What is Analysis?
In the past teachers have probably told you to analyze what you read, what you do, etc. The only
problem was (and maybe still is) that you had no idea what “analyze” meant. The word analyze
is a catch-all term that most academics believe evolved from the idea of meta-cognition.
What is meta-cognition? Meta-cognition is thinking about thinking. A common time that
teachers hope their students are performing meta-cognition is when you study. If you have ever
quizzed yourself, looked at your mistakes, tried to decide why you made these mistakes and then
focused your study effort on these mistakes to avoid them in the future you performed metacognition. Notice, this process does not take information (like incorrect responses on a quiz) at
face value but tries to connect them to the reasons for the errors. This does not mean you sit and
think about how you think when you are asked for analysis in an essay (confusing enough for
you?). Rather consider what meta-cognition and analysis have in common: they do not simply
look at a situation simply at face value but look for connections between information. Some
ways to explain analysis are:
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The process of explaining the relationships between facts rather than just stating the facts.
The ideas that come from your head when examining details on paper. Analysis is not
readily available in a book, but is something that comes from your head about the
information available in a book.
The judgments made about a topic that require factual support in order to be true.
The argument you are passionate about making based on what you have seen, heard, or
learned.
The viewpoint that follows “…because” in a sentence.
The observation supported by details and a commentary linking the observation to the
details.
The recognition of patterns, relationships, or hidden meaning.
The explanation of an idea’s importance.
The use of several examples to develop an overarching position.
Common places the “Analysis” is used
Essay prompts: “Analyze the factors that
have most shaped modern American
culture.”
Rubrics used to grade the quality of your
work: “The essay contains an analytical
thesis statement. (yes or no?)”
Written feedback on one of your essays:
“This paragraph lacks analysis.”
Interpretation given context
Consider the information that you know about
American culture. Look for themes. Report
the themes and explain how you arrived at
these themes.
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Does your thesis statement go beyond simply
turning the question in a statement, but rather
accurately explains the ideas that you seek to
prove?
The paragraph needs additional description
of how the examples you cite are important
and prove your thesis.
If you understood one of the explanations you just read, analysis likely sounds pretty difficult. It
is! That is why analysis is so highly prized by academics. It is rare, and a person capable of
analysis is a person who has just distinguished themselves from the majority. So the moral of the
story is:
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Use your brain
Be creative
Be confident
Take a chance by going beyond the obvious.