How to Write
a Critical Analysis
Essay
in Four Easy Steps
1.
2.
3.
4.
Theme
Thesis
Outline
Begin first draft
Step 1
•ALL ROADS
LEAD TO
THEME.
Theme
• Most high school critical analysis essays
explore a theme.
• All themes are the product of a text’s
various resolutions.
• Use a theme to develop your thesis and
guide your argument.
Theme
• Definition of theme:
– A statement about the text’s central or dominating
idea; the “message” implicit in a work.
– The theme is seldom stated directly.
– It is an abstract concept indirectly expressed through
recurrent images, actions, characters, and symbols.
– It is not the subject or the conflict, but what the
author/text expresses ABOUT the subject and
conflict.
– Theme is an idea that is always expressed as a
complete sentence.
Theme
– Look for interesting contrasts, motifs/patterns,
or comparisons
– Is there something interesting, surprising, or
curious about the topic/work that you would
like to explore further?
– Do you encounter ideas that make you
wonder, “why”?
How can I find a theme?
• 1. Look at how a character or situation
begins. Look at how that character or
situation ends. What has happened and
why?
• 2. Examine the conflicts and their
resolutions. What happens and why?
3. Identify symbols, patterns, and motifs.
Step 2: From Theme to Thesis
• Once you have selected a theme, you are
now ready to develop your thesis
statement.
• Ask yourself the following questions:
• How is this theme proven through the
characters and situations?
• What do I care about and want to explore?
Writing the Thesis
• Your thesis is a declarative statement that
argues a position. It cannot be a question.
• It is the most provocative, insightful
statement that you can prove using the
text.
Writing the Thesis
• For pre-AP, the thesis may be divided. AP
must write an implied thesis, not a divided
thesis (hint: no semi-colons).
• Cannot prove a negative (do not say “not”
in the thesis).
• Thesis sentence controls and shapes the
paper.
Writing the Thesis
• Divided: Scout’s transformation from
callow youth to maturing adolescent
results from the influences of Calpurnia,
Miss Maudie, and Aunt Alexandra.
• Implied: Scout’s transformation from
callow youth to maturing adolescent
results from the influences of the adult
women in her life.
Writing the Thesis
• A strong thesis is provocative and
insightful.
• A strong thesis takes a stand which can be
argued using specific evidence found in
the text.
• A strong thesis is specific and focused,
and uses powerful verbs and adjectives.
Writing the Thesis
• Is your thesis focused?
– It MUST specifically tell what you will be
proving.
– It must NOT ask questions or offer “what if”
statements.
– It must NOT use first person.
– It must NOT make vague references: “In this
time period,” “many important aspects,”
“changed and developed,” “similarities and
differences,” “many characters,” “throughout
the novel” and other broad statements that
really say very little.
Writing the Thesis
• Is your thesis too broad? Make your thesis
more focused.
– Avoid such sweeping words such as “all,”
“every,” “always,” and “none.”
– Be specific. In one sentence, what are you
proving?
Writing the Thesis
• Do you give your thesis a focus that will allow for
plenty of commentary/analysis?
• Does your thesis have an angle or address the
question, “To what purpose?”
• Does your thesis pass the “So what?” test?
• Does your thesis take a position that can be
analyzed?
• Is your thesis merely plot? A plot thesis does
not allow for commentary/analysis. This paper
will fail.
Writing the Thesis
• Do not write a thesis that offers no
opposition:
– Romeo and Juliet are star-crossed lovers who
die.
– Notice how this thesis does not answer the
“So what?” question.
Writing the Thesis
• Read your thesis aloud:
• Is your thesis articulate, or is it awkward and
unclear?
• Does it make sense?
• Remember, you must prove everything presented
in your thesis.
Writing the Thesis
•
•
•
•
•
•
Is your thesis in active voice?
Avoid “to be” verbs.
DO use strong verbs and adjectives.
DO use a formal tone.
Do NOT be cute or trite.
(For our purposes) The thesis must be the
last sentence of the introductory
paragraph.
Writing the Thesis
• Does the thesis make a connection with
the text?
– Always ask yourself:
•
•
•
•
•
“What am I trying to prove?”
“How can I prove it?”
“What am I trying to say?”
“So?” “What’s my point?”
“Did I say something significant, or do I just repeat
the plot?”
Step 3: Outline
• Introduction/thesis
• I. Idea
a. textual detail
b. textual detail
• II. Idea
a. textual detail
b. textual detail
• III. Idea
a. textual detail
b. textual detail
• IV. Idea, etc. . .
• Conclusion
Step 4 :Writing the Paper
•
•
•
•
•
•
•
(Transition) Topic sentence
Context
Textual detail
Commentary
Transition / context
Textual detail
Commentary
Writing the Paper (Topic Sentences)
• A topic sentence should control your
paragraph like your thesis controls your
paper.
• Each topic sentence should focus on one
dominant idea to support your thesis.
• Topic sentences must contain a general
element of plot and an element of analysis
that aligns with the thesis.
• Do not use quotes in your topic sentences.
Writing the Paper
• How will I know if my thesis isn’t working?
– You can’t find quotes to support your thesis.
– You can’t offer insightful interpretation of the
quotes.
– When you ask yourself, “What am I trying to
say?” you don’t have the answer.
Writing the Paper
• Remember:
– When you are writing, notice WHAT you are
writing about.
– No tangents.
– No irrelevant information.
– Match the thesis to your writing. Revise
writing and thesis as needed.
Writing the Paper
• Every paragraph is designed to offer insight, and
to develop and prove the thesis.
• Every paragraph must build on the previous
paragraph.
• Your writing must flow logically from one idea to
the next, one paragraph to the next.
Writing the Paper
• REMEMBER: the thesis should determine
how you organize your ideas and present
your argument.
• If your thesis is vague and unfocused,
your writing will be vague and unfocused.
• If you don’t know what you are saying,
your writing will be confusing and
unorganized.
Writing the Paper
• Continually ask yourself these questions:
– What am I trying to say?
• Helpful when developing the thesis and topic sentences, and
also when writing commentary.
– How do I know?
• Let your thesis/ topic sentence guide your selection of textual
detail. Use direct quotes, summary, paraphrase from the text.
• Concrete details; choose quotes that prove your ideas.
– So? What does this concrete detail mean? What
does this quote reveal and why is it significant?
• Commentary/interpretation is where you convince the reader
how or in what way the textual detail proves your thesis.
Writing the Paper
• Remember, the body paragraphs will
logically and decisively prove your thesis.
– Your thesis, even your tentative thesis, is as
specific and focused as you can make it.
– You must PROVE what you are saying in your
thesis.
– You must SHOW that you understand the text
and the theme(s).
Writing the Paper
• Writing is a process in which you are
constantly fitting the writing to the thesis,
and the thesis to the writing.
• Work on the writing, and print a copy.
– Leave the paper alone for a period of time
(half an hour, overnight). Let your writing
“simmer.”
Writing the Paper
Come back to your paper and read it aloud.
• Read what exists on the paper, not what you
meant to say.
• As you read your paper, note what works
and what doesn’t work.
– What makes sense?
– What is supported by the text?
– Are there better examples?
– Do you offer adequate proof? (textual detail)
Writing the Paper
• How strong is the commentary?
• Are you offering interpretation, or are you
just restating the plot?
• Consider the opposition. What statements
do you make that could be challenged?
Are there other passages in the text that
contradict with you say?
• Be faithful to the text.
• Revise. Go back to the text for ideas.
Writing the Paper
• Repeat the process many times.
• Add depth to your paper by making your
commentary more insightful and penetrating.
• Sometimes it helps to discuss the quote aloud.
– Listen for key words or phrases on which you can
build your analysis.
– Keep asking, “Why is this quote important?”
– “What does that quote mean?”
Writing the Paper
• When you feel the writing is as good as you can
make it, then focus on editing.
– You need to revise, rewrite, reorganize, add and take
out sentences, find better/stronger quotes. Add
stronger commentary.
– Write for as long as you feel you are making
progress, then stop for a time.
– Let the paper “simmer.”
– Come back and read the paper aloud. Be the reader,
not the writer.
– Make necessary changes: clarify, reorganize, add
depth.
– Do not write one rough draft and then edit, thinking
you are done. You are not accomplished writers.
Introductions and Conclusions
• The introductory paragraph must function
as a “bookend” to the concluding
paragraph.
• Do not labor over the introduction. Get into
the body of your paper as quickly as
possible. After you have shaped your
paper, then you are better prepared to
write a focused introduction.
• However, before you work on the
introduction, write a strong conclusion.
Introductions and Conclusions
• Writing a conclusion:
– After writing all body paragraphs, read the thesis and
the entire paper aloud.
– What judgments logically flow from the body?
– Write the conclusion based on what you have
developed and proven.
– You can offer summaries of key points that bolster
your judgment, but do not merely summarize your
paper.
– Do not offer new information, only insights and
judgments.
– You do not have to repeat or rephrase the thesis. Let
the topic sentence for the conclusion flow from the
final body paragraph.
Introductions and Conclusions
• Remember, the conclusion stands as the
logical outcome of what you have proven
in the body paragraphs.
• You have the right to make bold
statements because the body paragraphs
support these judgments.
Introductions and Conclusions
• Before writing or revising the introduction,
review the thesis, body paragraphs, and
conclusion as the reader, not the writer.
• Notice where the paper is heading and
what strong judgments have been made.
• Begin your introduction knowing where the
paper is heading.
Introductions and Conclusions
• Write an introduction that captures the
reader’s attention and leads to the thesis.
– Introduction should establish certain
expectations that will be delivered in the body
paragraphs and in the conclusion.
– No “cute” anecdotes, please!
– Do not begin with such broad, general
statements as “All people search for love” or
“Every century celebrates heroes,” or the
beloved “Since the beginning of time…”
– ARGHHHHHHHHHHHHHH!
• Finally, after letting the paper simmer,
read the entire paper aloud again.
– Revise and strengthen as needed.
– Change vague language to powerful
language.
– Make sure that the paper is organized
effectively; each body paragraph builds on the
previous paragraph.
– Find those mistakes you have overlooked
(grammar, mechanics, “dumb” mistakes).
• Remember the questions:
– “What am I trying to say?”
– “How do I know?”
– “What does the quote mean? What about the
quote? So?”
– Relate all paragraphs to your thesis. PROVE
your thesis.
– “Am I addressing the prompt?”
– “Am I proving my thesis?”
• The final, final step is again to focus on
grammar, mechanics, and MLA format.
• Search one more time for “dumb” mistakes.
• Also, check one more time to make sure you
have fulfilled all the requirements of the
assignment. If you do not fulfill the
requirements, your paper will NOT pass.
• ALWAYS save your work. ALWAYS print copies
for Murphy!
• To be continued…