Mrs. Ruland's Advanced Placement World History Course
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. This does not mean you sit and think about how you think; it means you examine why something is the way it is, or rather, how to answer the question asked (confusing enough for you?). Basically, when you read a question in class or during an exam, and you think about how to answer it you are performing analysis – as easy as that!
But like most students, you probably panic when asked a question in front of the class or on a test, and everything you know vanishes. Just keep reminding yourself that analysis is creating an argument that you can defend. To help get around this issue, here are some basic steps to follow:
1) Parse the question. Make sure you understand what the question is asking you. Break it down into pieces, and remember to note all of the tasks the question asks of you. If a question asks for (a) changes and (b) continuities, (c) politically and (d) socially, make sure you write about a, b, c, & d. Do not leave anything out. Remember, thinking about how to answer a question is analysis.
2) Create an argument in your head about how to answer the question. The following are words you can use to help create your argument:
| why? | causes? | comparisons? |
| how? | effects? | differences? |
| when? | changes? | process/steps? |
| where? | continuities? | point of view? |
3) Recall all of the evidence you can to support your argument. Evidence will usually be asked for in terms of politics, society, economics, or culture.
Here’s a table to help you remember, organize, and use the evidence:
Political |
Economic |
Social |
Cultural |
degree of centralization |
role of agriculture in the economy |
complexity of social structure (caste system, etc.) |
religious & philosophical systems |
bureaucracy |
role of merchants |
individual and group mobility |
artistic/literary styles |
government ideologies |
labor systems |
function of family & roles of family members |
degree of ethnocentrism |
public participation |
role of landlords |
urbanization |
syncretism |
state control over business |
role of manufacturing (hand and mechanized) |
links between elites & masses |
role of religion & religious figures in society |
succession |
technology |
population density |
support of cultural pursuits |
relationship between government and people |
local and global trade |
nature of leisure |
cultural support of gender and social hierarchy |
If you combine these three steps when you write, especially using the Power Words and the terms from step two, you will demonstrate your analytical ability. Also bear in mind to use the magic thesis word “although” to really set up an analytical response. Remember parse (the question), (create) the argument, (prove it with) evidence.
Adapted from Jenny Schinleber, Cypress Creek High School, Orlando, FL 32824
Last updated August 14, 2011
© Marcella Ruland 1998-2011, All rights reserved
