What is Analysis?
To ‘analyse’ something means to
break a big thing down into little parts in order to look at how each of the
little part works together to make the whole big thing function. Analysis is
the opposite of synthesis which means putting little parts together in order to
make a big thing.
You can analyse anything:
1.
When you pull a car engine apart to see how it works,
that’s analysis.
2.
When biologists look at specific bits of the human
genome to try and figure out what each bit does, that’s analysis.
3.
When a psychoanalyst ‘pulls’ someone’s brain apart
(metaphorically) to see what’s wrong with it, that’s analysis.
4.
When you pull a poem apart to see how all the
individual words, sounds and punctuation marks work together to create the
overall message, that’s analysis.
So, what does that mean?
Example 1:
Below is an example of an essay
paragraph that has analysed the poem Dulce et Decorum Est well.
Initially,
Owen’s portrayal of the soldiers as they ‘cursed through sludge’
suggests that the men are
complaining and swearing as they walk, creating a sharp contrast between the image the British
public would expect of their soldiers, i.e. marching in an upright, dignified
manner, and what they are presented with here. Owen uses this contrast between
expectation and reality to reveal how shocking the conditions in the trenches
really were and, equally, how shocked the soldiers themselves may have been when
they first realised what war was really like. Beyond
this, however, ‘cursed’ more
subtly implies that the
soldiers are not simply ‘cursing’ but are in fact themselves ‘cursed’ insinuating
that the mud, which in some ways may symbolise the whole war, is something
which they cannot escape from: their lives are hopeless and their deaths
inevitable. If the soldiers are indeed ‘cursed’ then Owen makes it clear in the third stanza that those responsible for
damning them in this way are the people like Jessie Pope (‘my friend’) in England who have deceived ‘children ardent for
some desperate glory’ into signing up for a war which can
bring them nothing other than inhuman suffering. Finally, the mystical, witch-like connotations of ‘cursed’ help create an unreal, otherworldly, nightmarish
setting at the start of the poem which not only heightens the soldiers sense of exhaustion but also
indicates how unimaginably hellish their suffering must have been.
Evidence |
Note the short quotations –
only the key words are picked out and the quotation is as short as possible. Note also how these quotations
are embedded into the essay so that the essay flows smoothly as if the
quotations were actually the words that the essay writer was going to use
anyway. |
Explanation |
This is the
beginning of the analysis part. The essay writer now concentrates on the
quotation and tells me what effect it has / what image it creates. Often
however, this is at quite a straight forward level. |
Development |
At this point the writer begins to push ideas a
little deeper. In the first example, it is fairly obvious
that cursing means the solders are swearing as they walk, the writer won’t
get many points for that, but now they move beyond this simple level and
point out that this contrasts with what the British public would previously
have expected from a war poem and they then go on to examine the effect that
this contrast might have had. |
Example 2:
Here is an example that has not
analysed the text quite so well, even though it has still used quotations and
done a reasonably good job.
Furthermore, Owen evokes sympathy for the soldiers by painting a
vivid image of the horrible conditions that they are experiencing in the
trenches. An example of this is that they suffered many physical diseases, they
were: ‘blind’,
‘lame’, ‘deaf’, ‘coughing like hags’ and little better than ‘old beggars.’
In addition, their equipment is described as
missing or substandard. ‘Men had lost their boots’ and were forced to march on ‘blood shod’.
Equally, the helmets are described as ‘clumsy’. Clearly conditions in the
trenches were horrific and this makes us feel sympathy for the soldiers.
Point |
This paragraph starts off with
a clear point. The use of ‘Furthermore,’ at the start is particularly well
done because it shows me how this paragraph follows on from what happened
before. |
Evidence |
Although there are a good
number of quotations here they are not really analysed. There is no real
explanation of the effect of these words on the reader and key words are not
identified, they are simply listed. It is also clear that they are not really
smoothly included in the paragraph. |
Explanation |
This is a very
simple and obvious comment and although I can see how this point follows from
the quotation I have to work out the link. Good analysis may have pointed out
the inglorious connotations of ‘hags’ and ‘beggars’ or examined the
significance of an animalistic word like ‘lame’. |
Development |
|
How am I going to remember all that?
There are a number of key things to
remember:
You might also notice that the first
example doesn’t really have a separated obvious Point at the start of the
paragraph. Doesn’t that break the PEE rule? Well, not really. If you read
carefully you can see that the Point is kind of included in with all the
development stuff in red. The point is developed in so much detail that it
becomes clear what the Point is without having to have it on it’s own at the
start of the paragraph.