ENG2602 E-TUTOR NOTES STUDY UNIT REVISION 2017
Study Unit 1 Revision->Close Reading and Critical Analysis - DOs and DON'Ts [NB]
As per Study Unit 1, your approach to analysing a set text is essentially two-pronged—it consists
of conducting a close reading and performing a critical analysis of the text. These are not two
mutually exclusive, separable concepts; they constitute your process of analysis as a whole. As
the cruces of a proper academic analysis, it is worthwhile for us to revise and elaborate on what
we mean by ‘close reading’ and ‘critical analysis’. Within this discussion, I will provide brief
summaries of how to conduct a close reading and perform a critical analysis, and what not to do.
Close Reading
Conducting a Line-by-Line or Stanza-by-Stanza Analysis
Aside from obviously thoroughly and carefully reading through the set text, a close reading may
also require you to do a brief line-by-line or stanza-by-stanza analysis of the text in the planning
stages of your analysis. Note that I refer here to considering the text line-by-line or stanza-by-
stanza only in planning your analysis; your final essay should not be structured in a line-by-line or
stanza-by-stanza analysis format.
Given the time limit in the examination, you should definitely not attempt to write a full rough draft,
or conduct an extensive line-by-line analysis before starting on your final essay, but a brief line-by-
line or stanza-by-stanza consideration of the text will go a long way in ensuring that you conduct a
proper, thorough close reading of the text and in helping you identify the devices present in the
text. You need not even rewrite the lines of the text in performing such a close reading of it, you
can simply jot down your thoughts alongside the text on the examination paper.
Focus on Identifying the ‘What’ and ‘Why’ of the Text
Regardless of the specificities of the set question (with the exception of a Conversational Analysis
question, to which this point would not pertain), you need to approach a close reading of a set text
with the goal of determining what the text is about and why it has been written. Keeping this goal
in mind at the outset is key to performing an academic reading of the text, and is vital for focussing
your analysis, as opposed to merely identifying the devices present in the text with no real point or
argument.
Critical Analysis – What It IS and What It IS NOT
What do we mean by ‘critical analysis’? You need to consider what the writer, speaker or narrator
sets out to achieve or relay (the ‘why’ of the text—see why it is important to keep this in mind
whilst performing a close reading of the text?) and dissect exactly how he/she goes about
achieving it (the ‘how’ of the text—which would include identifying and critically analysing the
devices utilised in the text). I have posted guidelines and model essays pertaining to the ‘what’,
‘why’ and ‘how’ elements of analysis as it concerns different genres of text in these forums and
under ‘Additional Resources’ on this site, please peruse these if you have not done so already. To
summarise, the following is what does and does not constitute a critical analysis of a set text.
A Critical Analysis DOES NOT:
Criticise the Text/Make Value Judgments: The term ‘critical analysis’ does not mean you
should be overly critical of a text and attempt to attack, disprove or argue against it. You
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need to conduct a thorough academic analysis of the text—that is all. Please do also not
make value judgments about a text; terms such as ‘good’, ‘bad’, ‘interesting’, ‘very’,
‘exceptional’ et cetera have no place in an academic analysis.
Relay the Text without Analysing It: That does not however mean that you should merely
relay the text without analysing it. A number of students unfortunately mistakenly think that
conducting an analysis of a text means merely relaying to the reader of their essay what
transpires in the text, by elaborating on the text and explaining what the devices in the text
mean, but this is not what is required for a critical analysis of a set text. A critical analysis
requires you to identify the devices present in the text first and foremost, and then critically
consider the effect of the devices you have identified—specifically with reference to what
you have identified as the ‘why’ of the text. Again, please refer back to the relevant genre
discussion topics and the model essays for further guidance in this regard.
Reiterate How Effective/Convincing the Text is [Without Analysing How Exactly the
Text Creates that Effect]: In marking the Question 1 responses for Assignment 1 we have
found that a number of students repeatedly stated how persuasively effective and
convincing the set text was, without detailing how or why exactly the text is effective or
convincing. You need to closely refer to (i.e. quote from—but embedding the quotes within
your sentences/paragraphs as I do in the model essays, not in line-by-line analysis format)
to the text as you progress with your analysis, supporting each and every assertion that you
make about the text in general.
A Critical Analysis SHOULD:
State the Purpose/Theme of the Text at the Outset: As aforementioned, the ‘why’ of a
text (‘purpose’ insofar as persuasive prose is concerned and ‘theme’ insofar as
prose/fiction, poetry and drama are concerned) is of key importance, as the ‘how’ element
of analysis—the bulk of your analysis—should continually relate back to the purpose/theme
(i.e. how does [this] device or feature further the purpose/theme of the text?). It thus makes
sense that you should identify the purpose/theme of the text in conducting your close
reading of the text, and state it at the outset of your essay, so that you may continually refer
back to it as you progress with your analysis.
Dissect the Devices Utilised in the Text: As I have variously reiterated throughout this
semester, it is not sufficient to only identify the devices present in a set text—identification
of the devices present if only half of the analysis done. You need to dissect the devices
utilised—considering the effect that each creates in and for itself and within the text as a
whole (i.e. pertaining to the purpose/theme of the text). Once more, please refer back to the
extensive guidelines I have provided, and will be providing in the respective study unit
revision forums, for more specific guidance on analysing the devices present in a text.
Study Unit 1 Revision->Essay Writing Revision [NB]
In an effort to aid you in writing proper academic essays in the upcoming examination, herewith
revision of—and elaboration on—the advice on essay writing that I have posted throughout this
semester.
If you have not yet done so, please read through the ‘Essay Writing Guidelines’ topic that I posted
in the ‘General Assignment Information’ forum before perusing this topic. If you only read through
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this topic your understanding of what is required and what pitfalls to avoid when writing an
academic essay would be incomplete.
I would again like to reiterate the importance of writing properly structured academic essays. If you
end up struggling somewhat with the content of your analysis in the examination, and your mark is
hanging in the balance, a properly or poorly structured essay can be the difference between a
pass or a fail. Similarly, even if the content of your analysis is somewhat brilliant, you cannot be
awarded a distinction if you have not structured your analysis as a proper academic essay.
ENG2602 is after all an English module, and English as a subject requires the writing of full,
proper academic essays, not merely the writing of answers in a disjointed format.
Writing a Proper Introduction: Revision and Elaboration
Opening with a ‘Hook’, Quotation or General Definition: As you are writing purely
academic analyses, it is not necessary to include a so-called ‘hook’ in your introduction.
Likewise, I would strongly caution against opening your essay with a quotation; if you do, it
should be highly relevant to the set question, and even then I would not personally deem it
to be quite appropriate. Lastly, it is also not appropriate or necessary to open your essay
with a definition of the genre of text you are to analyse—for example, when analysing a
persuasive text, it is not appropriate or necessary to open with your Study Guide’s general
definition of what constitutes a persuasive text or what the general purpose of persuasive
prose may be. The general definitions included in your study material is to inform your
understanding of the genres and concepts you have learnt about in your study of this
module, they are not for inclusion in your analyses. In essence, you are writing an
academic analysis, not a study guide or study material. The only exception to this would be
if (specifically in the case of a Conversational Analysis question) you are tasked with
defining certain concepts in your analysis, but then this would of course occur in the body of
your analysis, not in your introduction. How then should you open your introduction?
Introducing the Set Text: Ideally, the opening of your introduction should introduce the set
text that you will be analysing in your essay. This includes introducing and stating the title of
the text—for example ‘a/the given extract from George Orwell’s Animal Farm as per the set
examination question’—and briefly summarising the ‘what’ of the text (i.e. outlining what the
text is about).
Highlighting the Purpose of the Essay: After introducing the set text, you need to
highlight the purpose of the essay. You can paraphrase the wording of the set question or
you can utilise your own wording; of key importance is that you indicate to the reader of
your essay how you will be approaching/analysing the set text (i.e. the steps you will
take/questions you will answer in your analysis).
Thesis Statement versus Personal Opinion: This is a more technical point; if you are not
familiar with the concept of a ‘thesis statement’, you need not concern yourself with this
point. In the past, there has been some confusion amongst students as to what constitutes
a so-called thesis statement versus a personal opinion or response to the text (the latter of
which I have reiterated should not be included at any point in an academic analysis). A
thesis statement may be quite appropriate to an academic analysis, but remember that a
thesis statement is a critical academic stance on the set question; it is not a personal
opinion. At this level, it is not compulsory for you to include a thesis statement in your
introduction (you can instead explore the set text in the body of your essay and conclude
with a critical assessment of the text), but if you do opt to include a thesis statement in your
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