentioned earlier in the poem, make music. This change in how the speaker perceives the baby’s sounds—from animalistic cry to human song—suggest that she is beginning to relate the baby as an individual. Even the word “handful” in the phrase “handful of notes” (17) seems hopeful in this context since this is the first time the mother has referred to the baby as having a distinctly human body part. When the baby’s notes finally “rise like balloons” (18), the speaker seems to have arrived at a place where she can celebrate the infant. For the first time, the infant is giving something to the speaker rather than threatening to take something away. The mother seems to have finally accepted the child as an independent human being whose company she can celebrate.

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You need to interpret a piece of writing for a literary analysis essay. With the deadline quickly approaching, you don’t know where to begin! That’s exactly why we’ve explained how to write such an essay and provided multiple literary analysis essay examples.

Here’s a simple literary analysis essay definition: A personal interpretation of a piece of writing. It’s not just a summary or an explanation of a piece of writing but an argumentative take that highlights your take on a particular poem or story. This is evidenced by the support of quoted sections from the original piece. 

Get your literary analysis essay perfectly edited to score high! Learn more

Here are the steps to write a literary analysis essay in detail:

1. Read and analyze the text

In order to understand how to start a literary analysis essay, you need to realize the importance of strong research. Before you begin writing your essay , make sure to thoroughly go through your text and take detailed notes. Observe and note the words used by the author, the structure and tone of the piece, the point of view, and so on.

The goal here is to build textual connections within and outside the text. Ask yourself the following questions:

• Are there logical connections to be derived from the structure, theme, or words used?
• Does the piece make any allusions to other works?
• Is this piece similar or different from the author’s other writings?
• Are there any thematic similarities between this work and others in the same time period?
• What have critics said about this text? Can it be useful for my argument?

Let’s take a deeper look at how to analyze a literary text:  

A. Use of structure

While writing an essay , studying the structure of a text is an indispensable part of literary analysis. Authors and poets divide their texts into chapters, scenes, or stanzas, which may be deliberate and intentional. Pay close attention to the organization of the text to obtain clues into the author’s intention or to create your own arguments about it.

When analyzing novels or short stories, focus on the following details:

• What is the mechanism for the organization of chapters or sections?
• Does the story begin at the beginning or middle of the action?
• Is time in the text linear, cyclical, or fluid? What effect does this have on your perception of characters, story events, and the climax?
• What role does the climax play in the narrative?

When analyzing poems, ask the following questions:

• Is there a logic behind the organization of stanzas or verses in the poem?
• Does the poem follow a set meter and rhyme scheme?
• How does rhythm in the poem influence its tone and meaning?

A play is the most structured genre of writing. When analyzing, focus on the following aspects:

• What effect does the arrangement of acts and scenes have on the audience?
• How is dramatic irony used in the play?
• What methods does the playwright employ to bring about the plot twist, if one exists?
• Are there any red herrings that are explained later on in the play?
• Does the playwright make use of foreshadowing in their play?

B. Use of narrative voice

One of the most important aspects of a piece of writing is the point of view from which it is written. While going through your text you need to observe who “speaks” and the manner in which they do. 

Is the narrator removed from the text or are they part of it? Are they narrating the events faithfully or distorting it according to their perspective? Does the main character of the story or poem break the fourth wall by directly addressing the reader?

Often, writers make use of distorted points of view recounted by an unreliable narrator. One such example is The Tell-Tale Heart by Edgar Allen Poe. In his short story, Poe delves into the mind of a highly disturbed individual who is fixated on an old man’s “vulture eye”. This distorted perspective can suggest a variety of literary analysis essay topics.

C. Use of language

While going through the text, focus on the language and tone used by the author. Try to answer the following questions as you analyze the writing:

• Are the sentences used simple or verbose? 
• What is the tone of the piece? 
• How has figurative language been used in the text, if at all?
• What do the sensory descriptors and imagery signify?
• Is there any paradoxical or peculiar use of words?

After making notes on the language structure, you can move on to the broader aspects of the piece such as the narrative voice.

Also read: Top 10 Essay Writing Tools in 2023 | Plan, Write, Get Feedback

2. Construct a strong thesis statement

A thesis statement for a literary analysis essay is the main point or argument made based on the analysis of a particular text. It is the base that gives your essay direction and keeps it from being an arbitrary assembly of events or a mere summary. 

While deciding upon your thesis statement, it is a good idea to pick an argument that can be proven or disproven with the help of the information provided in the text.

Make sure that your thesis statement is a well-rounded argument and not simply a yes or no answer. Here are some examples of well-written and poorly-written thesis statements:

Romeo and Juliet is a literary classic that is based on the themes of love and betrayal.

The themes of love and betrayal are blatantly portrayed in Romeo and Juliet . Your thesis statement should be a nuanced and, at times, debatable take on the text under scrutiny.

Here’s a better example:

The nurse’s actions and decisions in Shakespeare’s Romeo and Juliet significantly contribute to the tragic deaths of the titular characters.

The following thesis statement examines the role of Juliet’s nurse and confidante. It discusses how the careless actions of the nurse resulted in the tragic death of the main characters.

Let’s consider one more thesis statement:

Edgar Allan Poe makes use of symbolism and repetition to enhance his poem The Raven .

Although the thesis statement describes important literary devices used in Poe’s poem, it does not include any argument that can be elaborated on or debated.

Here’s a more well-rounded example: 

In Edgar Allan Poe’s poem The Raven , the repetition of the word “nevermore” serves as a haunting and symbolic refrain, representing the protagonist’s descent into despair.

The following thesis statement example focuses on the significance of the word “nevermore” in The Raven . Although the thesis statement also revolves around literary devices, the significance behind “nevermore” is interpreted with a specific approach. This creates an argument that can be elaborated on or contradicted. 

3. Write well-organized body paragraphs

A literary analysis essay generally consists of three body paragraphs, along with an introduction and conclusion. However, the number of body paragraphs present varies from one essay to another. Understand the structure of a MEAL paragraph to write effective body paragraphs.

Each body paragraph begins with a topic sentence. This sentence details the aspect on which your body paragraph is based. Make sure that each body paragraph discusses only one aspect of your literary analysis essay.

Each topic sentence should be evidenced with the help of information present in the piece of writing. This information can be in the form of direct quotes, summaries, as well as paraphrases. It is important to ensure that these pieces of information are focused and relevant to the point you’re trying to make.

Each body paragraph is concluded with a transition that links to the next topic sentence. Here’s an example of an effective body paragraph:

• Topic sentence
• Evidence presented
• Transition sentence

The raven’s perch upon the bust of Pallas, the goddess of wisdom, enhances the symbolic significance of the word “nevermore.” In stanza 14, the speaker describes the raven’s positioning, stating, “Perched upon a bust of Pallas just above my chamber door.” This juxtaposition of the raven, a symbol of death and darkness, with the statue of wisdom, reinforces the irony and futility of the protagonist’s quest for answers. The symbol of the raven, paired with the recurring utterance of “nevermore,” serves as a constant reminder of the protagonist’s entrapment within his grief. The gloomy atmospheric setting along with a constant sense of despair heightens the overall feeling of hopelessness which contributes to the tragic mood of The Raven .

Also read: How to Write an Essay Outline: 5 Examples & Free Template

4. End with a powerful conclusion

Like all essay types, the conclusion of a literary essay analysis shouldn’t introduce any new arguments. Rather, this space should be used to emphasize the significance of your argument. This can be done by summarizing all the key aspects of your essay and linking them back to your main argument. 

It’s a good idea to conclude your essay with the help of a powerful statement that creates an impression. This can include a quote by the author of the piece you’re analyzing or your own interpretation of the subject matter.

Here’s an example of a well-rounded conclusion:

• Updated thesis statement
• Summary of main points of the essay
• Concluding statement

As we can see, the repeated use of the word “nevermore” serves as a powerful symbol that encapsulates the protagonist’s descent into despair and his futile struggle to find solace or meaning in the face of loss. Through the relentless repetition of this word, Poe creates a sense of finality and negation that magnifies the protagonist’s torment, leaving him trapped in a cycle of despair. The raven, perched upon the bust of Pallas, further intensifies the symbolism, as it becomes an embodiment of the protagonist’s own tortured thoughts and emotions, denying him the wisdom and solace he yearns for. The poem’s dark and atmospheric setting adds to the overall mood, enhancing the emotional impact of the narrative. Together, these elements converge to create a chilling exploration of the fragility of the human psyche in the face of irrevocable loss.

Having written the body paragraphs and conclusion, you can construct an attractive title and introduction based on the content of the rest of your essay.

5. Write an impactful introduction

The introduction of your essay provides a quick overview of the direction it’ll follow. It may include a general theme present in your chosen piece of literature or your take on a particular aspect of the text. 

Make sure to cite the name of the text in question along with the writer of the piece in your essay introduction . This will provide the readers with the necessary context for your essay. Your introduction can also include a commonly held interpretation of a piece of writing by the general public. This belief can either be substantiated or disproven by evidence present in the text.

Your introduction provides a synthesis of the main argument you’d like to present in your essay, also known as the thesis statement. You could also end with a brief overview of your essay by signposting the main topics you’d like to discuss in your essay.

Here’s an example of an ideal essay introduction:

• Opening sentence
• Background information
• Thesis statement

Edgar Allan Poe’s iconic poem, The Rave, is a masterpiece of gothic literature that delves into the depths of human emotions and the haunting presence of loss. Within this enigmatic work, Poe employs the repetition of a single word, “nevermore,” as a haunting and symbolic refrain. In this essay, we will explore how the repetitive use of “nevermore” serves as a profound symbol, representing the protagonist’s descent into despair and his futile struggle to find solace or meaning in the face of overwhelming loss.

6. Come up with a good title

The first thing that attracts the reader to your work is an attractive title. An effective title should be succinct and to the point, yet intriguing. An effective essay title consists of the name of the text you’re examining accompanied by the aspect you’ve analyzed.

Using the name of the text concerned without any alteration is simply not sufficient. You also have to put your own spin on it. The idea is to provide the gist of your essay in a single sentence. There are several ways in which you can do this. 

Here are a few examples of effective literary essay titles:

• The dual nature of sin and redemption as portrayed in The Scarlet Letter
• The significance of “nevermore” in The Raven
• A warning against totalitarianism and surveillance presented in 1984
• The Great Gatsby : The illusion of the American dream
• Moby-Dick: Exploring the themes of obsession and fate
• The complexities of revenge and madness explored in Shakespeare’s Hamlet
• The Catcher in the Rye : A search for authenticity
• Frankenstein : The dangers of ambition and scientific progress
• Examining the link between social injustice and human resilience in The Grapes of Wrath
• Pride and Prejudice : Unveiling the social constructs of marriage

Literary analysis essay example

The following literary analysis essay example examines the role of Captain Arthur Hastings as an unreliable narrator in Agatha Christie’s last novel, Curtains. It explores how the personal biases of Hastings add a sense of mystery to the novel.

Examining Hastings’ Perspective in Agatha Christie’s Curtains

Agatha Christie’s novel Curtains presents readers with a captivating murder mystery, skillfully crafted to keep them guessing until the very end. The role of Captain Arthur Hastings, both a close friend and narrator of the story, is crucial in shaping the readers’ understanding of events. However, an analysis of Hastings’ character reveals that he is an unreliable narrator, prone to biases and limited perceptions. This essay explores the reasons behind Hastings’ unreliability and its impact on the reader’s interpretation of the narrative.

Hastings’ unreliability stems from his inherent subjectivity and personal biases. As an involved character in the story, he possesses preconceived notions about the suspects, events, and motives. This subjectivity can cloud his judgment and influence the information he chooses to reveal or withhold from the readers. His personal biases can lead to misinterpretations, creating a skewed version of events that may misdirect readers in their pursuit of the truth.

Another factor contributing to Hastings’ unreliability is his limited observations and perceptions. As a narrator, he can only provide insights into what he personally witnesses or is directly told by others. Consequently, his knowledge is restricted to the information available to him at any given moment. Hastings may overlook crucial details, misinterpret clues, or fail to grasp the significance of certain actions due to his limited perspective. This limitation can result in gaps or inaccuracies in the narrative, causing readers to form incomplete or incorrect conclusions.

Hastings’ emotional involvement and personal relationships further contribute to his unreliability. His close friendship with Hercule Poirot, for example, may lead him to downplay or overlook Poirot’s mistakes or biases. Additionally, Hastings’ emotional state throughout the investigation, whether it be fear, confusion, or loyalty, can impact his ability to objectively interpret events. Emotions can cloud his judgment and affect his narrative, potentially leading readers astray in their own deductions.

Agatha Christie’s choice to present Captain Hastings as an unreliable narrator adds an element of uncertainty and intrigue to the story. His subjectivity, limited observations, and emotional influences all contribute to his unreliability, shaping the readers’ understanding and interpretation of events. By questioning his version of the truth and scrutinizing his biases and perceptions, readers are encouraged to actively engage in the process of solving the mystery alongside the characters. The unreliability of his narration serves as a reminder that in the world of detective fiction, unraveling the truth requires careful consideration and a discerning eye.

Alongside offering expert essay editing services , it’s our duty to ensure that you have all the tools to improve your writing skills. Here are some resources you may find helpful:

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Analytical Essay

Definition of analytical essay, difference between an analytical essay and a critical essay, types of analytical essay, examples of analytical essay in literature, example #1: liposuction: the key to energy independence (by barbara ehrenreich).

“I say to my fellow humans: It’s time to stop feeding off the dead and grow up! I don’t know about food, but I have a plan for achieving fuel self-sufficiency in less time than it takes to say ‘Arctic National Wildlife Refuge.’ The idea came to me from reports of the growing crime of French fry oil theft: Certain desperate individuals are stealing restaurants’ discarded cooking oil, which can then be used to fuel cars. So the idea is: why not skip the French fry phase and harvest high-energy hydrocarbons right from ourselves?”

Example #2: Freedom (by Joyce M. Jarett)

“On the first day of school, I was escorted by hordes of national guardsmen. Like a funeral procession, the steady stream of official-looking cars followed me to the campus. Some patrolmen were parked near campus gates, while others, with guns strapped to their sides, stood near building entrances. Though many of my escorts had given me smiles of support, still I was not prepared for what I encountered upon entering my new school.”

Example #3: The Ways of Meeting Oppression (by Martin Luther King, Jr.)

“The third way open to oppressed people in their quest for freedom is the way of nonviolent resistance. Like the synthesis in Hegelian philosophy, the principle of nonviolent resistance seeks to reconcile the truths of two opposites—the acquiescence and violence—while avoiding the extremes and immoralities of both. The nonviolent resister agrees with the person who acquiesces that one should not be physically aggressive toward his opponent; but he balances the equation by agreeing with the person of violence that evil must be resisted. He avoids the nonresistance of the former and the violent resistance of the latter. With nonviolent resistance, no individual or group need submit to any wrong, nor need anyone resort to violence in order to right a wrong.”

Function of Analytical Essay

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Home — Essay Samples — Geography & Travel — India — The Cultural and Emotional Layers in “For My Indian Daughter”: An Analysis

The Cultural and Emotional Layers in "For My Indian Daughter": an Analysis

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Published: Jun 13, 2024

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Bilateral Security Agreement Between the United   States of America and   Ukraine

The United States of America and Ukraine (hereinafter, the “Parties”):

Underscoring their shared commitment to a Europe that is whole, free, and at peace;

Affirming that the security of Ukraine is integral to the security of the Euro-Atlantic region;

Recognizing the need to preserve and promote Ukraine’s sovereignty, democracy, and capacity to deter and respond to current and future external threats;

Affirming their desire to expand their defense and security cooperation and their trade and investment ties, and to deepen the overall friendly relations between them;

Building on the existing security partnership with Ukraine facilitated under the Strategic Defense Framework between the United States Department of Defense and the Ministry of Defense of Ukraine, signed August 31, 2021, and the U.S.-Ukraine Charter on Strategic Partnership, signed November 10, 2021;

Recalling longstanding security cooperation between the Parties and the United States’ provision of military and security assistance, supporting Ukraine with the arms, equipment, and training necessary to defend itself against Russia’s aggression;

Welcoming Ukraine’s efforts to attain a just and sustainable peace and emphasizing the Parties’ commitment to seeking a just end to the war, founded on the principles of the United Nations (UN) Charter and a respect for the sovereignty, independence, and territorial integrity of Ukraine within its internationally recognized borders, extending to its territorial waters, and recognizing Ukraine’s inherent right of self-defense as enshrined in Article 51 of the UN Charter;

Reaffirming that Ukraine’s future is in the North Atlantic Treaty Organization (NATO); reiterating their support for the declaration of Allies at the 2023 Vilnius Summit that Allies will be in a position to extend an invitation to Ukraine to join the Alliance when Allies agree and conditions are met emphasizing the importance of its deepening integration into the Euro-Atlantic community; and underlining the centrality of reform to support and strengthen Ukraine’s defense, prosperity, recovery, rule of law, and democracy;

Emphasizing the importance of holding Russia to account for its aggression against Ukraine, including by supporting Ukraine in seeking compensation for the damage, loss, and injury resulting from Russia’s aggression, such as support envisaged by the Statute of the Register of Damage Caused by the Aggression of the Russian Federation against Ukraine and holding accountable those responsible for war crimes and other international crimes committed in or against Ukraine, consistent with international law;

Highlighting the United States’ ongoing efforts to use sanctions and export controls to increase the costs to Russia for its aggression against Ukraine and to work with its partners to explore all possible avenues by which immobilized Russian sovereign assets could be made use of to support Ukraine, consistent with domestic and international law; and

Upholding the shared commitments made under the Joint Declaration of Support for Ukraine on July 12, 2023 (hereinafter “Joint Declaration of 2023”);

Have agreed to the following:

Article I:  Principles of Cooperation

This Agreement is based on the following principles and beliefs shared by the Parties:

• Cooperation between the Parties is based on the principle of full respect for the independence and sovereignty of each of the Parties, and full respect for obligations of the Parties under international law and for the purposes and principles of the UN Charter.
• Cooperation between the Parties is enhanced by their shared commitment to democracy, the rule of law, human rights, transparency, and accountability.
• Cooperation between the Parties is intended to bolster Euro-Atlantic security, stability, and prosperity by enhancing deterrence and defense integration and interoperability.

Article II:  Defense and Security Cooperation

The Parties’ cooperation in the areas of defense and security is based on their shared commitment to stability and peace in Europe.

It is the policy of the Parties to work together to help deter and confront any future aggression against the territorial integrity of either Party.  The security-related commitments in this Agreement are intended to support Ukraine’s efforts to win today’s war and deter future Russian military aggression.  It is the policy of the United States to assist Ukraine in maintaining a credible defense and deterrence capability.

Any future aggression or threat of aggression against the sovereignty, independence, and territorial integrity of either Party would be a matter of grave concern to the other Party.

In the event of future armed attack or threat of armed attack against Ukraine, the Parties shall, at the request of either Party and in accordance with their respective laws, immediately meet, where possible within 24 hours, at the most senior levels to determine appropriate next steps and additional defense needs.  The Parties may mutually decide to develop and implement additional appropriate defense and deterrent responses, including in the economic, military, and/or political realms.  Such responses may include the imposition of economic and other costs on the aggressor state through steps that may include, among other things, potential sanctions or export controls.  The Parties stand ready to share available and appropriate information and intelligence immediately in response to such an event, and to consult with signatory countries of the Joint Declaration of 2023 on additional, joint responses.

In order to further strengthen the security of the Parties and stability in Europe, and to deter threats against them, the Parties agree:

• To further implementation of existing security agreements and arrangements, including those concerning research and development, science and technology cooperation, manufacturing of defense products, the protection of classified defense information, and end-use monitoring.
• To meet on a regular basis to further mutual awareness of emerging threats, with a view to working towards enhancing the integration of defensive systems and deterrent capacities of the Parties across all domains, and furthering Ukraine’s interoperability with NATO.
• To further bolster their defense and security cooperation as a means of building a Ukrainian future force that maintains a credible defense and deterrence capability, which may include:
• Training and military education programs;
• Provision of defense articles and services;
• Combined military maneuvers and exercises;
• Increased defense industrial cooperation consistent with applicable agreements and arrangements between the Parties;
• Continued joint planning to confront threats to the Parties, including guiding principles, respective rules of engagement, and command and control, as appropriate;
• Cooperation to promote cybersecurity and protection of critical infrastructure;
• Cooperation to develop Ukraine’s capabilities to counter Russian and any other propaganda and disinformation;

h)  Cooperation to promote regional peace and security in the Black Sea;

i)   Cooperation to support unexploded ordnance removal and demining; and

j)   Other cooperation as may be mutually decided upon by the Parties.

• To coordinate on a regular basis – and no less than annually – on military and defense matters, including defense industrial base development.  This coordination shall include a particular focus on combined efforts to deter and confront threats of aggression against Ukraine.

The Parties agree to advance the appropriate sharing of intelligence and to promote enhanced cooperation between their intelligence services, with the scope and procedure of cooperation determined by their respective entities responsible for intelligence and security.  The United States intends to assist with capacity building for Ukraine’s intelligence institutions, including with respect to counterintelligence capabilities.

Each Party reaffirms its commitments to comply with its obligations under international law, including the law of armed conflict.

It is the policy of the United States to support providing sustainable levels of security assistance for Ukraine in support of the objectives outlined in the Bilateral Security Agreement and associated implementation arrangements.  To this end, the United States intends to seek from the United States Congress appropriation of funds to help sustain a Ukrainian credible defense and deterrent capability, in war and peace.

Article III:  Cooperation on Economic Recovery and Reform

Recalling the trade and investment agreements and arrangements in place between the Parties, the Parties intend to cooperate to:

• Seek opportunities to provide technical assistance and build capacity to support Ukraine’s economic needs stemming from Russia’s war of aggression.
• Support recovery efforts to strengthen Ukraine’s economic stability and resilience, including by supporting Ukraine’s energy security and its vision of a modern, cleaner, more decentralized energy system that is integrated with Europe.
• Strengthen the resilience and security of Ukraine’s civilian nuclear energy sector, cognizant of their collaboration under the September 21, 2023, Memorandum of Understanding between the Government of Ukraine and the Government of the United States regarding Collaboration on Ukrainian Energy System Resilience.
• Identify strategic investment opportunities that mutually benefit the Parties, and encourage the development of projects, including those that can attract private and public investment in Ukraine, that support Ukrainian and American economic development and partnership, such as in the areas of defense production and infrastructure.
• Continue support for implementation of Ukraine’s effective reform agenda, including strengthened good governance, anti-corruption, respect for human rights, and rule of law necessary to advance towards its Euro-Atlantic aspirations.

Article IV:  Institutional Reforms to Advance Euro – Atlantic Integration

The Parties shall cooperate to advance Ukraine’s democratic, economic, defense, and security institutions in order to advance Ukraine’s Euro-Atlantic integration and modernization according to European Union (EU) and NATO democratic principles and standards, and to prioritize NATO’s shared values and the interoperability of Ukraine’s security and defense forces.

The Parties shall cooperate to advance Ukraine’s implementation of reforms to its democratic, economic, defense, and security institutions in line with its EU accession goals, NATO adapted Annual National Program priorities, and obligations and commitments under agreements and arrangements with the International Monetary Fund. 

Accordingly, among other reforms, Ukraine shall undertake efforts towards:

• Strengthening Ukrainian justice sector reform to promote the independence and integrity of the judiciary;
• Implementing robust anti-corruption measures, including strengthening all independent state anti-corruption institutions such as the Specialized Anti-Corruption Prosecutor and the National Anti-Corruption Bureau of Ukraine;
• Implementing reforms in law enforcement, security, tax, and customs institutions to resolve jurisdictional issues, and to improve transparency and accountability and strengthen the rule of law;
• Bolstering corporate governance to meet Organization for Economic Cooperation and Development principles in state-owned and defense enterprises to encourage foreign investor confidence and investment;
• Adopting NATO standards of transparency, accountability, and competition in the management and oversight of security and procurement policy and practice;
• Transforming defense planning and resource management systems to increase transparency, improve efficiency, and increase interoperability with NATO;
• Reorganizing command and control structures in accordance with NATO principles to increase interoperability and ensure effective civilian oversight; and
• Modernizing defense human resource management and military education systems to align with NATO principles and standards.

The Parties reaffirm their support for Ukraine’s right to choose its own security arrangements.  The United States reaffirms that Ukraine’s future is in NATO.

Article V:  Just Peace

The Parties recognize that Ukraine will not be secure until its sovereignty and territorial integrity are fully restored through a just peace that respects Ukraine’s rights under international law, including the UN Charter.  The Parties therefore shall cooperate to advance a just and lasting peace that has broad global support.  The United States welcomes Ukraine’s ongoing efforts, including through Ukraine’s Peace Formula, to engage the international community in establishing the principles of a just and sustainable peace.

Article VI:  Annexes and Implementing Arrangements

The Parties may enter into further agreements or arrangements as necessary and appropriate to implement this Agreement.

The Parties intend that cooperation in the specific areas described in Articles II and III, including support for Ukraine’s Armed Forces and other security and defense forces, be implemented in accordance with the provisions of the attached annex and with any separate implementing arrangements entered into by the Parties.

Article VII:  Disputes and Implementation

• Any divergence in views or disputes regarding the interpretation or application of this Agreement shall be resolved only through consultation between the Parties and shall not be referred to any national or international court, tribunal, or other similar body, or any third party for settlement.
• All cooperation and activities under this Agreement shall be carried out in accordance with the respective domestic laws of the Parties and shall be subject to the availability of funds.
• The Parties intend for this Agreement to reinforce other agreements and arrangements that exist between the Parties.  The Parties shall implement this Agreement in a manner consistent with those other agreements, and taking into account those other arrangements.

Article VIII:  Amendment

This Agreement may be amended and supplemented through mutual written agreement of the Parties.

Article IX:  Entry Into Force

This Agreement shall enter into force upon signature by both Parties.  This Agreement shall remain in force 10 years from entry into force and may be extended by mutual written agreement of the Parties.

Article X:  Registration With the United Nations

The Parties intend to register this Agreement with the United Nations in accordance with Article 102 of the UN Charter within 60 days of its entry into force.

Article XI:   Termination

Either Party may terminate this Agreement by providing a written notification through diplomatic channels to the other Party of its intent to terminate this Agreement.  The termination shall take effect 6 months after the date of such notification.

In this regard, although a Party may terminate this Agreement, any implementing agreement or arrangement entered into between the Parties consistent with the terms of this Agreement shall continue to remain in effect under its own terms, unless otherwise specified in the terms of the specific implementing agreement or arrangement.

The Parties recognize this Agreement as supporting a bridge to Ukraine’s eventual membership in the NATO Alliance.

In the event that Ukraine becomes a member of NATO, the Parties shall meet and confer on the future status of this Agreement.

Done at Puglia, Italy, this 13th day of June, 2024, in two originals in the English language, being an authentic version of the Agreement.  A Ukrainian language version of the Agreement shall be prepared, which shall be considered equally authentic upon an exchange of diplomatic notes between the Parties confirming that the Ukrainian version of the Agreement attached to the notes conforms with the signed English version of the Agreement.  Thereafter, in the event of divergence or ambiguity between the two language texts, the English version shall prevail.

FOR THE UNITED STATES OF AMERICA:                        FOR UKRAINE:

_________________________                                       _________________________

JOSEPH R. BIDEN JR.                                                          VOLODYMYR ZELENSKYY

President of the United States of America                        President of Ukraine                                

Annex to the Bilateral Security Agreement

Between the United States of America and Ukraine

Pursuant to Article VI of the Bilateral Security Agreement Between the United States of America and Ukraine (Agreement) and in implementation of the provisions of Articles II and III of the Agreement,

The United States of America (United States) and Ukraine (together, Participants or both sides) have reached the following understandings:

Implementation of Article II:  Defense and Security Cooperation

The United States reaffirms its unwavering support for Ukraine’s defense of its sovereignty and territorial integrity within its internationally recognized borders.  To ensure Ukraine’s security, both sides recognize Ukraine needs a significant military force, robust capabilities, and sustained investments in its defense industrial base that are consistent with North Atlantic Treaty Organization (NATO) standards.  The United States intends to provide long-term materiel, training and advising, sustainment, intelligence, security, defense industrial, institutional, and other support to develop Ukrainian security and defense forces that are capable of defending a sovereign, independent, democratic Ukraine and deterring future aggression.

Ukraine deeply appreciates the significant assistance the United States has provided since the beginning of Russia’s full-scale invasion.  In addition to United States bilateral support, both sides acknowledge the critical and substantial contributions of the security assistance that other partner nations intend to provide Ukraine and the need for coordination among Ukraine’s partners to synchronize support and appropriately share the responsibility for meeting shared goals.  Both sides also recognize the need for Ukraine’s security and defense forces to be sustainable over time, and expect Ukraine to gradually assume responsibility for an increasing share of its defense needs.

To implement this annex, the Participants intend to consult on security and defense forces requirements through channels such as the U.S.-Ukraine Bilateral Defense Consultations process to ensure Ukraine adopts a Western-based military standard, interoperable with NATO.  Security assistance requests are expected to be evaluated for sustainability, alignment with a jointly understood future force structure, effectiveness in meeting defense objectives, and complementarity with assistance from other allies and partners.

A.   Ukraine’s Future Force Capabilities

The United States commits to support Ukraine in developing a modern, NATO-interoperable force that can credibly deter and, if necessary, defend against future aggression.  Ukraine’s future force is expected to rely on both modern and legacy equipment.  To support the sustainability of Ukraine’s security and defense forces, both sides intend to standardize equipment across its formations.

The United States intends to support Ukraine’s military strength and the development and transformation of its military capabilities across the full spectrum of combat functions through the supply of weapons, equipment, training, and other assistance, in coordination with partners, including in the following domains:

• Air and Missile Defense :  Building upon the range of air defense capabilities that the United States has provided to date, including the Patriot system, the United States commits to support Ukraine’s development of a layered, integrated air and missile defense system.  Both sides intend to pursue further steps to transition to a modern air defense architecture for Ukraine over time, with associated radars, interceptors, and support equipment across the spectrum of tactical- to strategic-level capabilities.
• Fires :  The United States commits to support Ukraine’s development of a joint fires capability, to include the acquisition of ground-based systems, munitions, and targeting capabilities to employ indirect and long-range fires, as well as unmanned aerial systems.  Both sides intend to pursue the procurement of stockpiles of ammunition for Ukraine’s use, in coordination with allies and partners, while developing Ukraine’s domestic ammunition production capacity.
• Ground Maneuver :  The United States commits to support Ukraine’s development of movement and maneuver doctrine and capabilities, to include sustainment of legacy armored, mechanized, and motorized capabilities, and to work with allies and partners to support the acquisition of modern platforms to support Ukraine’s maneuver force requirements.
• Air :  The United States commits to coordinate with Ukraine, and work principally through an allied consortium, on the modernization of Ukraine’s Air Force, including working toward procurement of squadrons of modern fighter aircraft, sustainment, armament, and associated training to support fourth generation fighter capability (including, but not limited to, F-16 multi-role aircraft), as well as other air domain capabilities such as transport and intelligence, surveillance, and reconnaissance platforms (including unmanned).
• Maritime :  The United States, in coordination with allies and partners, commits to support the improvement of Ukraine’s capacity to defend its territorial waters and promote Black Sea regional security through capabilities that could include coastal defense systems; maritime domain awareness; unmanned systems; and surface vessels, including patrol and riverine craft, naval firepower, maritime mine countermeasures, and other weapons that will help strengthen maritime security in the Black and Azov Seas and help Ukraine exercise sovereignty over its territorial seas and sovereign rights and jurisdiction in its exclusive economic zone.
• Cybersecurity and Critical Infrastructure Protection :  The United States commits to support Ukraine’s capacity to increase the cybersecurity and protection of its critical infrastructure and government information resources, including by strengthening its cyber defenses against malicious cyber activities by Russia and other hostile state and non-state actors.  Both sides commit to work together to improve Ukraine’s ability to detect and remediate intrusions by malicious actors, including through technical assistance from the United States.  The United States intends to assist Ukraine to improve the cyber resilience of its critical infrastructure, especially energy facilities, against aerial strikes, and to support the quick restoration of destroyed infrastructure, including by providing material and technical assistance.
• Command and Control :  The United States commits to support Ukraine’s development of command and control capability through both materiel and non-materiel support.  Both sides recognize that incorporating NATO-interoperable communications systems, doctrine, and organization are needed to improve sensing, early warning, and timely resource allocation for Ukraine’s combat operations.
• Sustainment :  The United States, in coordination with allies and partners, commits to support Ukraine’s capacity to sustain and independently support its forces over the long term, maximizing its operational freedom of action.  Such efforts could include support to logistics, personnel services, and health service support, in line with Western force generation models.

The United States and Ukraine intend to collaborate on force development through a range of multi-national capability coalitions, including through air force and artillery coalitions co-led by the United States.

The United States additionally commits to consideration of support for Ukraine’s civiliandefense forces, which are critical components of Ukraine’s overall defense.  The United States and Ukraine commit to deepening partnerships between national guard and border security services.

In furtherance of Article II of the Agreement, in the event of future armed attack or the threat of armed attack against Ukraine, the United States, at the request of the Government of Ukraine and in consultation with allies and partners, intends to coordinate on the potential need to rapidly increase the scope or scale of United States security assistance to Ukraine, including potentially the provision of additional weapon systems and equipment, and other materiel, as well as the exchange of information with Ukraine.

B.  Training and Exercises

The United States intends to pursue a long-term training program for the Ukrainian Armed Forces and other security and defense forces throughout the term of this annex.  The United States plans to expand its capacity to provide both individual and collective training, and to coordinate with allies and partners to ensure complementarity of training programs.  The United States intends to incorporate Ukrainian trainers and subject matter experts into the program, promote institutionalization of Western training practices and doctrine, and create the conditions for the transition of training efforts to Ukrainian territory and Ukrainian service members.

Training is intended to be supported by an extensive exercise program to build interoperability.  The United States plans to invite Ukrainian security and defense forces to join United States exercises and to support Ukrainian participation in multilateral exercises when appropriate.

The United States intends to consider opportunities for training Ukrainian service members in the United States as appropriate.

If and when security conditions allow, both sides plan to consult on possible training and exercise programs in Ukraine.

In line with this training, Ukraine commits to incorporating standard NATO doctrine and combined arms concepts at all echelons of its security and defense forces, and to ensuring the proper employment and sustainment of new capabilities.

The United States supports enabling increased Ukrainian attendance at Department of Defense (DOD) institutions of professional military education, including through the International Military Education and Training program.

C.  Defense Industrial Base Development Cooperation

Both sides recognize that the recovery of Ukraine’s economy and industry would support Ukraine’s ability to shoulder more of the material and financial burdens of its defense over time.  The United States commits to work with allies and partners to support Ukraine’s economic recovery and bolster Ukraine’s defense industrial base, including through cooperative defense research and development.  Ukraine commits to developing and reforming its defense industry to support and sustain the needs of its security and defense forces.

Both sides intend to engage with international partners and their respective defense industries to support increased Ukrainian production over the long term of necessary armaments, ammunition, and equipment, supporting Ukraine’s development of a level of readiness for and deterrence against future aggression.  The United States intends to work with Ukraine to enable Ukrainian entities to repair key systems and produce parts to facilitate efficient repair through the provision of raw materials and technical expertise, financing, and licensing for technology transfer.  The United States intends to support Ukraine in solving challenges, including in the supply of critical materials and components needed for weapons, military equipment, and munitions manufacturing.

Both sides commit to implementing the Statement of Intent on Co-production and Technical Data Exchange, signed December 6, 2023, at the United States-Ukraine Defense Industrial Base Conference in Washington, D.C., working to increase cooperation between the United States and Ukraine and facilitating the movement of investment deals more quickly through systems.

Ukraine commits to strengthen foreign direct investment controls based on national security considerations.

The Participants intend to seek private industry partnerships in key priority areas of defense production, including but not limited to the manufacturing of air defense systems and supporting munitions, artillery ammunition of multiple calibers, supporting barrels and other components, and manufacturing of unmanned aerial vehicles. 

The United States intends to facilitate United States-Ukraine defense industrial cooperation, including codevelopment, coproduction, and supply of Ukraine’s defense industrial base requirements.

Ukraine commits to continuing its reform of state defense conglomerate JSC Ukrainian Defense Industry to align with international business best practices and Organization for Economic Cooperation and Development standards.

Both sides commit to implement their Research, Development, Testing, and Evaluation Agreement.

D.  End Use Monitoring/Accountability

The United States reaffirms its commitment to work with allies and partners to facilitate international coordination to mitigate the risk of diversion of advanced conventional weapons through the U.S. Plan to Counter Illicit Diversion of Certain Advanced Conventional Weapons in Eastern Europe.  This includes supporting Ukrainian, allied, and partner efforts to conduct end-use monitoring.  To implement Article II of the Agreement, Ukraine further reaffirms its commitment to ensuring the security of United States-provided defense articles and technology in accordance with DOD’s Golden Sentry enhanced end-use monitoring (EEUM) requirements.

This includes:

• Providing timely and comprehensive expenditure and loss reports for all EEUM items on at least a quarterly basis;
• Continuing to afford United States DOD personnel maximum access and transparency in support of EEUM verification activities, including site visits to Ukrainian weapons depots, as appropriate, and full visibility into Ukrainian logistics management platforms; and
• Fully implementing the concept of operations for the use of handheld scanning devices to self-report EEUM inventories at locations where United States personnel are unable to travel.

As security conditions allow, Ukraine further commits to:

• Conducting a comprehensive inventory of all remaining EEUM items in Ukraine’s possession;
• Providing DOD with access to military installations across Ukraine at which EEUM items are stored, to allow for the resumption of all in-person verification activities; and
• Supporting future EEUM requirements the United States may identify to maintain reasonable assurances of the security of advanced conventional weapons in a postwar environment.

The Participants intend to continue the exchange of information on threats related to illicit arms proliferation.

E.  Unexploded Ordnance Removal and Demining

The United States intends to coordinate with international partners to support unexploded ordnance removal and demining assistance in affected regions in Ukraine, encompassing both humanitarian and combat demining efforts.  This support may include assisting civilian populations affected by landmines, explosive remnants of war, and the hazardous effects of unexploded ordnance, through developing Ukraine’s domestic capacity for humanitarian demining, land-based and underwater explosive ordnance disposal, and physical security and stockpile management of conventional munitions.

Both sides recognize the importance of a coordinated and robust demining program to Ukraine’s long-term recovery potential, due to the contamination of Ukraine’s territory with explosive ordnance as a result of Russia’s war.

F.   Other Areas of Security and Defense Cooperation

The Participants intend to deepen their close cooperation on additional areas of mutual concern, in support of their national security and to enhance Ukraine’s overall interoperability with NATO and other relevant international security bodies.  These additional areas include but are not limited to countering disinformation and malign influence campaigns; counterterrorism efforts against international terrorist organizations; arms control; the nonproliferation of weapons of mass destruction; and cooperation to strengthen resilience against chemical, biological, radiological, and nuclear risks.

The Participants intend to further develop their intelligence cooperation through information sharing, education, training, experience exchanges, and other forms of cooperation as appropriate.

Implementation of Article III:  Cooperation on Economic Recovery and Reform

A.   Accountability

The Participants reaffirm their commitment to holding the Russian Federation to account for its actions in Ukraine, including damage, loss, and injury causedto individuals and entities, as well as to the state of Ukraine, as a result of Russia’s internationally wrongful acts in or against Ukraine, including its aggression in violation of the UN Charter. 

The Participants intend to seek to hold accountable those responsible for war crimes and other international crimes committed in or against Ukraine, consistent with international law, and to support the full and fair investigation of alleged international crimes through independent, effective, and robust legal mechanisms.

The United States intends to support Ukraine in seeking the immediate release and return of all unlawfully detained and forcibly transferred civilians, primarily Ukrainian children, and to contribute to international efforts to hold accountable, consistent with international law, those responsible for the illegal deportation and displacement of Ukrainian civilians.

B.   Immobilization of Russian Sovereign Assets  

The United States intends to hold Russian sovereign assets in United States jurisdiction immobilized until Russia pays for the damage it has caused to Ukraine.  The United States, working with its partners, intends to explore all possible avenues by which immobilized Russian sovereign assets could be made use of to support Ukraine, consistent with domestic and international law.

C.   Sanctions Actions

The Participants recognize the value of sanctions in raising the cost of Russia’s war of aggression, degrading Russia’s sources of revenue, and impeding Russia’s effort to build its capability for aggression, including by restricting the Russian Federation’s access to the finance, goods, technology, and services it is utilizing in its aggression. 

The Participants intend to continue to work to ensure that the costs to Russia for its aggression continue to rise, including through sanctions and export controls.

Final Provisions

A.   Periodic Review

The United States and Ukraine commit to periodic, high-level review of the cooperation described in this annex.  The United States supports the use of existing mechanisms, such as the Strategic Partnership Dialogue, Bilateral Defense Consultations, and other bilateral engagements, to track regular progress.  Both sides support engagements at higher levels once every 12-18 months dedicated to reviewing joint progress of this annex as a whole, and to charting specific objectives for future cooperation under this annex.

This periodic review process should be used to evaluate progress on mutually decided elements of cooperation and to establish new objectives once each side has successfully achieved their mutually decided goals.  Specific objectives should be established on at least an annual basis through civilian or military channels as appropriate.

B.   Legal Status and Funding of Annex

Nothing in this annex is intended to give rise to rights or obligations under domestic or international law.

The United States and Ukraine intend to implement the commitments under this annex consistent with applicable law and subject to the availability of appropriated funds.

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Tracking Abortion Bans Across the Country

By The New York Times Updated June 13, 10:25 A.M. ET

• Share full article

Twenty-one states ban abortion or restrict the procedure earlier in pregnancy than the standard set by Roe v. Wade, which governed reproductive rights for nearly half a century until the Supreme Court overturned the decision in 2022.

In some states, the fight over abortion access is still taking place in courtrooms, where advocates have sued to block bans and restrictions. Other states have moved to expand access to abortion by adding legal protections.

Latest updates

• The United States Supreme Court upheld access to a widely available abortion pill, rejecting a bid from anti-abortion groups to undo federal approval of the medication. The pills account for nearly two-thirds of all abortions.

The New York Times is tracking abortion laws in each state after the Supreme Court’s decision in Dobbs v. Jackson Women’s Health Organization , which ended the constitutional right to an abortion.

Where abortion is legal

In a few states that have enacted bans or restrictions, abortion remains legal for now as courts determine whether these laws can take effect. Abortion is legal in the rest of the country, and many states have added new protections since Dobbs.

Ban in effect

Note: TK note here.

Legal for now

State details.

More details on the current status of abortion in each state are below.

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An earlier version of this article misstated the legal status of abortion in Utah. As of 4 p.m. on June 24, the state attorney general had issued a statement saying the state’s abortion ban had been triggered, but it had not yet been authorized by the legislature’s general counsel. By 8:30 p.m., the counsel authorized the ban and it went into effect.

A table in an earlier version of this article misstated which abortion ban is being challenged in Texas state court. Abortion rights supporters are challenging a pre-Roe ban, not the state’s trigger ban.

An earlier version of this article referred incorrectly to the legal status of abortion in Indiana. While Indiana abortion providers stopped offering abortion services in anticipation of an abortion ban taking effect on Aug. 1, the law did not take effect.

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8.15: Sample Student Literary Analysis Essays

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

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

While reading these examples, ask yourself the following questions:

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

Example 1: Poetry

Victoria Morillo

Instructor Heather Ringo

3 August 2022

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

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

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

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

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

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

Works Cited

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

Example 2: Fiction

Todd Goodwin

Professor Stan Matyshak

Advanced Expository Writing

Sept. 17, 20—

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

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

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

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

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

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

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

Example 3: Poetry

Amy Chisnell

Professor Laura Neary

Writing and Literature

April 17, 20—

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

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

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

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

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

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

’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe;

All mimsy were the borogroves,

An the mome raths outgrabe. (Carroll 164)

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

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

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

All flimsy and miserable were the shabby-looking birds

with mop feathers,

And the lost green pigs bellowed-sneezed-whistled.

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

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

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

’Twas mearly, and the churly pells

Did bimble and ringle in the tink;

All timpy were the brimbledimps,

And the bip plips outlink.

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

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

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

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

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

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

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

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Zhang San:  Conceptualization, Methodology, Software  Priya Singh. : Data curation, Writing- Original draft preparation.  Wang Wu : Visualization, Investigation.  Jan Jansen :  Supervision. : Ajay Kumar : Software, Validation.:  Sun Qi:  Writing- Reviewing and Editing,

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• Category: Xbox Games Showcase

Reinventing A Mad World: Why Gears of War: E-Day Represents the Future of the Series

• Check out the brutal new trailer for Gears of War: E-Day , unveiled today during the Xbox Games Showcase  
• Gears of War: E-Day is an origin story that depicts the horror of Locust invasion on Emergence Day through the eyes of Marcus Fenix 
• Developers at The Coalition share further details on how this long-awaited origin story is being built from the ground up in Unreal Engine 5 

Gears of War: E-Day was unveiled in a surprise announcement during the Xbox Games Showcase today, alongside an explosive trailer that takes us all the way back to Emergence Day. The trailer introduces us to this defining moment in the Gears of War series that sees the fearsome Locust make themselves known with a brutal ambush from below against the world of Sera. Here, we’ll follow younger versions of the series’ original heroes, Marcus Fenix and Dom Santiago, as they begin their fight against the Locust invasion. This event is the catalyst for everything we know and love about Gears of War, and I caught up with developers at The Coalition to find out why now is the perfect time to tell that story.  

Speaking to Creative Director Matt Searcy and Brand Director Nicole Fawcette, I find that the vibe inside The Coalition is ecstatic – the team is absolutely thrilled to finally be sharing E-Day with the world. Over the last few years, the studio has remained purposefully quiet but continuously busy, wrapping up Gears 5 , shipping its Hivebusters DLC and Gears Tactics , all the while adapting to the Covid pandemic and its changes to how studios are run. During that time, the shift in rhythm allowed the team some time to reflect, figuring out what they, and fans, were truly passionate about in order to find the next great Gears story.  

“We realized that a lot of the words we use to describe the franchise were what our fans also use, phrases like brotherhood, brutality, pathos, awe,” says Searcy. “Why E-Day?  That’s the moment it all comes together. It’s the heart of the Gears universe. Everything that happens is shaped by this day.”  

Fans of those mainline Gears of War games can expect to feel at home with how Gears of War: E-Day feels. The Coalition is working to recreate and improve the series’ trademark third-person action, charging between cover in life-or death situations, all set within an explosive campaign that combines satisfying gameplay and emotive, character-led storytelling. However, all this is told through a modern lens, and rooted in groundbreaking technology, giving The Coalition room to really build out those elements. It’s a careful balance – a classic Gears of War game that feels authentic next to the original, but with truly next-gen tech behind it. 

“It’s going to feel like a new Gears game, because that’s what it is,” Searcy says. “It’s us revisiting the tone and the feeling of what makes Gears great, but we’re tapping into new techniques, new processes, and new technology that’s going to make the gameplay feel better than ever. It’s going to be awesome, a game that feels both truly new, and authentically Gears.”  

Bringing the Monsters Back

Gears of War: E-Day is set 14 years before the events of the original Gears of War and tells the story of the first Locust emergence on Sera. As the game unfolds, we’ll get to see how an ill-prepared world responds to a threat like the Locust. The Coalition are being very intentional to recast the Locust not simply as foes but as living nightmares. These aren’t your typical alien or zombie videogame antagonists; they’re mysterious, formidable creatures that dwell beneath the earth, tapping into our deepest fears. “The design brief was pretty simple,” explains Searcy. “Locust are the ‘monsters under the bed.’ What would happen to the people of Sera in seeing this overwhelming army of monsters and trying to figure out…what are you going to do?” 

Studio Art Director Aryan Hanbeck explains further, “When players experience E-Day , they see the monsters through the eyes of those encountering them for the first time.” The design team prioritized redefining the Locust Drone, which had slowly become mere cannon fodder as the series progressed. “We transformed the drone into something fearsome, physically intimidating, and utterly brutal,” Hanbeck notes, highlighting its enhanced status just behind Marcus and Dom in the announce trailer. “Getting the drone right was crucial; everything else with the Locust we’re scaling up from there.” 

A Tale of Origins

  The E-Day reveal trailer wastes no time in reintroducing us to Marcus, as he engages in a brutal struggle with the aforementioned Locust Drone. However, unlike our previous outings with him, this is the first time that the seasoned horde-sawing soldier we all know has faced off against an enemy like this. You can feel the strain and helplessness as he jousts with this inexplicable monstrosity – before finally fending it off not with his Retro Lancer, but a nearby television set. It’s this flavour of raw, personal brutality and desperation that The Coalition seeks to capture in Gears of War: E-Day – Marcus, and the world around him, are not yet equipped for this level of threat.  

The eagle-eyed fans among you may have also noticed that the MK 1 Lancer that Marcus briefly wields in the trailer features a detachable bayonet – it’s not the chainsaw-equipped gun we know from the wider series.    

Fawcette confirms to me that E-Day is a “story of many origins,” including the Chainsaw Lancer, but opts to keep the specifics of those stories to herself for now. Suffice it to say, we’re not just learning how Marcus and Dom came to be the heroes we know in E-Day.   

“[The Chainsaw Lancer] doesn’t currently exist in that period… but it’s not a Gears game if you’re not chainsawing Locust!” Fawcette laughs. 

Fans will also immediately recognise the trailer’s inclusion of ‘Mad World’, the Tears for Fears track famously covered by Gary Jules and used in commercials for the original Gears of War games. Composer Adam Lastiwka has masterfully reimagined the iconic “Mad World” track for the Gears of War: E-Day trailer, crafting an original instrumental that enhances Gary Jules’ haunting cover and aligns perfectly with the game’s darker, grittier themes.  

This instrumental cover plays out as Marcus and Dom gaze out into the Locust-decimated ruins of the city – a callback to the profound emotional depth of the landmark 2006 commercial. Unlike typical video game promotions of its time, this ad stood out by portraying its hero as vulnerable and isolated, sharply contrasting with the over-the-top marketing norms of that era. 

“Re-licensing the music was just the beginning,” Fawcette remarked. “The original Mad World commercial resonates because it portrayed a heroism rooted in vulnerability, not invincibility. We wanted to explore all the elements that made that ad memorable and impactful.” This reflection shaped the approach, ensuring the trailer did more than just evoke nostalgia. “Our goal was to explore and reinvigorate the foundational ideas of the series.” 

As Marcus teeters on the edge in a fierce close-quarters battle with the Locust, he swiftly outsmarts the Drone by planting the Lancer into the wall, disengaging the bayonet and downing his foe with a kill shot. He takes a moment to recuperate, before plummeting through the floorboards to what would presumably be his death at the behest of a giant emergence hole. We’ve not seen E-Holes since Gears of War: Judgement and watching this cavernous void swallow up an entire building with ease is particularly terrifying. However, in this moment, we see the reveal of a young Dom Santiago reaching out to help him up, and for longtime fans, it’s an emotional homecoming like no other.  

The Beginnings of Brotherhood  

This story is of course, told from the perspectives of a much younger Marcus and Dom. While the pair are seasoned veterans of the Pendulum Wars (the human conflict taking place before the series begins), this is a wholly new threat for the pair to navigate: “The best Gears games have these super emotional themes around shared burden, belonging, trust and loyalty, and Marcus and Dom have a really interesting relationship going into E-Day ,” Searcy says.  

 To give some background context leading into the story of E-Day , Marcus and Dom are connected through Dom’s older brother, Carlos, who died on the battlefield with Marcus. The pair were best friends, so Marcus and Dom are in the early stages of forming a kinship over a shared loss and navigating those emotions together.  

“We’re telling the origin story of Marcus and Dom and their bond… this is the bond that defines the franchise,” Searcy adds. “They’re not the characters we know from Gears 1 to 3 . They don’t have 10 years of fighting the Locust between them. When the game opens, there’s supposed to be peace on Sera, and they’re trying to figure out life without this person they both loved.”  

“People are going to see the formation of this brotherhood that is so iconic to Gears.”  

Dealing with the new Locust threat becomes the more pressing concern for the two friends over the course of E-Day , but those emotional beats will still course through the story as you play. Fawcette says this is particularly exciting:  

“They are a lot more vulnerable, and I think that’s a really modern take on those two characters,” Fawcette explains. “There’s a weight they carry between them, and that creates a really interesting tension as they navigate their own relationship.  

“You have this intimate story set amid this wider backdrop of what’s happening on this apocalyptic day. I think, for fans, it’ll be really compelling to dig deep and explore their bond and how it changes over time.”  

From The Ground Up  

 Key to The Coalition’s vision is that, in another nod to the original game, E-Day won’t just be a marvel of gameplay and storytelling – but of technology, too. Game development has come a long way since the first Gears of War game and The Coalition, equipped with Unreal Engine 5, is prepared to take full advantage of this evolution to set new standards in technical prowess.  

When the original Gears of War launched, its “Mad World” trailer was nothing short of a revelation. Rendered entirely in-engine, it set a new benchmark for what gamers could expect directly from their gameplay experience—a rarity at a time when the chasm between cinematic trailers and actual game graphics was notably wide. Epic Games’ use of their own Unreal Engine not only showcased their confidence in the game’s visual and performance capabilities but also boldly declared the engine’s power.  

The Coalition is honoring this legacy with the Gears of War: E-Day reveal trailer, powered by Unreal Engine 5.  

“With the advancements in Unreal Engine 5, the leap in technical capabilities is tremendous,” explains Kate Rayner, Studio Technical Director at The Coalition. This includes over 100 times more environment and character details than Gears 5 , hardware raytraced lighting, reflections and shadows, next generation destruction and gore, and cutting-edge animation technology, to name just a few of the countless improvements that will make Gears of War: E-Day an unrivalled visual experience.  

“Our ambition is to, once again, set a new standard in technical excellence,” Rayner adds. “We have fully modernized Gears from the ground up, infusing the DNA of Gears with the full capabilities of modern gaming technology. Every character, environment, and animation in ‘ Gears of War: E-Day ‘ has been completely rebuilt in Unreal Engine 5, allowing us to portray the Gears universe with unprecedented detail and fidelity.” 

 “The original ‘Mad World’ trailer made a real statement by using in-engine footage. We’re pushing that even further with Unreal Engine 5,” Rayner continues. “Our goal with the announcement trailer was to highlight our commitment to pushing the boundaries of both storytelling and technology in gaming.” 

Fawcette adds: “When you look at Marcus and Dom from the original games, they’re big beefy tanks, exaggerated in their design. As you’ve seen in the trailer, you can see how these guys have really come to life as human characters [in E-Day].”  

The Future of Gears   

  Of course, this isn’t the end of other ongoing stories in the Gears series – the team is content with the stories told in Gears 4 and Gears 5 and is by no means abandoning them, but the collective passion for such an iconic origin story was simply too great to ignore. The story of E-Day and the origins of Marcus and Dom are such powerful, pivotal events that The Coalition couldn’t wait to tell it.   

“We’re super proud about Gears 4 and Gears 5 and the stories that were told,” Fawcette adds. “We’re not retreating from that storyline in any way. But in [this] moment, we had an opportunity to write our next step, and this one just felt too good to miss.”  

It’s also important to note that E-Day is not a spin-off, it’s a completely new entry to the mainline series, set earlier in the timeline. The events of the game not only serve as an exciting origin tale of two beloved characters, but it also adds detail and context to this period that will resonate through stories that will follow. In E-day, the Locust are not foes that our characters are accustomed to fighting. They are mysterious, formidable and overwhelming – an unforeseen horror that Marcus, Dom, and the rest of Sera must learn to deal with before it’s too late. Everything that happens in E-Day will shape the future of Gears of War for the better.  

This is the Gears of War story you’ve always wanted to hear, and it’s going to be incredible. To keep up to date with ongoing news about Gears of War: E-Day, follow @GearsofWar on X.