analysing evidence in an essay

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Using Evidence: Analysis

Beyond introducing and integrating your paraphrases and quotations, you also need to analyze the evidence in your paragraphs. Analysis is your opportunity to contextualize and explain the evidence for your reader. Your analysis might tell the reader why the evidence is important, what it means, or how it connects to other ideas in your writing.

Note that analysis often leads to synthesis , an extension and more complicated form of analysis. See our synthesis page for more information.

Example 1 of Analysis

Without analysis.

Embryonic stem cell research uses the stem cells from an embryo, causing much ethical debate in the scientific and political communities (Robinson, 2011). "Politicians don't know science" (James, 2010, p. 24). Academic discussion of both should continue (Robinson, 2011).

With Analysis (Added in Bold)

Embryonic stem cell research uses the stem cells from an embryo, causing much ethical debate in the scientific and political communities (Robinson, 2011). However, many politicians use the issue to stir up unnecessary emotion on both sides of the issues. James (2010) explained that "politicians don't know science," (p. 24) so scientists should not be listening to politics. Instead, Robinson (2011) suggested that academic discussion of both embryonic and adult stem cell research should continue in order for scientists to best utilize their resources while being mindful of ethical challenges.

Note that in the first example, the reader cannot know how the quotation fits into the paragraph. Also, note that the word both was unclear. In the revision, however, that the writer clearly (a) explained the quotations as well as the source material, (b) introduced the information sufficiently, and (c) integrated the ideas into the paragraph.

Example 2 of Analysis

Trow (1939) measured the effects of emotional responses on learning and found that student memorization dropped greatly with the introduction of a clock. Errors increased even more when intellectual inferiority regarding grades became a factor (Trow, 1939). The group that was allowed to learn free of restrictions from grades and time limits performed better on all tasks (Trow, 1939).

In this example, the author has successfully paraphrased the key findings from a study. However, there is no conclusion being drawn about those findings. Readers have a difficult time processing the evidence without some sort of ending explanation, an answer to the question so what? So what about this study? Why does it even matter?

Trow (1939) measured the effects of emotional responses on learning and found that student memorization dropped greatly with the introduction of a clock. Errors increased even more when intellectual inferiority regarding grades became a factor (Trow, 1939). The group that was allowed to learn free of restrictions from grades and time limits performed better on all tasks (Trow, 1939). Therefore, negative learning environments and students' emotional reactions can indeed hinder achievement.

Here the meaning becomes clear. The study’s findings support the claim the reader is making: that school environment affects achievement.

Analysis Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

Related Resources

Didn't find what you need? Email us at [email protected] .

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What this handout is about

This handout will provide a broad overview of gathering and using evidence. It will help you decide what counts as evidence, put evidence to work in your writing, and determine whether you have enough evidence. It will also offer links to additional resources.

Introduction

Many papers that you write in college will require you to make an argument ; this means that you must take a position on the subject you are discussing and support that position with evidence. It’s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn’t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you’re “just listing” points or giving a “laundry list,” or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like “for example?,” “proof?,” “go deeper,” or “expand” in the margins of your graded paper suggest that you may need more evidence. Let’s take a look at each of these issues—understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.

What counts as evidence?

Before you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments can help you interpret your assignment. It’s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.

What matters to instructors?

Instructors in different academic fields expect different kinds of arguments and evidence—your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you’re working in—for example, literature , sociology , or history .

What are primary and secondary sources?

A note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, “primary” means “first” or “original,” not “most important”). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie “The Matrix,” the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people’s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.

Where can I find evidence?

Here are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren’t sure whether a certain source would be appropriate for your paper.

Print and electronic sources

Books, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources will help you choose your print sources wisely, and the library has a tutorial on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library’s IM screen name is undergradref).

Observation

Sometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart’s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.

An interview is a good way to collect information that you can’t find through any other type of research. An interview can provide an expert’s opinion, biographical or first-hand experiences, and suggestions for further research.

Surveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it’s a good idea to check with your instructor before creating or administering a survey.

Experiments

Experimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?

Personal experience

Using your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.

Using evidence in an argument

Does evidence speak for itself.

Absolutely not. After you introduce evidence into your writing, you must say why and how this evidence supports your argument. In other words, you have to explain the significance of the evidence and its function in your paper. What turns a fact or piece of information into evidence is the connection it has with a larger claim or argument: evidence is always evidence for or against something, and you have to make that link clear.

As writers, we sometimes assume that our readers already know what we are talking about; we may be wary of elaborating too much because we think the point is obvious. But readers can’t read our minds: although they may be familiar with many of the ideas we are discussing, they don’t know what we are trying to do with those ideas unless we indicate it through explanations, organization, transitions, and so forth. Try to spell out the connections that you were making in your mind when you chose your evidence, decided where to place it in your paper, and drew conclusions based on it. Remember, you can always cut prose from your paper later if you decide that you are stating the obvious.

Here are some questions you can ask yourself about a particular bit of evidence:

• OK, I’ve just stated this point, but so what? Why is it interesting? Why should anyone care?
• What does this information imply?
• What are the consequences of thinking this way or looking at a problem this way?
• I’ve just described what something is like or how I see it, but why is it like that?
• I’ve just said that something happens—so how does it happen? How does it come to be the way it is?
• Why is this information important? Why does it matter?
• How is this idea related to my thesis? What connections exist between them? Does it support my thesis? If so, how does it do that?
• Can I give an example to illustrate this point?

Answering these questions may help you explain how your evidence is related to your overall argument.

How can I incorporate evidence into my paper?

There are many ways to present your evidence. Often, your evidence will be included as text in the body of your paper, as a quotation, paraphrase, or summary. Sometimes you might include graphs, charts, or tables; excerpts from an interview; or photographs or illustrations with accompanying captions.

When you quote, you are reproducing another writer’s words exactly as they appear on the page. Here are some tips to help you decide when to use quotations:

• Quote if you can’t say it any better and the author’s words are particularly brilliant, witty, edgy, distinctive, a good illustration of a point you’re making, or otherwise interesting.
• Quote if you are using a particularly authoritative source and you need the author’s expertise to back up your point.
• Quote if you are analyzing diction, tone, or a writer’s use of a specific word or phrase.
• Quote if you are taking a position that relies on the reader’s understanding exactly what another writer says about the topic.

Be sure to introduce each quotation you use, and always cite your sources. See our handout on quotations for more details on when to quote and how to format quotations.

Like all pieces of evidence, a quotation can’t speak for itself. If you end a paragraph with a quotation, that may be a sign that you have neglected to discuss the importance of the quotation in terms of your argument. It’s important to avoid “plop quotations,” that is, quotations that are just dropped into your paper without any introduction, discussion, or follow-up.

Paraphrasing

When you paraphrase, you take a specific section of a text and put it into your own words. Putting it into your own words doesn’t mean just changing or rearranging a few of the author’s words: to paraphrase well and avoid plagiarism, try setting your source aside and restating the sentence or paragraph you have just read, as though you were describing it to another person. Paraphrasing is different than summary because a paraphrase focuses on a particular, fairly short bit of text (like a phrase, sentence, or paragraph). You’ll need to indicate when you are paraphrasing someone else’s text by citing your source correctly, just as you would with a quotation.

When might you want to paraphrase?

• Paraphrase when you want to introduce a writer’s position, but their original words aren’t special enough to quote.
• Paraphrase when you are supporting a particular point and need to draw on a certain place in a text that supports your point—for example, when one paragraph in a source is especially relevant.
• Paraphrase when you want to present a writer’s view on a topic that differs from your position or that of another writer; you can then refute writer’s specific points in your own words after you paraphrase.
• Paraphrase when you want to comment on a particular example that another writer uses.
• Paraphrase when you need to present information that’s unlikely to be questioned.

When you summarize, you are offering an overview of an entire text, or at least a lengthy section of a text. Summary is useful when you are providing background information, grounding your own argument, or mentioning a source as a counter-argument. A summary is less nuanced than paraphrased material. It can be the most effective way to incorporate a large number of sources when you don’t have a lot of space. When you are summarizing someone else’s argument or ideas, be sure this is clear to the reader and cite your source appropriately.

Statistics, data, charts, graphs, photographs, illustrations

Sometimes the best evidence for your argument is a hard fact or visual representation of a fact. This type of evidence can be a solid backbone for your argument, but you still need to create context for your reader and draw the connections you want them to make. Remember that statistics, data, charts, graph, photographs, and illustrations are all open to interpretation. Guide the reader through the interpretation process. Again, always, cite the origin of your evidence if you didn’t produce the material you are using yourself.

Do I need more evidence?

Let’s say that you’ve identified some appropriate sources, found some evidence, explained to the reader how it fits into your overall argument, incorporated it into your draft effectively, and cited your sources. How do you tell whether you’ve got enough evidence and whether it’s working well in the service of a strong argument or analysis? Here are some techniques you can use to review your draft and assess your use of evidence.

Make a reverse outline

A reverse outline is a great technique for helping you see how each paragraph contributes to proving your thesis. When you make a reverse outline, you record the main ideas in each paragraph in a shorter (outline-like) form so that you can see at a glance what is in your paper. The reverse outline is helpful in at least three ways. First, it lets you see where you have dealt with too many topics in one paragraph (in general, you should have one main idea per paragraph). Second, the reverse outline can help you see where you need more evidence to prove your point or more analysis of that evidence. Third, the reverse outline can help you write your topic sentences: once you have decided what you want each paragraph to be about, you can write topic sentences that explain the topics of the paragraphs and state the relationship of each topic to the overall thesis of the paper.

For tips on making a reverse outline, see our handout on organization .

Color code your paper

You will need three highlighters or colored pencils for this exercise. Use one color to highlight general assertions. These will typically be the topic sentences in your paper. Next, use another color to highlight the specific evidence you provide for each assertion (including quotations, paraphrased or summarized material, statistics, examples, and your own ideas). Lastly, use another color to highlight analysis of your evidence. Which assertions are key to your overall argument? Which ones are especially contestable? How much evidence do you have for each assertion? How much analysis? In general, you should have at least as much analysis as you do evidence, or your paper runs the risk of being more summary than argument. The more controversial an assertion is, the more evidence you may need to provide in order to persuade your reader.

Play devil’s advocate, act like a child, or doubt everything

This technique may be easiest to use with a partner. Ask your friend to take on one of the roles above, then read your paper aloud to them. After each section, pause and let your friend interrogate you. If your friend is playing devil’s advocate, they will always take the opposing viewpoint and force you to keep defending yourself. If your friend is acting like a child, they will question every sentence, even seemingly self-explanatory ones. If your friend is a doubter, they won’t believe anything you say. Justifying your position verbally or explaining yourself will force you to strengthen the evidence in your paper. If you already have enough evidence but haven’t connected it clearly enough to your main argument, explaining to your friend how the evidence is relevant or what it proves may help you to do so.

Common questions and additional resources

• I have a general topic in mind; how can I develop it so I’ll know what evidence I need? And how can I get ideas for more evidence? See our handout on brainstorming .
• Who can help me find evidence on my topic? Check out UNC Libraries .
• I’m writing for a specific purpose; how can I tell what kind of evidence my audience wants? See our handouts on audience , writing for specific disciplines , and particular writing assignments .
• How should I read materials to gather evidence? See our handout on reading to write .
• How can I make a good argument? Check out our handouts on argument and thesis statements .
• How do I tell if my paragraphs and my paper are well-organized? Review our handouts on paragraph development , transitions , and reorganizing drafts .
• How do I quote my sources and incorporate those quotes into my text? Our handouts on quotations and avoiding plagiarism offer useful tips.
• How do I cite my evidence? See the UNC Libraries citation tutorial .
• I think that I’m giving evidence, but my instructor says I’m using too much summary. How can I tell? Check out our handout on using summary wisely.
• I want to use personal experience as evidence, but can I say “I”? We have a handout on when to use “I.”

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Lunsford, Andrea A., and John J. Ruszkiewicz. 2016. Everything’s an Argument , 7th ed. Boston: Bedford/St Martin’s.

Miller, Richard E., and Kurt Spellmeyer. 2016. The New Humanities Reader , 5th ed. Boston: Cengage.

University of Maryland. 2019. “Research Using Primary Sources.” Research Guides. Last updated October 28, 2019. https://lib.guides.umd.edu/researchusingprimarysources .

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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Using evidence.

Like a lawyer in a jury trial, a writer must convince her audience of the validity of her argument by using evidence effectively. As a writer, you must also use evidence to persuade your readers to accept your claims. But how do you use evidence to your advantage? By leading your reader through your reasoning.

The types of evidence you use change from discipline to discipline--you might use quotations from a poem or a literary critic, for example, in a literature paper; you might use data from an experiment in a lab report.

The process of putting together your argument is called analysis --it interprets evidence in order to support, test, and/or refine a claim . The chief claim in an analytical essay is called the thesis . A thesis provides the controlling idea for a paper and should be original (that is, not completely obvious), assertive, and arguable. A strong thesis also requires solid evidence to support and develop it because without evidence, a claim is merely an unsubstantiated idea or opinion.

This Web page will cover these basic issues (you can click or scroll down to a particular topic):

• Incorporating evidence effectively.
• Integrating quotations smoothly.
• Citing your sources.

Incorporating Evidence Into Your Essay

When should you incorporate evidence.

Once you have formulated your claim, your thesis (see the WTS pamphlet, " How to Write a Thesis Statement ," for ideas and tips), you should use evidence to help strengthen your thesis and any assertion you make that relates to your thesis. Here are some ways to work evidence into your writing:

• Offer evidence that agrees with your stance up to a point, then add to it with ideas of your own.
• Present evidence that contradicts your stance, and then argue against (refute) that evidence and therefore strengthen your position.
• Use sources against each other, as if they were experts on a panel discussing your proposition.
• Use quotations to support your assertion, not merely to state or restate your claim.

Weak and Strong Uses of Evidence

In order to use evidence effectively, you need to integrate it smoothly into your essay by following this pattern:

• State your claim.
• Give your evidence, remembering to relate it to the claim.
• Comment on the evidence to show how it supports the claim.

To see the differences between strong and weak uses of evidence, here are two paragraphs.

Weak use of evidence

Today, we are too self-centered. Most families no longer sit down to eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Everything is about what we want.

This is a weak example of evidence because the evidence is not related to the claim. What does the claim about self-centeredness have to do with families eating together? The writer doesn't explain the connection.

The same evidence can be used to support the same claim, but only with the addition of a clear connection between claim and evidence, and some analysis of the evidence cited.

Stronger use of evidence

Today, Americans are too self-centered. Even our families don't matter as much anymore as they once did. Other people and activities take precedence. In fact, the evidence shows that most American families no longer eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity.

This is a far better example, as the evidence is more smoothly integrated into the text, the link between the claim and the evidence is strengthened, and the evidence itself is analyzed to provide support for the claim.

Using Quotations: A Special Type of Evidence

One effective way to support your claim is to use quotations. However, because quotations involve someone else's words, you need to take special care to integrate this kind of evidence into your essay. Here are two examples using quotations, one less effective and one more so.

Ineffective Use of Quotation

Today, we are too self-centered. "We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity" (Gleick 148). Everything is about what we want.

This example is ineffective because the quotation is not integrated with the writer's ideas. Notice how the writer has dropped the quotation into the paragraph without making any connection between it and the claim. Furthermore, she has not discussed the quotation's significance, which makes it difficult for the reader to see the relationship between the evidence and the writer's point.

A More Effective Use of Quotation

Today, Americans are too self-centered. Even our families don't matter as much any more as they once did. Other people and activities take precedence, as James Gleick says in his book, Faster . "We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity" (148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity.

The second example is more effective because it follows the guidelines for incorporating evidence into an essay. Notice, too, that it uses a lead-in phrase (". . . as James Gleick says in his book, Faster ") to introduce the direct quotation. This lead-in phrase helps to integrate the quotation with the writer's ideas. Also notice that the writer discusses and comments upon the quotation immediately afterwards, which allows the reader to see the quotation's connection to the writer's point.

REMEMBER: Discussing the significance of your evidence develops and expands your paper!

Citing Your Sources

Evidence appears in essays in the form of quotations and paraphrasing. Both forms of evidence must be cited in your text. Citing evidence means distinguishing other writers' information from your own ideas and giving credit to your sources. There are plenty of general ways to do citations. Note both the lead-in phrases and the punctuation (except the brackets) in the following examples:

Quoting: According to Source X, "[direct quotation]" ([date or page #]).

Paraphrasing: Although Source Z argues that [his/her point in your own words], a better way to view the issue is [your own point] ([citation]).

Summarizing: In her book, Source P's main points are Q, R, and S [citation].

Your job during the course of your essay is to persuade your readers that your claims are feasible and are the most effective way of interpreting the evidence.

Questions to Ask Yourself When Revising Your Paper

• Have I offered my reader evidence to substantiate each assertion I make in my paper?
• Do I thoroughly explain why/how my evidence backs up my ideas?
• Do I avoid generalizing in my paper by specifically explaining how my evidence is representative?
• Do I provide evidence that not only confirms but also qualifies my paper's main claims?
• Do I use evidence to test and evolve my ideas, rather than to just confirm them?
• Do I cite my sources thoroughly and correctly?

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Much of how to use evidence is about finding a clear and logical relation between the evidence you use and your claim. For example, if you are asked to write a paper on the effects of pollution on watersheds, you would not use a story your grandfather told you about the river he used to swim in that is now polluted. You would look for peer-reviewed journal articles by experts on the subject.

Once you have found the appropriate type of evidence, it is important to select the evidence that supports your specific claim. For example, if you are writing a psychology paper on the role of emotions in decision-making, you would look for psychology journal articles that connect these two elements.

For example:

By referencing the study in the first example and supplying textual evidence in the second, the initial statement in the paragraph moves from opinion to supported argument; however, you must still analyze your evidence.

Once you have selected your evidence it is important to tell you reader why the evidence supports your claim. Evidence does not speak for itself: some readers may draw different conclusions from your evidence, or may not understand the relation between your evidence and your claim. It is up to you to walk your reader through the significance of the evidence to your claim and your larger argument. In short, you need a reason why the evidence supports the claim – you need to analyze the evidence.

Some questions you could consider are:

• Why is this evidence interesting or effective?
• What are the consequences or implications of this evidence?
• Why is this information important?
• How has it been important to my paper or to the field I am studying?
• How is this idea related to my thesis?
• This evidence points to a result of an experiment or study, can I explain why these results are important or what caused them?
• Can I give an example to illustrate this point?
• What are the strengths and weaknesses of the evidence presented?

If we look to our first examples, they may look like this once we add analysis to our evidence:

• Emotions play a larger role in rational decision-making than most us think ( claim ). Subjects deciding to wear a seatbelt demonstrated an activity in the ventromedial frontal lobe, the part of the brain that governs emotion (Shibata 2001) ( evidence ). This suggests that people making rational decisions, even when performing naturalized tasks such as putting on a seatbelt, rely on their emotions ( analysis ).

Or, when we look at the example of Dr. Jekyll and Mr. Hyde:

• The physical descriptions of the laboratory and the main house, in Dr Jekyll and Mr. Hyde, metaphorically point to the gothic elements in the novel ( claim ). The main house had "a great air of wealth and comfort" (13), while the laboratory door "which was equipped with neither bell nor knocker, was blistered and distained" (3) ( evidence ). The comforting and welcoming look of the main house is in sharp contrast to the door of the laboratory, which does not even have a bell to invite people in. The laboratory door is eerie and gothic highlighting the abnormal and mystical events that take place behind it ( analysis ).
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Choosing the right evidence can be crucial to proving your argument, but your analysis of that evidence is equally important. Even when it seems like evidence may speak for itself, a reader needs to understand how the evidence connects to your argument. In addition, because analysis requires you to think critically and deeply about your evidence, it can improve your main argument by making it more specific and complex.

General Considerations

What Analysis Does: Breaks a work down to examine its various parts in close detail in order to see the work in a new light.

What an Analysis Essay Does: Chooses selective pieces of evidence and analysis in order to arrive at one single, complex argument that makes a claim about the deeper meaning behind the piece being analyzed. In the essay, each piece of evidence selected is paired with deep analysis that builds or elaborates on the last until the thesis idea is reached.

Analysis should be present in all essays. Wherever evidence is incorporated, analysis should be used to connect ideas back to your main argument.

In Practice

Answer Questions that Explain and Expand on the Evidence

Asking the kinds of questions that will lead to critical thought can access good analysis more easily. Such questions often anticipate what a reader might want to know as well. Questions can take the form of explaining the evidence or expanding on evidence; in other words, questions can give context or add meaning. Asking both kinds of questions is crucial to creating strong analysis.

When using evidence, ask yourself questions about context:

• What do I need to tell my audience about where this evidence came from?
• Is there a story behind this evidence?
• What is the historical situation in which this evidence was created?

Also ask yourself what the evidence implies about your argument:

• What aspects of this evidence would I like my audience to notice?
• Why did I choose this particular piece of evidence?
• Why does this evidence matter to my argument?
• Why is this evidence important in some ways, but not in others?
• How does this evidence contradict or confirm my argument? Does it do both?
• How does this evidence evolve or change my argument?

Example: “There’s nothing wrong with being a terrorist, as long as you win,” stated Paul Watson at an Animal Rights Convention.

Argument: Violent action is justified in order to protect animal rights.

Questions that explain the evidence: What did Watson mean by this statement? What else did he say in this speech that might give more context to this quote? What should the reader pay attention to here (for example, why is the word “terrorist” here especially important)?

Questions that expand on evidence: Why is this quote useful or not useful to the argument? How does Watson’s perspective help prove or disapprove the argument? How do you think the reader should interpret the word “terrorist”? Why should the reader take this quote seriously? How does this evidence evolve or complicate the argument—does what Watson said make the argument seem too biased or simple if activism can be related to terrorism?

Be Explicit

Because there may be multiple ways to interpret a piece of evidence, all evidence needs to be connected explicitly to your argument, even if the meaning of the evidence seems obvious to you. Plan on following any piece of evidence with, at the very least, one or two sentences of your honest interpretation of how the evidence connects to your argument—more if the evidence is significant.

Example: Paul Watson, a controversial animal rights activist, started his speech at the Animal Rights Convention with a provocative statement: “There’s nothing wrong with being a terrorist, as long as you win.” His use of the word ‘terrorist’ refers to aggressive actions taken by animal rights groups, including Sea Shepard, under the guise of protecting animals. While his quote might simply be intended to shock his audience, by comparing animal activism to terrorism, he mocks the fight against international terrorism.

Allow Analysis to Question the Argument

Sometimes frustrations with analysis can come from working with an argument that is too broad or too simple. The purpose of analysis is not only to show how evidence proves your argument, but also to discover the complexity of the argument. While answering questions that lead to analysis, if you come across something that contradicts the argument, allow your critical thinking to refine the argument.

Example: If one examined some more evidence about animal activism and it became clear that violence is sometimes the most effective measure, the argument could be modified. The more complex argument might be: “Violent action by animal activists might be akin to “terrorism” and deemed unacceptable, but it does make more of an immediate impact and gets more press. Without such aggressive actions, animal rights might be seen in a better light.”

Avoid Patterns of Weak or Empty Analysis

Sometimes sentences fill the space of analysis, but don’t actually answer questions about why and how the evidence connects to or evolves the argument. These moments of weak analysis negatively affect a writer’s credibility. The following are some patterns often found in passages of weak or empty analysis.

1. Offers a new fact or piece of evidence in place of analysis. Though it is possible to offer two pieces of evidence together and analyze them in relation to each other, simply offering another piece of evidence as a stand in for analysis weakens the argument. Telling the reader what happens next or another new fact is not analysis.

Example: “There’s nothing wrong with being a terrorist, as long as you win,” stated Paul Watson at an Animal Rights Convention. According to PETA, hunting is no longer needed for sustenance as it once was and it now constitutes violent aggression.

2. Uses an overly biased tone or restates claim rather than analyzing. Phrases such as “this is ridiculous” or “everyone can agree that this proves (fill in thesis here)” prevent the reader from seeing the subtle significance of the evidence you have chosen and often make a reader feel the writing is too biased.

Example: According to PETA, The Jane Goodall Institute estimates that 5,000 chimpanzees are killed by poachers annually. This ridiculous number proves that violence against animals justifies violent activist behavior.

3. Dismisses the relevance of the evidence. Bringing up a strong point and then shifting away from it rather than analyzing it can make evidence seem irrelevant. Statements such as “regardless of this evidence” or “nevertheless, we can still argue” before analyzing evidence can diminish the evidence all together.

Example: Paul Watson was expelled from the leadership of Greenpeace. Nevertheless, his vision of activism should be commended.

4. Strains logic or creates a generalization to arrive at the desired argument. Making evidence suit your needs rather than engaging in honest critical thinking can create fallacies in the argument and lower your credibility. It might also make the argument confusing.

Example: Some companies are taking part in the use of alternatives to animal testing. But some companies does not mean all and the ones who aren’t taking part are what gives animal activists the right to take drastic action.

5. Offers advice or a solution without first providing analysis. Telling a reader what should be done can be fine, but first explain how the evidence allows you to arrive at that conclusion.

Example: Greenpeace states that they attempt to save whales by putting themselves between the whaling ship and the whale, and they have been successful at gaining media support, but anyone who is a true activist needs to go further and put whalers at risk.

For the following pairings of evidence and analysis, identify what evasive moves are being made and come up with a precise question that would lead to better analysis. Imagine your working thesis is as follows: Message communications came to life in order to bring people closer together, to make it easier to stay connected and in some instances they have. More often however, these forms of communication seem to be pushing people apart because they are less personal.

1. An article in USA Today last year had the headline, “Can Love Blossom in a Text Message?” I’m sure most people’s gut reaction would be a resounding, “Of course not!” The article discusses a young woman whose boyfriend told her he loved her for the first time in a text message. Messaging is clearly pushing people apart.

2. In fact in the United States today, there are an estimated 250,146,921 wireless subscribers. Evidence shows that a person is more likely to first establish communication with someone you are interested in via text message or a form of online messaging via Facebook, Myspace, email, or instant messenger. People find these means of communication less stressful. This is because they are less personal.

3. This way of communicating is very new, with text message popularity skyrocketing within only the last five years, the invention of instant messaging gaining popular use through AOL beginning in 1998, and websites such as Myspace and Facebook invading our computers within only the last 5 years. Regardless of this change in communication technology, these forms of communication do not bring people together.

4. The way some people wish others “Happy Birthday” is another example. On birthdays, if you are on Facebook, your wall becomes flooded with happy birthday wishes, which is nice. However, if one of your close friends or perhaps a sibling simply wishes you a happy birthday on Facebook, you probably will feel a little cheated. It is important to know where you stand in your relationships, and if the person is actually important to you, you should take the time to call them in this kind of situation.

5. Studies suggest that over 90% of the meaning we derive from communication, we derive from the non-verbal cues. These nonverbal cues include body language, facial expression, eye movement and contact, posture, gestures, use of touch (such as hug or handshake), vocal intonation, rate of speech, and the information we gather from appearance (Applebaum, 108). It’s terrible to think that such important things are said with only a mere 10% of their meaning being properly conveyed. Phone calls can eliminate some of these problems.

6. Many people now have “Top Friends” on their Facebook profile where they rank their friends in order of importance. Sure most of us have a couple people who we refer to as our “best friends,” but never before this online ranking phenomenon has the order in which you rank your friends been public knowledge. This shows that friendship has lost all meaning.

1. argues with tone and uses a generalization 2. introduces new evidence and uses generalizations 3. dismisses evidence 4. offers advice or a solution and dismisses evidence 5. argues with tone and offers advice 6. uses a generalization

Resources: http://www.peta.org/mc/facts.asp http://www.greenpeace.org/international/about/history/paul-watson/

Last updated June 2011

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Developing Deeper Analysis & Insights

Analysis is a central writing skill in academic writing. Essentially, analysis is what writers do with evidence to make meaning of it. While there are specific disciplinary types of analysis (e.g., rhetorical, discourse, close reading, etc.), most analysis involves zooming into evidence to understand how the specific parts work and how their specific function might relate to a larger whole. That is, we usually need to zoom into the details and then reflect on the larger picture. In this writing guide, we cover analysis basics briefly and then offer some strategies for deepening your analysis. Deepening your analysis means pushing your thinking further, developing a more insightful and interesting answer to the “so what?” question, and elevating your writing.

Analysis Basics

Questions to Ask of the Text:

• Is the evidence fully explained and contextualized? Where in the text/story does this evidence come from (briefly)? What do you think the literal meaning of the quote/evidence is and why? Why did you select this particular evidence?
• Are you selecting a long enough quote to work with and analyze? While over-quoting can be a problem, so too can under-quoting.
• Do you connect each piece of evidence explicitly to the claim or focus of the paper?

Strategies & Explanation

• Sometimes turning the focus of the paper into a question can really help someone to figure out how to work with evidence. All evidence should answer the question--the work of analysis is explaining how it answers the question.
• The goal of evidence in analytical writing is not just to prove that X exists or is true, but rather to show something interesting about it--to push ideas forward, to offer insights about a quote. To do this, sometimes having a full sentence for a quote helps--if a writer is only using single-word quotes, for example, they may struggle to make meaning out of it.

Deepening Analysis

Not all of these strategies work every time, but usually employing one of them is enough to really help elevate the ideas and intellectual work of a paper:

• Bring the very best point in each paragraph into the topic sentence. Often these sentences are at the very end of a paragraph in a solid draft. When you bring it to the front of the paragraph, you then need to read the paragraph with the new topic sentence and reflect on: what else can we say about this evidence? What else can it show us about your claim?
• Complicate the point by adding contrasting information, a different perspective, or by naming something that doesn’t fit. Often we’re taught that evidence needs to prove our thesis. But, richer ideas emerge from conflict, from difference, from complications. In a compare and contrast essay, this point is very easy to see--we get somewhere further when we consider how two things are different. In an analysis of a single text, we might look at a single piece of evidence and consider: how could this choice the writer made here be different? What other choices could the writer have made and why didn’t they? Sometimes naming what isn’t in the text can help emphasize the importance of a particular choice.
• Shift the focus question of the essay and ask the new question of each piece of evidence. For example, a student is looking at examples of language discrimination (their evidence) in order to make an argument that answers the question: what is language discrimination? Questions that are definitional (what is X? How does Y work? What is the problem here?) can make deeper analysis challenging. It’s tempting to simply say the equivalent of “Here is another example of language discrimination.” However, a strategy to help with this is to shift the question a little bit. So perhaps the paragraphs start by naming different instances of language discrimination, but the analysis then tackles questions like: what are the effects of language discrimination? Why is language discrimination so problematic in these cases? Who perpetuates language discrimination and how? In a paper like this, it’s unlikely you can answer all of those questions--but, selecting ONE shifted version of a question that each paragraph can answer, too, helps deepen the analysis and keeps the essay focused.
• Examine perspective--both the writer’s and those of others involved with the issue. You might reflect on your own perspectives as a unique audience/reader. For example, what is illuminated when you read this essay as an engineer? As a person of color? As a first-generation student at Cornell? As an economically privileged person? As a deeply religious Christian? In order to add perspective into the analysis, the writer has to name these perspectives with phrases like: As a religious undergraduate student, I understand X to mean… And then, try to explain how the specificity of your perspective illuminates a different reading or understanding of a term, point, or evidence. You can do this same move by reflecting on who the intended audience of a text is versus who else might be reading it--how does it affect different audiences differently? Might that be relevant to the analysis?
• Qualify claims and/or acknowledge limitations. Before college level writing and often in the media, there is a belief that qualifications and/or acknowledging the limitations of a point adds weakness to an argument. However, this actually adds depth, honesty, and nuance to ideas. It allows you to develop more thoughtful and more accurate ideas. The questions to ask to help foster this include: Is this always true? When is it not true? What else might complicate what you’ve said? Can we add nuance to this idea to make it more accurate? Qualifications involve words like: sometimes, may effect, often, in some cases, etc. These terms are not weak or to be avoided, they actually add accuracy and nuance.

A Link to a  PDF Handout of this Writing Guide 

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Sat / act prep online guides and tips, 5 steps to write a great analytical essay.

General Education

Do you need to write an analytical essay for school? What sets this kind of essay apart from other types, and what must you include when you write your own analytical essay? In this guide, we break down the process of writing an analytical essay by explaining the key factors your essay needs to have, providing you with an outline to help you structure your essay, and analyzing a complete analytical essay example so you can see what a finished essay looks like.

What Is an Analytical Essay?

Before you begin writing an analytical essay, you must know what this type of essay is and what it includes. Analytical essays analyze something, often (but not always) a piece of writing or a film.

An analytical essay is more than just a synopsis of the issue though; in this type of essay you need to go beyond surface-level analysis and look at what the key arguments/points of this issue are and why. If you’re writing an analytical essay about a piece of writing, you’ll look into how the text was written and why the author chose to write it that way. Instead of summarizing, an analytical essay typically takes a narrower focus and looks at areas such as major themes in the work, how the author constructed and supported their argument, how the essay used literary devices to enhance its messages, etc.

While you certainly want people to agree with what you’ve written, unlike with persuasive and argumentative essays, your main purpose when writing an analytical essay isn’t to try to convert readers to your side of the issue. Therefore, you won’t be using strong persuasive language like you would in those essay types. Rather, your goal is to have enough analysis and examples that the strength of your argument is clear to readers.

Besides typical essay components like an introduction and conclusion, a good analytical essay will include:

• A thesis that states your main argument
• Analysis that relates back to your thesis and supports it
• Examples to support your analysis and allow a more in-depth look at the issue

In the rest of this article, we’ll explain how to include each of these in your analytical essay.

How to Structure Your Analytical Essay

Analytical essays are structured similarly to many other essays you’ve written, with an introduction (including a thesis), several body paragraphs, and a conclusion. Below is an outline you can follow when structuring your essay, and in the next section we go into more detail on how to write an analytical essay.

Introduction

Your introduction will begin with some sort of attention-grabbing sentence to get your audience interested, then you’ll give a few sentences setting up the topic so that readers have some context, and you’ll end with your thesis statement. Your introduction will include:

• Brief background information explaining the issue/text
• Your thesis

Body Paragraphs

Your analytical essay will typically have three or four body paragraphs, each covering a different point of analysis. Begin each body paragraph with a sentence that sets up the main point you’ll be discussing. Then you’ll give some analysis on that point, backing it up with evidence to support your claim. Continue analyzing and giving evidence for your analysis until you’re out of strong points for the topic. At the end of each body paragraph, you may choose to have a transition sentence that sets up what the next paragraph will be about, but this isn’t required. Body paragraphs will include:

• Introductory sentence explaining what you’ll cover in the paragraph (sort of like a mini-thesis)
• Analysis point
• Evidence (either passages from the text or data/facts) that supports the analysis
• (Repeat analysis and evidence until you run out of examples)

You won’t be making any new points in your conclusion; at this point you’re just reiterating key points you’ve already made and wrapping things up. Begin by rephrasing your thesis and summarizing the main points you made in the essay. Someone who reads just your conclusion should be able to come away with a basic idea of what your essay was about and how it was structured. After this, you may choose to make some final concluding thoughts, potentially by connecting your essay topic to larger issues to show why it’s important. A conclusion will include:

• Paraphrase of thesis
• Summary of key points of analysis
• Final concluding thought(s)

5 Steps for Writing an Analytical Essay

Follow these five tips to break down writing an analytical essay into manageable steps. By the end, you’ll have a fully-crafted analytical essay with both in-depth analysis and enough evidence to support your argument. All of these steps use the completed analytical essay in the next section as an example.

#1: Pick a Topic

You may have already had a topic assigned to you, and if that’s the case, you can skip this step. However, if you haven’t, or if the topic you’ve been assigned is broad enough that you still need to narrow it down, then you’ll need to decide on a topic for yourself. Choosing the right topic can mean the difference between an analytical essay that’s easy to research (and gets you a good grade) and one that takes hours just to find a few decent points to analyze

Before you decide on an analytical essay topic, do a bit of research to make sure you have enough examples to support your analysis. If you choose a topic that’s too narrow, you’ll struggle to find enough to write about.

For example, say your teacher assigns you to write an analytical essay about the theme in John Steinbeck’s The Grapes of Wrath of exposing injustices against migrants. For it to be an analytical essay, you can’t just recount the injustices characters in the book faced; that’s only a summary and doesn’t include analysis. You need to choose a topic that allows you to analyze the theme. One of the best ways to explore a theme is to analyze how the author made his/her argument. One example here is that Steinbeck used literary devices in the intercalary chapters (short chapters that didn’t relate to the plot or contain the main characters of the book) to show what life was like for migrants as a whole during the Dust Bowl.

You could write about how Steinbeck used literary devices throughout the whole book, but, in the essay below, I chose to just focus on the intercalary chapters since they gave me enough examples. Having a narrower focus will nearly always result in a tighter and more convincing essay (and can make compiling examples less overwhelming).

#2: Write a Thesis Statement

Your thesis statement is the most important sentence of your essay; a reader should be able to read just your thesis and understand what the entire essay is about and what you’ll be analyzing. When you begin writing, remember that each sentence in your analytical essay should relate back to your thesis

In the analytical essay example below, the thesis is the final sentence of the first paragraph (the traditional spot for it). The thesis is: “In The Grapes of Wrath’s intercalary chapters, John Steinbeck employs a variety of literary devices and stylistic choices to better expose the injustices committed against migrants in the 1930s.” So what will this essay analyze? How Steinbeck used literary devices in the intercalary chapters to show how rough migrants could have it. Crystal clear.

#3: Do Research to Find Your Main Points

This is where you determine the bulk of your analysis--the information that makes your essay an analytical essay. My preferred method is to list every idea that I can think of, then research each of those and use the three or four strongest ones for your essay. Weaker points may be those that don’t relate back to the thesis, that you don’t have much analysis to discuss, or that you can’t find good examples for. A good rule of thumb is to have one body paragraph per main point

This essay has four main points, each of which analyzes a different literary device Steinbeck uses to better illustrate how difficult life was for migrants during the Dust Bowl. The four literary devices and their impact on the book are:

• Lack of individual names in intercalary chapters to illustrate the scope of the problem
• Parallels to the Bible to induce sympathy for the migrants
• Non-showy, often grammatically-incorrect language so the migrants are more realistic and relatable to readers
• Nature-related metaphors to affect the mood of the writing and reflect the plight of the migrants

#4: Find Excerpts or Evidence to Support Your Analysis

Now that you have your main points, you need to back them up. If you’re writing a paper about a text or film, use passages/clips from it as your main source of evidence. If you’re writing about something else, your evidence can come from a variety of sources, such as surveys, experiments, quotes from knowledgeable sources etc. Any evidence that would work for a regular research paper works here.

In this example, I quoted multiple passages from The Grapes of Wrath  in each paragraph to support my argument. You should be able to back up every claim you make with evidence in order to have a strong essay.

#5: Put It All Together

Now it's time to begin writing your essay, if you haven’t already. Create an introductory paragraph that ends with the thesis, make a body paragraph for each of your main points, including both analysis and evidence to back up your claims, and wrap it all up with a conclusion that recaps your thesis and main points and potentially explains the big picture importance of the topic.

Analytical Essay Example + Analysis

So that you can see for yourself what a completed analytical essay looks like, here’s an essay I wrote back in my high school days. It’s followed by analysis of how I structured my essay, what its strengths are, and how it could be improved.

One way Steinbeck illustrates the connections all migrant people possessed and the struggles they faced is by refraining from using specific titles and names in his intercalary chapters. While The Grapes of Wrath focuses on the Joad family, the intercalary chapters show that all migrants share the same struggles and triumphs as the Joads. No individual names are used in these chapters; instead the people are referred to as part of a group. Steinbeck writes, “Frantic men pounded on the doors of the doctors; and the doctors were busy.  And sad men left word at country stores for the coroner to send a car,” (555). By using generic terms, Steinbeck shows how the migrants are all linked because they have gone through the same experiences. The grievances committed against one family were committed against thousands of other families; the abuse extends far beyond what the Joads experienced. The Grapes of Wrath frequently refers to the importance of coming together; how, when people connect with others their power and influence multiplies immensely. Throughout the novel, the goal of the migrants, the key to their triumph, has been to unite. While their plans are repeatedly frustrated by the government and police, Steinbeck’s intercalary chapters provide a way for the migrants to relate to one another because they have encountered the same experiences. Hundreds of thousands of migrants fled to the promised land of California, but Steinbeck was aware that numbers alone were impersonal and lacked the passion he desired to spread. Steinbeck created the intercalary chapters to show the massive numbers of people suffering, and he created the Joad family to evoke compassion from readers.  Because readers come to sympathize with the Joads, they become more sensitive to the struggles of migrants in general. However, John Steinbeck frequently made clear that the Joads were not an isolated incident; they were not unique. Their struggles and triumphs were part of something greater. Refraining from specific names in his intercalary chapters allows Steinbeck to show the vastness of the atrocities committed against migrants.

Steinbeck also creates significant parallels to the Bible in his intercalary chapters in order to enhance his writing and characters. By using simple sentences and stylized writing, Steinbeck evokes Biblical passages. The migrants despair, “No work till spring. No work,” (556).  Short, direct sentences help to better convey the desperateness of the migrants’ situation. Throughout his novel, John Steinbeck makes connections to the Bible through his characters and storyline. Jim Casy’s allusions to Christ and the cycle of drought and flooding are clear biblical references.  By choosing to relate The Grapes of Wrath to the Bible, Steinbeck’s characters become greater than themselves. Starving migrants become more than destitute vagrants; they are now the chosen people escaping to the promised land. When a forgotten man dies alone and unnoticed, it becomes a tragedy. Steinbeck writes, “If [the migrants] were shot at, they did not run, but splashed sullenly away; and if they were hit, they sank tiredly in the mud,” (556). Injustices committed against the migrants become greater because they are seen as children of God through Steinbeck’s choice of language. Referencing the Bible strengthens Steinbeck’s novel and purpose: to create understanding for the dispossessed.  It is easy for people to feel disdain for shabby vagabonds, but connecting them to such a fundamental aspect of Christianity induces sympathy from readers who might have otherwise disregarded the migrants as so many other people did.

The simple, uneducated dialogue Steinbeck employs also helps to create a more honest and meaningful representation of the migrants, and it makes the migrants more relatable to readers. Steinbeck chooses to accurately represent the language of the migrants in order to more clearly illustrate their lives and make them seem more like real paper than just characters in a book. The migrants lament, “They ain’t gonna be no kinda work for three months,” (555). There are multiple grammatical errors in that single sentence, but it vividly conveys the despair the migrants felt better than a technically perfect sentence would. The Grapes of Wrath is intended to show the severe difficulties facing the migrants so Steinbeck employs a clear, pragmatic style of writing.  Steinbeck shows the harsh, truthful realities of the migrants’ lives and he would be hypocritical if he chose to give the migrants a more refined voice and not portray them with all their shortcomings. The depiction of the migrants as imperfect through their language also makes them easier to relate to. Steinbeck’s primary audience was the middle class, the less affluent of society. Repeatedly in The Grapes of Wrath , the wealthy make it obvious that they scorn the plight of the migrants. The wealthy, not bad luck or natural disasters, were the prominent cause of the suffering of migrant families such as the Joads. Thus, Steinbeck turns to the less prosperous for support in his novel. When referring to the superior living conditions barnyard animals have, the migrants remark, “Them’s horses-we’re men,” (556).  The perfect simplicity of this quote expresses the absurdness of the migrants’ situation better than any flowery expression could.

In The Grapes of Wrath , John Steinbeck uses metaphors, particularly about nature, in order to illustrate the mood and the overall plight of migrants. Throughout most of the book, the land is described as dusty, barren, and dead. Towards the end, however; floods come and the landscape begins to change. At the end of chapter twenty-nine, Steinbeck describes a hill after the floods saying, “Tiny points of grass came through the earth, and in a few days the hills were pale green with the beginning year,” (556). This description offers a stark contrast from the earlier passages which were filled with despair and destruction. Steinbeck’s tone from the beginning of the chapter changes drastically. Early in the chapter, Steinbeck had used heavy imagery in order to convey the destruction caused by the rain, “The streams and the little rivers edged up to the bank sides and worked at willows and tree roots, bent the willows deep in the current, cut out the roots of cottonwoods and brought down the trees,” (553). However, at the end of the chapter the rain has caused new life to grow in California. The new grass becomes a metaphor representing hope. When the migrants are at a loss over how they will survive the winter, the grass offers reassurance. The story of the migrants in the intercalary chapters parallels that of the Joads. At the end of the novel, the family is breaking apart and has been forced to flee their home. However, both the book and final intercalary chapter end on a hopeful note after so much suffering has occurred. The grass metaphor strengthens Steinbeck’s message because it offers a tangible example of hope. Through his language Steinbeck’s themes become apparent at the end of the novel. Steinbeck affirms that persistence, even when problems appear insurmountable, leads to success. These metaphors help to strengthen Steinbeck’s themes in The Grapes of Wrath because they provide a more memorable way to recall important messages.

John Steinbeck’s language choices help to intensify his writing in his intercalary chapters and allow him to more clearly show how difficult life for migrants could be. Refraining from using specific names and terms allows Steinbeck to show that many thousands of migrants suffered through the same wrongs. Imitating the style of the Bible strengthens Steinbeck’s characters and connects them to the Bible, perhaps the most famous book in history. When Steinbeck writes in the imperfect dialogue of the migrants, he creates a more accurate portrayal and makes the migrants easier to relate to for a less affluent audience. Metaphors, particularly relating to nature, strengthen the themes in The Grapes of Wrath by enhancing the mood Steinbeck wants readers to feel at different points in the book. Overall, the intercalary chapters that Steinbeck includes improve his novel by making it more memorable and reinforcing the themes Steinbeck embraces throughout the novel. Exemplary stylistic devices further persuade readers of John Steinbeck’s personal beliefs. Steinbeck wrote The Grapes of Wrath to bring to light cruelties against migrants, and by using literary devices effectively, he continuously reminds readers of his purpose. Steinbeck’s impressive language choices in his intercalary chapters advance the entire novel and help to create a classic work of literature that people still are able to relate to today. 

This essay sticks pretty closely to the standard analytical essay outline. It starts with an introduction, where I chose to use a quote to start off the essay. (This became my favorite way to start essays in high school because, if I wasn’t sure what to say, I could outsource the work and find a quote that related to what I’d be writing about.) The quote in this essay doesn’t relate to the themes I’m discussing quite as much as it could, but it’s still a slightly different way to start an essay and can intrigue readers. I then give a bit of background on The Grapes of Wrath and its themes before ending the intro paragraph with my thesis: that Steinbeck used literary devices in intercalary chapters to show how rough migrants had it.

Each of my four body paragraphs is formatted in roughly the same way: an intro sentence that explains what I’ll be discussing, analysis of that main point, and at least two quotes from the book as evidence.

My conclusion restates my thesis, summarizes each of four points I discussed in my body paragraphs, and ends the essay by briefly discussing how Steinbeck’s writing helped introduce a world of readers to the injustices migrants experienced during the dust bowl.

What does this analytical essay example do well? For starters, it contains everything that a strong analytical essay should, and it makes that easy to find. The thesis clearly lays out what the essay will be about, the first sentence of each of the body paragraph introduces the topic it’ll cover, and the conclusion neatly recaps all the main points. Within each of the body paragraphs, there’s analysis along with multiple excerpts from the book in order to add legitimacy to my points.

Additionally, the essay does a good job of taking an in-depth look at the issue introduced in the thesis. Four ways Steinbeck used literary devices are discussed, and for each of the examples are given and analysis is provided so readers can understand why Steinbeck included those devices and how they helped shaped how readers viewed migrants and their plight.

Where could this essay be improved? I believe the weakest body paragraph is the third one, the one that discusses how Steinbeck used plain, grammatically incorrect language to both accurately depict the migrants and make them more relatable to readers. The paragraph tries to touch on both of those reasons and ends up being somewhat unfocused as a result. It would have been better for it to focus on just one of those reasons (likely how it made the migrants more relatable) in order to be clearer and more effective. It’s a good example of how adding more ideas to an essay often doesn’t make it better if they don’t work with the rest of what you’re writing. This essay also could explain the excerpts that are included more and how they relate to the points being made. Sometimes they’re just dropped in the essay with the expectation that the readers will make the connection between the example and the analysis. This is perhaps especially true in the second body paragraph, the one that discusses similarities to Biblical passages. Additional analysis of the quotes would have strengthened it.

Summary: How to Write an Analytical Essay

What is an analytical essay? A critical analytical essay analyzes a topic, often a text or film. The analysis paper uses evidence to support the argument, such as excerpts from the piece of writing. All analytical papers include a thesis, analysis of the topic, and evidence to support that analysis.

When developing an analytical essay outline and writing your essay, follow these five steps:

Reading analytical essay examples can also give you a better sense of how to structure your essay and what to include in it.

What's Next?

Learning about different writing styles in school? There are four main writing styles, and it's important to understand each of them. Learn about them in our guide to writing styles , complete with examples.

Writing a research paper for school but not sure what to write about? Our guide to research paper topics has over 100 topics in ten categories so you can be sure to find the perfect topic for you.

Literary devices can both be used to enhance your writing and communication. Check out this list of 31 literary devices to learn more !

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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• Evidence and Analysis

Why It Matters

An assignment prompt’s guidance on evidence and analysis sets parameters for the content and form of a writing assignment: What kinds of sources should you be working with? Where should you find those sources? How should you be working with them?

More on "Evidence and Analysis"

The evidence and analysis you're asked to use (or not use) for a writing assignment often reflect the genre and size of the assignment at hand. With any writing assignment prompt, it’s important to step back and make sure you’re clear about the scope of evidence and analysis you’ll be working with.  For example: 

In terms of evidence,

• what kinds of evidence should be used (peer-reviewed articles versus op-ed pieces),
• which evidence in particular and how much (3–5 readings from class versus independent research), and
• why (because op-ed pieces capture a kind of public discourse better than peer-reviewed articles, or because 3–5 readings from class is manageable for a 4-page essay and also reinforces the readings assigned for the course, etc.).

In terms of analysis,

• is the assignment asking you to make an argument? If so, what kind of argument? (e.g., a rhetorical analysis weighing the pros and cons of a think piece, or a policy memo making normative claims about recommended courses of action, or a test a theory essay assessing the applicability of a framework to real-world cases?)
• if not, what is it asking you to do with evidence? (e.g., summarize a source’s argument, or draft a research question based on an annotated bibliography or data set)
• why? (because it’s important to establish other thinkers’ positions accurately before taking your own position, or because asking questions before moving on to a thesis or conclusion will make the research process more compelling).

What It Looks Like

• Science & Technology in Society
• Ethics & Civics
• Histories, Societies, Individuals
• Aesthetics & Culture

STEP 1: PROPOSAL WITH ANNOTATED BIBLIOGRAPHY

Length: 250–500 words, not including annotated bibliography. The annotated bibliography must have at least 5 different references from outside the course and 5 different references from the syllabus.

Source requirements:

• Minimum 5 different references from outside the course (at least 3 must be peer-reviewed scholarly sources)   [1]
• Minimum 5 different references from Gen Ed 1093 reading assignments listed on the syllabus; lectures do not count toward the reference requirement, and Reimagining Global Health will only count as one reference   [2]
• Citation format either AAA or APA   [3] , consistent throughout the paper
• Careful attention to academic integrity and appropriate citation practices
• The annotated bibliography does not count toward your word count, but in-text citations do.   [4]

__________ [1]  Explicit guidance about what kinds of sources and how many sources to include [2]  Clarification about what does / doesn't count toward the required number of sources [3]  Clear guidance about citation format  [4]  Clarification about what does / doesn't count toward the required word count  

Adapted from Gen Ed 1093 : Who Lives, Who Dies, Who Cares? Reimagining Global Health | Fall 2020

On p 13 of Why not Socialism?, G. A. Cohen states that the principle of “socialist equality of opportunity” is a principle of justice. What is the principle of “socialist equality of opportunity,” why does Cohen think it is a principle of justice, why does he think it is a desirable principle, and why does he think it is feasible? Which part of his argument do you think is most vulnerable to objections? Formulate some objections and explore how Cohen could respond. Do you think the objections succeed, or is Cohen’s view correct?

Proceed as follows:   [1]  State what socialist equality of opportunity is, by way of contrast with the two other kinds of equality of opportunity identified by Cohen. Explain why Cohen thinks, as a matter of justice, socialist equality of opportunity is preferable to the other two, and explain why an additional principle of community is needed to supplement that principle of justice. Then assess whether Cohen offers additional reasons (beyond the superiority of his principle over the alternatives) as to why equality and community are desirable, both for the camping trip and society at large. In a next step briefly summarize what he says about the feasibility of the principle. Devote about two thirds of your discussion to the tasks sketched so far, and then devote the remaining third to your exploration of the objections to parts of Cohen’s argument and an exploration of their success.

General Guidance

In section, your TF will discuss general guidelines to writing a philosophy paper.   [2] Please also consult the “Advice on Written Assignments” posted on Canvas before writing the paper. Recall that you will write three papers in this course. The assignments get progressively more demanding. In the first paper, the emphasis is on reconstructing arguments, allowing you to develop the skill of logical reconstruction rather than narrative summary of a text. …The second paper goes beyond reconstruction, putting more emphasis on the critically evaluating arguments. The third paper gives you an opportunity to develop a well-reasoned defense in support of your own view regarding one of the central issues of the class.   [3]  

__________ [1]   Students are given clear advice about how to use evidence differently at different points in their assignment. [2]  Students are assured that they will learn guidelines for working with evidence and analysis in a more disciplinary kind of writing (with which many of them will likely be unfamiliar). [3]  The move from “reconstruction” to “critically evaluating” to “well-reasoned defense” signals a scaffolded development of ways to work with evidence, along with reasons why students are being are being asked to work with evidence in a certain way for this first essay, viz., “ to develop the skill of logical reconstruction."

Adapted from Gen Ed 1121 : Economic Justice | Spring 2020 Professor Mathias Risse

Research Requirements

All projects, regardless of which modality you adopt, will need to include   [1]

• an annotated bibliography that includes at least 5 scholarly sources. These sources can include scholarly articles, books, or websites. For a website, please check with the TFs to confirm the viability of it as a source.   [2] There are legitimately scholarly websites, but many content-related sites are not scholarly.
• a 1-page artist statement.

See “How tos_Annotated Bibliography_your Artist Statement” for specific instructions for both the annotated bibliography and the artist statement.   [3]

__________ [1]  Explicit guidance about what kinds of sources and how many to include [2]  Advice on how to get help evaluating whether a source counts as viable evidence [3]  Additional resources (tied to guidelines and process) that help explain the roles of evidence and analysis in the assignment

Adapted from Gen Ed 1099 : Pyramid Schemes: What Can Ancient Egyptian Civilization Teach Us? Professor Peter der Manuelian

Introduce yourself to another student in the class by making a virtual mixtape for them. ⋮ Your tape should contain the following (in any order):   [1]

• The greeting on the Golden Record that best describes you (or record your own)
• One piece of music included on the Golden Record
• Your personal summer hit of 2020
• A “found sound” (recorded in your environment that seems characteristic or interesting)
• A piece of music that best describes you
• Your favorite piece/song by a musician outside the US/Canada

Use these guidelines as a starting point for your mixtape. Feel free to get creative. The mixtape should say something important about YOU. (There will be no written text accompanying your file. The sounds have to say it all.)   [2]

__________ [1]  Students are given a clear checklist of what to include in their assignment. [2]  In this assignment, the evidence makes its argument through curation, rather than additional written analysis. Making sure students understand that particular relationship of evidence to analysis ahead of time frames the assignment’s purpose and genre.

Adapted from Gen Ed 1006 : Music from Earth | Fall 2020 Professor Alex Rehding

• DIY Guides for Analytical Writing Assignments

• Types of Assignments
• Style and Conventions
• Specific Guidelines
• Advice on Process
• Receiving Feedback

Assignment Decoder

Unit 4: Fundamentals of Academic Essay Writing

29 Steps for Integrating Evidence

A step-by-step guide for including your “voice”.

To integrate evidence, you need to introduce it, paraphrase (or quote in special circumstances), and then connect the evidence to the topic sentence. Below are the steps for “ICE” or the “hamburger analogy.”

Step 1 Introducing evidence: the top bun or “I”

A sentence of introduction before the paraphrase helps the reader know what evidence will follow. You want to provide a preview for the reader of what outside support you will use.

• Example from the model essay: (“I”/top bun) Peer review can increase a student’s interest and confidence in writing. (“C”/meat) Rather than relying on the teacher, the student is actively involved in the writing process (Bijami et al., 2013, p. 94).
• Notice how the introduction of increasing interest and confidence provides a hint of the evidence that will follow; it links to the idea of becoming a more independent and engaged learner.

Step 2 Paraphrasing and citing evidence: the meat or “C”

Typically, in academic writing, you will not simply paraphrase a single sentence; instead, you will often summarize information from more than one sentence – you will read a section of text, such as a part of a paragraph, a whole paragraph, or even more than one paragraph, and you will extract and synthesize information from what you have read. This means you will summarize that information and cite it.

Paraphrase/summarize the evidence and then include a citation with the following information (A more detailed explanation of documentation, including citations, can be found in Unit 44: Documentation.

• The author’s last name (but if you do not know the author’s name, use the article title).
• The publication date.
• The page number.

Formats for introducing evidence (when you know the author)

• Gambino (2015) explains how social networks help foster personal connections (p. 1).
• According to Gambino (2015), social networks help foster personal connections (p. 1).
• Social networks help foster personal connections (Gambino, 2015, p. 1).

Formats for introducing evidence (when you the author is unknown)

• Several tips for college success are explained (“Preparing for College,” 2015, p. 2).
• Example from the model essay: Rather than relying on the teacher, the student is actively involved in the writing process (Bijami et al., 2013, p. 94).
• Here we can see a paraphrase, not a direct quotation, with proper citation format.

Step 3 Connecting evidence: the bottom bun or “E”

In this step, you must explain the significance of the evidence and how it relates to your topic sentence or to previously mentioned information in the paragraph or essay. This connecting explanation could be one or more sentences. This “bottom bun” is NOT a paraphrase; instead, it is your explanation of why you chose the evidence and how it supports your own ideas.

• Example from the model essay: (“I”/top bun) Peer review can increase a student’s interest and confidence in writing . (“C”/meat) Rather than relying on the teacher, the student is actively involved in the writing process (Bijami et al., 2013, p. 94) . (“E”/bottom bun) As students take more responsibility for their writing, from developing their topic to writing drafts, they become more confident and inspired .
• Notice how the “E” or “bottom bun” elaborates on the idea of becoming an independent learner.  

Step 3 Strategies : Questions to ask yourself when analyzing the function of evidence

What “move” is the “E” / bottom bun is making? (e.g. What’s the “function” of the “E” / bottom bun?”)

• Is it interpreting the evidence?
• Is it analyzing the evidence?
• Is it describing an outcome?
• Is it providing an example?
• Is it making a prediction?
• Is it evaluating the evidence?
• Is it challenging the evidence?
• Is it elaborating on evidence that came before in the paragraph/essay?
• Is it comparing the evidence with something else or another piece of evidence?
• Is it connecting the evidence to a previously stated idea in the paragraph/essay?

Choose a function: Evaluate, Compare, Analyze, Connect, Predict

Watch this video: Evidence & Citations

Watch this video on the importance of explaining your evidence and including citations.

From: Ariel Bassett

Language Stems for Integrating Evidence

The sentence stems below can help you develop your command of more complex academic language.

Stems to refer to outside knowledge and/or experts

• It is / has been believed that…
• Researchers have noted that…
• Experts point out that…
• Based on these figures… / These figures show… / The data (seems to) suggest(s)…

Stems for introducing example evidence

• X (year) illustrates this point with an example about… (p. #).
• One of example is…. (X, year, p. #).
• As an example of this/___, ….. (X, year, p. #)
• …. is an illustration / example of… (citation).
• For example, …or For instance, …

Stems to support arguments and claims

• According to X (year), …. (p. #).
• As proof of this, X (year) claims…. (p. #).
• X (year) provides evidence for/that… (p. #).
• X (year) demonstrates that… (p. #).

Stems to draw conclusions (helpful to use in the explanation / bottom bun)

• This suggests / demonstrates / indicates / shows / illustrates…

(In the above examples, you can combine the demonstrative pronoun “this” with a noun. Ex: “these results suggests…” or “this example illustrates…” or “these advantages show….”)

• This means…
• In this way,…
• It is possible that…
• Such evidence seems to suggest… / Such evidence suggests…

Stems to agree with a source (helpful to use in the explanation / bottom bun)

• As X correctly notes…
• As X rightly observes, …
• As X insightfully points out, …

Stems to disagree with a source (helpful to use in the explanation / bottom bun)

• Although X contends that…
• However, it remains unclear whether…
• Critics are quick to point out that…

Academic Writing I Copyright © by UW-Madison ESL Program is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

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How to Introduce Evidence: 41 Effective Phrases & Examples

Research requires us to scrutinize information and assess its credibility. Accordingly, when we think about various phenomena, we examine empirical data and craft detailed explanations justifying our interpretations. An essential component of constructing our research narratives is thus providing supporting evidence and examples.

The type of proof we provide can either bolster our claims or leave readers confused or skeptical of our analysis. Therefore, it’s crucial that we use appropriate, logical phrases that guide readers clearly from one idea to the next. In this article, we explain how evidence and examples should be introduced according to different contexts in academic writing and catalog effective language you can use to support your arguments, examples included.

When to Introduce Evidence and Examples in a Paper

Evidence and examples create the foundation upon which your claims can stand firm. Without proof, your arguments lack credibility and teeth. However, laundry listing evidence is as bad as failing to provide any materials or information that can substantiate your conclusions. Therefore, when you introduce examples, make sure to judiciously provide evidence when needed and use phrases that will appropriately and clearly explain how the proof supports your argument.

There are different types of claims and different types of evidence in writing. You should introduce and link your arguments to evidence when you

• state information that is not “common knowledge”;
• draw conclusions, make inferences, or suggest implications based on specific data;
• need to clarify a prior statement, and it would be more effectively done with an illustration;
• need to identify representative examples of a category;
• desire to distinguish concepts; and
• emphasize a point by highlighting a specific situation.

Introductory Phrases to Use and Their Contexts

To assist you with effectively supporting your statements, we have organized the introductory phrases below according to their function. This list is not exhaustive but will provide you with ideas of the types of phrases you can use.

Although any research author can make use of these helpful phrases and bolster their academic writing by entering them into their work, before submitting to a journal, it is a good idea to let a professional English editing service take a look to ensure that all terms and phrases make sense in the given research context. Wordvice offers paper editing , thesis editing , and dissertation editing services that help elevate your academic language and make your writing more compelling to journal authors and researchers alike.

For more examples of strong verbs for research writing , effective transition words for academic papers , or commonly confused words , head over to the Wordvice Academic Resources website.

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• Writing Tips

 How to Write a Perfect Analytical Paragraph

8-minute read

• 30th January 2023

If you are looking up how to write an analytical paragraph, you are most likely writing an argumentative or analytical essay. Analytical essays are similar to other essays, such as descriptive essays, in that you have a central idea, organize supporting ideas into body paragraphs, and make conclusions.

However, analytical essays differ from other essays because the writer must go further. They require the writer to interpret and analyze a given text or information using evidence to support their central idea or thesis statement. This analysis takes place in analytical paragraphs, or body paragraphs, if you are writing an analytical essay .

In this article, you’ll learn the components of a perfect analytical paragraph: the topic sentence, evidence, analysis, and conclusion. Keep reading to learn more.

What Is an Analytical Paragraph?

An analytical paragraph is a paragraph that breaks down a piece of literature, an idea, or a concept into smaller parts and analyzes each part to understand the whole. Being able to write an effective and successful analytical paragraph reflects a writer’s critical thinking and organizational writing skills. All in all, like any other type of writing, writing an analytical paragraph requires skill and practice.

Write the Topic Sentence

A topic sentence is usually the first, or sometimes second, sentence at the beginning of anybody paragraph. Your topic sentence should contain one main idea related to the thesis statement . If it is not related to your thesis statement, then you are likely off topic.

Pro Tip: If your topic sentence is the second sentence of your paragraph, then your first sentence should be a transitional sentence .

Let’s look at a thesis statement and some topic sentences to get a better idea.

Topic: Examine and analyze the marriages in George Eliot’s Middlemarch .

Thesis Statement: Eliot uses three different marriages to give depth to everyday people and show the reader the struggles of marriage within the nineteenth century’s societal standards of submissive roles, class range, and financial status.

Topic Sentence 1: Lydgate and Rosamond had a terrible marriage in Middlemarch , like all other marriages during this time.

This topic sentence is not effective because it is not specific enough and does not directly relate to the thesis statement. It does not mention how their “terrible” marriage is related to submissive roles, class range, or financial status. Additionally, the overly generalized language of “all” marriages being terrible marriages during this time is a weak argument.

Topic Sentence 2: Financial matters play a huge role in the Lydgate and Rosamond marriage, as Lydgate has no money and Rosamond is a big spender.

This topic sentence is effective because it directly supports the thesis statement. It is focused on the financial status of this marriage.

Provide Evidence

The type of evidence you use to support your topic sentence will largely depend on the topic of your analytical essay. For example, if you are writing an essay related to a work of literature, you will need to provide direct quotes, paraphrasing, specific details, or a summary from the work to support your main idea. If your topic is related to analyzing data, then you may use figures, statistics, or charts and graph evidence to support your topic sentence.

Regardless of what type of evidence you provide, it must be appropriate and directly relate to and support your topic sentence.

For example, if we take the above thesis and topic sentence, we might select direct quotes, paraphrases, or summaries from the novel Middlemarch that depict the marriage’s financial stress.

Pro Tip: When using direct quotes, make sure you always provide an in-text citation and use correct punctuation to ensure your essay is neat and clean.

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Once you have provided evidence, you should analyze it to illustrate its significance and how it relates to the topic sentence. In your analysis, you can discuss how an author uses certain literary devices to emphasize character traits, themes, patterns, and connections in a literary work.

Be sure that your analysis always connects to the topic sentence/main idea of the paragraph. Avoid introducing new ideas in this section. Save those for later paragraphs or consider creating a new one to explore and analyze the new point.

Conclude Your Paragraph

When closing an analytical paragraph, you can consider doing two things:

●  Briefly emphasize the main point your reader should take away after having read the paragraph.

●  Begin a transition if the analysis continues into the next paragraph. (This strategy may be more suitable for longer, more in-depth analytical essays).

Using the above example topic sentence, we might conclude the paragraph as follows:

Notice how this concluding statement not only emphasizes the main points from the paragraph but also ties back into the thesis statement.

Writing Tips For Analytical Paragraphs

Leave out first person language.

Avoid using language such as “in my opinion,” “from my perspective,” or “I think.” While the analysis is your interpretation of a text or information, you should rely on and focus on using evidence to support your ideas. Overall, you should aim to maintain an objective tone .

Instead of saying “I think Rosamond is manipulative,” you should use evidence from the text to show that she was manipulative. For example, “Rosamond shows a pattern of manipulation throughout Middlemarch , specifically toward her husband. For instance, she says, ‘…’”

Do Writing Exercises

When writing, especially in the early drafts of an essay, it is typical to find the main idea of a paragraph at the end. This is a natural course for our thinking process. However, the main idea should be presented as your topic sentence at the beginning of this paragraph. Additionally, most students leave this main idea at the end because they do not identify it as the main idea.

To overcome this dilemma, try a looping prewriting exercise . In this exercise, you write continuously for a designated time (maybe 10 minutes, your choice). At the end of that time, read over what you’ve written and circle the main idea of the text (this is usually at the end). In the next cycle, you start with this main idea at the beginning and further examine and analyze it.

This is a wonderful exercise to help you pick out main ideas and delve deeper into your analysis.

Get Feedback

If you are a student, there are several options to get feedback for free. Ask a friend to read your essay. Go to your writing center to get feedback and help with your writing. Go to your professor’s office hours with your writing or questions to get detailed advice. More often than not, they are happy to see you take advantage of their expertise.

As a working professional, writer, or author, you can look to fellow authors or bookish friends to read your work. You can find free beta readers online from sites such as Goodreads to get feedback from your target audience. You can also find writing groups on social media platforms.

Proofread Your Work

It can be easy to finish writing an essay and think “Finally, I’m done!” Unfortunately, that is only half the process. Be sure to always read and reread your writing before hitting submit. Check for stray commas, spelling errors, or awkward sentences to make your main ideas and hard work shine. Learn about 6 Quick and Easy Tips for Proofreading you can do at home.

Writing an analytical paragraph doesn’t have to be stressful. Be sure to include a topic sentence at the beginning of your paragraph that connects to the thesis statement. Provide a variety of evidence to support your main idea, analyze the text by highlighting literary devices used, themes, and patterns, and end with a brief concluding statement.

If you need more help with writing analysis, descriptive essays, or any other type of essay, then Proofed is here to help. Try our free trial today!

What Is a Topic Sentence?

A topic sentence goes at the beginning of a body paragraph and clearly states the main idea of the paragraph.

How Do I Organize an Analytical Paragraph?

An analytical paragraph has four components: topic sentence, evidence, analysis, and conclusion. The topic sentence is the most important part of any body paragraph because it establishes the main idea of the paragraph and relates to the thesis statement.

What Makes a Good Analytical Paragraph?

A good analytical paragraph has a clear topic sentence, strong evidence, and a thorough analysis that reflects the writer’s critical thinking and writing skills. It should conclude by emphasizing the main idea of the paragraph and how it supports the essay overall.

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• Editors Pick

How to Use Evidence and Analysis in Academic Essays

In academic essays, using evidence and analysis isn’t just helpful; it’s essential. Think of your essay as a building, where evidence and analysis are the bricks and mortar. They strengthen your arguments, making them more convincing.

Evidence gives solid ground to your claims, while analysis helps you delve deeper, showing your understanding of the topic. Together, they add credibility and persuasiveness, making your essay stand out.

So, as you write, remember the power of well-chosen evidence and thoughtful analysis. They’re your tools to build a compelling, credible argument that captures and keeps your reader’s attention.

The Role of Evidence in Essays

In an academic context, evidence includes data, facts, and authoritative opinions that support your essay’s arguments. It’s like the foundation of a building, providing solid ground for your ideas. Examples include statistics from reputable sources, quotes from experts, and results from scientific studies.

Evidence plays a crucial role in supporting your arguments, lending them weight and credibility. It’s what turns your personal opinions into well-substantiated claims. For instance, using a service like ‘ write my report services in USA ‘ can offer a great example of how to research and utilize evidence effectively.

Incorporating strong evidence is key to persuading your reader and enhancing the overall impact of your essay. It’s not just about what you say, but also about backing it up with concrete proof.

Types of Evidence

Various types of evidence can be used to bolster your essay, each suited to different topics. Empirical evidence, derived from observations or experiments, is ideal for scientific or social research essays. It offers tangible proof of your claims.

Anecdotal evidence, based on personal experiences or stories, can be effective in more narrative essays. It adds a human touch but should be used cautiously as it may not always be reliable.

Statistical evidence is powerful in argumentative essays, providing quantifiable data to support your points. It lends objectivity, especially in topics requiring numerical analysis.

Choosing the right type of evidence depends on your essay’s topic and the argument you’re making. Matching the evidence type to your essay ensures that your arguments are compelling and credible.

Sourcing Credible Evidence

Finding credible sources of evidence is crucial for strengthening your essay. Start with academic journals, reputable news outlets, and books published by experts in the field. These sources provide reliable and well-researched information.

Online databases and libraries are also valuable resources. Look for publications with recent dates to ensure your evidence is current and relevant. The credibility of your essay hinges on the reliability of your sources, so always verify the authority and expertise of the authors.

Using current and reliable evidence not only bolsters your arguments but also demonstrates your commitment to quality and accuracy in your academic work. Remember, the strength of your essay depends significantly on the solidity of your sources.

Integrating Evidence into Your Essay

Effectively incorporating evidence into your essay involves more than just inserting quotes or data. It’s about weaving this evidence seamlessly into your argument. When quoting, use exact words from a source to support specific points, and always provide proper citations. Quoting is powerful, but use it sparingly to avoid over-reliance on others’ words.

Paraphrasing is another technique, where you restate information in your own words. It shows your understanding and keeps the essay in your voice. Summarizing is useful for condensing large pieces of evidence into concise statements, capturing the essence without unnecessary detail.

Remember, each piece of evidence should directly relate to and support your main argument. The goal is to blend your voice with the evidence to create a cohesive and persuasive essay.

Analyzing Evidence

Analyzing evidence in your essay involves more than just presenting facts or quotes; it’s about explaining how this evidence supports your thesis. Start by clearly stating the evidence, then interpret it, linking it directly to your argument. Ask yourself: How does this evidence prove my point? What does it reveal about my topic?

It’s crucial to connect every piece of evidence back to your thesis, the central claim of your essay. This connection demonstrates not just the relevance of the evidence but also its role in advancing your overall argument. By thoroughly analyzing and linking your evidence to your thesis, you strengthen the persuasiveness and coherence of your essay.

Avoiding Common Pitfalls

When using evidence and analysis in essays, common pitfalls include over-reliance on one type of evidence and ignoring counterarguments. Leaning too much on, say, statistical data, while neglecting anecdotal or empirical evidence, can weaken your argument by making it one-dimensional.

To avoid these pitfalls, diversify your sources. Combining different types of evidence creates a well-rounded argument. Also, don’t ignore counterarguments. Addressing them strengthens your essay by showing a comprehensive understanding of the topic.

Seeking examples from the best dissertation writing service can provide a model of how to balance various forms of evidence and counterarguments effectively. Remember, a robust essay acknowledges different perspectives and integrates multiple evidence types to support its thesis.

Using Analysis to Strengthen Your Argument

Thorough analysis is key to enhancing the persuasiveness of your essay. It involves not just presenting evidence, but also critically examining its significance and how it supports your argument. Start by asking probing questions about your evidence: Why is this information relevant? What implications does it have for your argument?

To deepen your analysis, explore the broader context of your evidence. Consider historical, social, or theoretical backgrounds that give your evidence more weight. Additionally, draw connections between different pieces of evidence to show a comprehensive understanding.

By going beyond surface-level examination, your analysis can provide insightful perspectives, making your argument more compelling and thought-provoking. This depth of analysis is what distinguishes a good essay from a great one.

In summary, skillful use of evidence and analysis is crucial in academic essays. Effective integration, diverse sourcing, and careful analysis of evidence strengthen your argument. Avoiding common pitfalls and deepening your analysis enhance your essay’s persuasiveness and credibility.

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How to Introduce Evidence in an Essay

Last Updated: May 5, 2024

This article was co-authored by Tristen Bonacci . Tristen Bonacci is a Licensed English Teacher with more than 20 years of experience. Tristen has taught in both the United States and overseas. She specializes in teaching in a secondary education environment and sharing wisdom with others, no matter the environment. Tristen holds a BA in English Literature from The University of Colorado and an MEd from The University of Phoenix. This article has been viewed 239,037 times.

When well integrated into your argument, evidence helps prove that you've done your research and thought critically about your topic. But what's the best way to introduce evidence so it feels seamless and has the highest impact? There are actually quite a few effective strategies you can use, and we've rounded up the best ones for you here. Try some of the tips below to introduce evidence in your essay and make a persuasive argument.

Things You Should Know

• "According to..."
• "The text says..."
• "Researchers have learned..."
• "For example..."
• "[Author's name] writes..."

Setting up the Evidence

• You can use 1-2 sentences to set up the evidence, if needed, but usually more concise you are, the better.

• For example, you may make an argument like, “Desire is a complicated, confusing emotion that causes pain to others.”
• Or you may make an assertion like, “The treatment of addiction must consider root cause issues like mental health and poor living conditions.”

• For example, you may write, “The novel explores the theme of adolescent love and desire.”
• Or you may write, “Many studies show that addiction is a mental health issue.”

Putting in the Evidence

• For example, you may use an introductory clause like, “According to Anne Carson…”, "In the following chart...," “The author states…," "The survey shows...." or “The study argues…”
• Place a comma after the introductory clause if you are using a quote. For example, “According to Anne Carson, ‘Desire is no light thing" or "The study notes, 'levels of addiction rise as levels of poverty and homelessness also rise.'"
• A list of introductory clauses can be found here: https://student.unsw.edu.au/introducing-quotations-and-paraphrases .

• For example, you may write, “In the novel, Carson is never shy about how her characters express desire for each other: ‘When they made love/ Geryon liked to touch in slow succession each of the bones of Herakles' back…’”
• Or you may write, "The study charts the rise in addiction levels, concluding: 'There is a higher level of addiction in specific areas of the United States.'"

• For example, you may write, “Carson views events as inevitable, as man moving through time like “a harpoon,” much like the fates of her characters.”
• Or you may write, "The chart indicates the rising levels of addiction in young people, an "epidemic" that shows no sign of slowing down."

• For example, you may write in the first mention, “In Anne Carson’s The Autobiography of Red , the color red signifies desire, love, and monstrosity.” Or you may write, "In the study Addiction Rates conducted by the Harvard Review...".
• After the first mention, you can write, “Carson states…” or “The study explores…”.
• If you are citing the author’s name in-text as part of your citation style, you do not need to note their name in the text. You can just use the quote and then place the citation at the end.

• If you are paraphrasing a source, you may still use quotation marks around any text you are lifting directly from the source.

• For example, you may write, “In the novel, the characters express desire for each other: ‘When they made love/ Geryon liked to touch in slow succession each of the bones of Herakles' back (Carson, 48).”
• Or you may write, "Based on the data in the graph below, the study shows the 'intersection between opioid addiction and income' (Branson, 10)."
• If you are using footnotes or endnotes, make sure you use the appropriate citation for each piece of evidence you place in your essay.

• You may also mention the title of the work or source you are paraphrasing or summarizing and the author's name in the paraphrase or summary.
• For example, you may write a paraphrase like, "As noted in various studies, the correlation between addiction and mental illness is often ignored by medical health professionals (Deder, 10)."
• Or you may write a summary like, " The Autobiography of Red is an exploration of desire and love between strange beings, what critics have called a hybrid work that combines ancient meter with modern language (Zambreno, 15)."

• The only time you should place 2 pieces of evidence together is when you want to directly compare 2 short quotes (each less than 1 line long).
• Your analysis should then include a complete compare and contrast of the 2 quotes to show you have thought critically about them both.

Analyzing the Evidence

• For example, you may write, “In the novel, Carson is never shy about how her characters express desire for each other: ‘When they made love/ Geryon liked to touch in slow succession each of the bones of Herakles' back (Carson, 48). The connection between Geryon and Herakles is intimate and gentle, a love that connects the two characters in a physical and emotional way.”
• Or you may write, "In the study Addiction Rates conducted by the Harvard Review, the data shows a 50% rise in addiction levels in specific areas across the United States. The study illustrates a clear connection between addiction levels and communities where income falls below the poverty line and there is a housing shortage or crisis."

• For example, you may write, “Carson’s treatment of the relationship between Geryon and Herakles can be linked back to her approach to desire as a whole in the novel, which acts as both a catalyst and an impediment for her characters.”
• Or you may write, "The survey conducted by Dr. Paula Bronson, accompanied by a detailed academic dissertation, supports the argument that addiction is not a stand alone issue that can be addressed in isolation."

• For example, you may write, “The value of love between two people is not romanticized, but it is still considered essential, similar to the feeling of belonging, another key theme in the novel.”
• Or you may write, "There is clearly a need to reassess the current thinking around addiction and mental illness so the health and sciences community can better study these pressing issues."

Expert Q&A

You Might Also Like

• ↑ Tristen Bonacci. Licensed English Teacher. Expert Interview. 21 December 2021.
• ↑ https://writing.wisc.edu/handbook/assignments/quoliterature/
• ↑ https://writingcenter.unc.edu/tips-and-tools/evidence/
• ↑ https://wts.indiana.edu/writing-guides/using-evidence.html

About This Article

Before you introduce evidence into your essay, begin the paragraph with a topic sentence. This sentence should give the reader an overview of the point you’ll be arguing or making with the evidence. When you get to citing the evidence, begin the sentence with a clause like, “The study finds” or “According to Anne Carson.” You can also include a short quotation in the middle of a sentence without introducing it with a clause. Remember to introduce the author’s first and last name when you use the evidence for the first time. Afterwards, you can just mention their last name. Once you’ve presented the evidence, take time to explain in your own words how it backs up the point you’re making. For tips on how to reference your evidence correctly, keep reading! Did this summary help you? Yes No

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Best Ways To Increase Word Count in an Essay

• Smodin Editorial Team
• Published: May 23, 2024

Are you writing a homework essay and struggling to meet the minimum word count requirements? Or maybe you’re finding it challenging to add substance without sacrificing quality.

In this guide, we’ll cover simple strategies to increase word count in an essay while also improving the quality of your writing. These methods include using AI tools like Smodin, refining your paraphrasing, and mastering sentences.

1. Use AI Writing Tools

Using AI writing tools can help make your essay longer. These tools can provide assistants in various ways:

• AI tools like Smodin can analyze your text. They suggest alternatives, letting you expand on ideas without harming your writing.
• AI tools can help you find chances to break up or combine sentences. This will increase the required word count while keeping things clear and flowing.
• These tools can recommend synonyms. They replace generic terms, adding depth to your essay.
• AI writing assistants, like Smodin Writer , can give tailored suggestions based on your essay’s topic and tone. They ensure your desired word count increases and fits your writing goals.

Adding AI writing tools to your essay-crafting process can be a powerful way to boost your word count easily. They can also improve the quality of your work.

2. Write Short Stories

Adding stories to your essay is a compelling way to add words and engage your readers, especially when it comes to creative writing. Here’s how you can effectively utilize storytelling:

• Add anecdotes : They give context and detail to your points while adding extra words.
• Develop vivid characters and scenarios : Use them to illustrate your ideas and add depth to your writing.
• Use vivid language to paint a picture for your readers : It will immerse readers in the story while increasing your word count.
• Use emotional appeal : Connect with your reader through stories. The stories should evoke feelings and resonate with their experiences.

Weaving stories into your essay boosts word count. It also makes your content more engaging and memorable. Consider using AI tools like Smodin. They can refine your storytelling and improve your narrative flow.

3. Expand Paragraphs

Expanding paragraphs is a strategic approach. It will increase the word count and improve the depth and coherence of your essay. Here are key tactics to effectively expand your paragraphs:

• Add detail and explanation to your main points : This will make your writing more substantial and longer.
• Eliminate filler words : As you expand, watch for words that do not add meaning which will negatively affect your essay length.
• Strengthen body paragraphs : Develop your body paragraphs by connecting ideas logically and cohesively.
• Use transitional phrases : These help you move between ideas and paragraphs. They keep your essay flowing and positively increase the word count.

By expanding your paragraphs carefully, you can boost your word count. This will enrich your writing’s quality and structure. AI tools, like Smodin, can help here, too. They will streamline and improve how you expand paragraphs.

4. Add Examples

Adding examples to your essay is a powerful way to support your arguments. It also makes your writing more engaging. Here are some strategies for effectively incorporating examples into your writing:

• Use relevant examples : They must relate to the topic and support your arguments. Avoid using examples that are unrelated or confusing.
• Use many examples : They can emphasize different parts of your argument and make your writing more complete.
• Use examples from different sources : They give a full view of the topic. They show your skill at analyzing and evaluating diverse views.
• Use examples to contrast and compare : Using examples to contrast and compare ideas can highlight their strengths and weaknesses. It can provide a more nuanced understanding of the topic.
• Use examples to clarify complex concepts : They can make concepts easier to understand.

Adding examples to your essay provides evidence to back your arguments. It also makes your writing more engaging and persuasive.

5. Clarify Sentences

When aiming to increase your essay’s word count, clear sentences are crucial. They add substance and depth to your writing. Here are key strategies to enhance clarity and expand your content effectively:

• Provide more detail : Elaborate on key points by adding more detail and examples to enrich your explanations.
• Use descriptive language : It illustrates concepts and engages readers deeply.
• Clarify your statements : Make them clear and short. Avoid ambiguity and complexity.
• Emphasize the key points : Do this to reinforce your arguments and provide a full understanding.
• Add more depth : Dive deeper into topics by exploring various angles and perspectives to enrich your analysis and clarify statements.
• Avoid unnecessary information : Trim away details that do not matter or add to the main ideas. This keeps your writing clear.

These strategies will help you clarify your sentences and add depth to your content. They will also increase the word count while keeping your essay relevant and coherent.

6. Use Quotations

Using quotes in your essay can boost word count and add credibility and depth to your arguments. Here are some effective ways to use quotations in your writing:

• Use quotes from quality sources : They will give solid evidence for your claims.
• Adding authority : Quotes from experts or well-known figures can add a sense of authority to your writing and boost the validity of your arguments.
• Emphasizing key points: Similar to using examples, quotations can be used to highlight key ideas or perspectives that align with your argument.
• Provide different viewpoints : Integrate quotes with diverse viewpoints. They enrich the discussion and show a complete understanding of the topic.
• Use quotes strategically : They will strengthen your argument and persuade your readers.
• Cite relevant quotes : Remember to cite quotes correctly as per your school or university’s guidelines.

By skillfully using quotes, you can improve your writing, increase your word count, and enrich your essay with valuable insights and perspectives.

7. Expand the Introduction and Conclusion

The intro and conclusion of your essay are crucial. By expanding these sections, you can boost your word count and strengthen the coherence and impact of your writing.

Expanding the introduction:

• Provide more detail : Start your essay with a more detailed and engaging hook to capture your reader’s attention.
• Introduce the topic thoroughly : Spend more time setting the context and giving background on it.
• Connect ideas : Make clear connections between your introduction and the body of your essay. This ensures a smooth transition.
• Show off your writing : The introduction sets the tone for the whole essay. Aim to showcase your writing skills from the very first sentence well.
• Write the introduction last : While this may seem like a backward approach, it’s the best way to ensure you include all the necessary details in your intro.

Expanding the conclusion:

• Revisit key points : Summarize the main arguments and ideas from your essay. Give a full recap for your readers.
• Offer more insights : Explore the broader meaning of your topic. Or suggest new research and discussion topics.
• Tie your conclusion to the introduction : This will create a cohesive essay.
• Write with intention : Invest time crafting a thoughtful conclusion. Make it impactful to leave a lasting impression on your professor or teacher.

By adding to your introduction and conclusion, you can increase your essay’s word count. You will also improve the structure, coherence, and impact of your writing.

8. Add Transition Phrases

As mentioned, adding transition phrases to your school or college essay is a strategic way to increase your word count. It also improves the flow and coherence of your writing. These phrases act as bridges between ideas. They help your readers navigate your essay smoothly.

Here are some effective ways to utilize transition phrases to boost your word count:

• Use transition words and phrases to connect your ideas. Do this for both paragraphs and sections. It will make your essay cohesive and well-structured.
• Use a variety of transitions. Try a range of phrases, such as “in addition,” “furthermore,” “on the other hand,” and “in conclusion.” They will add depth and complexity to your writing.
• Ensure the phrases you use are right for the context. They should guide your readers through your arguments well.

By adding transition phrases to your essay, you can increase your word count. This will also improve the clarity, flow, and coherence of your writing.

Let Smodin Boost Your Word Count

Learning to increase word count in essays is not just about quantity. It’s also about improving the quality and impact of your writing.

These techniques will change your own writing process and help you write essays and research papers that resonate with your professors and teachers, no matter how many words you need.

Platforms like Smodin use AI to offer a simple solution to essay writing. They help you increase your word count easily. Here’s how Smodin can help you:

• Smodin uses AI to analyze your text and suggests ways to add words in addition to removing unnecessary words.
• Smodin can help with paraphrasing. It can also add depth and length to sentences.
• Use Smodin to improve your writing. It gives suggestions on grammar and style.
• Tailored recommendations to suit your specific writing needs and goals.

Explore Smodin’s services today to improve your writing.

The Trump trial could end this week. Catch up on key evidence and testimony from 6 weeks

Donald Trump's hush money trial is entering its seventh and potentially final week .

Jurors have heard from more than 20 witnesses as prosecutors tried to build the case that the former president falsified business records to conceal reimbursements to his former lawyer Michael Cohen , who paid porn star Stormy Daniels $130,000 in 2016 to keep her unflattering claims about the presidential candidate under wraps.

Testimony has swung from seedy details about the alleged sexual encounter to accounting processes within the Trump organization.

The defense team and the prosecution will recap their cases during closing arguments for the jury on Tuesday, and the case will be in the hands of 12 Manhattanites shortly after.

Here is a look back at the trial as we enter the home stretch:

Prep for the polls: See who is running for president and compare where they stand on key issues in our Voter Guide

Trump trial: Latest updates from closing arguments in historic criminal hush money case

Prosecutors argue Trump falsified business records to cover up campaign finance violation

At the heart of the case is former Trump lawyer Cohen 's $130,000 payment to Daniels ahead of the 2016 election. Cohen pleaded guilty to violating campaign finance laws in 2018 in relation to the payment. Trump denies Daniels' claim they had sex in 2006 while he was married to Melania Trump.

Prosecutors have tried to show Trump falsified business records to conceal that crime, which would constitute a felony.

Much of the testimony set the scene for how Trump's campaign dealt with negative stories. Trump allies became concerned about his standing with women after the infamous "Access Hollywood" tape recording him talking about grabbing women's genitals came out in 2016, and several people testified on the levers they could pull to address those concerns.

Who is David Pecker? Former head of National Enquirer expected as first witness in Donald Trump's trial

Evidence: Michael Cohen's secret recording of Trump

This recording was teased in  opening arguments  and introduced through a  witness , computer forensic analyst Douglas Daus. "So, what do we got to pay for this? One-fifty?" Trump says in the conversation, allegedly referring to the hush money deal for former Playboy model  Karen McDougal .

McDougal's hush money payment was issued by American Media Inc., the parent company of the tabloid National Enquirer, and ultimately never repaid by Trump despite Cohen's promises.

Cohen also testified Trump knew about the hush money payment and praised Cohen once it was closed. "Fantastic. Great job," Trump said, according to Cohen's testimony.

David Pecker used National Enquirer to be 'eyes and ears' of Trump campaign in 2016

David Pecker is the former CEO of the tabloid National Enquirer's parent company. He had been friendly with Trump since the 1980s and met with Cohen and Trump in August of 2015.

Pecker testified that he promised to be "eyes and ears" because he knew  the Trump Organization  had a "very small staff." Pecker said he promised that if he heard anything negative about Trump or anything about women selling stories, he would notify Cohen, as he did over the last several years. Cohen would then have the stories killed, Pecker testified.

In addition to McDougal's life rights, the tabloid paid  $30,000 to silence a doorman  at Trump Tower, Dino Sajudin, who was shopping a story that Trump fathered an extramarital child.

Hope Hicks, Keith Davidson, Michael Cohen testify on Access Hollywood tape watershed moment

The "Access Hollywood" tape, in which Trump boasted about grabbing women without consent, was released by the Washington Post on Oct. 7, 2016. While jurors did not see the video, the transcript was entered into evidence.

Several witnesses, including former Trump aide Hope Hicks , a lawyer who represented Daniels and McDougal in their hush money deals, and Cohen discussed how damaging it was to Trump's campaign.

"It wasn't until 'Access Hollywood' that the interest sort of reached a crescendo," lawyer Keith Davidson testified about Daniels' story.

Hicks said the video eventually raised concern in the Trump campaign about his standing with women voters.  "Not in that moment, but certainly eventually that was something that was raised," Hicks said on the stand.

"(Trump) wanted me to reach out to all of my contacts in the media. We needed to put a spin on this. And the spin that he wanted put on it was that this is locker room talk," Cohen testified about the tape , "and use that in order to get control over the story and to minimize its impact on him and his campaign."

'What have we done?' Stormy Daniels' attorney thought hush money aided Trump in 2016 election

Trump lawyers asked for mistrial after Stormy Daniels 'dog whistle for rape' testimony

Daniels' testimony included intimate details about the alleged sexual encounter with Trump in 2006 at a golf tournament in Lake Tahoe. She said the evening left her shaking, and that she didn't say no but, "didn't say anything at all."

Trump's defense lawyer Todd Blanche requested a mistrial after Daniels' testimony, saying portions of her testimony were "dog whistle for rape," and could make the jury prejudicial against Trump.

But Judge Juan Merchan denied the motion, pointing out that Blanche had denied that Daniels' story was true at all in his opening statements.

"Your denial puts the jury in a position of having to choose who they believe," Merchan said at the time.

'Oh my god': Stormy Daniels testifies on spanking Trump, his gold tweezers, and silky PJs

Alleged reimbursement scheme: 'He approved it.'

In key testimony for the prosecution, Cohen testified he met with  Trump  and Allen Weisselberg and Trump approved the plan to repay Cohen for Daniels' hush money through a scheme that involved stretching out payments over 12 months in 2017. 

In Trump's presence, Weisselberg said during the meeting that the money would be repaid as a monthly retainer for legal services, Cohen testified. A  legal retainer  is an agreement with a lawyer about compensation that reserves a lawyer or pays for future services.

In earlier testimony, Jeffrey McConney, the former controller at the Trump Organization, calculated how the $130,000 allegedly netted out to $35,000 monthly payments for Cohen's "retainer." The $130,000 paid to  Keith M Davidson  Associates PLC, plus $50,000 paid for technology services, doubled to pay for taxes, plus a $60,000 bonus, equaled $420,000. At a monthly rate for one year, McConney testified, that came to $35,000. Tarasoff testified the check from Trump's personal account was signed by Trump. Cohen admitted to stealing from the Trump Organization by overstating the technology services costs he paid, as part of this repayment.

Weisselberg said the money to Cohen was a monthly retainer even though the three men were actually discussing repaying Cohen for the hush money, as well as giving him a bonus and repaying him for a separate expense, according to Cohen's testimony.

"He approved it," Cohen told jurors, speaking about Trump.

Did Cohen convince the jury? Michael Cohen's testimony in Trump hush money trial impressed experts, but suffered setbacks

Defense witness Robert Costello scolded for 'contemptuous' behavior

Trump's defense team called Republican lawyer  Robert Costello  as their second and last witness. After numerous objections from the prosecution were sustained, Costello appeared frustrated.

'Jeez!' Costello said in the witness box, at a normal volume − but with an exasperated tone − after a sustained objection.

"Sorry? I'm sorry?" Merchan said heatedly to Costello. Costello then said "strike it," seeming to refer to striking his own testimony from the court record.

Costello continued testifying, and then he dramatically sighed after another objection was sustained. Merchan then excused the jurors from the courtroom and said to Costello: "I want to discuss proper decorum in my courtroom." 

Costello later testified on some statements Cohen made, particularly about how he previously told Costello he did not have any evidence against Trump when the FBI raided his home in 2018.

Contributing: Bart Jansen

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A Federal Judge Delivers Another Urgent, Scathing Warning About the Supreme Court

It takes a lot of courage for a lower court judge to criticize the Supreme Court, but Judge Carlton Reeves has long felt a responsibility to speak candidly to the public about threats to their civil rights. In an opinion on Monday, he calls for the abolition of qualified immunity—a noxious legal doctrine that insulates violent and corrupt government officials, especially law enforcement, from accountability. He embedded this call to action in a broader critique of the Supreme Court’s selective application of precedent—with a focus on the cavalier reversal of Roe v. Wade —as well as its pernicious distrust of democracy. Reeves’ opinion warns all who wish to listen that a broad array of our constitutional liberties are in serious and imminent jeopardy.

A Barack Obama appointee, Reeves sits on a U.S. District Court in Mississippi. His latest opinion was sparked by facts that he sees all too often and has written about before : the egregious violation of a criminal suspect’s constitutional rights as an innocent person wrongly charged with a crime. It began when detective Jacquelyn Thomas of Jackson, Mississippi, accused Desmond Green of murder. The detective’s only evidence was a statement made by Green’s acquaintance, Samuel Jennings—after Jennings was arrested for burglary and grand larceny, and while he was under the influence of meth. Thomas allegedly encouraged Jennings to select Green’s picture out of a photo lineup after he identified someone else as the killer. Allegedly, she also misled the grand jury to secure an indictment, concealing Jennings’ drug abuse as well as the many inconsistencies and inaccuracies in his statement.

Jennings later recanted, admitting that, in his meth-addled state, he’d provided a bogus tip. A judge finally dismissed the charges. By that point, Green had spent 22 months in jail, serving pretrial detention. The facility was violent. The food was moldy. He slept on the floor. His cell was infested with snakes and vermin.

Green then sued Thomas, accusing her of malicious prosecution in violation of the Constitution . Thomas promptly asserted qualified immunity to defeat the lawsuit. This doctrine protects government officials from liability unless they run afoul of “clearly established” law. In other words, there must be an earlier case on the books with similar, “particularized” facts that explicitly bars the official’s actions. If there is no near-identical precedent that unambiguously prohibits those acts, qualified immunity kicks in, the lawsuit is tossed out, and the case never even reaches a jury.

This shield has allowed a repulsive amount of wrongdoing by police and prosecutors to go totally unpunished. Cops are permitted to brutally beat, murder , steal from , and conspire against innocent people because the rights they violate are, ostensibly, not “clearly established.” Courts regularly apply the doctrine when there is a tiny discrepancy between a previous case and the facts at hand as an excuse to let the officer off scot-free. And over the past few decades, SCOTUS itself has expanded qualified immunity to new extremes . The result, as Reeves wrote, is “a perpetuation of racial inequality”: Black Americans experience more violations of their civil rights than any other class, yet qualified immunity denies them a remedy in even the most appalling circumstances.

Here, though, Reeves refused to let the doctrine devour the Constitution. He concluded that there is sufficient on-point precedent to show that Thomas’ malicious prosecution, if proved, violated Green’s “clearly established” rights. So the case may go to trial. That, however, was not the end of his analysis—because, as he pointed out, the concept of qualified immunity is unlawful, unworkable, and indefensible.

The first problem is that judges made up the doctrine as a special favor to other employees of the government. Congress, as Reeves explained, gave individuals the power to sue state officials in federal court through the Ku Klux Klan Act of 1871, enacted after the Civil War so newly freed Black Americans could sue racist and abusive local police. Congress did not establish anything like “qualified immunity” in the statute. Rather, the Supreme Court invented the doctrine in 1967 , purporting to protect cops who commit illegal arrests in “good faith,” and imposed it unilaterally on the nation. It then crept, kudzu-like , into other areas of law.

“The People never enshrined qualified immunity in the Constitution,” Reeves wrote. “Our representatives in Congress never put it into the statute or voted for it. No President signed it into law. If anything, it represents a kind of ‘trickle-down’ democratic legitimacy.” In recent years, the Supreme Court has not bothered to account for qualified immunity’s origins, but rather maintains it on the basis of respect for precedent: It exists already, so it might as well keep existing.

And here is where Reeves goes for the jugular: The Supreme Court has tossed out far more defensible and entrenched precedent on the basis of far feebler excuses. How can it justify keeping qualified immunity around while recklessly destabilizing vast areas of settled law it doesn’t like?

SCOTUS has suggested that law enforcement officers have come to rely on qualified immunity, creating a “reliance interest” that counsels keeping the doctrine. But when the court overruled Roe in 2022’s Dobbs decision, Reeves wrote, the majority rejected that “kind of vague, ‘generalized assertion about the national psyche.’ ” Instead, Reeves wrote, the justices “thought voters should resolve reliance interests, not judges.” He then repurposed Dobbs ’ most notorious lines : “After all, just like women, law enforcement officers and their unions ‘are not without electoral or political power.’ ” Law enforcement officers, like women, can “affect the legislative process by influencing public opinion, lobbying legislators, voting, and running for office.” If courts can’t protect women’s bodily autonomy, he asked, why should they do the bidding of police unions?

Dobbs , Reeves went on, “also reflects the Supreme Court’s desire to remove itself from the center of a hot-button issue and return it to the electoral process.” Police reform, like abortion, is undoubtedly a “controversy on issues of life and death, where passions run high.” Yet even after Dobbs , SCOTUS “has not yet seen fit to return this contested issue to the democratic process,” Reeves opined. “It is not clear why.” After all, “the current court is certainly not shy about overturning precedent.” And the list of cases on the chopping block “seems to grow every year.” Teachers’ unions and racial minorities have watched the court gut precedent that shielded them for decades. Why should cops get favored treatment? Merely because of SCOTUS’ “policy-based choice” to “privilege government officials over all others.”

Reeves has a complex history with reproductive rights. He was the district court judge who struck down the Mississippi law that the Supreme Court later upheld in Dobbs when overruling Roe . His emphatic opinion famously accused the Mississippi Legislature of misogynistic “gaslighting,” analogizing the state’s defiance of Roe to its earlier defiance of Brown v. Board of Education . It’s evident that, to Reeves, the Supreme Court’s embrace of democracy in Dobbs rings hollow alongside its rejection of democracy in so many other areas, including the Second Amendment. (In a pointed footnote, he called out the court for treating the right to bear arms as a uniquely absolute, unlimited freedom —while greenlighting the erosion of other liberties that it values less.)

The judge folds together these rather scathing observations by reminding us that the Supreme Court’s creation and expansion of qualified immunity is, itself, a rejection of democracy. The Framers, after all, envisioned jury trials as a bulwark of democratic power, a check by “We the People” on government abuse. It was, Reeves wrote, designed to be exercised “one dispute at a time, day after day, rather than on fixed election days.” Unfortunately, an arrogant “judicial supremacy has too-often deprived the people of their proper role” in deciding whether public officials should be liable for their unconstitutional acts. Qualified immunity “reflects a deep distrust of ordinary people” in direct conflict with the Constitution. “In the same way we trust the collective judgment of voters in elections, we must trust the judgment of jurors in deciding cases,” Reeves wrote. They can resolve “tensions and contradictions case by case, as the evidence dictates.” All judges must do “is tell jurors the truth.”

Will the Supreme Court listen? The conservative justices seem disinclined to reevaluate their cynical, selective concerns about precedent and democracy. But with this opinion, Reeves has given the public yet another reason to question these justices’ increasingly dubious wisdom and integrity. Just as importantly, other judges may take note of Monday’s critique and follow Reeves’ suggestion of narrowing qualified immunity wherever possible. They might even join him in calling for its eradication, forcing SCOTUS to either stand by its handiwork or reevaluate it. The judge’s simple suggestion boils down to this: If we’re going to do democracy, let’s actually do democracy—not whatever partisan, half-baked substitute this Supreme Court is trying to pass off to the people.