diagram analysis essay

International Conference on Theory and Application of Diagrams

Diagrams 2021: Diagrammatic Representation and Inference pp 553–561 Cite as

Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work

• Emmanuel Manalo 14 &
• Mari Fukuda 15  
• Conference paper
• Open Access
• First Online: 21 September 2021

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Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 12909))

Using appropriate diagrams is generally considered efficacious in communication. However, although diagrams are extensively used in printed and digital media, people in general rarely construct diagrams to use in common everyday communication. Furthermore, instruction on diagram use for communicative purposes is uncommon in formal education and, when students are required to communicate what they have learned, the usual expectation is they will use words – not diagrams. Requiring diagram inclusion in essays, for example, would be almost unheard of. Consequently, current understanding about student capabilities in this area is very limited. The aim of this study therefore was to contribute to addressing this gap: it comprised a qualitative exploration of 12 undergraduate students’ diagram use in two essays (in which they were asked to include at least one diagram). Analysis focused on identifying the kinds of diagrams produced, and the effectiveness with which those diagrams were used. Useful functions that the diagrams served included clarification, summarization, integration of points, and provision of additional information and/or perspectives in visual form. However, there were also redundancies, as well as unclear, schematically erroneous, and overly complicated representations in some of the diagrams that the students constructed. These findings are discussed in terms of needs, opportunities, and challenges in instructional provision.

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1 Introduction

Alongside problem solving and thinking, communication is one of the areas of human activity where diagram use is considered to be beneficial. When appropriately used, diagrams can clarify and/or complement verbal information presented in speech or text, so that both verbal and visual channels of working memory are utilized, thus facilitating more efficient cognitive processing [ 1 , 2 ].

Diagrams can contribute to both message encoding and decoding (i.e., the production and the comprehension of communication), thus being of value to both the communicator and the communication receiver. Especially in contexts where there are some constraints or limitations to conveying the message through verbal means, diagrams can be indispensable. They can supplement speech or text by providing complementary or alternative means of conveying the intended message. Examples of such contexts include communicating complicated procedures, like furniture assembly [ 3 ], and communicating with people who speak a different language [ 4 ].

However, despite the apparent usefulness of diagrams in communication, its actual use remains very limited. Pictures and various kinds of diagrams, including illustrations, are regularly used in books, magazines, websites, and various forms of printed and digital media, but most of those visual representations are commercially or professionally created. They are not generated by regular people in everyday communication contexts. Regular people are often only receivers of such visual representations. In most communication contexts, they do not generate their own diagrams: they rely almost exclusively on written or spoken words. In formal education provided in modern societies, diagram use for communicative purposes is rarely taught. Despite the recognition in research and policy documents of the value of being able to use multiple forms of representation [ 5 , 6 ], students seldom receive explicit instruction about how to create and use diagrams. In both school and higher education, when students are asked to communicate what they have learned and what they think (e.g., in essays, which are focused pieces of writing intended to inform or persuade), the general expectation is that they will express that information in words – without the use of any diagrams [ 7 ].

Considering that much of the knowledge and ideas that students have to engage with, learn, and then communicate are quite complex, and diagrams have the capacity of representing complex ideas effectively [ 8 ], the general lack of attention in education to cultivating skills in diagram use is troubling. Like words, diagrams can be used effectively or ineffectively [ 9 ], so the question of the extent to which instruction or guidance may be necessary would appear important to address. In tasks like problem solving and information organization in subjects like mathematics and science, the kinds of diagrams that students generate and use have previously been investigated [ 10 , 11 , 12 ]. However, very few studies have examined diagram use in communicating information in the social sciences [ 13 ], where traditionally a greater emphasis has been placed on the quality of language that is used. In fact, the present authors are not aware of any studies that have examined students’ diagram use in essays . Our current understanding of student capabilities in using diagrams in such contexts is very limited, including what we know of the potential benefits that such use might afford.

The present study was motivated by this knowledge gap, and it comprised a qualitative exploration of student diagram use in two essays they produced for an undergraduate-level introductory course in educational psychology. In the two essays, the students were asked to include at least one diagram to portray processes or mechanisms of moderately complex ideas. Both essays were expository-type essays, hence requiring the students to demonstrate not only knowledge of the topic, but also the ability to communicate information clearly – which the appropriate use of diagrams is supposed to facilitate. The following were the main questions we addressed:

What kinds of diagrams would students use to portray processes/mechanisms?

In what ways do students use diagrams effectively in their essays?

In what ways do they not use diagrams effectively?

This investigation comprised analysis of the contents of two essays that students produced as part of their coursework. No experimental manipulation was involved. The analysis was conducted following completion of the course, so it had no bearing on the students’ grading. Permission was obtained from all the students for use of their essays.

There were 12 students in the course (females = 4), 7 of whom were in their first year of study, while the remaining 5 were in their second year or higher. Nine of the students were Japanese, and 3 were international students from other East Asian countries. All had English as a foreign language, but were adequately proficient in that language (a requirement for acceptance to the university). The course was conducted entirely in English, and all assignments (including the essays) had to be written in English.

The essays were each worth 20% of the students’ final grade, and they dealt with topics covered in the course. However, both essays required students to seek additional information (beyond what was covered in class), and to provide explanations that could not simply be obtained from the instructions provided in the course. The first essay required the students to research and then explain one theory about how young children develop their understanding of the world around them. The second required them to undertake research on formative assessment and explain how it can promote more successful learning. In both essays, the students were asked to include at least one diagram, which was allotted 3 points (out of 20) in the grading rubrics (in this case, for “demonstrating a clear understanding of the mechanisms or processes that it illustrates”). Diagrams can assist in clarifying ideas [ 8 ] and so, from a pedagogical perspective, one purpose of asking the students to include the diagram was for them to better understand key processes covered in the course. The diagram had to be self-constructed (i.e., not copied-and-pasted from some other source). In the first essay, the instruction given to the students indicated that the diagram was to “help in explaining the progress in understanding that children develop ”, while in the second essay the diagram was to “help in clarifying how formative assessment facilitates learning ”. No other instruction was provided on what form the diagram should take or how they should construct it, and no diagrams relating to those or other similar mechanisms/processes were shown during instructions provided in class. During grading of the essays, apart from the score out of 3 on the grading rubrics (see above), no explicit comment or feedback was provided on the type, content, or quality of construction of the diagrams the students included.

In the analysis, firstly the number and kinds of diagrams included in the essays were determined with the use of a coding schema comprising categories from previous research [ 10 , 11 , 13 ]. Apart from the first author’s coding, the second author, who initially was not involved in this research, also independently coded the diagrams. Initial inter-coder agreement was 75%. Differences were then discussed and subsequently agreed upon. Second, the diagrams were evaluated in terms of how effectively they were used. For this, key questions asked were: Does the diagram contribute to clarifying the process it refers to – and, if so, how? Apart from clarification, does it serve other useful functions? When diagrams did not appear to work well, the reasons were also carefully considered. Again, both authors independently coded the diagrams (initial inter-coder agreement was 92%), and then discussed differences to reach agreement.

Examples of diagrams belonging to each of the categories that were identified

3 Results and Discussion

3.1 kinds of diagrams used to portray processes/mechanisms.

Table 1 shows the kinds/categories and corresponding frequencies of diagrams the students included in their first and second essays, and in total, while Fig.  1 shows examples of the diagrams belonging to each of those categories. In the first essay four of the 12 students included more than one diagram (two student with 3 diagrams, and two with 2 diagrams), and in the second essay two students included more than one diagram (both with 2 diagrams). The frequencies shown in Table 1 include all the diagrams the students generated.

All except one student included self-constructed diagrams (as the assignments required). We were fairly confident about this because the language use in and appearance of the diagrams included suggested non-native and/or non-professional creators. The one student who included diagrams that obviously came from some Internet source (they were both watermarked) did so in both the first and second essays. Both diagrams were in the category of illustrations.

Although a “list” on its own does not – technically speaking – count as a diagram, it has been included in the categories because one student erroneously included a list as one of his 3 diagrams for the first essay, and three other students included lists as part of their “combination” diagram.

The kind of diagram most frequently used was a flow diagram: apart from the total of 10 flow diagrams shown in Table 1 , 7 of the 9 combination diagrams comprised a flow diagram with another kind of diagram. This is probably understandable given that flow diagrams (also known as “flow charts”) are meant to depict processes, procedures or sequence of steps, and cause-and-effect relationships. An interesting point to note is how the number of flow diagrams increased from the first to the second essay. No instruction or hint was given to the students about what diagram to use, so this increase could have been due to a number of other possible reasons, including differences between the two essays in the procedures/mechanisms that needed to be represented, the students seeing other diagrams their peers have generated (although there were no indications of copying), and development in the students’ understanding of what works well (or not) in using diagrams to communicate particular kinds of information.

It is also worth noting that although we often consider flow diagrams as being most appropriate for representing processes and mechanisms, other forms of diagrams can work as effectively when designed well to match their intended purposes. For example, Panels C and F in Fig.  1 show two examples depicting the progression through the stages of Piaget’s theory of cognitive development, using a table in C, and a combination of illustration (of steps) and line diagram in F. Although they differ in appearance, the diagrams can be considered as working equally well not only in showing the proposed stages of the theory, but also in conveying the incremental progression through key cognitive abilities with increasing age (corresponding to those stages).

3.2 Ways that Diagrams Were Used Effectively

The majority of the students did not refer to their diagrams in the text of their essays: only two students did in both essays. Thus, this is perhaps an academic writing method that undergraduate students (like these students) could usefully be instructed to do. However, in general, the students placed their diagrams appropriately, following the text where they deal with the information that is portrayed in the diagram – thereby making the connection between text information and the diagram more apparent.

Concerning the question of whether the diagrams that the students constructed contributed to clarifying any of the processes or mechanisms they were explaining: in the first essay, 7 of the students were considered to have satisfactorily achieved this with at least one of their diagrams, while 8 of them were considered to have done so in the second essay. In each of these cases, the diagrams served a useful function in the essay, to the extent that if they were not included, something sufficiently important in the essay would have been lost, not achieved, or not conveyed as adequately. In most of the cases, the diagrams clarified how the stages or processes referred to in the essay text connect or relate to each other and progress through particular sequences: Panels A and D in Fig.  1 are good examples of this. However, in a few cases, the diagrams also made clearer concepts that – to those unfamiliar with them – could be difficult to understand, such as what is involved in developing the ability of conservation (Panel B of Fig.  1 ).

In some cases, the diagrams also showed or clarified the connections to other components, such as children’s abilities in connection to the progression of developmental stages in the previously referred to Panels C and F in Fig.  1 . In a way, some of the diagrams that worked well served a summarizing function: they visually represented key components and showed more saliently how they were related to each other – which were not as easy to apprehend in sentences because of temporal/sequential separation. This is one of the reasons diagrams are considered effective: they integrate all information that is used together, reducing the need and effort for searching [ 14 ].

In the majority of cases where the diagrams worked well, they visually represented content that was already represented in words in the text – albeit with some enhancements like integration, as noted above. However, in a few exceptional cases, the diagrams also introduced content that was not present in the text of the essays. Figure  2 provides two examples of this. In Panel A, the diagram includes details in the lower part about unsuccessful (arrows with x) and successful (arrows with o) outcomes which require different responses. These details were not explicitly provided in the text but they enable readers to better understand how formative feedback is used in the example of solving story problems. Likewise, in Panel B, the diagram shows details not duplicated in the text about how different categories of complexes are formed, leading eventually to the formation of concepts [ 15 ]. The illustrations of different object combinations make the categories of complexes easier to grasp and distinguish from each other.

Examples of diagrams that introduced content or elaborations not present in the text

3.3 Ways that Diagrams Were Not Used Effectively

There were also numerous instances when the diagrams the students included did not appear to serve any useful function in the essay. In a couple of those cases, the diagrams were redundant: they showed images that portrayed information from the text that was simple enough not to require visual clarification. The illustration in Panel A in Fig.  3 is an example of this. Another ineffective use manifested was when the schematic structure of the diagram was unclear or erroneous. Examples of this are shown in Panels B and C of Fig.  3 . In Panel B, both the intended message and the connections between the components shown are unclear. In Panel C, the meaning of the arrows, and therefore what process might be depicted by the diagram, is unclear. In addition, there were a few diagrams, like the one shown in Panel D of Fig.  3 , which were quite complicated and therefore hard to understand. The contents of Panel D were also referred to in the text of the student’s essay, but the relationships shown in the diagram are new configurations that are not obvious and not explained explicitly in the text. It is therefore difficult to grasp its possible contribution to explaining, in this case, children’s development of understanding of the world around them.

Examples of diagrams that did not effectively serve their intended purpose in the essay

3.4 Implications for Theory, Research, and Practice

The many purposes that diagrams can serve in enhancing communication have been established in previous research [ 2 , 5 , 8 ], and the findings of the present study provide additional evidence for those in the area of student essay writing at the tertiary level. The findings also provide support for the idea that the same communicative purpose can be served by different kinds of diagrams [ 14 ]. Thus, for example, conveying the progression of a particular process can effectively be achieved using a flow diagram – or a table … or an illustration. This means that, in the same way that different words can convey the same meaning, different diagrams – if used/constructed appropriately – can communicate the same meaning. However, in future research, it would be useful to examine the range of communicative purposes that different kinds of diagrams can serve as there are probably important limitations to it. For example, if the communicative purpose is to describe what something looks like , other kinds of diagrams may not be quite as effective as an illustration (e.g., a table or a flow chart would be quite limited in conveying qualities pertaining to appearance).

The findings of the present research also suggest that many students, even at the tertiary level, would likely benefit from receiving some instruction or guidance on the use of diagrams not only in essays but also other forms of communication. While some students were able to generate diagrams that served useful functions in their essays, there were also quite a few who did not manage to do this. However, the findings of this exploratory study were based on a small sample of students taking the same course, so future investigations about spontaneous use and the effects of instruction provision ought to be conducted with larger and more diverse student groups.

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Acknowledgment

This research was supported by a grant-in-aid (20K20516) received from the Japan Society for the Promotion of Science.

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Catherine Legg

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Manalo, E., Fukuda, M. (2021). Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work. In: Basu, A., Stapleton, G., Linker, S., Legg, C., Manalo, E., Viana, P. (eds) Diagrammatic Representation and Inference. Diagrams 2021. Lecture Notes in Computer Science(), vol 12909. Springer, Cham. https://doi.org/10.1007/978-3-030-86062-2_56

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Organizing Your Analysis

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There is no one perfect way to organize a rhetorical analysis essay. In fact, writers should always be a bit leery of plug-in formulas that offer a perfect essay format. Remember, organization itself is not the enemy, only organization without considering the specific demands of your particular writing task. That said, here are some general tips for plotting out the overall form of your essay.

Introduction

Like any rhetorical analysis essay, an essay analyzing a visual document should quickly set the stage for what you’re doing. Try to cover the following concerns in the initial paragraphs:

• Make sure to let the reader know you’re performing a rhetorical analysis. Otherwise, they may expect you to take positions or make an evaluative argument that may not be coming.
• Clearly state what the document under consideration is and possibly give some pertinent background information about its history or development. The intro can be a good place for a quick, narrative summary of the document. The key word here is “quick, for you may be dealing with something large (for example, an entire episode of a cartoon like the Simpsons). Save more in-depth descriptions for your body paragraph analysis.
• If you’re dealing with a smaller document (like a photograph or an advertisement), and copyright allows, the introduction or first page is a good place to integrate it into your page.
• Give a basic run down of the rhetorical situation surrounding the document: the author, the audience, the purpose, the context, etc.

Thesis Statements and Focus

Many authors struggle with thesis statements or controlling ideas in regards to rhetorical analysis essays. There may be a temptation to think that merely announcing the text as a rhetorical analysis is purpose enough. However, especially depending on your essay’s length, your reader may need a more direct and clear statement of your intentions. Below are a few examples.

1. Clearly narrow the focus of what your essay will cover. Ask yourself if one or two design aspects of the document is interesting and complex enough to warrant a full analytical treatment.

The website for Amazon.com provides an excellent example of alignment and proximity to assist its visitors in navigating a potentially large and confusing amount of information.

2. Since visual documents often seek to move people towards a certain action (buying a product, attending an event, expressing a sentiment), an essay may analyze the rhetorical techniques used to accomplish this purpose. The thesis statement should reflect this goal.

The call-out flyer for the Purdue Rowing Team uses a mixture of dynamic imagery and tantalizing promises to create interest in potential, new members.

3. Rhetorical analysis can also easily lead to making original arguments. Performing the analysis may lead you to an argument; or vice versa, you may start with an argument and search for proof that supports it.

A close analysis of the female body images in the July 2007 issue of Cosmopolitan magazine reveals contradictions between the articles’ calls for self-esteem and the advertisements’ unrealistic, beauty demands.

These are merely suggestions. The best measure for what your focus and thesis statement should be the document itself and the demands of your writing situation. Remember that the main thrust of your thesis statement should be on how the document creates meaning and accomplishes its purposes. The OWl has additional information on writing thesis statements.

Analysis Order (Body Paragraphs)

Depending on the genre and size of the document under analysis, there are a number of logical ways to organize your body paragraphs. Below are a few possible options. Which ever you choose, the goal of your body paragraphs is to present parts of the document, give an extended analysis of how that part functions, and suggest how the part ties into a larger point (your thesis statement or goal).

Chronological

This is the most straight-forward approach, but it can also be effective if done for a reason (as opposed to not being able to think of another way). For example, if you are analyzing a photo essay on the web or in a booklet, a chronological treatment allows you to present your insights in the same order that a viewer of the document experiences those images. It is likely that the images have been put in that order and juxtaposed for a reason, so this line of analysis can be easily integrated into the essay.

Be careful using chronological ordering when dealing with a document that contains a narrative (i.e. a television show or music video). Focusing on the chronological could easily lead you to plot summary which is not the point of a rhetorical analysis.

A spatial ordering covers the parts of a document in the order the eye is likely to scan them. This is different than chronological order, for that is dictated by pages or screens where spatial order concerns order amongst a single page or plane. There are no unwavering guidelines for this, but you can use the following general guidelines.

• Left to right and top to down is still the normal reading and scanning pattern for English-speaking countries.
• The eye will naturally look for centers. This may be the technical center of the page or the center of the largest item on the page.
• Lines are often used to provide directions and paths for the eye to follow.
• Research has shown that on web pages, the eye tends to linger in the top left quadrant before moving left to right. Only after spending a considerable amount of time on the top, visible portion of the page will they then scroll down.

Persuasive Appeals

The classic, rhetorical appeals are logos, pathos, and ethos. These concepts roughly correspond to the logic, emotion, and character of the document’s attempt to persuade. You can find more information on these concepts elsewhere on the OWL. Once you understand these devices, you could potentially order your essay by analyzing the document’s use of logos, ethos, and pathos in different sections.

The conclusion of a rhetorical analysis essay may not operate too differently from the conclusion of any other kind of essay. Still, many writers struggle with what a conclusion should or should not do. You can find tips elsewhere on the OWL on writing conclusions. In short, however, you should restate your main ideas and explain why they are important; restate your thesis; and outline further research or work you believe should be completed to further your efforts.

How to Analyze Diagrams for IELTS Task 1

Below are steps and techniques we teach in our English writing classes for how to analyze IELTS Diagrams for Task 1 Writing questions for the Academic IELTS test. Also, you will learn how to use your analysis of diagrams to write an effective Task 1 Writing response.

Creating an IELTS Writing Task 1 response analyzing Diagrams

Remember, for the IELTS Academic Writing Task 1 question, you need to analyze a chart, table, diagram, map, or graph (or a combination of these). The Academic Writing Task 1 assignment is always the same: “ Summarize the information by selecting and reporting the main features and make comparisons where relevant.”

Let’s use the following sample question to see how we can analyze IELTS Task 1 diagrams to build an effective Task 1 response.

Before we begin writing your IELTS Task 1 response, we need to spend a few minutes analyzing the diagram and planning what we will write. During this analysis we want to ask a few questions:

What seems most important to know about the effect of high clouds on different kinds of radiation?

What seems most important to know about the effect of low clouds on different kinds of radiation?

Step 1: Analyzing different types of Radiation for a Main Feature

First, when you analyze IELTS diagrams you need to look at each part of the graphic, one by one, and notice what processes you see in various parts of the diagram. Here, we should focus on the differences between shortwave and longwave radiation, paying attention to what happens when they interact with high and low clouds.

What happens to shortwave radiation when it hits different kinds of clouds?

How do different kinds of clouds affect what happens to longwave radiation?

What happens to shortwave radiation when it hits the Earth’s surface?

For example, when analyzing this diagram, you might notice the following about shortwave radiation:

• When shortwave radiation hits high clouds , very little reflects back into space ; nearly all of it passes through high clouds to reach the Earth’s surface .
• For shortwave radiation that hits low clouds , around 1/3 reflects back into space ; a large amount of shortwave radiation seems to be absorbed by the low clouds, with very little of it reaching the Earth’s surface .

Regarding longwave radiation, we can see the following:

• When longwave radiation hits high clouds , very little is passes through into space ; about equal amounts of the remaining radiation seems to be either absorbed or reflected by the high clouds.
• For longwave radiation that hits low clouds , about equal amounts of the remaining radiation seems to be either pass through or is reflected by the low clouds; it seems like no longwave radiation is absorbed by the low clouds.

That is a lot to think about! We should now be able to use these pieces of information as Main Features for each of the cloud effects on short- and longwave radiation.

Step 2: Comparing Main Features to each other

Next, however, we need to compare the effects of clouds on longwave and shortwave radiation to each other. One thing we could compare are the absorption rates of short- and longwave radiation. These comparisons could help us to create a plan for our body paragraphs.

How do high clouds absorb shortwave radiation differently than low clouds? 

How do high clouds absorb longwave radiation differently than low clouds? 

For example, when analyzing this diagram, you may notice the following about shortwave radiation :

• About half of the shortwave radiation that hits low clouds seems to be absorbed by the clouds .
• When shortwave radiation hits high clouds, none of it is absorbed .

These effects of clouds on shortwave radiation could form the basic focus of one body paragraph .

For longwave radiation , you may notice the following:

• About half of the longwave radiation that hits high clouds seems to be absorbed by the clouds .
• When longwave radiation hits low clouds, none of it is absorbed .

So, we could compare how clouds affect longwave radiation in another body paragraph .

By focusing on how cloud absorb radiation, we have been able to discover a way of comparing shortwave and longwave radiation. We can now use these groupings to build an outline for our body paragraphs (paragraphs #2 and #3). Because this diagram is simple, we only need to write a three-paragraph response.

Step 3: Choosing information for the Overview statement

Now we have to think about what information should go in our Overview statement. Remember, an ‘Overview Statement’ states what we think is most important to know about the diagram.

How do the effects of high and low clouds on radiation compare to each other?

For example, when we analyze IELTS diagrams here, the comparison of Main Features made two things clear:

• Low clouds have a greater effect on shortwave radiation than high clouds.
• High clouds have a greater effect on longwave radiation than low clouds.

All of these pieces of information would be good to include in our Overview when we analyze IELTS diagrams.

NOTE : In Overview Statements for graphs, charts, or tables, it can often be useful to focus on the the ‘ rankings ’ (highest, lowest, etc.) of different parts of a graph, chart, or table. This is especially true when you are having a hard time deciding what information feels ‘most important’!

Step 4: Writing the Overview Paragraph

Now we need to start writing our response. First, we need to write the first paragraph: the ‘ Overview Paragraph’ . In this paragraph we only need to include two items: 1) paraphrase of the Description Sentence and 2) an Overview Statement .

Paraphrasing the Description Sentence

The Description Sentence is the one-sentence description given to you above the diagram: “ The diagram shows how clouds affect radiation in the Earth’s atmosphere .” We need to rephrase this using as much of our own grammar and vocabulary as possible. Also, we need to get a little more specific about what kind of information is in the diagram.

For example, this might be a good paraphrase of the Description Sentence:

The diagram describes the impact clouds have on radiation entering and cycling through the Earth’s atmosphere.

Notice that our paraphrase gets a little more specific about what information is in the diagram. Our paraphrase mentions that the table gives data about radiation “ entering and cycling ” through the atmosphere, which was not in the original Description Sentence.

Creating the Overview Sentence

Then, we will write our Overview Statement. For all your Overview Statements, we recommend you always start with “ Overall, it is notable that …”.

Overall, it is notable that while clouds at different altitudes have varying effects on radiation that hits them, low-lying clouds have a greater effect on shortwave radiation and high-altitude clouds have a larger impact on longwave radiation.

In this sentence, we have included two pieces of information in a complex sentence with a lot of high-level grammatical structures and a few high-level vocabulary words.

So, with those two sentences, I have now completed my Overview Paragraph. This paragraph is 53 words long!

The diagram describes the impact clouds have on radiation entering and cycling through the Earth’s atmosphere. Overall, it is notable that while clouds at different altitudes have varying effects on radiation that hits them, low-lying clouds have a greater effect on shortwave radiation and high-altitude clouds have a larger impact on longwave radiation.

Step 5: Writing Paragraphs #2 and #3 (and possibly #4)

Now I need to write two body paragraphs where I describe the Main Features I came up with earlier. Also, I will need to add some statistics (i.e., numbers) that ‘support’ some of these Main Features. Typically, I will add statistics to most, but not all, of the sentences in my body paragraphs.

In my analysis, I already grouped some of the different purchasing methods, which I will use to build my body paragraphs:

• I’ll focus on shortwave radiation   in Paragraph #2.
• I’ll focus on long wave radiation  in Paragraph #3 . 

Using words and phrases to introduce, connect, and contrast

When writing my body paragraphs, it is very important to use words and phrases that introduce , connect , and contrast these different purchase methods. Words and phrases like “ according to …”, “ however ”, “ similarly ”, and “ regarding ” are very useful to do this.

Adding statistics to provide “evidence” for Main Features

The last thing I need to think about with what statistics (i.e., numbers) I will add to my response. For the most effective, high-level responses, we need to provide ‘evidence’ that various purchase methods are increasing or decreasing. So, in most of the sentences in paragraph #2 and #3, I will add short prepositional phrases in various ways. Sometimes I will add them to the end of a sentence and sometimes I will add them somewhere in the middle.

See how I use various words and phrases to introduce , connect , and contrast the different pieces of information in these following paragraphs. Also, notice also how I add statistics to support most of the Main Features in each sentence.

According to the diagram, over half of the shortwave radiation that hits low clouds seems to be absorbed by the clouds, with one-third being reflected back into space–very little of it reaches the Earth’s surface. In contrast, when this type of radiation hits high clouds, none is absorbed; nearly all of it passes through to the Earth’s surface.

A somewhat inverse process is seen with longwave radiation (radiation emanating from the Earth’s surface); high clouds seems to absorb around half of the longwave radiation that hits them. Very little of this radiation passes through high clouds into space, with roughly equal amounts of the remaining radiation seeming to be either absorbed or reflected by the high clouds. In the case of low clouds, about equal amounts of the remaining longwave radiation seems to be either pass through or is reflected by the low clouds; it appears that no longwave radiation is absorbed by the low clouds.

You can find more information about how to use transition words and statistics in our Top 5 IELTS Academic Task One Writing Tips blog post! Also, study the sample responses found on our Sample IELTS Writing Task 1 Charts & Responses blog post!

Complete Response for IELTS Writing Task 1 Diagrams

And that’s it! For IELTS Writing Task 1, we do NOT need a conclusion paragraph. Again, some IELTS Writing Task 1 responses may require a fourth paragraph because you are analyzing more complex diagrams.

See the complete responses for this IELTS Academic Writing Task 1 Diagram Question  

So, you need to practice how to analyze IELTS diagrams and see what parts of the sample response above you can use for other Task 1 responses. Many parts of the above response could be used for Task 1 questions focused on graphs, pie charts, bar charts, maps, and tables, too! The more you practice writing Academic IELTS Task 1 responses, the more you will see your IELTS Writing score improve!

More IELTS Writing Tips!

• Top 5 IELTS Academic Task 1 Writing Tips
• Top 5 Tips to improve Writing IELTS Academic Task 1 Skills
• Advanced Grammar for IELTS Writing Task 1
• Advanced English Vocabulary for IELTS Academic Writing Task 1
• Prepositions about Time for IELTS Academic Writing Task 1

Want to know how to prepare for the IELTS exam at home? You can learn many IELTS preparation tips for how to improve your IELTS score with PELA Online’s Academic IELTS Preparation course , with Modules to help you with listening, reading, writing, and speaking test questions.

Watch Lesson 1, Module 1 for IELTS Writing Task One for FREE!

Want to learn more IELTS Writing tips? Learn how to start paragraphs for IELTS Task 1 Writing!

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Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work

Diagrammatic Representation and Inference

Using appropriate diagrams is generally considered efficacious in communication. However, although diagrams are extensively used in printed and digital media, people in general rarely construct diagrams to use in common everyday communication. Furthermore, instruction on diagram use for communicative purposes is uncommon in formal education and, when students are required to communicate what they have learned, the usual expectation is they will use words – not diagrams. Requiring diagram inclusion in essays, for example, would be almost unheard of. Consequently, current understanding about student capabilities in this area is very limited. The aim of this study therefore was to contribute to addressing this gap: it comprised a qualitative exploration of 12 undergraduate students’ diagram use in two essays (in which they were asked to include at least one diagram). Analysis focused on identifying the kinds of diagrams produced, and the effectiveness with which those diagrams were use...

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Analytical Essay Guide

Analytical Essay Writing

Last updated on: Feb 9, 2023

How to Write an Analytical Essay - Step-by-Step Guide

By: Dorothy M.

Reviewed By: Chris H.

Published on: Nov 12, 2019

An analytical essay is a common assignment that high school and college students often need to do. It is the most difficult type of essay that requires a thorough investigation of a topic and its substantial analysis.

Are you having difficulty writing a good analytical essay?

Here is a step-by-step guide on how to write an analytical essay.

This blog will help you understand the core basics of an analytical essay. Once you are done reading it, you will be ready to write your essay easily.

On this Page

What is an Analytical Essay?

According to an analytical essay definition, ‘it is a piece of writing in which the writer analyzes, interprets and critiques a work of art, situation, issue, or a particular event.’ Such essays aim to break down a topic into several subparts and dissect and analyze them in detail and find out the main points.

Analytical essay writing significantly differs from other types of essays. High school students often confuse this type of essay with argumentative essays. However, there is a sharp contrast between them.

The main goal of an analytical essay is to analyze the main topic and convince the reader about your viewpoint. On the contrary, an argumentative essay aims to present a claim about the topic and prove it written with evidence.

How to Start an Analytical Essay?

To write a good analytical essay, you must first spend your time planning for it. Let’s take a look at what the prewriting stage looks like.

• Find the Focus

Students can write an analysis essay on a literary work, a film or a play, or even an issue or problem faced by society.

So the first step is figuring out the core focus of your essay and presenting relevant facts. The evidence can be collected from a novel or film, or it could be the findings of your research that back up your point of view.

• Choose Your Topic

You can only start writing your essay once you have a topic in mind. Most professors like to assign a topic themselves; however, if you are allowed to pick the topic yourself, you have an edge.

You can go with the idea that you are passionate about and find interesting. It will make researching and writing the essay itself a fun and simple process for you.

• Form a Thesis Statement

Once you have chosen the topic for your essay, the next step is crafting the analytical essay thesis statement. A thesis statement is the basis of your overall essay.

The purpose of a thesis statement is to inform the readers about the purpose of your essay and the rhetorical question discussed throughout the paper.

• Find Supporting Evidence

The next step is finding evidence that supports your argument. You can opt for primary or secondary sources, depending on the requirements of your assignment. Look for evidence that is authentic yet persuasive and directly related to the thesis to support your claim. Use transition words to create proper linkage in the provided information.

• Add Contextual Evidence

Besides adding facts and evidence from credible and relevant sources, you should add quotes and paraphrased passages from the text. In an analytical essay example on a book, it is necessary to add phrases and quotes from the text as the main evidence. Reading the text from books or credible sources will help you collect relevant examples.

Adding textual examples build credibility as the reader would know that you know your work inside out. It will also help you support your thesis statement and the main claim of the essay.

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How to Write an Analytical Essay?

Analytical writing can prove to be a difficult task for students but certainly not impossible. To learn how to write an analytical essay step-by-step, follow the guidelines given below.

The goal of analytical essay topics and essays is to explain a topic in detail. It aims to increase the reader’s understanding.

Create an Analytical Essay Outline Worksheet

The first step to write a compelling and strong analytical essay is to craft a detailed outline worksheet for your essay. Preparing a good and detailed outline will help you in focusing on the main topic.

The outline includes the following key sections:

• Introduction

1. Write an Impressive Analytical Essay Introduction

The essay introduction aims to provide the reader with basic background information on the issue. An introduction section starts with a hook, an interesting and engaging fact or statement. Consider it first and probably the last chance to impress your readers.

The introduction should be exciting and leave the reader wanting to know more. However, be specific and keep everything brief. Do not overwhelm your readers with tons of information, and keep the details for the latter part of the essay.

2. Write a Concise Thesis Statement

The thesis statement comes after the introduction, and it is usually a one or two-liner. It is the core essence of the entire essay, and this is why it should be brief and to the point. It is usually written at the end of the introduction and is a small section.

To make it impressive, mention the main theme of the essay briefly.

3. Write Analytical Essay Body Paragraphs

The body of any essay is the main part that consists of the flesh of the essay. Writing an analytical essay, the number of body paragraphs varies, depending upon the complexity of the topic.

Generally, each paragraph comprises a topic sentence, analysis of the original text, and evidence from the text that proves your opinion. Use this opportunity to compare and contrast different views about the topic and then present your perspective.

Please remember that each paragraph must present a single idea or topic. Do not try to add multiple ideas into a single paragraph.

4. Write Analytical Essay Conclusion

Want to know how to conclude an analysis paper strongly?

Writing a conclusion has the same importance as the introductory paragraph. Use the conclusion to prove how and why your point of view was correct. Summarize all the main points, bring the discussion closer, and restate the thesis in a global context.

However, don’t introduce new ideas at this stage. It will only confuse your reader further. Explain the importance of the issue and your stance on it to the reader.

How to Perfect Your Analytical Essay?

Once you have finished the writing process, the next step is to perfect your draft. To do so, you must practice the following techniques.

• Make it Error-Free

If your essay tackles an important issue and presents a solid argument, but at the same time, if it has grammatical or spelling errors, then it won’t come across as a well-written piece of writing.

Before the final submission, make sure that your essay is completely error-free. Check for spelling and grammar and make sure that everything is in line with your analytical essay structure.

Make it your habit to get rid of any mistakes before handing in your paper. You can do this easily by using spelling and grammar check software.

• Read the Essay Out Loud

It may sound weird, but reading the paper aloud will help you identify your paper’s shortcomings. When writing, you may not be able to identify any complex or vague words and phrases. Reading it out loud will help you in picking such words and rectifying them before submission.

Reading it this way will also help you notice the readability of your text. In case something is not falling in place, you can change it at this stage.

• Make Sure that You Have Added All the Necessary Details

Every assignment has specific guidelines and requirements, and as a student, you need to follow all of them. Some details include the analytical essay format, the required number of references, the required number of pages and words, etc. Other details include the correct mentioning of the characters’ names and location, as mentioned in the novel, or your chosen subject.

• Ask a Friend or Sibling to Read it For You

Sometimes we miss minor mistakes and errors, and it is natural. This is why having someone else read it for you will help you in rectifying those mistakes. Ask your friend or a sibling to read it for you and point out structural or any other types of errors.

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Analytical Essay Examples

To help you further, we have added some interesting analytical essay examples and essay samples here. You can download them and use them as a guide for your essay writing process.

ANALYTICAL ESSAY OUTLINE TEMPLATE (PDF)

ANALYTICAL ESSAY EXAMPLE (PDF)

Analytical Essay Topics

The range of analytical essay topics is almost limitless. You can write an analytical essay on topics as wide-ranging as the arts, political movements, social phenomena, scientific methods of discoveries, and current events.

To help you choose a topic for your essay, we have presented some topic ideas below:

• How does fashion influence the lives of teenagers?
• Do you think that footballers are overrated in terms of pay? If yes, then why?
• Can you imagine a world without technology? Prove your arguments with strong evidence.
• Express your views on having school uniforms mandatory. Provide strong arguments and proof.
• The voting age in the US should be revised. Agreed?
• Analyze ‘Romeo and Juliet’ and the theme of fate.
• Explain and analyze different literary terms.
• Discuss and analyze the theme of Ambition in the play ‘Macbeth.’
• Analyze the role of different female characters in ‘Hamlet.’
• Analyze Twain’s ‘Huckleberry Finn’ and discuss the themes of white supremacy and black slavery in the book
• Analyze the concept of ‘Power Corrupts’ in Marlowe’s ‘Doctor Faustus.’
• Identify and analyze different symbols in Samuel Beckett’s ‘Waiting for Godot.’
• How does the novel ‘Of Mice and Men’ discuss the era of the Great Depression?
• Discuss the elements of fantasy and reality in the play ‘A Streetcar Named Desire.’
• Analyze the various symbols in the play ‘The Glass Menagerie.’
• Is higher education directly related to a higher quality of life?
• Are high school and college exams necessary?
• Is peer pressure affecting students today?
• Analyze the latest presidential speech.
• Analyze the differences between identical twins.

If you don’t consider yourself a good writer or you simply don’t have time to complete your assignments, then we have the solution for you.

Hire a professional analytical essay writer at 5StarEssays.com’s ‘ write my essay ’ service. While working with us, you can get help from an expert essay writer who uses his skills to provide excellent writing service.

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Frequently Asked Questions

What is the purpose of an analytical essay.

An analytical essay is a type of writing where the author explains an idea, describes a process or analyzes the text. It differs from summary in that it focuses on critical analysis instead of just retelling what happened without explanation.

What is the difference between an essay and an analysis?

The sole difference is in the definition and the way both of these are conducted. An analysis could be both verbal and written while an essay could be in written form only.

What is an analytical paragraph?

An analytical paragraph writes down and explains a topic by breaking down the information given in charts, clues, outlines, and other material.

Is academic writing analytical?

Not always but most of the time, academic writing is analytical. It breaks down and analyzes a subject and explains it in detail.

What is analysis in simple terms?

An analysis is the breaking down of a theme, a topic, or an idea to understand it in a better manner.

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Dorothy M. is an experienced freelance writer with over five years of experience in the field. She has a wide client base, and her customers keep returning to her because of her great personalized writing. Dorothy takes care to understand her clients' needs and writes content that engages them and impresses their instructors or readers.

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Comparing and Contrasting

What this handout is about.

This handout will help you first to determine whether a particular assignment is asking for comparison/contrast and then to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective. It will also explain how you can (and why you should) develop a thesis that goes beyond “Thing A and Thing B are similar in many ways but different in others.”

Introduction

In your career as a student, you’ll encounter many different kinds of writing assignments, each with its own requirements. One of the most common is the comparison/contrast essay, in which you focus on the ways in which certain things or ideas—usually two of them—are similar to (this is the comparison) and/or different from (this is the contrast) one another. By assigning such essays, your instructors are encouraging you to make connections between texts or ideas, engage in critical thinking, and go beyond mere description or summary to generate interesting analysis: when you reflect on similarities and differences, you gain a deeper understanding of the items you are comparing, their relationship to each other, and what is most important about them.

Recognizing comparison/contrast in assignments

Some assignments use words—like compare, contrast, similarities, and differences—that make it easy for you to see that they are asking you to compare and/or contrast. Here are a few hypothetical examples:

• Compare and contrast Frye’s and Bartky’s accounts of oppression.
• Compare WWI to WWII, identifying similarities in the causes, development, and outcomes of the wars.
• Contrast Wordsworth and Coleridge; what are the major differences in their poetry?

Notice that some topics ask only for comparison, others only for contrast, and others for both.

But it’s not always so easy to tell whether an assignment is asking you to include comparison/contrast. And in some cases, comparison/contrast is only part of the essay—you begin by comparing and/or contrasting two or more things and then use what you’ve learned to construct an argument or evaluation. Consider these examples, noticing the language that is used to ask for the comparison/contrast and whether the comparison/contrast is only one part of a larger assignment:

• Choose a particular idea or theme, such as romantic love, death, or nature, and consider how it is treated in two Romantic poems.
• How do the different authors we have studied so far define and describe oppression?
• Compare Frye’s and Bartky’s accounts of oppression. What does each imply about women’s collusion in their own oppression? Which is more accurate?
• In the texts we’ve studied, soldiers who served in different wars offer differing accounts of their experiences and feelings both during and after the fighting. What commonalities are there in these accounts? What factors do you think are responsible for their differences?

You may want to check out our handout on understanding assignments for additional tips.

Using comparison/contrast for all kinds of writing projects

Sometimes you may want to use comparison/contrast techniques in your own pre-writing work to get ideas that you can later use for an argument, even if comparison/contrast isn’t an official requirement for the paper you’re writing. For example, if you wanted to argue that Frye’s account of oppression is better than both de Beauvoir’s and Bartky’s, comparing and contrasting the main arguments of those three authors might help you construct your evaluation—even though the topic may not have asked for comparison/contrast and the lists of similarities and differences you generate may not appear anywhere in the final draft of your paper.

Discovering similarities and differences

Making a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you’re considering. In the central area where they overlap, list the traits the two items have in common. Assign each one of the areas that doesn’t overlap; in those areas, you can list the traits that make the things different. Here’s a very simple example, using two pizza places:

To make a chart, figure out what criteria you want to focus on in comparing the items. Along the left side of the page, list each of the criteria. Across the top, list the names of the items. You should then have a box per item for each criterion; you can fill the boxes in and then survey what you’ve discovered.

Here’s an example, this time using three pizza places:

As you generate points of comparison, consider the purpose and content of the assignment and the focus of the class. What do you think the professor wants you to learn by doing this comparison/contrast? How does it fit with what you have been studying so far and with the other assignments in the course? Are there any clues about what to focus on in the assignment itself?

Here are some general questions about different types of things you might have to compare. These are by no means complete or definitive lists; they’re just here to give you some ideas—you can generate your own questions for these and other types of comparison. You may want to begin by using the questions reporters traditionally ask: Who? What? Where? When? Why? How? If you’re talking about objects, you might also consider general properties like size, shape, color, sound, weight, taste, texture, smell, number, duration, and location.

Two historical periods or events

• When did they occur—do you know the date(s) and duration? What happened or changed during each? Why are they significant?
• What kinds of work did people do? What kinds of relationships did they have? What did they value?
• What kinds of governments were there? Who were important people involved?
• What caused events in these periods, and what consequences did they have later on?

Two ideas or theories

• What are they about?
• Did they originate at some particular time?
• Who created them? Who uses or defends them?
• What is the central focus, claim, or goal of each? What conclusions do they offer?
• How are they applied to situations/people/things/etc.?
• Which seems more plausible to you, and why? How broad is their scope?
• What kind of evidence is usually offered for them?

Two pieces of writing or art

• What are their titles? What do they describe or depict?
• What is their tone or mood? What is their form?
• Who created them? When were they created? Why do you think they were created as they were? What themes do they address?
• Do you think one is of higher quality or greater merit than the other(s)—and if so, why?
• For writing: what plot, characterization, setting, theme, tone, and type of narration are used?
• Where are they from? How old are they? What is the gender, race, class, etc. of each?
• What, if anything, are they known for? Do they have any relationship to each other?
• What are they like? What did/do they do? What do they believe? Why are they interesting?
• What stands out most about each of them?

Deciding what to focus on

By now you have probably generated a huge list of similarities and differences—congratulations! Next you must decide which of them are interesting, important, and relevant enough to be included in your paper. Ask yourself these questions:

• What’s relevant to the assignment?
• What’s relevant to the course?
• What’s interesting and informative?
• What matters to the argument you are going to make?
• What’s basic or central (and needs to be mentioned even if obvious)?
• Overall, what’s more important—the similarities or the differences?

Suppose that you are writing a paper comparing two novels. For most literature classes, the fact that they both use Caslon type (a kind of typeface, like the fonts you may use in your writing) is not going to be relevant, nor is the fact that one of them has a few illustrations and the other has none; literature classes are more likely to focus on subjects like characterization, plot, setting, the writer’s style and intentions, language, central themes, and so forth. However, if you were writing a paper for a class on typesetting or on how illustrations are used to enhance novels, the typeface and presence or absence of illustrations might be absolutely critical to include in your final paper.

Sometimes a particular point of comparison or contrast might be relevant but not terribly revealing or interesting. For example, if you are writing a paper about Wordsworth’s “Tintern Abbey” and Coleridge’s “Frost at Midnight,” pointing out that they both have nature as a central theme is relevant (comparisons of poetry often talk about themes) but not terribly interesting; your class has probably already had many discussions about the Romantic poets’ fondness for nature. Talking about the different ways nature is depicted or the different aspects of nature that are emphasized might be more interesting and show a more sophisticated understanding of the poems.

Your thesis

The thesis of your comparison/contrast paper is very important: it can help you create a focused argument and give your reader a road map so they don’t get lost in the sea of points you are about to make. As in any paper, you will want to replace vague reports of your general topic (for example, “This paper will compare and contrast two pizza places,” or “Pepper’s and Amante are similar in some ways and different in others,” or “Pepper’s and Amante are similar in many ways, but they have one major difference”) with something more detailed and specific. For example, you might say, “Pepper’s and Amante have similar prices and ingredients, but their atmospheres and willingness to deliver set them apart.”

Be careful, though—although this thesis is fairly specific and does propose a simple argument (that atmosphere and delivery make the two pizza places different), your instructor will often be looking for a bit more analysis. In this case, the obvious question is “So what? Why should anyone care that Pepper’s and Amante are different in this way?” One might also wonder why the writer chose those two particular pizza places to compare—why not Papa John’s, Dominos, or Pizza Hut? Again, thinking about the context the class provides may help you answer such questions and make a stronger argument. Here’s a revision of the thesis mentioned earlier:

Pepper’s and Amante both offer a greater variety of ingredients than other Chapel Hill/Carrboro pizza places (and than any of the national chains), but the funky, lively atmosphere at Pepper’s makes it a better place to give visiting friends and family a taste of local culture.

You may find our handout on constructing thesis statements useful at this stage.

Organizing your paper

There are many different ways to organize a comparison/contrast essay. Here are two:

Subject-by-subject

Begin by saying everything you have to say about the first subject you are discussing, then move on and make all the points you want to make about the second subject (and after that, the third, and so on, if you’re comparing/contrasting more than two things). If the paper is short, you might be able to fit all of your points about each item into a single paragraph, but it’s more likely that you’d have several paragraphs per item. Using our pizza place comparison/contrast as an example, after the introduction, you might have a paragraph about the ingredients available at Pepper’s, a paragraph about its location, and a paragraph about its ambience. Then you’d have three similar paragraphs about Amante, followed by your conclusion.

The danger of this subject-by-subject organization is that your paper will simply be a list of points: a certain number of points (in my example, three) about one subject, then a certain number of points about another. This is usually not what college instructors are looking for in a paper—generally they want you to compare or contrast two or more things very directly, rather than just listing the traits the things have and leaving it up to the reader to reflect on how those traits are similar or different and why those similarities or differences matter. Thus, if you use the subject-by-subject form, you will probably want to have a very strong, analytical thesis and at least one body paragraph that ties all of your different points together.

A subject-by-subject structure can be a logical choice if you are writing what is sometimes called a “lens” comparison, in which you use one subject or item (which isn’t really your main topic) to better understand another item (which is). For example, you might be asked to compare a poem you’ve already covered thoroughly in class with one you are reading on your own. It might make sense to give a brief summary of your main ideas about the first poem (this would be your first subject, the “lens”), and then spend most of your paper discussing how those points are similar to or different from your ideas about the second.

Point-by-point

Rather than addressing things one subject at a time, you may wish to talk about one point of comparison at a time. There are two main ways this might play out, depending on how much you have to say about each of the things you are comparing. If you have just a little, you might, in a single paragraph, discuss how a certain point of comparison/contrast relates to all the items you are discussing. For example, I might describe, in one paragraph, what the prices are like at both Pepper’s and Amante; in the next paragraph, I might compare the ingredients available; in a third, I might contrast the atmospheres of the two restaurants.

If I had a bit more to say about the items I was comparing/contrasting, I might devote a whole paragraph to how each point relates to each item. For example, I might have a whole paragraph about the clientele at Pepper’s, followed by a whole paragraph about the clientele at Amante; then I would move on and do two more paragraphs discussing my next point of comparison/contrast—like the ingredients available at each restaurant.

There are no hard and fast rules about organizing a comparison/contrast paper, of course. Just be sure that your reader can easily tell what’s going on! Be aware, too, of the placement of your different points. If you are writing a comparison/contrast in service of an argument, keep in mind that the last point you make is the one you are leaving your reader with. For example, if I am trying to argue that Amante is better than Pepper’s, I should end with a contrast that leaves Amante sounding good, rather than with a point of comparison that I have to admit makes Pepper’s look better. If you’ve decided that the differences between the items you’re comparing/contrasting are most important, you’ll want to end with the differences—and vice versa, if the similarities seem most important to you.

Our handout on organization can help you write good topic sentences and transitions and make sure that you have a good overall structure in place for your paper.

Cue words and other tips

To help your reader keep track of where you are in the comparison/contrast, you’ll want to be sure that your transitions and topic sentences are especially strong. Your thesis should already have given the reader an idea of the points you’ll be making and the organization you’ll be using, but you can help them out with some extra cues. The following words may be helpful to you in signaling your intentions:

• like, similar to, also, unlike, similarly, in the same way, likewise, again, compared to, in contrast, in like manner, contrasted with, on the contrary, however, although, yet, even though, still, but, nevertheless, conversely, at the same time, regardless, despite, while, on the one hand … on the other hand.

For example, you might have a topic sentence like one of these:

• Compared to Pepper’s, Amante is quiet.
• Like Amante, Pepper’s offers fresh garlic as a topping.
• Despite their different locations (downtown Chapel Hill and downtown Carrboro), Pepper’s and Amante are both fairly easy to get to.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Are you feeling lost when it comes to writing an analytical essay and don't know how to structure the data? 

Many students find it challenging to craft well-structured, insightful analysis essays. The process can seem daunting, from dissecting a text or concept to effectively organizing your thoughts. 

Don't worry; we've got your back! 

In our blog, we've put together some easy-to-follow templates and examples that will help you make a perfect analytical essay outline. No more staring at a blank page! With our tips and examples, you'll have a clear roadmap for your essay. 

So, let's dive in!

• 1. Analytical Essay Overview
• 2. How To Write An Analytical Essay Outline?
• 3. Analytical Essay Format
• 4. Analytical Essay Example
• 5. Tips to Structure an Analytical Essay

Analytical Essay Overview

An analytical essay is a type of academic writing that examines a topic, idea, or piece of literature in-depth. It involves breaking down the subject into its components, analyzing them, and presenting a well-structured argument or interpretation. 

The goal of an analytical essay is to explore the "how" and "why" of the subject rather than just describing it. Unlike an argumentative essay , an analytical does not include persuasion of the writer’s claim. It often requires evidence, critical thinking, and careful evaluation to support your thesis and provide insights. 

This essay type is commonly assigned in literature, history, and other academic disciplines to assess your ability to think critically and articulate your ideas clearly.

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How To Write An Analytical Essay Outline?

Like every other academic writing, an analytical essay requires an organized structure for its content to be readable and understandable. In order to shape all the raw information, an outline is drafted.

An analytical essay outline is similar to the traditional  essay outline  of five paragraphs. According to this five-paragraph format, the essay is divided into the following sections:

• Introduction
• Body Paragraph 1
• Body Paragraph 2
• Body paragraph 3
• Conclusion 

The researched information about the specific topic needs to be organized. This is to make sure that the content is clear and effective for the readers. 

Read on to get a better idea of each section.

Analytical Essay Introduction

The importance and significance of the introduction of an essay can not be denied. An analytical essay introduction is the first section of the essay. In this part, the topic and author are introduced to the readers. 

The purpose of writing an  essay introduction  is to attract the readers to the topic. Also, motivate them to read the essay. The introduction lays the whole groundwork for your essay. So the more substantial the introduction, the more effective the paper is going to be.

The analytical essay introduction is based on two main elements:

• Thesis statement 

Just as the name suggests, a writer uses a hook statement to “hook” the audience to read further. A hook statement is an opening sentence of the introductory paragraph. It is a very important sentence as it grabs the reader’s attention towards the topic and the essay. 

A hook can be a sentence of any type. It can be humorous as well as factual. Depending on the essay topic, a writer can choose any form of an opening sentence. However, it goes with the theme and the topic of the essay. 

For example,

Looking for more hook statements? Read our “ hook examples ” blog and get hundreds of hook examples to get inspired!

Thesis Statement

Following the hook comes the most critical element of an essay - the thesis statement. A thesis statement is the writer’s stance or argument on the chosen work. This is where the writer states and highlights the main argument of the essay topic. 

The thesis statement can be written by keeping in mind the original text’s goal and the writer’s analysis. 

When using a 5 paragraph format, a writer must provide a short supporting statement with the thesis statement. It is to show that the writer is going to back up the thesis. 

Analytical Essay Body Paragraphs

The body paragraphs of an essay support your claim by providing shreds of evidence. All the gathered and relevant information that justifies the argument is presented in this section.

The body section of an analytical essay should be divided into different paragraphs. The writer should discuss each point in a specific paragraph. It will make your essay logical and readable for the audience.

All of the paragraphs in the body section have four components to be covered:

• Topic Sentence -  A  topic sentence  is an opening sentence of a paragraph. This sentence is the claim or the important point that proves the thesis statement. Begin each of your paragraphs with a topic sentence. 
• Supporting Material -  The supporting material will back the claim and will provide detailed, researched information for your thesis statement. After writing a topic sentence, give evidence to prove it correct.
• Connection -  In order to tie your claim and evidence together, use a piece to follow the evidence. When using a quote or a phrase, make sure that you have stated its purpose or importance first.
• Transition -  After you have proved your claim, it is time to move on to the next paragraph or the claim. All the paragraphs in your essay must be connected and maintain a logical flow.

Each paragraph should be transitioned to make logical content. This transition will act as a bridge and will connect the previous paragraph with the next paragraph.

Analytical Essay Conclusion

The  essay conclusion  is the last section where all the discussion comes to an end. Here the writer restates the thesis statement and provides a short summary of the major points in the content. It will prove that the main argument is justified using the evidence for the readers.

For example, 

Analytical Essay Format

When it comes to formatting your analytical essay, adhering to specific guidelines is essential to ensure a professional presentation and clarity for your readers. Here are some key formatting guidelines to follow:

• Page Setup: Use standard letter-sized (8.5" x 11") paper with 1-inch margins on all sides.
• Font: Select a legible font, such as Times New Roman or Arial, and maintain consistency throughout the document.
• Font Size: Use a 12-point font size for the main text to ensure readability.
• Spacing: Double-space the entire essay, including the title, headings, and references.
• Title Page: Include a title page with the essay title, your name, course, instructor's name, and date. This information is typically centered and formatted according to your institution's guidelines.

By adhering to these formatting guidelines, you'll present your work professionally, making it easier for readers to engage with your analysis.

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Analytical Essay Example

An analytical essay is a little different than other types of essay . Therefore, to write a good analytical essay, students require essay examples to know what to produce and how to produce it. 

We have gathered some free analytical essay outline samples for you to take assistance for your next assignment. 

Analytical Essay Structure Sample

Critical Analytical Essay Outline Template

Literary Analytical Essay Outline

Macbeth Analytical Essay

Analytical Essay Outline Worksheet

Need more analytical essay samples? Check out our “ analytical essay examples ” blog and get more ideas!

Tips to Structure an Analytical Essay

Here are some essential tips to help you create a well-organized and effective analytical essay:

• Choose a Clear Analytical Essay Topic: Select a specific topic or idea to analyze. Make sure it's something you can dissect and discuss thoroughly. If you are looking for ideas read our blog on analytical essay topics to get inspiration.
• Begin with an Analytical Essay Outline: Start with a clear outline to organize your thoughts. Use an analytical essay outline example or sample as a template.
• Introduction with a Strong Thesis: Your introduction should introduce the topic and contain a strong thesis statement that lays out your argument.
• Body Paragraphs for Evidence: Dedicate individual paragraphs to supporting evidence and arguments. Use the analytical essay structure to create a logical flow.
• Cite Sources Properly: If you're using references, ensure you follow the analytical essay format and cite sources correctly.
• Analyze and Interpret: Dive deep into your analysis, providing insights and interpretations.
• Conclusion with Restated Thesis: Summarize your main points and restate the thesis in the conclusion.
• Edit and Proofread: Review and edit your essay for clarity and coherence.

By following these tips and employing an analytical argument essay outline, you'll structure your essay for maximum impact.

In summary, we've covered the ins and outs of creating an analytical essay outline in our guide. With this, you should feel more confident in structuring your essays effectively. Remember, a well-structured outline is your dependable guide for successful essay writing, so create one wisely!

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Analytical Essay: Tips, Structure, Examples

Analytical essays could be perfect for you if you enjoy immersing yourself in tasks and excel at thinking creatively. By conducting thorough analysis and employing innovative writing techniques, you can discover new viewpoints and enhance your understanding of the subject.

In this article, our research paper writer will explain what it entails, learn how to structure your paper for top marks, snag some snazzy topic ideas, and glean practical examples. This guide has got all the essentials you need for writing success!

What Is an Analytical Essay

To write an effective analytical essay, it is important to understand its purpose and method. In basic terms, it requires using textual evidence to logically support the author's arguments rather than relying on emotions or personal anecdotes. ‍ Compared to persuasive essays that advocate for one specific viewpoint, a quality analytical essay example should delve into all aspects of the subject. This involves examining different perspectives, dissecting arguments, and assessing evidence thoughtfully. ‍ Ultimately, you will have to express your viewpoint after conducting your analysis. This requires combining your research and determining if you agree with the conclusions made or have a different interpretation.

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How to Structure an Analytical Essay

Now it's time to ace the process of crafting an excellent paper. To make writing easier, organize your thoughts and structure your arguments clearly. An analytical essay needs the introduction, body, and conclusion of an outline, which acts as a guide from start to finish. Here's the simple breakdown of an analytical essay outline:

‍Introduction‍

• Background information
• Thesis statement

Body paragraph 1‍

• Topic sentence
• Supporting evidence
• Transition to the body paragraph to‍

Body paragraph 2‍

• Transition to body paragraph 3

Body paragraph 3

• Transition to conclusion
• Summary of major points
• Restate the thesis
• Key takeaways

Introduction: To begin your essay successfully (see our analytical essay example), captivate the reader's interest from the very start and clearly outline the topic. A good beginning should give some background information, outline the essay's purpose, and suggest the main arguments that will be made. Grab the reader's attention with an engaging and pertinent opening sentence, such as a surprising fact, a funny story, or a challenging question. After that, introduce your thesis statement, which summarizes your main point in the essay.

Body Paragraphs: In an analysis essay, each paragraph begins with a topic sentence that helps guide the reader. The paragraph then provides evidence to support the thesis, concentrating on a single issue. By summarizing the main point at the end of each paragraph, the essay flows smoothly from one idea to the next, maintaining clarity and coherence in the argument.

Conclusion: The final paragraph of an analytical essay usually adheres to a specific structure:

• Reiterating the main argument
• Outlining the main ideas discussed in the essay
• Providing thoughts on the overall significance of the analysis

It is crucial to include your perspective on the topic's relevance and how your analysis adds to the understanding of it. This approach can strongly impact the reader's perception of the essay.

Meanwhile, you might also be interested in how to write a reflection paper , so check out the article for more information!

How to Write an Analytical Essay

Once you understand the structure, there are some steps you can take to make writing an analytical essay easier. Preparing beforehand can simplify the process and improve the overall flow and structure of your essay. Here are some tips from our experts. Meanwhile, you can also request from our experts - write my essay for me . And we'll take care of it right away.

• Think Ahead : Before writing, a good analytical essay writer should spend some time thinking about the topic. Make a list of ideas or themes related to it. This helps you find interesting angles for your essay.
• Create a Thesis Statement : Develop a clear and concise thesis statement that outlines the main argument of your essay. This will guide you in how to write an analytical essay introduction and keep your writing focused.
• Visualize Information : Use graphs or charts to organize your thoughts visually. This makes your research easier to understand. For example, you can compare ideas with a chart.
• Consider Different Views : Address opposing viewpoints in your essay. This shows you've thought about different perspectives and strengthens your argument.
• Use Original Sources : Include interviews, presentations, or original documents in your research. They give a unique insight into your topic. For instance, old letters can offer personal views on historical events.
• Analyze Cause and Effect : Explore the cause-and-effect relationships within your topic. Analyze how different factors contribute to certain outcomes or phenomena.

Analytical Essay Topics

Choosing the right one among lots of analytical essay topic ideas is crucial when tackling your essay. Here's a guide to help you pick wisely:

• Find a topic that piques your interest. It's easier to dive into analysis when you're passionate about the subject.
• Look for topics that catch the reader's eye. Think about what would make someone stop and want to read more.
• Avoid topics that are too broad. Focus on something specific that you can thoroughly analyze within the scope of your essay.
• Ensure there's enough quality research available to support your analysis. You'll need evidence to back up your points.
• Your topic should raise questions worth exploring. Aim for something that sparks curiosity and has significance.

Now, here's a mix of engaging topics from our dissertation services to consider:

• Analyzing the Impact of Blue Light from Screens on Sleep Quality
• Exploring the Environmental Effects of Microplastics in Ocean Ecosystems
• Understanding the Benefits of Deep Breathing Exercises for Anxiety Relief
• Analyzing the Influence of Instagram Filters on Body Image Perception
• Exploring the Health Risks of Artificial Sweeteners in Diet Soda
• Understanding the Psychological Effects of High-Intensity Interval Training (HIIT)
• Analyzing the Environmental Impact of Fast Food Packaging Waste
• Exploring the Effects of Social Media Validation on Self-Esteem
• Understanding the Benefits of Indoor Plants for Air Quality Improvement
• Analyzing the Relationship Between Sugar Consumption and Dental Health
• Exploring the Psychological Effects of Online Shopping Addiction
• Understanding the Environmental Impact of Fast Fashion Textile Dyes
• Analyzing the Effects of Smartphone Notifications on Focus and Productivity
• Exploring the Benefits of Outdoor Exercise for Vitamin D Production
• Understanding the Relationship Between Noise Pollution and Cardiovascular Health
• Analyzing the Psychological Effects of Colorful Food Presentation on Appetite
• Exploring the Impact of Petting Therapy Dogs on Stress Reduction
• Understanding the Benefits of Classical Music for Concentration While Studying
• Analyzing the Effects of Lavender Aromatherapy on Sleep Quality
• Exploring the Health Risks of Prolonged Sitting and Sedentary Lifestyles

Analytical Essay Examples

Here is our analytical writing sample to see theory in action. Notice how analytical thinking applies to real-world situations, improving your understanding of concepts. By studying these examples, you'll learn to analyze complex issues, build strong arguments, and sharpen your critical thinking skills.

Final Thoughts

With our tips on how to write an analytical essay and examples, you're ready to boost your writing skills and craft essays that captivate your audience. With practice, you'll become a pro at analytical writing, ready to tackle any topic with confidence.

And hey, if you need help to buy essay online , just drop us a line saying ' do my homework for me ' and we'll jump right in!

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8.5 Writing Process: Creating an Analytical Report

Learning outcomes.

By the end of this section, you will be able to:

• Identify the elements of the rhetorical situation for your report.
• Find and focus a topic to write about.
• Gather and analyze information from appropriate sources.
• Distinguish among different kinds of evidence.
• Draft a thesis and create an organizational plan.
• Compose a report that develops ideas and integrates evidence from sources.
• Give and act on productive feedback to works in progress.

You might think that writing comes easily to experienced writers—that they draft stories and college papers all at once, sitting down at the computer and having sentences flow from their fingers like water from a faucet. In reality, most writers engage in a recursive process, pushing forward, stepping back, and repeating steps multiple times as their ideas develop and change. In broad strokes, the steps most writers go through are these:

• Planning and Organization . You will have an easier time drafting if you devote time at the beginning to consider the rhetorical situation for your report, understand your assignment, gather ideas and information, draft a thesis statement, and create an organizational plan.
• Drafting . When you have an idea of what you want to say and the order in which you want to say it, you’re ready to draft. As much as possible, keep going until you have a complete first draft of your report, resisting the urge to go back and rewrite. Save that for after you have completed a first draft.
• Review . Now is the time to get feedback from others, whether from your instructor, your classmates, a tutor in the writing center, your roommate, someone in your family, or someone else you trust to read your writing critically and give you honest feedback.
• Revising . With feedback on your draft, you are ready to revise. You may need to return to an earlier step and make large-scale revisions that involve planning, organizing, and rewriting, or you may need to work mostly on ensuring that your sentences are clear and correct.

Considering the Rhetorical Situation

Like other kinds of writing projects, a report starts with assessing the rhetorical situation —the circumstance in which a writer communicates with an audience of readers about a subject. As the writer of a report, you make choices based on the purpose of your writing, the audience who will read it, the genre of the report, and the expectations of the community and culture in which you are working. A graphic organizer like Table 8.1 can help you begin.

Summary of Assignment

Write an analytical report on a topic that interests you and that you want to know more about. The topic can be contemporary or historical, but it must be one that you can analyze and support with evidence from sources.

The following questions can help you think about a topic suitable for analysis:

• Why or how did ________ happen?
• What are the results or effects of ________?
• Is ________ a problem? If so, why?
• What are examples of ________ or reasons for ________?
• How does ________ compare to or contrast with other issues, concerns, or things?

Consult and cite three to five reliable sources. The sources do not have to be scholarly for this assignment, but they must be credible, trustworthy, and unbiased. Possible sources include academic journals, newspapers, magazines, reputable websites, government publications or agency websites, and visual sources such as TED Talks. You may also use the results of an experiment or survey, and you may want to conduct interviews.

Consider whether visuals and media will enhance your report. Can you present data you collect visually? Would a map, photograph, chart, or other graphic provide interesting and relevant support? Would video or audio allow you to present evidence that you would otherwise need to describe in words?

Another Lens. To gain another analytic view on the topic of your report, consider different people affected by it. Say, for example, that you have decided to report on recent high school graduates and the effect of the COVID-19 pandemic on the final months of their senior year. If you are a recent high school graduate, you might naturally gravitate toward writing about yourself and your peers. But you might also consider the adults in the lives of recent high school graduates—for example, teachers, parents, or grandparents—and how they view the same period. Or you might consider the same topic from the perspective of a college admissions department looking at their incoming freshman class.

Quick Launch: Finding and Focusing a Topic

Coming up with a topic for a report can be daunting because you can report on nearly anything. The topic can easily get too broad, trapping you in the realm of generalizations. The trick is to find a topic that interests you and focus on an angle you can analyze in order to say something significant about it. You can use a graphic organizer to generate ideas, or you can use a concept map similar to the one featured in Writing Process: Thinking Critically About a “Text.”

Asking the Journalist’s Questions

One way to generate ideas about a topic is to ask the five W (and one H) questions, also called the journalist’s questions : Who? What? When? Where? Why? How? Try answering the following questions to explore a topic:

Who was or is involved in ________?

What happened/is happening with ________? What were/are the results of ________?

When did ________ happen? Is ________ happening now?

Where did ________ happen, or where is ________ happening?

Why did ________ happen, or why is ________ happening now?

How did ________ happen?

For example, imagine that you have decided to write your analytical report on the effect of the COVID-19 shutdown on high-school students by interviewing students on your college campus. Your questions and answers might look something like those in Table 8.2 :

Asking Focused Questions

Another way to find a topic is to ask focused questions about it. For example, you might ask the following questions about the effect of the 2020 pandemic shutdown on recent high school graduates:

• How did the shutdown change students’ feelings about their senior year?
• How did the shutdown affect their decisions about post-graduation plans, such as work or going to college?
• How did the shutdown affect their academic performance in high school or in college?
• How did/do they feel about continuing their education?
• How did the shutdown affect their social relationships?

Any of these questions might be developed into a thesis for an analytical report. Table 8.3 shows more examples of broad topics and focusing questions.

Gathering Information

Because they are based on information and evidence, most analytical reports require you to do at least some research. Depending on your assignment, you may be able to find reliable information online, or you may need to do primary research by conducting an experiment, a survey, or interviews. For example, if you live among students in their late teens and early twenties, consider what they can tell you about their lives that you might be able to analyze. Returning to or graduating from high school, starting college, or returning to college in the midst of a global pandemic has provided them, for better or worse, with educational and social experiences that are shared widely by people their age and very different from the experiences older adults had at the same age.

Some report assignments will require you to do formal research, an activity that involves finding sources and evaluating them for reliability, reading them carefully, taking notes, and citing all words you quote and ideas you borrow. See Research Process: Accessing and Recording Information and Annotated Bibliography: Gathering, Evaluating, and Documenting Sources for detailed instruction on conducting research.

Whether you conduct in-depth research or not, keep track of the ideas that come to you and the information you learn. You can write or dictate notes using an app on your phone or computer, or you can jot notes in a journal if you prefer pen and paper. Then, when you are ready to begin organizing your report, you will have a record of your thoughts and information. Always track the sources of information you gather, whether from printed or digital material or from a person you interviewed, so that you can return to the sources if you need more information. And always credit the sources in your report.

Kinds of Evidence

Depending on your assignment and the topic of your report, certain kinds of evidence may be more effective than others. Other kinds of evidence may even be required. As a general rule, choose evidence that is rooted in verifiable facts and experience. In addition, select the evidence that best supports the topic and your approach to the topic, be sure the evidence meets your instructor’s requirements, and cite any evidence you use that comes from a source. The following list contains different kinds of frequently used evidence and an example of each.

Definition : An explanation of a key word, idea, or concept.

The U.S. Census Bureau refers to a “young adult” as a person between 18 and 34 years old.

Example : An illustration of an idea or concept.

The college experience in the fall of 2020 was starkly different from that of previous years. Students who lived in residence halls were assigned to small pods. On-campus dining services were limited. Classes were small and physically distanced or conducted online. Parties were banned.

Expert opinion : A statement by a professional in the field whose opinion is respected.

According to Louise Aronson, MD, geriatrician and author of Elderhood , people over the age of 65 are the happiest of any age group, reporting “less stress, depression, worry, and anger, and more enjoyment, happiness, and satisfaction” (255).

Fact : Information that can be proven correct or accurate.

According to data collected by the NCAA, the academic success of Division I college athletes between 2015 and 2019 was consistently high (Hosick).

Interview : An in-person, phone, or remote conversation that involves an interviewer posing questions to another person or people.

During our interview, I asked Betty about living without a cell phone during the pandemic. She said that before the pandemic, she hadn’t needed a cell phone in her daily activities, but she soon realized that she, and people like her, were increasingly at a disadvantage.

Quotation : The exact words of an author or a speaker.

In response to whether she thought she needed a cell phone, Betty said, “I got along just fine without a cell phone when I could go everywhere in person. The shift to needing a phone came suddenly, and I don’t have extra money in my budget to get one.”

Statistics : A numerical fact or item of data.

The Pew Research Center reported that approximately 25 percent of Hispanic Americans and 17 percent of Black Americans relied on smartphones for online access, compared with 12 percent of White people.

Survey : A structured interview in which respondents (the people who answer the survey questions) are all asked the same questions, either in person or through print or electronic means, and their answers tabulated and interpreted. Surveys discover attitudes, beliefs, or habits of the general public or segments of the population.

A survey of 3,000 mobile phone users in October 2020 showed that 54 percent of respondents used their phones for messaging, while 40 percent used their phones for calls (Steele).

• Visuals : Graphs, figures, tables, photographs and other images, diagrams, charts, maps, videos, and audio recordings, among others.

Thesis and Organization

Drafting a thesis.

When you have a grasp of your topic, move on to the next phase: drafting a thesis. The thesis is the central idea that you will explore and support in your report; all paragraphs in your report should relate to it. In an essay-style analytical report, you will likely express this main idea in a thesis statement of one or two sentences toward the end of the introduction.

For example, if you found that the academic performance of student athletes was higher than that of non-athletes, you might write the following thesis statement:

student sample text Although a common stereotype is that college athletes barely pass their classes, an analysis of athletes’ academic performance indicates that athletes drop fewer classes, earn higher grades, and are more likely to be on track to graduate in four years when compared with their non-athlete peers. end student sample text

The thesis statement often previews the organization of your writing. For example, in his report on the U.S. response to the COVID-19 pandemic in 2020, Trevor Garcia wrote the following thesis statement, which detailed the central idea of his report:

student sample text An examination of the U.S. response shows that a reduction of experts in key positions and programs, inaction that led to equipment shortages, and inconsistent policies were three major causes of the spread of the virus and the resulting deaths. end student sample text

After you draft a thesis statement, ask these questions, and examine your thesis as you answer them. Revise your draft as needed.

• Is it interesting? A thesis for a report should answer a question that is worth asking and piques curiosity.
• Is it precise and specific? If you are interested in reducing pollution in a nearby lake, explain how to stop the zebra mussel infestation or reduce the frequent algae blooms.
• Is it manageable? Try to split the difference between having too much information and not having enough.

Organizing Your Ideas

As a next step, organize the points you want to make in your report and the evidence to support them. Use an outline, a diagram, or another organizational tool, such as Table 8.4 .

Drafting an Analytical Report

With a tentative thesis, an organization plan, and evidence, you are ready to begin drafting. For this assignment, you will report information, analyze it, and draw conclusions about the cause of something, the effect of something, or the similarities and differences between two different things.

Introduction

Some students write the introduction first; others save it for last. Whenever you choose to write the introduction, use it to draw readers into your report. Make the topic of your report clear, and be concise and sincere. End the introduction with your thesis statement. Depending on your topic and the type of report, you can write an effective introduction in several ways. Opening a report with an overview is a tried-and-true strategy, as shown in the following example on the U.S. response to COVID-19 by Trevor Garcia. Notice how he opens the introduction with statistics and a comparison and follows it with a question that leads to the thesis statement (underlined).

student sample text With more than 83 million cases and 1.8 million deaths at the end of 2020, COVID-19 has turned the world upside down. By the end of 2020, the United States led the world in the number of cases, at more than 20 million infections and nearly 350,000 deaths. In comparison, the second-highest number of cases was in India, which at the end of 2020 had less than half the number of COVID-19 cases despite having a population four times greater than the U.S. (“COVID-19 Coronavirus Pandemic,” 2021). How did the United States come to have the world’s worst record in this pandemic? underline An examination of the U.S. response shows that a reduction of experts in key positions and programs, inaction that led to equipment shortages, and inconsistent policies were three major causes of the spread of the virus and the resulting deaths end underline . end student sample text

For a less formal report, you might want to open with a question, quotation, or brief story. The following example opens with an anecdote that leads to the thesis statement (underlined).

student sample text Betty stood outside the salon, wondering how to get in. It was June of 2020, and the door was locked. A sign posted on the door provided a phone number for her to call to be let in, but at 81, Betty had lived her life without a cell phone. Betty’s day-to-day life had been hard during the pandemic, but she had planned for this haircut and was looking forward to it; she had a mask on and hand sanitizer in her car. Now she couldn’t get in the door, and she was discouraged. In that moment, Betty realized how much Americans’ dependence on cell phones had grown in the months since the pandemic began. underline Betty and thousands of other senior citizens who could not afford cell phones or did not have the technological skills and support they needed were being left behind in a society that was increasingly reliant on technology end underline . end student sample text

Body Paragraphs: Point, Evidence, Analysis

Use the body paragraphs of your report to present evidence that supports your thesis. A reliable pattern to keep in mind for developing the body paragraphs of a report is point , evidence , and analysis :

• The point is the central idea of the paragraph, usually given in a topic sentence stated in your own words at or toward the beginning of the paragraph. Each topic sentence should relate to the thesis.
• The evidence you provide develops the paragraph and supports the point made in the topic sentence. Include details, examples, quotations, paraphrases, and summaries from sources if you conducted formal research. Synthesize the evidence you include by showing in your sentences the connections between sources.
• The analysis comes at the end of the paragraph. In your own words, draw a conclusion about the evidence you have provided and how it relates to the topic sentence.

The paragraph below illustrates the point, evidence, and analysis pattern. Drawn from a report about concussions among football players, the paragraph opens with a topic sentence about the NCAA and NFL and their responses to studies about concussions. The paragraph is developed with evidence from three sources. It concludes with a statement about helmets and players’ safety.

student sample text The NCAA and NFL have taken steps forward and backward to respond to studies about the danger of concussions among players. Responding to the deaths of athletes, documented brain damage, lawsuits, and public outcry (Buckley et al., 2017), the NCAA instituted protocols to reduce potentially dangerous hits during football games and to diagnose traumatic head injuries more quickly and effectively. Still, it has allowed players to wear more than one style of helmet during a season, raising the risk of injury because of imperfect fit. At the professional level, the NFL developed a helmet-rating system in 2011 in an effort to reduce concussions, but it continued to allow players to wear helmets with a wide range of safety ratings. The NFL’s decision created an opportunity for researchers to look at the relationship between helmet safety ratings and concussions. Cocello et al. (2016) reported that players who wore helmets with a lower safety rating had more concussions than players who wore helmets with a higher safety rating, and they concluded that safer helmets are a key factor in reducing concussions. end student sample text

Developing Paragraph Content

In the body paragraphs of your report, you will likely use examples, draw comparisons, show contrasts, or analyze causes and effects to develop your topic.

Paragraphs developed with Example are common in reports. The paragraph below, adapted from a report by student John Zwick on the mental health of soldiers deployed during wartime, draws examples from three sources.

student sample text Throughout the Vietnam War, military leaders claimed that the mental health of soldiers was stable and that men who suffered from combat fatigue, now known as PTSD, were getting the help they needed. For example, the New York Times (1966) quoted military leaders who claimed that mental fatigue among enlisted men had “virtually ceased to be a problem,” occurring at a rate far below that of World War II. Ayres (1969) reported that Brigadier General Spurgeon Neel, chief American medical officer in Vietnam, explained that soldiers experiencing combat fatigue were admitted to the psychiatric ward, sedated for up to 36 hours, and given a counseling session with a doctor who reassured them that the rest was well deserved and that they were ready to return to their units. Although experts outside the military saw profound damage to soldiers’ psyches when they returned home (Halloran, 1970), the military stayed the course, treating acute cases expediently and showing little concern for the cumulative effect of combat stress on individual soldiers. end student sample text

When you analyze causes and effects , you explain the reasons that certain things happened and/or their results. The report by Trevor Garcia on the U.S. response to the COVID-19 pandemic in 2020 is an example: his report examines the reasons the United States failed to control the coronavirus. The paragraph below, adapted from another student’s report written for an environmental policy course, explains the effect of white settlers’ views of forest management on New England.

student sample text The early colonists’ European ideas about forest management dramatically changed the New England landscape. White settlers saw the New World as virgin, unused land, even though indigenous people had been drawing on its resources for generations by using fire subtly to improve hunting, employing construction techniques that left ancient trees intact, and farming small, efficient fields that left the surrounding landscape largely unaltered. White settlers’ desire to develop wood-built and wood-burning homesteads surrounded by large farm fields led to forestry practices and techniques that resulted in the removal of old-growth trees. These practices defined the way the forests look today. end student sample text

Compare and contrast paragraphs are useful when you wish to examine similarities and differences. You can use both comparison and contrast in a single paragraph, or you can use one or the other. The paragraph below, adapted from a student report on the rise of populist politicians, compares the rhetorical styles of populist politicians Huey Long and Donald Trump.

student sample text A key similarity among populist politicians is their rejection of carefully crafted sound bites and erudite vocabulary typically associated with candidates for high office. Huey Long and Donald Trump are two examples. When he ran for president, Long captured attention through his wild gesticulations on almost every word, dramatically varying volume, and heavily accented, folksy expressions, such as “The only way to be able to feed the balance of the people is to make that man come back and bring back some of that grub that he ain’t got no business with!” In addition, Long’s down-home persona made him a credible voice to represent the common people against the country’s rich, and his buffoonish style allowed him to express his radical ideas without sounding anti-communist alarm bells. Similarly, Donald Trump chose to speak informally in his campaign appearances, but the persona he projected was that of a fast-talking, domineering salesman. His frequent use of personal anecdotes, rhetorical questions, brief asides, jokes, personal attacks, and false claims made his speeches disjointed, but they gave the feeling of a running conversation between him and his audience. For example, in a 2015 speech, Trump said, “They just built a hotel in Syria. Can you believe this? They built a hotel. When I have to build a hotel, I pay interest. They don’t have to pay interest, because they took the oil that, when we left Iraq, I said we should’ve taken” (“Our Country Needs” 2020). While very different in substance, Long and Trump adopted similar styles that positioned them as the antithesis of typical politicians and their worldviews. end student sample text

The conclusion should draw the threads of your report together and make its significance clear to readers. You may wish to review the introduction, restate the thesis, recommend a course of action, point to the future, or use some combination of these. Whichever way you approach it, the conclusion should not head in a new direction. The following example is the conclusion from a student’s report on the effect of a book about environmental movements in the United States.

student sample text Since its publication in 1949, environmental activists of various movements have found wisdom and inspiration in Aldo Leopold’s A Sand County Almanac . These audiences included Leopold’s conservationist contemporaries, environmentalists of the 1960s and 1970s, and the environmental justice activists who rose in the 1980s and continue to make their voices heard today. These audiences have read the work differently: conservationists looked to the author as a leader, environmentalists applied his wisdom to their movement, and environmental justice advocates have pointed out the flaws in Leopold’s thinking. Even so, like those before them, environmental justice activists recognize the book’s value as a testament to taking the long view and eliminating biases that may cloud an objective assessment of humanity’s interdependent relationship with the environment. end student sample text

Citing Sources

You must cite the sources of information and data included in your report. Citations must appear in both the text and a bibliography at the end of the report.

The sample paragraphs in the previous section include examples of in-text citation using APA documentation style. Trevor Garcia’s report on the U.S. response to COVID-19 in 2020 also uses APA documentation style for citations in the text of the report and the list of references at the end. Your instructor may require another documentation style, such as MLA or Chicago.

Peer Review: Getting Feedback from Readers

You will likely engage in peer review with other students in your class by sharing drafts and providing feedback to help spot strengths and weaknesses in your reports. For peer review within a class, your instructor may provide assignment-specific questions or a form for you to complete as you work together.

If you have a writing center on your campus, it is well worth your time to make an online or in-person appointment with a tutor. You’ll receive valuable feedback and improve your ability to review not only your report but your overall writing.

Another way to receive feedback on your report is to ask a friend or family member to read your draft. Provide a list of questions or a form such as the one in Table 8.5 for them to complete as they read.

Revising: Using Reviewers’ Responses to Revise your Work

When you receive comments from readers, including your instructor, read each comment carefully to understand what is being asked. Try not to get defensive, even though this response is completely natural. Remember that readers are like coaches who want you to succeed. They are looking at your writing from outside your own head, and they can identify strengths and weaknesses that you may not have noticed. Keep track of the strengths and weaknesses your readers point out. Pay special attention to those that more than one reader identifies, and use this information to improve your report and later assignments.

As you analyze each response, be open to suggestions for improvement, and be willing to make significant revisions to improve your writing. Perhaps you need to revise your thesis statement to better reflect the content of your draft. Maybe you need to return to your sources to better understand a point you’re trying to make in order to develop a paragraph more fully. Perhaps you need to rethink the organization, move paragraphs around, and add transition sentences.

Below is an early draft of part of Trevor Garcia’s report with comments from a peer reviewer:

student sample text To truly understand what happened, it’s important first to look back to the years leading up to the pandemic. Epidemiologists and public health officials had long known that a global pandemic was possible. In 2016, the U.S. National Security Council (NSC) published a 69-page document with the intimidating title Playbook for Early Response to High-Consequence Emerging Infectious Disease Threats and Biological Incidents . The document’s two sections address responses to “emerging disease threats that start or are circulating in another country but not yet confirmed within U.S. territorial borders” and to “emerging disease threats within our nation’s borders.” On 13 January 2017, the joint Obama-Trump transition teams performed a pandemic preparedness exercise; however, the playbook was never adopted by the incoming administration. end student sample text

annotated text Peer Review Comment: Do the words in quotation marks need to be a direct quotation? It seems like a paraphrase would work here. end annotated text

annotated text Peer Review Comment: I’m getting lost in the details about the playbook. What’s the Obama-Trump transition team? end annotated text

student sample text In February 2018, the administration began to cut funding for the Prevention and Public Health Fund at the Centers for Disease Control and Prevention; cuts to other health agencies continued throughout 2018, with funds diverted to unrelated projects such as housing for detained immigrant children. end student sample text

annotated text Peer Review Comment: This paragraph has only one sentence, and it’s more like an example. It needs a topic sentence and more development. end annotated text

student sample text Three months later, Luciana Borio, director of medical and biodefense preparedness at the NSC, spoke at a symposium marking the centennial of the 1918 influenza pandemic. “The threat of pandemic flu is the number one health security concern,” she said. “Are we ready to respond? I fear the answer is no.” end student sample text

annotated text Peer Review Comment: This paragraph is very short and a lot like the previous paragraph in that it’s a single example. It needs a topic sentence. Maybe you can combine them? end annotated text

annotated text Peer Review Comment: Be sure to cite the quotation. end annotated text

Reading these comments and those of others, Trevor decided to combine the three short paragraphs into one paragraph focusing on the fact that the United States knew a pandemic was possible but was unprepared for it. He developed the paragraph, using the short paragraphs as evidence and connecting the sentences and evidence with transitional words and phrases. Finally, he added in-text citations in APA documentation style to credit his sources. The revised paragraph is below:

student sample text Epidemiologists and public health officials in the United States had long known that a global pandemic was possible. In 2016, the National Security Council (NSC) published Playbook for Early Response to High-Consequence Emerging Infectious Disease Threats and Biological Incidents , a 69-page document on responding to diseases spreading within and outside of the United States. On January 13, 2017, the joint transition teams of outgoing president Barack Obama and then president-elect Donald Trump performed a pandemic preparedness exercise based on the playbook; however, it was never adopted by the incoming administration (Goodman & Schulkin, 2020). A year later, in February 2018, the Trump administration began to cut funding for the Prevention and Public Health Fund at the Centers for Disease Control and Prevention, leaving key positions unfilled. Other individuals who were fired or resigned in 2018 were the homeland security adviser, whose portfolio included global pandemics; the director for medical and biodefense preparedness; and the top official in charge of a pandemic response. None of them were replaced, leaving the White House with no senior person who had experience in public health (Goodman & Schulkin, 2020). Experts voiced concerns, among them Luciana Borio, director of medical and biodefense preparedness at the NSC, who spoke at a symposium marking the centennial of the 1918 influenza pandemic in May 2018: “The threat of pandemic flu is the number one health security concern,” she said. “Are we ready to respond? I fear the answer is no” (Sun, 2018, final para.). end student sample text

A final word on working with reviewers’ comments: as you consider your readers’ suggestions, remember, too, that you remain the author. You are free to disregard suggestions that you think will not improve your writing. If you choose to disregard comments from your instructor, consider submitting a note explaining your reasons with the final draft of your report.

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2x Process Diagram Model Essays

Posted by David S. Wills | Jun 26, 2017 | Model Essays | 0

This week I’m giving you two sample essays from IELTS writing task 1 (academic). In the past I have given answers to line graphs and bar charts , but this week we’ll look at a more tricky type of question – process diagrams . It’s important to remember to take time to read the diagram, and then think about how to change the verbs to passive form .

Beneath the essays, I have written some comments that I think will be useful. They explain some points about my sample essays that should help you to understand them better and incorporate my suggestions into your own unique work.

I hope these examples can help you write your own excellent IELTS essays. Good luck!

Process Diagram 1

The process diagram shows how coffee is produced by using a dry method. There are twelve stages altogether, beginning with the beans being sorted and ending with the coffee being packed and sold at a supermarket or shop. To begin with, the beans are sorted by hand and then cleaned by using a sieve. Next, they are dried in the sun for four weeks, before being raked and turned. Then they are stored in a silo until the time when they are sent to a mill in a truck. At the mill, the beans are hulled and graded before they are bagged. After the process of being bagged, the coffee is sold in bulk to retailers, who will undertake the last two steps of the process. Finally, it is roasted, packed, and then sold again to the consumer in a shop. The bag of coffee is the final product.

In the IELTS Writing Task 1 , you really aren’t allowed to add anything extra; however, in this essay I have stated a few extra details that I think are most likely true from the diagram. This is that the bags of coffee are sold to consumers in a shop and that the coffee is sold in bulk to retailers. I think it would be hard to dispute either of those facts.

Note also how I have taken the verbs from the diagram and altered them into the passive voice. This is very important. When describing a process diagram, you should always change the verbs to passive voice. Take stage 4 for example:

• the man rakes and turns the beans
• the beans are raked and turned

Finally, I have been very careful in my use of transition phrases to show the passage of time. Some students will say “first, second, third…” and so on, which sounds a little basic. Try to get some variety, and remember that you can put two or more stages into the same sentence to avoid this.

Process Diagram 2

There are two diagrams showing industrial processes. The first shows the production of cement, while the second shows the production of concrete. It is apparent from the beginning of the second picture that cement is used in the production of concrete, and so these images are linked as part of one longer process to make concrete from a number of different materials. In the diagram showing cement production, limestone and clay are tipped into a crusher until they become powder. This powder is then fed into a mixer and then later into a rotating heater. The resulting material is ground into cement, which is then bagged in large sacks. These bags of cement are poured into a concrete mixer with water, gravel, and sand. This mixture must be carefully measured according to the percentages on the diagram. The concrete mixer will combine the ingredients by rotating in order to produce concrete.

In this diagram, we are not given any verbs to use, so we need to change the nouns (like “crusher” and “heater”) into verbs. Remember again to change these into the passive voice.

This exercise is harder than the first one because you have to look at the diagram for longer to understand it. It doesn’t just go 1,2,3,4,5… However, you’ll see that in my introduction I have explained how it functions, with the first diagram leading into the second. This longer description means I wrote two shorter paragraphs actually describing the processes.

About The Author

David S. Wills

David S. Wills is the author of Scientologist! William S. Burroughs and the 'Weird Cult' and the founder/editor of Beatdom literary journal. He lives and works in rural Cambodia and loves to travel. He has worked as an IELTS tutor since 2010, has completed both TEFL and CELTA courses, and has a certificate from Cambridge for Teaching Writing. David has worked in many different countries, and for several years designed a writing course for the University of Worcester. In 2018, he wrote the popular IELTS handbook, Grammar for IELTS Writing and he has since written two other books about IELTS. His other IELTS website is called IELTS Teaching.

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Title: diagram analysis of iterative algorithms.

Abstract: We study a general class of first-order iterative algorithms which includes power iteration, belief propagation and Approximate Message Passing (AMP), and many forms of gradient descent. When the input is a random matrix with i.i.d. entries, we present a new way to analyze these algorithms using combinatorial diagrams. Each diagram is a small graph, and the operations of the algorithm correspond to simple combinatorial operations on these graphs. We prove a fundamental property of the diagrams: asymptotically, we can discard all of the diagrams except for the trees. The mechanics of first-order algorithms simplify dramatically as the algorithmic operations have particularly simple and interpretable effects on the trees. We further show that the tree-shaped diagrams are essentially a basis of asymptotically independent Gaussian vectors. The tree approximation mirrors the assumption of the cavity method, a 40-year-old non-rigorous technique in statistical physics which has served as one of the most fundamental techniques in the field. We demonstrate the connection with the replica symmetric cavity method by "implementing" heuristic physics derivations into rigorous proofs. We rigorously establish that belief propagation is asymptotically equal to its associated AMP algorithm and we give a new simple proof of the state evolution formula for AMP. These results apply when the iterative algorithm runs for constantly many iterations. We then push the diagram analysis to a number of iterations that scales with the dimension $n$ of the input matrix. We prove that for debiased power iteration, the tree diagram representation accurately describes the dynamic all the way up to $n^{\Omega(1)}$ iterations. We conjecture that this can be extended up to $n^{1/2}$ iterations but no further. Our proofs use straightforward combinatorial arguments akin to the trace method from random matrix theory.

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A man set himself on fire outside Manhattan Supreme Court on Friday afternoon, at almost exactly the same time a full jury panel was chosen for the “hush money” criminal trial of former president Donald Trump.

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Guest Essay

Why Biden Has a Narrower Path to the Presidency Than Trump, in 11 Maps

Illustration by Akshita Chandra/The New York Times; Images by PhotoObjects.net, Yuji Sakai, and THEPALMER/Getty Images

By Doug Sosnik Graphics by Quoctrung Bui

Mr. Sosnik was a senior adviser to President Bill Clinton from 1994 to 2000 and has advised over 50 governors and U.S. senators.

While polls show the race for president is tightening, Joe Biden still has a narrower and more challenging path to winning the election than Donald Trump. The reason is the Electoral College: My analysis of voter history and polling shows a map that currently favors Mr. Trump, even though recent developments in Arizona improve Mr. Biden’s chances. The Biden campaign will need to decide this summer which states to contest hardest. Our Electoral College maps below lay out the best scenarios for him and Mr. Trump.

Seven states with close results determined who won both the 2020 and the 2016 presidential elections, and those same seven states will most likely play the same battleground role this fall: three industrial states – Michigan, Pennsylvania and Wisconsin – and four Sun Belt states – Arizona, Georgia, Nevada and North Carolina.

The seven states that will most likely decide the 2024 presidential election

Mr. Biden’s declining popularity in the Sun Belt states is the main reason Mr. Trump has an edge right now. He is especially struggling with young and nonwhite voters there. Let’s take a closer look:

According to 2020 exit polls , Mr. Biden won 65 percent of Latino voters, who comprised roughly a fifth of voters in Arizona and Nevada. And Mr. Biden won 87 percent of Black voters, who made up 29 percent of the Georgia vote and 23 percent of the North Carolina vote. He also won 60 percent of voters aged 18 to 29. Now look at this year: A New York Times/Siena College poll released last weekend showed support for Mr. Biden had dropped 18 points with Black voters, 15 points with Latinos and 14 points with younger voters nationally.

Abortion could be a decisive issue in Mr. Biden stemming this erosion of support in Arizona and Nevada. The Arizona Supreme Court’s ruling last week that largely bans abortions raises the stakes of a likely ballot initiative on the issue there in November. It also appears likely that there will be a similar ballot measure in Nevada.

Nevertheless, the key to Mr. Biden’s victory is to perform well in the three industrial states. If Mr. Trump is able to win one or more of Pennsylvania, Michigan and Wisconsin, Mr. Biden’s path to 270 electoral votes becomes even narrower.

If Mr. Biden and Mr. Trump remain ahead in the states where they are currently running strongest, the outcome of the election could come down to who wins Michigan and the two Sun Belt states where abortion will very likely be on the ballot, Arizona and Nevada.

Based on past voting, Mr. Trump will start out the general election with 219 electoral votes, compared to 226 votes for Mr. Biden, with 93 votes up for grabs.

Voter history and recent polling suggest that Mr. Trump is in a strong position to win North Carolina . Republicans have carried the state in every presidential election since 1976 except in 2008. In a Wall Street Journal battleground poll taken in March, Mr. Biden had only 37 percent job approval in the state. By winning North Carolina , Mr. Trump would have 235 electoral votes and two strong paths to 270.

The first path involves carrying Georgia , a state he lost by fewer than 12,000 votes in 2020. Before then, Republicans won Georgia in every election since 1992. If Mr. Trump carries North Carolina and Georgia , he would have a base of 251 electoral votes with four scenarios that get him to 270.

Scenario 1 Then all Mr. Trump needs is Pennsylvania …

Scenario 2 … or Michigan and Nevada …

Scenario 3 … or Michigan and Arizona …

Scenario 4 … or Arizona and Wisconsin.

The second and harder path for Mr. Trump would be if he carried only one Southern swing state – most likely North Carolina . He would have only 235 electoral votes and would need to win three of the six remaining battleground states.

Scenario 5 Then he would need to win Arizona , Michigan and Wisconsin …

Scenario 6 … or Arizona , Nevada and Pennsylvania .

How Biden Can Win

It is difficult to see how Mr. Biden gets re-elected without doing well in the industrial battleground states – the so-called “ Blue Wall ” for Democrats. This is particularly true of Pennsylvania, given the state’s 19 electoral votes and Mr. Biden’s ties there and appeal to middle-class and blue-collar voters. That’s why he’s spending three days in Pennsylvania this week.

Mr. Biden will most likely need to win at least one other industrial battleground – with Wisconsin the most probable, since his polling numbers there are stronger than in the other battleground states.

A combination of factors have made winning Michigan much more challenging for Mr. Biden. Hamas’s attack on Israel and the war in Gaza have ripped apart the coalitions that enabled Democrats to do so well in the state since 2018. There are over 300,000 Arab Americans there, as well as a large Jewish population. Both groups were crucial to Mr. Biden’s success there in 2020.

In addition, Michigan voters’ perception of the economy is more negative compared with the other battleground states. In the Journal battleground poll , two-thirds of Michigan voters described the national economy negatively; more than half had a negative opinion of the state’s economy.

Now let’s look at Mr. Biden’s map.

Mr. Biden’s best strategy is based on winning Pennsylvania and Wisconsin, which would give him 255 electoral votes (assuming that he carries the 2nd Congressional District in Nebraska). By carrying these states, Mr. Biden has several paths to 270, but the first three scenarios are his most viable.

Scenario 1 He just needs to win Michigan …

Scenario 2 … or Arizona and Nevada …

Scenario 3 ... or Georgia .

There are two other scenarios where Mr. Biden loses Wisconsin and keeps Pennsylvania . But that would mean winning states where Mr. Biden is polling much worse.

Scenario 4 They involve Mr. Biden winning Georgia and Arizona …

Scenario 5 … or Michigan and Georgia .

A Look Ahead

With over six months to go until Election Day, given the volatility in the world and the weaknesses of Mr. Biden and Mr. Trump, it would be foolish to make firm predictions about specific results. And other electoral map scenarios are possible: Recent polling shows Mr. Biden with a narrow lead in Minnesota, a state that usually votes for Democrats for president. While it is mathematically possible for Mr. Biden to win without carrying Minnesota, it is unlikely he will be elected if he cannot carry this traditionally Democratic state.

For the third election cycle in a row, a small number of voters in a handful of states could determine the next president of the United States.

If the election remains close but Mr. Biden is unable to regain support from the core group of voters who propelled him to victory in 2020 — young and nonwhite voters — then we could be headed to a repeat of the 2016 election. The outcome of that election was decided by fewer than 80,000 votes in Michigan, Pennsylvania and Wisconsin.

Last week’s abortion ruling in Arizona, and the likely abortion ballot initiatives in that state and Nevada, give Mr. Biden the possibility of being re-elected even if he loses Michigan. That’s why, if we have another close presidential election, I think Arizona, Michigan and Nevada will likely determine the outcome for Mr. Biden or Mr. Trump.

Based on my experience as Bill Clinton’s White House political director in his 1996 re-election campaign, I would take immediate advantage of Mr. Biden’s significant fund-raising advantage over Mr. Trump to focus on shoring up the president’s chances in Michigan and the must-win states of Pennsylvania and Wisconsin, while at the same time trying to keep Georgia and North Carolina in play. Mr. Biden does not need to win either of those Sun Belt states to get re-elected, but draining Mr. Trump’s resources there could help him in other battleground states.

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