The Importance of Analysis

The Importance of Analysis

START

Why is Analysis Important?

What is analysis?

Summary vs. Anlaysis

Let's Analyze!

Types of Analysis

Putting it into Practice

Analysis 101

What is Analysis?

Analysis goes beyond summary by explaining what new understanding or insight the evidence reveals, focusing on facts and patterns—not personal opinions or feelings.

Why is Analysis Important?

• “Analysis is the difference between just ‘doing the assignment’ and actually showing your best thinking.

• Analysis transforms your writing from basic to brilliant—it’s what makes your work stand out from everyone else’s.

Prove Your Ideas

Makes Your Writing Stand Out

Builds Critical Thinking

Summary vs. Analysis

Analysis

Summary

What it is:

• Tells what happened in the text.
• Focuses on the main events or facts.
• No opinions, just the basics.

What it does:

• Gives your reader con text and background information.

How it sounds:

• “Scout and Jem walk home from the pageant.”
• “Atticus explains to Scout what courage means.”

Key features:

• Paraphrases or condenses the text.
• Uses only explicit information (what’s directly stated).
• Stays objective and neutral.

What it is:

• Explains how or why something in the text is important.
• Looks at the deeper meaning, the author’s choices, or what the details reveal.

What it does:

• Connects evidence to your claim.
• Shows your original thinking and deeper understanding.

How it sounds:

• “By showing Scout that courage is sticking to your beliefs even when you know you might lose, Atticus defines courage as an act of quiet strength, not just physical bravery.”

Key features:

• Uses both explicit and implicit information (reading between the lines).
• Focuses on how/why, not just what.
• Uses strong action verbs (demonstrates, reveals, highlights, suggests, implies, etc.).
• Connects directly to your claim or argument.

5 Types of Analysis

Evaluation

Inference

Interpretation

Explanation

Definition

Draws a logical conclusion about what the evidence suggests or implies.

Judges the effectiveness or impact of the evidence in supporting the author’s point.

Focuses on a specific word, phrase, or technique to show its effect or significance.

Clarifies what the evidence means and why it matters.

Connects the evidence directly to the definition of a trait or concept.

Example

Example

Example

Example

Example

Analysis 101

How to Write Strong Analysis Using Definitions

How to Write Strong Analysis Using Explanation

How to Write Strong Analysis Using Definitions

Step 3 Connect the Dotes

Step 3 Connect the Dotes

Step 3 Connect the Dotes

Step 1 Write Your Claim

Step 1 Write Your Claim

Step 1 Write Your Claim

Step 2 Find and Integrate Your Evidence

Step 2 Find and Integrate Your Evidence

Step 2 Find and Integrate Your Evidence

How to Write Strong Analysis Using Evaluation

Step 3 Connect the Dotes

Step 1 Write Your Claim

Step 2 Find and Integrate Your Evidence

How to Write Strong Analysis Using Interpretation

How to Write Strong Analysis Using Inference

Step 3 Connect the Dotes

Step 3 Connect the Dotes

Step 1 Write Your Claim

Step 1 Write Your Claim

Step 2 Find and Integrate Your Evidence

Step 2 Find and Integrate Your Evidence

Analysis Review

Let's Practice

START

Question 1

Which of the following is the strongest analysis of the quote below?

Question 2

“We were the people who were not in the papers. We lived in the blank white spaces at the edges of print. It gave us more freedom. We lived in the gaps between the stories.” —Margaret Atwood, The Handmaid’s Tale

Question 3

“Memories warm you up from the inside. But they also tear you apart.” —Haruki Murakami, Kafka on the Shore

Question 4

“She had waited all her life for something, and it had killed her when it found her.” —Zora Neale Hurston, Their Eyes Were Watching God

Question 5

Read the quote below: “Failure is so important. We speak about success all the time. It is the ability to resist failure or use failure that often leads to greater success. I’ve met people who don’t want to try for fear of failing.” —J.K. Rowling Use a sentence starter below to write your own analysis connecting the quote to the definition of perseverance or success:

• Rowling demonstrates perseverance because ___________.

• The author’s statement highlights that ___________.

• By emphasizing the ability to “resist failure,” Rowling ___________.

Next

Analysis Complete!Congrats! You are on your way to being an expert at writing analysis!

Step 2: Find and Integrate Your Evidence:

• Look for a quote where the character’s words or actions suggest something deeper than what’s directly stated.

• Does the quote hint at motives or feelings? Can you draw a conclusion from it?

Example:

• Juliet says, “What's in a name? that which we call a rose by any other name would smell as sweet.”

Step 1: Write Your Claim:

• State an idea about what the text means or reveals.

Example: Bradbury presents Mr. Mead as an outsider in society.

Explanation

Clarifies what the evidence means and why it matters. Examples:

• Bradbury’s description reveals that Mr. Mead is attentive to small details in his environment.

• Atticus’s words make it clear that he values moral courage over physical strength.

• Smith’s depiction of the empty streets highlights the character’s isolation.

• Juliet’s statement demonstrates her willingness to challenge family expectations.

Step 1: Write Your Claim:Make a judgment about the effectiveness or impact of the author’s choice. Example: Roosevelt’s address effectively unites the nation after Pearl Harbor..

Inference

Draws a logical conclusion about what the evidence suggests or implies (reading between the lines). Examples:

• From Mead’s actions, it can be inferred that he finds comfort in nature when he feels alone.

• Juliet’s willingness to question her family’s rules suggests she values love above tradition.

• The response of the crowd implies that Kennedy’s words inspired hope during a crisis.

• The repetition of negative words in the speech suggests the author is warning against division

Step 1: Write Your Claim:

• State how an author’s technique impacts meaning.

Example: Kennedy’s speech inspires hope during crisis.

Step 1: Write Your Claim:

• Identify the key word(s) in your claim (ex: curious, leadership, hope).

Example: Mr. Mead is shown indirectly to be curious.

Definition

Connects the evidence directly to the definition of a trait or concept. Examples:

• Mr. Mead demonstrates curiosity because he examines and smells the leaf, showing he is eager to learn about his surroundings.

• By persisting despite likely failure, Atticus exemplifies real courage as “the ability to do something that frightens one.”

• Juliet displays loyalty because she chooses to trust Romeo even when others doubt him, matching the definition of loyalty as “faithfulness to someone.”

• The character’s actions illustrate hope, since he continues to search for light in a dark world, which reflects the definition of hope as “expecting something good to happen.”

Step 2: Find and Integrate Your Evidence:

• Choose a phrase, word, or device that is a clear example of the technique (such as repetition, metaphor, etc.).
• Look for a specific word or phrase you can “zoom in on.”
• Provide context and explain why you picked this detail.

Example:

• Kennedy repeats the phrase “what we need in the United States,” emphasizing unity over division.

Sentence Starters

• The use of the word/phrase “____________” emphasizes ________________.

• The author’s choice of [literary device] (e.g. metaphor, repetition) creates ________________.

• The dialogue between characters suggests ________________.

• The author’s structure/organization highlights ________________.

• The phrase “____________” underscores ________________.

Step 3: Connecting the Dots (Analysis/Reasoning) Show how the quoted material proves your claim by assessing the effectiveness or impact of the author’s choice, and by describing the emotional or persuasive result. Example (cont): Roosevelt’s phrase “a date which will live in infamy” powerfully unites Americans in shared memory and urgency, strengthening their resolve in a time of crisis.

• In high school and beyond, teachers and readers don’t just want to know what happened in a story—they want to know why it matters.

• Analysis is how you explain the “why” and “how” behind your evidence.

• It’s what moves your writing from simple summary to deeper thinking.

• “You are explaining the WHAT it is, WHY it is related, and HOW it helps prove your point.”

Step 2: Find and Integrate Your Evidence:

• Choose a quote or example that supports your claim. Make sure that your quote or example is one that you think shows or proves your claim

• Give context for the quote so your reader understands it. Imagine the reader has not read the story.

Examples:

• This trait is shown when “[h]e occasionally picked up a leaf as he passed [through the streets], examining its skeletal pattern, and smelling its rusty smell” (1).

• This character trait is on display when the narrator is describing what Mead would often do on his nightly walks. Bradbury explains that “[h]e occasionally picked up a leaf as he passed, examining its skeletal pattern, and smelling its rusty smell” (1).

Step 3: Connecting the Dots (Analysis/Reasoning) How does the quoted material / example prove your claim? In this case, for our purposes, use some language from the definition of the character trait as you explain how the evidence connects to your claim: this will ensure you are on-point. Language from the definition of curious is underlined in the example. Example (cont): This moment demonstrates Mr. Mead’s curiosity because he was eager to know about them structure of the leaf. He wanted to learn about the veins of the leaf so much that he stopped in his walk in order to look closely at an example; he even smelled the leaf in order to learn more about it.

• It proves you get the bigger picture.
• Anyone can copy a quote, but not everyone can explain what it really means and why it’s important.
• It makes your writing more interesting and persuasive.
• Strong analysis uses specific details and strong action verbs (like illustrate, highlight, demonstrate) instead of weak phrases (“this shows…”).
• It gives your writing a unique voice and perspective.
• When you analyze, you show your thinking—not just the author’s words.
• It helps you “show, not tell.”
• Instead of just stating facts, you use analysis to reveal themes, character motives, and deeper messages in the text.

Step 2: Find and Integrate Your Evidence:

• Look for a quote that demonstrates the author’s technique or impact—something powerful or memorable.

• Choose language that is emotional, persuasive, or widely recognized.

• Explain the situation for your reader.

Example:

• Roosevelt calls December 7th “a date which will live in infamy,” underscoring the significance of the attack.

Step 2: Find and Integrate Your Evidence:

• Choose a quote or example that supports your claim. Make sure that your quote or example is one that you think shows or proves your claim

• Give context for the quote so your reader understands it. Imagine the reader has not read the story.

Examples:

• This trait is shown when “[h]e occasionally picked up a leaf as he passed [through the streets], examining its skeletal pattern, and smelling its rusty smell” (1).

• This character trait is on display when the narrator is describing what Mead would often do on his nightly walks. Bradbury explains that “[h]e occasionally picked up a leaf as he passed, examining its skeletal pattern, and smelling its rusty smell” (1).

Step 2: Find and Integrate Your Evidence:

• Choose a quote or example that supports your claim. Make sure that your quote or example is one that you think shows or proves your claim

• Give context for the quote so your reader understands it. Imagine the reader has not read the story.

Examples:

• This trait is shown when “[h]e occasionally picked up a leaf as he passed [through the streets], examining its skeletal pattern, and smelling its rusty smell” (1).

• This character trait is on display when the narrator is describing what Mead would often do on his nightly walks. Bradbury explains that “[h]e occasionally picked up a leaf as he passed, examining its skeletal pattern, and smelling its rusty smell” (1).

Sentence Starters

• The character demonstrates [trait] because ______________, reflecting the definition of [trait] as “__________.”

• By [action], the character exemplifies [trait] by ________________.

• The character’s words/actions reveal [trait], since [definition of trait].

• This moment illustrates [trait], as the character displays ________________.

• The character’s decision/action embodies [trait] because ________________.

Step 3: Connecting the Dots (Analysis/Reasoning) Show how the quoted material proves your claim by focusing on a particular word, phrase, or technique and describing the effect it creates or the idea it reinforces. Example (cont): The repetition of “what we need” powerfully emphasizes Kennedy’s commitment to unity and hope, encouraging listeners to move beyond hatred and division.

Evaluation

Judges the effectiveness or impact of the evidence in supporting the author’s point or message. Examples:

• Bradbury’s vivid imagery effectively draws the reader into Mead’s world of isolation.

• Kennedy’s speech is powerful because it appeals to both emotion and reason.

• Jackson’s use of irony successfully highlights the gap between appearance and reality.

• Roosevelt’s phrase “a date which will live in infamy” unites the audience with a shared sense of purpose.

Step 2: Find and Integrate Your Evidence:

• Choose a quote or example that supports your claim. Make sure that your quote or example is one that you think shows or proves your claim

• Give context for the quote so your reader understands it. Imagine the reader has not read the story.

Examples:

• This trait is shown when “[h]e occasionally picked up a leaf as he passed [through the streets], examining its skeletal pattern, and smelling its rusty smell” (1).

• This character trait is on display when the narrator is describing what Mead would often do on his nightly walks. Bradbury explains that “[h]e occasionally picked up a leaf as he passed, examining its skeletal pattern, and smelling its rusty smell” (1).

Step 2: Find and Integrate Your Evidence:

• Choose a quote or example that supports your claim. Make sure that your quote or example is one that you think shows or proves your claim

• Give context for the quote so your reader understands it. Imagine the reader has not read the story.

Examples:

• This trait is shown when “[h]e occasionally picked up a leaf as he passed [through the streets], examining its skeletal pattern, and smelling its rusty smell” (1).

• This character trait is on display when the narrator is describing what Mead would often do on his nightly walks. Bradbury explains that “[h]e occasionally picked up a leaf as he passed, examining its skeletal pattern, and smelling its rusty smell” (1).

Interpretation

Focuses on a specific word, phrase, or technique to show its significance or effect. Examples:

• The use of the word “skeletal” emphasizes the lifelessness of Mead’s surroundings.

• Kennedy’s repetition of “what we need” underscores his urgent desire for unity.

• The metaphor in the phrase “a candle in the darkness” symbolizes hope during difficult times.

• Bradbury’s choice of imagery paints a vivid picture of despair.

Step 2: Find and Integrate Your Evidence:

• Choose a quote or example that supports your claim. Make sure that your quote or example is one that you think shows or proves your claim

• Give context for the quote so your reader understands it. Imagine the reader has not read the story.

Examples:

• This trait is shown when “[h]e occasionally picked up a leaf as he passed [through the streets], examining its skeletal pattern, and smelling its rusty smell” (1).

• This character trait is on display when the narrator is describing what Mead would often do on his nightly walks. Bradbury explains that “[h]e occasionally picked up a leaf as he passed, examining its skeletal pattern, and smelling its rusty smell” (1).

Step 3: Connecting the Dots (Analysis/Reasoning) How does the quoted material / example prove your claim? In this case, for our purposes, use some language from the definition of the character trait as you explain how the evidence connects to your claim: this will ensure you are on-point. Language from the definition of curious is underlined in the example. Example (cont): This moment demonstrates Mr. Mead’s curiosity because he was eager to know about them structure of the leaf. He wanted to learn about the veins of the leaf so much that he stopped in his walk in order to look closely at an example; he even smelled the leaf in order to learn more about it.

Step 2: Find and Integrate Your Evidence:

• Choose a quote or example that supports your claim. Make sure that your quote or example is one that you think shows or proves your claim

• Give context for the quote so your reader understands it. Imagine the reader has not read the story.

Examples:

• This trait is shown when “[h]e occasionally picked up a leaf as he passed [through the streets], examining its skeletal pattern, and smelling its rusty smell” (1).

• This character trait is on display when the narrator is describing what Mead would often do on his nightly walks. Bradbury explains that “[h]e occasionally picked up a leaf as he passed, examining its skeletal pattern, and smelling its rusty smell” (1).

Sentence Starters

• The author’s use of [technique] effectively ________________.

• The vivid imagery successfully ________________.

• This choice of words powerfully ________________.

• The description achieves ________________.

• The author’s technique enhances the message by ________________.

Putting it All TogetherClaim: Mr. Mead is shown indirectly to be curious. Evidence: This character trait is on display when the narrator is describing what Mead would often do on his nightly walks. Bradbury explains that “[h]e occasionally picked up a leaf as he passed, examining its skeletal pattern, and smelling its rusty smell” (1). Reasoning/Analysis: This moment demonstrates Mr. Mead’s curiosity because he was eager to know about the structure of the leaf. He wanted to learn about the veins of the leaf so much that he stopped in his walk in order to look closely at an example; he even smelled the leaf in order to learn more about it

Sentence Starters

• ________________’s description reveals that ________________.

• The imagery in this passage conveys ________________.

• This moment demonstrates that ________________.

• ________________’s actions illustrate ________________.

Sentence Starters

• From these words, it can be inferred that ________________.

• The character’s behavior suggests ________________.

• The details in this scene imply ________________.

• The author hints that ________________.

• The events described indicate ________________.

Step 2: Find and Integrate Your Evidence:

• Look for a quote that clearly illustrates your claim (in this case, something that shows Mead’s separation from others).

• Ask yourself, “Does this quote clearly support the idea in my claim?”

• Make sure you can talk about the quote, not just state it.

• Provide context—imagine your reader has not read the story.

Examples:

• Bradbury describes the city as “silent and long and empty,” emphasizing Mead’s isolation as he walks alone at night.

Step 3: Connecting the Dots (Analysis/Reasoning)

• Show how the quoted material proves your claim by explaining what the evidence means, why it is connected to your idea, and how it supports your point.

• Focus on clarifying for your reader why this detail is important.

Example (cont): Bradbury’s description reveals the depth of Mead’s isolation, painting him as an outsider who is disconnected from the rest of society.

Step 1: Write Your Claim:

• Identify the key word(s) in your claim (ex: curious, leadership, hope).

Example: Mr. Mead is shown indirectly to be curious.

\When you analyze, you’re not just accepting things at face value—you’re questioning, exploring, and making your own judgments.

• These are the thinking skills colleges, jobs, and everyday life require.

• Figure out what people really mean (not just what they say)

• Understand news, media, and real-world events

• Succeed in classes that require evidence and reasoning (science, history, etc.)

• Prepare for college and careers, where you’ll need to explain your ideas clearly

Step 1: Write Your Claim:State an idea that requires reading between the lines. Example: Juliet values love over family loyalty.

Step 3: Connecting the Dots (Analysis/Reasoning) Show how the quoted material proves your claim by drawing a logical conclusion about what the evidence reveals, highlighting the deeper meaning or motivation. Example (cont): From Juliet’s words, it becomes clear that she values love above family ties, as she dismisses the importance of names in favor of genuine connection.

Step 2: Find and Integrate Your Evidence:

• Choose a quote or example that supports your claim. Make sure that your quote or example is one that you think shows or proves your claim

• Give context for the quote so your reader understands it. Imagine the reader has not read the story.

Examples:

• This trait is shown when “[h]e occasionally picked up a leaf as he passed [through the streets], examining its skeletal pattern, and smelling its rusty smell” (1).

• This character trait is on display when the narrator is describing what Mead would often do on his nightly walks. Bradbury explains that “[h]e occasionally picked up a leaf as he passed, examining its skeletal pattern, and smelling its rusty smell” (1).