ANALYSIS
On a simple level, analysis means "the resolution of anything complex into simple elements." The term comes from roots meaning “To break up,” “to release,” or “to set free.” All of these things happen in analysis, and a significant part of the “point” of college classes is to learn how to analyze different subjects in different ways.
Overview:
On a pragmatic level, analysis involves asking how and why an object of study came to be, and why and how it came to be in the form it is in. Analysis can be something as simple about thinking through what is meant by a confusing message or it can be as complex as figuring out the age of the planet by looking at the radiation and magnetism present in rock strata. Most of the time, analysis involves asking a series of questions and comparing the answers to other known phenomena.
Because of this, most of the time analysis also involves subjective bias. People have a tendency to see the evidence that they want to see and to ignore the evidence that disagrees with them (see the Enumeration of Favorable Circumstances). Being able to set aside expectations and correct for bias is a huge part of developing an academic mindset.
Application:
One of the most important concepts in a college-level composition class, analysis involves understanding why something is the way it is. Analytic papers frequently involve studying a piece of writing and then attempting to put that piece of writing in a broader context. For example, an essay on human rights that was written in the 1950s will likely include different assumptions and cultural references than an essay on the same topic written in 2000. By understanding the reasons for these differences, the student learns more about the time periods, the essay, and human nature.
What to Avoid:
Frequently, students will mistake the notion of "why" for one of intentionality. In other words, it is a mistake to assume that something having a reason means it was intended. Many times, things happen without a purpose in mind, but there are still explanations for why they happened.
In order to understand the distinction, imagine an apple falling from a tree. The reason that the apple fell was because the force exerted by gravity overcame the resistance provided by the stem that connected it to the tree. However, neither the apple nor gravity intended for this to happen.
Another example might be even better. If you have ever stubbed your toe, you might have wanted to blame the table, chair, or whatever you bumped again. However, deep down you know that the furniture never intended anything at all. It’s also unlikely that you stubbed your toe on purpose. However there are still explanations for how it happened—perhaps you were distracted or the room was dark (or maybe both).
On a simple level, analysis means "the resolution of anything complex into simple elements." The term comes from roots meaning “To break up,” “to release,” or “to set free.” All of these things happen in analysis, and a significant part of the “point” of college classes is to learn how to analyze different subjects in different ways.
Overview:
On a pragmatic level, analysis involves asking how and why an object of study came to be, and why and how it came to be in the form it is in. Analysis can be something as simple about thinking through what is meant by a confusing message or it can be as complex as figuring out the age of the planet by looking at the radiation and magnetism present in rock strata. Most of the time, analysis involves asking a series of questions and comparing the answers to other known phenomena.
Because of this, most of the time analysis also involves subjective bias. People have a tendency to see the evidence that they want to see and to ignore the evidence that disagrees with them (see the Enumeration of Favorable Circumstances). Being able to set aside expectations and correct for bias is a huge part of developing an academic mindset.
Application:
One of the most important concepts in a college-level composition class, analysis involves understanding why something is the way it is. Analytic papers frequently involve studying a piece of writing and then attempting to put that piece of writing in a broader context. For example, an essay on human rights that was written in the 1950s will likely include different assumptions and cultural references than an essay on the same topic written in 2000. By understanding the reasons for these differences, the student learns more about the time periods, the essay, and human nature.
What to Avoid:
Frequently, students will mistake the notion of "why" for one of intentionality. In other words, it is a mistake to assume that something having a reason means it was intended. Many times, things happen without a purpose in mind, but there are still explanations for why they happened.
In order to understand the distinction, imagine an apple falling from a tree. The reason that the apple fell was because the force exerted by gravity overcame the resistance provided by the stem that connected it to the tree. However, neither the apple nor gravity intended for this to happen.
Another example might be even better. If you have ever stubbed your toe, you might have wanted to blame the table, chair, or whatever you bumped again. However, deep down you know that the furniture never intended anything at all. It’s also unlikely that you stubbed your toe on purpose. However there are still explanations for how it happened—perhaps you were distracted or the room was dark (or maybe both).
