EA EXTENDED RESPONSE - ANALYTICAL ESSAY
The Language of Analysis in General English
Analytical verbs are used to interpret texts in English, and to explain the cause and effect relationship between aesthetic features
stylistic devices and the audience. Some useful verbs are:
portrays criticises relates employs introduces
illustrates develops depicts establishes conveys
reveals expands compares integrates critiques
employs shows contrasts presents suggests
emphasises explains explores reinforces expresses
suggests expresses provokes responds highlights
Useful Sentence Starters and Linking Phrases
This representation/characterisation/symbolism (analytical verb) the message/idea/value/belief that….
Through these events/situations, Shakespeare (analytical verb) readers/audiences that/to…Because of this….
…..demonstrates the author’s perspective that… ...leads/challenges readers to reject…. .....conveying the idea that….
…to show audiences…. …highlighting that… This demonstrates…….encourages the reader to adopt….
This positions/invites the reader to…. ...allowing readers to…
Useful Vocabulary
From the syllabus:
perspective representation attitude value belief
For literary analysis:
characterisation foreshadowing soliloquy prose verse
imagery symbol motif
For interpreting the play:
valour/iant tyrant prophesy remorse equivocate/or
noble despot/ic fate exact (v) conscience
benevolent accursed hallucinate/ions atrocities reckless
coronation conspirator apparition assassinate/ion ruthless
usurp/er regicide immortality masculinity reign
The world of ‘Macbeth’
Where Who Who Who What
heath thane Duncan Macduff Divine Right
Inverness nobleman Malcolm Hecate Great Chain of Being
Dunsinane Banquo Donalbain Gunpowder Plot
Birnam Wood Fleance Prince of Cumberland
Example Paragraph to Analyse
Body paragraph: Analysis and interpretation
From the opening scene, it becomes clear that the witches are determined to use their supernatural powers to
plant the seeds of evil and to undermine Macbeth’s honour. They create moral havoc by targeting his ambition. If the
witches state that “fair is foul and foul is fair”, Macbeth soon finds that the prophecies “cannot be ill, cannot be good”.
When the witches plant the seed that Macbeth is likely to become King, Macbeth is captivated by their prophecies.
“I stood rapt in the wonder of it”. It is his ambition that promotes evil thoughts that undermine his sanity and corrupt
him. As Shakespeare shows, Macbeth’s ambition creates “present fears” that are linked with “deep and dark
desires” and that encourage him to put aside his moral hesitations. After he commits the murders, he again seeks
out the witches who give him a false sense of confidence. They predict that he will be safe from harm and Macbeth
continues on his killing spree.
English Works (2015) Sample student essay: Macbeth and the nature of evil. English Works. www.englishworks.com.au. (Accessed 11t h August, 2020)
Sentence Structures to Analyse
Compound sentences are two or more simple sentences joined by a text connective (FANBOYS) or a semi colon.
FANBOYS = for, and, nor, but, or, yet, so
They can do the work to:
ANALYSE COMPARE INTERPRET JUSTIFY SYNTHESISE
For example:
Shakespeare shows that one man’s evil thirst for power does not pay, and many other suffer a heavy price
But no water can clear the blood from her hands; no power can free her from her guilt.
Complex Sentences contain an independent clause and one or more dependent clauses joined by text connectives.
They can do the work to:
ANALYSE COMPARE INTERPRET JUSTIFY SYNTHESISE
For example:
As the play progresses, the once valiant Macbeth succumbs to ambition and becomes increasingly reckless.
By the end of the play, Macbeth is a bloody tyrant, disappointed in all aspects of his life.
The play celebrates James I’s interest in witchcraft, which was recorded in a book he wrote in 1597 entitled Demonology.
Despite his profound remorse, Macbeth does nothing to right the wrong.
The character Macbeth, like the play itself, is a collection of contradictions.
Text Connectives/ Cohesive Devices
Style Conventions
Formal academic tone
Third person
Present tense when interpreting events and characters in the play
Technical language of General English syllabus and literary criticism (see below)
Titles and direct quotes punctuated correctly e.g. ‘Macbeth’ ..., “Fair is foul and foul is fair” (Act 1, Sc. 1).
No contractions e.g. isn’t X = is not
To introduce an additional idea To introduce an opposite idea To give an example To indicate sequence
and equally
also likewise
another furthermore
additionally what’s more
But however
Conversely though
Despite whereas
Even though while yet
for example to illustrate
for instance to show
in this way/case when
to demonstrate where
after followed by
before previously
concurrently simultaneously
finally subsequently
To compare To contrast To show emphasis To conclude or summarise
alike in a different way
both like/likewise
similarly by comparison
equally whereas
another however
unlike in contrast
conversely disparity
differing from on the contrary
essentially primarily
Ideally notably
In fact significantly
Indeed undoubtedly
and so finally
accordingly hence
as a result therefore
consequently thus
I
N
T
R
O
D
U
C
T
I
O
N
C
Context - What is the social, historical and
cultural background of the representations and
perspectives in the play?
What is significant about the chosen focus in
broader society; then, today?
A
Arguments - preview (do not list) the
separate arguments in a very brief manner.
What interpretations of the text support
your viewpoint (thesis)?
Consider representations of concepts,
characters, times and places.
T
Thesis – Your response to the question.
Consider the cultural assumptions, attitudes,
values and beliefs that underpin the play and
what positions it invite audiences to take up.
*‘A’ and ‘T’ can appear in any order*
B
O
D
Y
Multiple
Para-
graphs
T
Topic - sentence to introduce topic or
first claim of the argument.
MUST identify the cultural assumptions A, V,
and Bs that lead to the play’s perspective.
E
Expand/Explain - explain in more detail
the claim made in the topic sentence.
Clarify and expand on all parts of the
claim.
E
Evidence/Examples -
Use textual references and quotations to
support and prove each point.
* To explain and provide evidence more
than once - T EE EE EE L.*
L
Link - summarise material of paragraph.
Link to essay’s thesis or central argument
and to the next point.
Link MUST contain analysis to explain
HOW the audience is positioned.
C
O
N
C
L
U
S
I
O
N
T
Thesis – Restate the thesis in a slightly
different form to that used in the
Introduction.
MUST restate the play’s message
= perspective
A
Arguments – summarise the claims that
were presented in the essay, including
how they are interrelated and/or linked.
G
General Statement – a summarising
statement to end with that links the thesis
and message of the play to a broader
context or its significance and/or
relevance in contemporary society.
Essay Structure
Example Introduction
William Shakespeare’s The Tragedy of Macbeth is unique in both story and presentation. Shakespeare was a
great entertainer who knew his audience, and the primary audience member for Macbeth was King James I. In
the play, Shakespeare pays tribute to the king’s beliefs and references the politics of the day in a way flattering
to him. Shakespeare depicts the tragic consequences of Macbeth’s lust for power, suggesting all three main
protagonists, Macbeth, Lady Macbeth and the witches, contribute to the tragedy. Whilst initially an honourable and
loyal soldier, and full of the “milk of human kindness”, Macbeth’s “vaulting” ambition to become King leads to the
murder of the honourable King Duncan. Though Shakespeare depicts Macbeth’s “deep and dark desires” as
sinister, he also draws upon the historical context to portray the witches as “instruments of darkness” and Macbeth
as the victim of their “hurly burly”. Together with Lady Macbeth’s “cloak of evil”, these forces conspire to disturb
Macbeth’s moral equilibrium. Part of the ongoing appeal of the play is that Shakespeare leaves it up to the
audience to determine how much blame each deserves.
Adapted from Minter, J. (2016) Macbeth: a study in Power. English Works. www.englishworks.com.au. (Accessed 11th August , 2020)
Context
Thesis
Arguments