Chapter 6: Analysis and Synthesis

What does it mean to know something? How would you explain the process of thinking? In the 1950s, educational theorist Benjamin Bloom proposed that human cognition, thinking and knowing, could be classified by six categories.^[1] Hierarchically arranged in order of complexity, these steps were:

1. judgment
2. synthesis
3. analysis
4. application
5. comprehension
6. knowledge

Since his original model, the taxonomy has been revised, as illustrated in the list below:

1. creating
2. evaluating
3. analyzing
4. applying
5. understanding
6. remembering

A more complex version of Bloom’s taxonomy is displayed like a flower.

Look closely at the lists above.

• Each word is an action verb instead of a noun (e.g., “applying” instead of “application”);
• Some words have been changed for different synonyms;
• One version holds “creating” above “evaluating”;
• And, most importantly, other versions are reshaped into a circle, as pictured above.^[2]

What do you think the significance of these changes is?

I introduce this model of cognition to contextualize analysis as a cognitive tool which can work in tandem with other cognitive tasks and behaviors. Analysis is most commonly used alongside synthesis. To proceed with the LEGO® example from Chapter 4, consider my taking apart the castle as an act of analysis. I study each face of each block intently, even those parts that I can’t see when the castle is fully constructed. In the process of synthesis, I bring together certain blocks from the castle to instead build something else—let’s say, a racecar. By unpacking and interpreting each part, I’m able to build a new whole.^[3]

In a text wrestling essay, you’re engaging in a process very similar to my castle-to-racecar adventure. You’ll encounter a text and unpack it attentively, looking closely at each piece of language, its arrangement, its signification, and then use it to build an insightful, critical insight about the original text. I might not use every original block, but by exploring the relationship of part-to-whole, I better understand how the castle is a castle. In turn, I am better positioned to act as a sort of tour guide for the castle or

a mechanic for the racecar, able to show my readers what about the castle or racecar is important and to explain how it works.

In this chapter, you’ll learn about crafting a thesis for a text wrestling essay and using evidence to support that thesis. As you will discover, an analytical essay involves every tier of Bloom’s Taxonomy, arguably even including “judgement” because your thesis will present an interpretation that is evidence-based and arguable.

Chapter Vocabulary

analysis	the cognitive process and/or rhetorical mode of studying constituent parts to demonstrate an interpretation of a larger whole.
evidence	a part or combination of parts that lends support or proof to an arguable topic, idea, or interpretation.
synthesis	a cognitive and rhetorical process by which an author brings together parts of a larger whole to create a unique new product. Examples of synthesis might include an analytical essay, found poetry, or a mashup/remix.
thesis (statement)	a 1-3 sentence statement outlining the main insight(s), argument(s), or concern(s) of an essay; not necessary in every rhetorical situation; typically found at the beginning of an essay, though sometimes embedded later in the paper. Also referred to as a “So what?” statement.

Techniques

So What? Turning Observations into a Thesis

It’s likely that you’ve heard the term “thesis statement” multiple times in your writing career. Even though you may have some idea what a thesis entails already, it is worth reviewing and unpacking the expectations surrounding a thesis, specifically in a text wrestling essay.

A thesis statement is a central, unifying insight that drives your analysis or argument. In a typical college essay, this insight should be articulated in one to three sentences, placed within the introductory paragraph or section. As we’ll see below, this is not always the case, but it is what many of your audiences will expect. To put it simply, a thesis is the “So what?” of an analytical or persuasive essay. It answers your audience when they ask, Why does your writing matter? What bigger insights does it yield about the subject of analysis? About our world?

Thesis statements in most rhetorical situations advocate for a certain vision of a text, phenomenon, reality, or policy. Good thesis statements support such a vision using evidence and thinking that confirms, clarifies, demonstrates, nuances, or otherwise relates to that vision. In other words, a thesis is “a proposition that you can prove with evidence…, yet it’s one you have to prove, that isn’t obviously true or merely factual.”^[4]

In a text wrestling analysis, a thesis pushes beyond basic summary and observation. In other words, it’s the difference between:

Observation vs thesis statement

Observation	Thesis
What does the text say?	What do I have to say about the text?
I noticed ______	I noticed ______ and it means ______ I noticed ______ and it matters because ______.

If you think of your essay as the human body, the thesis is the spine. Yes, the body can still exist without a spine, but its functionings will be severely limited. Furthermore, everything comes back to and radiates out from the spine: trace back from your fingertips to your backbone and consider how they relate. In turn, each paragraph should tie back to your thesis, offering support and clear connections so your reader can see the entire “body” of your essay. In this way, a thesis statement serves two purposes: it is not only about the ideas of your paper, but also the structure.

In addition to capturing the central, unifying insight of your essay, your thesis also acts as a “road map.” It anticipates both content and structure.

The Purdue Online Writing Lab (OWL)^[5] suggests this specific process for developing your thesis statement:

Once you’ve read the story or novel closely, look back over your notes for patterns of questions or ideas that interest you. Have most of your questions been about the characters, how they develop or change?

For example:
If you are reading Conrad’s The Secret Agent, do you seem to be most interested in what the author has to say about society? Choose a pattern of ideas and express it in the form of a question and an answer such as the following:

Question: What does Conrad seem to be suggesting about early twentieth-century London society in his novel The Secret Agent?
Answer: Conrad suggests that all classes of society are corrupt.

Pitfalls:
Choosing too many ideas.
Choosing an idea without any support.

Once you have some general points to focus on, write your possible ideas and answer the questions that they suggest.

For example:
Question: How does Conrad develop the idea that all classes of society are corrupt?
Answer: He uses images of beasts and cannibalism whether he’s describing socialites, policemen or secret agents.

To write your thesis statement, all you have to do is turn the question and answer around. You’ve already given the answer, now just put it in a sentence (or a couple of sentences) so that the thesis of your paper is clear.

For example:
In his novel, The Secret Agent, Conrad uses beast and cannibal imagery to describe the characters and their relationships to each other. This pattern of images suggests that Conrad saw corruption in every level of early twentieth-century London society.

Now that you’re familiar with the story or novel and have developed a thesis statement, you’re ready to choose the evidence you’ll use to support your thesis. There are a lot of good ways to do this, but all of them depend on a strong thesis for their direction.

For example:
Here’s a student’s thesis about Joseph Conrad’s The Secret Agent.

In his novel, The Secret Agent, Conrad uses beast and cannibal imagery to describe the characters and their relationships to each other. This pattern of images suggests that Conrad saw corruption in every level of early twentieth-century London society.

This thesis focuses on the idea of social corruption and the device of imagery. To support this thesis, you would need to find images of beasts and cannibalism within the text.

There are many ways to write a thesis, and your construction of a thesis statement will become more intuitive and nuanced as you become a more confident and competent writer. However, there are a few tried-and-true strategies that I’ll share with you over the next few pages.

The T3 Strategy

Your thesis statement can and should evolve as you continue writing your paper. Often, I prefer to think of a thesis instead as a (hypo)thesis—an informed estimation of how you think your analysis will come together.

T3 is a formula to create a thesis statement. The T (for Thesis) should be the point you’re trying to make—the “So what?” In a text wrestling analysis, you are expected to advocate for a certain interpretation of a text: this is your “So what?” Examples might include:

In “A Wind from the North,” Bill Capossere conveys the loneliness of isolated life

or

Kate Chopin’s “The Story of an Hour” suggests that marriage can be oppressive to women

But wait—there’s more! In a text wrestling analysis, your interpretation must be based on evidence from that text. Therefore, your thesis should identify both a focused statement of the interpretation (the whole) and also the particular subjects of your observation (the parts of the text you will focus on support that interpretation). A complete T3 thesis statement for a text wrestling analysis might look more like this:

In “A Wind from the North,” Bill Capossere conveys the loneliness of an isolated lifestyle using the motif of snow, the repeated phrase “five or six days” (104), and the symbol of his uncle’s car.

or

“The Story of an Hour” suggests that marriage can be oppressive to women. To demonstrate this theme, Kate Chopin integrates irony, foreshadowing, and symbols of freedom in the story.

Notice the way the T3 allows for the part-to-whole thinking that underlies analysis:

Example 1:

Whole (T): Bill Capossere conveys the loneliness of an isolated lifestyle.

Parts (3):

• • the motif of snow
  • the repeated phrase “five or six days” (104)
  • the symbol of his uncle’s car.

Example 2:

Whole (T): Bill Capossere conveys the loneliness of an isolated lifestyle.

Parts (3):

• • irony
  • foreshadowing
  • symbols of freedom

This is also a useful strategy because it can provide structure for your paper: each justifying support for your thesis should be one section of your paper.

1. Introduction
2. Thesis: In “A Wind from the North,” Bill Capossere conveys the loneliness of an isolated lifestyle using the motif of snow, the repeated phrase “five or six days” (104), and the symbol of his uncle’s car.
3. Section on ‘the motif of snow.’
   Topic sentence: The recurring imagery of snow creates a tone of frostiness and demonstrates the passage of time.
4. Section on ‘the repeated phrase “five or six days” (104).’
   Topic sentence: When Capossere repeats “five or six days” (104), he reveals the ambiguity of death in a life not lived.
5. Section on ‘the symbol of his uncle’s car.’
   Topic sentence: Finally, Capossere’s uncle’s car is symbolic of his lifestyle.
6. Conclusion

Once you’ve developed a T3 statement, you can revise it to make it feel less formulaic. For example:

In “A Wind from the North,” Bill Capossere conveys the loneliness of an isolated lifestyle by symbolizing his uncle with a “untouchable” car. Additionally, he repeats images and phrases in the essay to reinforce his uncle’s isolation.

or

“The Story of an Hour,” a short story by Kate Chopin, uses a plot twist to imply that marriage can be oppressive to women. The symbols of freedom in the story create a feeling of joy, but the attentive reader will recognize the imminent irony.

The O/P Strategy

An occasion/position thesis statement is rhetorically convincing because it explains the relevance of your argument and concisely articulates that argument. Although you should already have your position in mind, your rhetorical occasion will lead this statement off: what sociohistorical conditions make your writing timely, relevant, applicable? Continuing with the previous examples:

As our society moves from individualism to isolationism, Bill Capossere’s “A Wind from the North” is a salient example of a life lived alone.

or

Although Chopin’s story was written over 100 years ago, it still provides insight to gender dynamics in American marriages.

Following your occasion, state your position—again, this is your “So What?” It is wise to include at least some preview of the parts you will be examining.

As our society moves from individualism to isolationism, Bill Capossere’s “A Wind from the North” is a salient example of a life lived alone. Using recurring images and phrases, Capossere conveys the loneliness of his uncle leading up to his death.

or

Although Chopin’s story was written over 100 years ago, it still provides insight to gender dynamics in American marriages. “The Story of an Hour” reminds us that marriage has historically meant a surrender of freedom for women.

Research Question and Embedded Thesis

There’s one more common style of thesis construction that’s worth noting, and that’s the inquiry-based thesis. (Read more about inquiry-based research writing in Chapter Eight). For this thesis, you’ll develop an incisive and focused question which you’ll explore throughout the course of the essay. By the end of the essay, you will be able to offer an answer (perhaps a complicated or incomplete answer, but still some kind of answer) to the question. This form is also referred to as the “embedded thesis” or “delayed thesis” organization.

Although this model of thesis can be effectively applied in a text wrestling essay, it is often more effective when combined with one of the other methods above.

Consider the following examples:

Bill Capossere’s essay “A Wind from the North” suggests that isolation results in sorrow and loneliness; is this always the case? How does Capossere create such a vision of his uncle’s life?

or

Many people would believe that Kate Chopin’s story reflects an outdated perception of marriage—but can “The Story of an Hour” reveal power imbalances in modern relationships, too?

You may note that these three thesis strategies can be combined to create nuanced and attention-grabbing thesis statements.

Synthesis: Using Evidence to Explore Your Thesis

Now that you’ve considered what your analytical insight might be (articulated in the form of a thesis), it’s time to bring evidence in to support your analysis—this is the synthesis part of Bloom’s Taxonomy earlier in this chapter. Synthesis refers to the creation of a new whole (an interpretation) using smaller parts (evidence from the text you’ve analyzed).

There are essentially two ways to go about collecting and culling relevant support from the text with which you’re wrestling. In my experience, students are split about evenly on which option is better for them:

Option #1: Before writing your thesis, while you’re reading and rereading your text, annotate the page and take notes. Copy down quotes, images, formal features, and themes that are striking, exciting, or relatable. Then, try to group your collection of evidence according to common traits. Once you’ve done so, choose one or two groups on which to base your thesis.

or

Option #2: After writing your thesis, revisit the text looking for quotes, images, and themes that support, elaborate, or explain your interpretation. Record these quotes, and then return to the drafting process.

Once you’ve gathered evidence from your focus text, you should weave quotes, paraphrases, and summaries into your own writing. A common misconception is that you should write “around” your evidence, i.e. choosing the direct quote you want to use and building a paragraph around it. Instead, you should foreground your

interpretation and analysis, using evidence in the background to explore and support that interpretation. Lead with your idea, then demonstrate it with evidence; then, explain how your evidence demonstrates your idea.

The appropriate ratio of evidence (their writing) to exposition (your writing) will vary depending on your rhetorical situation, but I advise my students to spend at least as many words unpacking a quote as that quote contains. (I’m referring here to Step #4 in the table below.) For example, if you use a direct quote of 25 words, you ought to spend at least 25 words explaining how that quote supports or nuances your interpretation.

There are infinite ways to bring evidence into your discussion,^[6] but for now, let’s take a look at a formula that many students find productive as they find their footing in analytical writing.

1. Front-load (1-2 sentences). Set your reader up for the quote using a signpost (also known as a signal phrase; see Chapter Nine). Don’t drop quotes in abruptly: by front-loading, you can guide your reader’s interpretation. Then …
2. Quote, paraphrase, or summarize. Use whichever technique is relevant to your rhetorical purpose at that exact point. Then …
3. (Cite). Use an in-text citation appropriate to your discipline. It doesn’t matter if you quote, paraphrase, or summarize—all three require a citation. Then …
4. Explain, elaborate, analyze (2-3 sentences). Perhaps most importantly, you need to make the value of this evidence clear to the reader. What does it mean? How does it further your thesis?

What might this look like in practice?

The recurring imagery of snow creates a tone of frostiness and demonstrates the passage of time. Snow brings to mind connotations of wintery cold, quiet, and death as a “sky of utter clarity and simplicity” lingers over his uncle’s home and “it [begins] once more to snow” (Capossere 104). Throughout his essay, Capossere returns frequently to weather imagery, but snow especially, to play on associations the reader has. In this line, snow sets the tone by wrapping itself in with “clarity,” a state of mind. Even though the narrator still seems ambivalent about his uncle, this clarity suggests that he is reflecting with a new and somber understanding.

Front-load

Snow brings to mind connotations of wintery cold, quiet, and death

Quote

as a “sky of utter clarity and simplicity” lingers over his uncle’s home and “it [begins] once more to snow”

Cite

(Capossere 104).

Explain/elaborate/analyze

Throughout his essay, Capossere returns frequently to weather imagery, but snow especially, to play on associations the reader has. In this line, snow sets the tone by wrapping itself in with “clarity,” a state of mind. Even though the narrator still seems ambivalent about his uncle, this clarity suggests that he is reflecting with a new and somber understanding.

This might feel formulaic and forced at first, but following these steps will ensure that you give each piece of evidence thorough attention. Some teachers call this method a “quote sandwich” because you put your evidence between two slices of your own language and interpretation.

For more on front-loading (readerly signposts or signal phrases), see the subsection titled “Readerly Signposts” in Chapter Nine.

Activities

Idea Generation: Close Reading Graphic Organizer

The first time you read a text, you most likely will not magically stumble upon a unique, inspiring insight to pursue as a thesis. As discussed earlier in this section, close reading is an iterative process, which means that you must repeatedly encounter a text (reread, re-watch, re-listen, etc.) trying to challenge it, interrogate it, and gradually develop a working thesis.

Very often, the best way to practice analysis is collaboratively, through discussion. Because other people will necessarily provide different perspectives through their unique interpretive positions, reading groups can help you grow your analysis. By discussing a text, you open yourself up to more nuanced and unanticipated interpretations influenced by your peers. Your teacher might ask you to work in small groups to complete the following graphic organizer in response to a certain text. (You can also complete this exercise independently, but it might not yield the same results.)

1. Title and Author of Text:
2. Group Members’ Names:
3. Start by “wading” back through the text. Remind yourself of the general idea and annotate important words, phrases, and passages.
4. As a group, discuss and explain: What could the meaning or message of this text be? What ideas does the text communicate? (Keep in mind, there are an infinite number of “right” answers here.)
5. What patterns do you see in the text (e.g., repetition of words, phrases, sentences, or images; ways that the text is structured)? What breaks in the patterns do you see? What is the effect of these patterns and breaks of pattern?
6. What symbols and motifs do you see in the text? What might they represent? What is the effect of these symbols? What themes do they cultivate or gesture to?
7. What references do you see in the text? Does the author allude to, quote, imitate, or parody another text, film, song, etc.? Does the author play on connotations? What is the effect of these references?
8. What about this text surprises you? What do you get hung up on? Consider Jane Gallop’s brief list from “The Ethics of Reading: Close Encounters” –(1) unusual vocabulary, words that surprise either because they are unfamiliar or because they seem to belong to a different context; (2) words that seem unnecessarily repeated, as if the word keeps insisting on being written; (3) images or metaphors, especially ones that are used repeatedly and are somewhat surprising given the context; (4) what is in italics or parentheses; and (5) footnotes that seem too long^[7]– but also anything else that strikes you as a reader.
9. Analytical lenses: Do you see any of the following threads represented in the work? What evidence of these ideas do you see? How do these parts contribute to a whole?
   1. Race, Ethnicity, and Nationality
   2. Gender and Sexuality
   3. Disability
   4. Social Class and Economy
   5. Ecologies and the Environment
   6. (Post)colonialism

Thesis Builder

Your approach to building a thesis will depend on your rhetorical mode; for instance, an analytical thesis (like this one), might not be most appropriate for a persuasive, expository, or research essay.

Your thesis statement can and should evolve as you continue writing your paper: teachers will often refer to a thesis as a “working thesis” because the revision process should include tweaking, pivoting, focusing, expanding, and/or rewording your thesis. The exercise on the next two pages, though, should help you develop a working thesis to begin your project. Following the examples, identify the components of your analysis that might contribute to a thesis statement.

1. Topic. Name your focus text and its author. Example: “A Wind from the North” by Bill Capossere.
2. Analytical Focus. Identify at least one part of the whole you’re studying. Example: Repeated phrase “five or six days” (104). Symbol – uncle’s car. Motif – snow.
3. Analytical Insight. Explain the function of that part in relationship to the whole. Example: They imply that living in isolation makes you lonely.
4. Stakes. So what? Why does it matter? Example.: Sheds light on the fragility of life and the relationships we build throughout it.
5. Consider adding… A concession statement (“Although,” “even though,” etc.). Example: Although there’s nothing wrong with preferring time alone, … OR A question that you might pursue. Example: Can Capossere’s uncle represent other isolated people?

THESIS: Although there’s nothing wrong with preferring time alone, “A Wind from the North” by Bill Capossere sheds light on the fragility of life and the relationships we build throughout it. The text conveys the loneliness of an isolated lifestyle by symbolizing Capossere’s uncle with a “untouchable” car. Additionally, the narrator repeats images and phrases in the essay to reinforce his uncle’s isolation.