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Analysis is such a pervasive goal of teachers in all disciplines that it may even seem difficult, at first, to define the concept or to frame it as a clear process. Indeed, the term analyze appears so often in prompts and academic instructions that it’s easy to assume that this is a skill students already possess. Yet whether students analyze a painting, a current event, a passage of text, or a conversation, they must use similar steps that may not be intuitive.

Underlying Skills:

 Understand genres and conventions. What comprises a novel? What are the elements of a science experiment, a primary source, or a poem?

 Recognize tools or elements. In order to analyze, students must be able to pick out pieces of a text such as rhetorical devices, elements of design, or types of argument.

 Recognize patterns and structures. Students must develop the habit of watching for repetition or other structural elements.

Analyze: break something down methodically into its parts to understand how it is made, what it is, how it works; look at something critically in order to grasp its essence

CORE CONNECTIONS

 Determine central ideas or themes of a text and analyze their development (R2)

 Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3)

 Analyze how specific word choices shape meaning or tone (R4)

 Analyze the structure of texts (R5)

 Analyze how two or more texts address similar themes or topics (R9)

 Analyze and interpret data to determine similarities and differences in findings (NGSS, MS-PS1–2)