Analysis of Texts
Sam MacDuff
Some tips for approaching the in-class essay and contrôle continu
1. Read the question carefully and make sure that you understand every part of it (use a
dictionary if necessary).
2. Highlight or underline/circle the key words in the title.
3. Hopefully you have highlighted form, content, language, meter, sound, structure, ideas,
sentiments. These are the main aspects of the passage which you are being asked to analyse
and comment on.
4. If you’re not sure what the key words mean, here are some pointers to help you. Note that
form, content, etc, are not discrete; you should consider them together.
Form: is this a narrative or lyric poem? If narrative, is it (part of) a balad or epic? If lyric, is it an ode,
an elegy, a sonnet, a villanelle? If none of these, is there a regular rhythmical pattern? What is it –
iambic pentameter, catalectic trochaic tetrameter, etc. Are there any significant deviations from the
metrical template – e.g., feminine endings, trochaic inversions, etc.? Is there a rhyme scheme?
Annotate it - A8B7A8B7 (=ballad metre), etc. Are there any significant rhymes? Is it a concrete
poem? Does the form enhance the meaning in any way? Think about the effect of the rhythm, rhyme
and form on the meaning of the poem – remember that form and content are closely related.
Content: what is the subject of the poem? What does it say? Is there a narrator or dialogue (link to
form)? Look up any difficult words (you will often need to consider several meanings). When you
understand all the words, read it again - and again - until you understand every line. Now: is the poem
literal or figurative, or both? (Does it seem to be symbolic or allegorical? How?) Investigate the
imagery – similes, metaphors, analogies… What is implied or suggested in the poem. Finally, what do
you think the poem means (often a difficult question!)?
Language: this obviously covers everything, so remember that you have to analyse the language in
detail. Start with the vocabulary. Is it simple or complex, monosyllabic or polysyllabic, Teutonic or
Latinate, prosaic or poetic, literal or figurative (note the former choices tend to go together, as do the
latter, but not always)? Then move on to imagery – similes, metaphors, personification, rhetorical
devices…
Meter: see form. What is the metrical pattern in the poem? Are there any important deviations from
the base pattern, or template? What effect does it have? (Remember: all poems have metre, even free
verse. If the metre is irregular, are there points when it falls into familiar patterns?)
Sound: as well as the rhyme and rhythm, look out for examples of alliteration, assonance,
onomatopoeia, half rhymes, ablaut, etc. Consider the effect of these devices – e.g., is the poem
melodious or cacophonous? Does it change? How does this relate to the meaning of the lines?
Structure: as well as the verse form, think about how the poem develops – is the poem in stanzas?
What is the structure of these (what does each one deal with, how are they ordered…)? Is there a
central conceit? Is there a turn? If it seems symbolic or allegorical, is there a point at which this
becomes evident to the reader?
Ideas: is there one central idea or conceit in the poem? Is this expressed as an argument or dialogue?
Is the poem based on an image or perception? What are the controlling or underlying ideas in the
poem? How are these expressed – directly/discursively or subtly/figuratively?
Sentiments: feelings, attitudes, judgments and opinions expressed in the poem, usually coloured by or
derived from emotion – an 'emotional thought' reflecting the feeling or meaning in the poem (see
OED, esp. 3, 8b, 9). Ideas and sentiments are clearly related, like form and content; ideas are more
intellectual, sentiments suggests feeling or emotion, leading to mental reflection.
5. Use this list, or a similar one of your own, as a guide to analyse the passage. Remember that
these aspects are interwoven, not separate. The more thoroughly you analyse the passage now,
the better you will do in the in-class essay and the better prepared you will be for the exam.
6. While annotating the passage (or afterwards), you may want to use different colours, symbols
or lines to group your main ideas together and then put them into a logical, numbered list.
7. When you have done this, you should be ready to write a one-sentence thesis statement and
make a paragraph plan showing how your essay will develop.
8. You should now be ready to write your essay. Remember to use PEE. Good luck!