the meaning of clouds analytical essay

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

The Meaning of Clouds: A phenomenological study. In: Spica, Vol. 2, No. 1, Spring 2014, pp. 20-41.

This is a qualitative research project in which, over a period of a month, I observed cloud types and patterns and explored how they impacted me. I took a phenomenological approach to creating my sky journal and recorded in text my reflexive considerations on the subject of clouds. The text was amplified with photographs and simple line drawings that illustrate, or have some relationship to, the topic. In order to place my observations into the context of this particular sky feature as a cultural resource, I also considered climactic sky myths, weather lore, cloud divination and examples from art, music, and literature.

Related Papers

Tadeusz Skorupski

Clouds in nature, mythology, and art.

Cloudscapes. Interpretations of a cloud motif in the landscape of 1820-1920.

Emiliana Konopka

Cloudscapes. Interpretations of a cloud motif in the landscape of 1820-1920. A motif of cloud in the landscape painting has been so far overlooked marginalized. In the rather limited research on the subject, dominated by meteorological studies and Hubert Damisch’s A Theory of /Cloud/: Toward a History of Painting, a thorough interpretation of the motif and its symbolism, especially in the painting of the turn of the 19th and 20th centuries, is missing. It is then when a cloud becomes an independent subject of landscape painting by many European painters, as well as popular in poetry and music. Applying a division into three methods: “naturalistic”, “romantic” and “symbolic”, analysis with interpretation of selected paintings from 1820-1920 was undertaken in this paper. The author introduces a Polish term for cloudscapes, namely: chmurobraz/chmuromalarstwo in order to define the subject of research.

Romance Quarterly

Katharina N. Piechocki

Since antiquity, philosophers and poets have understood clouds to be principles of generation and procreation. They can turn, Aristophanes tells us, “into anything they want.” They are bound up with the act of begetting and giving birth, of bringing into being the new – hollow vessels, as Seneca would later put it, with solid walls. And yet the creative force of clouds is a strange, even counterintuitive, one: what they generate and bring forth is often evanescent, incorporeal, and unsubstantial. In this essay, we explore a poetics of clouds as a site of tension between the empty and the procreative, the material and the immaterial, the perceptible and the imperceptible. Clouds, we suggest, are instances of conveyance whose power of mediation gives shape to the unsayable, the unrepresentable, and the apparently unknowable. Their meteorological trickery draws our attention to the infinity of the cosmos by obscuring it. Their rhetorical obfuscations – what medieval tradition called the integumentum – draw us into their truths by turning us seductively away from them. Expressions of both cosmological and poetic becoming, clouds are therefore inseparable from epistemological and aesthetic considerations of the ways meaning and knowledge are at once hidden and revealed.

Weather Matters

Alexandra Coţofană

Nanna Debois-Buhl--Cloud Behavior

Dehlia Hannah

Cloud Behavior is a study of clouds through photographs, drawings, essays, and interviews. During summer 2018, Buhl photographed clouds on medium-format film and experimented with the images in the darkroom. Buhl’s cloud photographs connect to historical thinking about clouds, to scientific research on cloud behaviour, and to the mystical and meteorological contemplation of clouds by August Strindberg. Today, climate researchers study cloud behaviour to understand how global warming affects the movements of clouds and how, conversely, the movements of clouds might affect global warming. Strindberg and climate researchers share an interest in reading signs and omens in the clouds – and do so with the aid of photography and other means of visualization. This connection is unfolded in various ways in the texts of the book. The texts are accompanied by pencil drawings, computer simulations and mythological depictions of clouds. Cloud Behavior thus forms a polyphonic narrative of clouds across disciplines and time periods. CONTRIBUTORS Dehlia Hannah / Jan Olaf Härter / Ida Marie Hede / Andrea Fjordside Pontoppidan

Mary Jacobus

Clouds have long been objects of fascination, although their taxonomy was only established by early nineteenth-century meteorologists. For aestheticians and art historians, clouds also raise questions about painting's illusionistic uses of space. In John Constable's painting, clouds represent an "organ of sentiment"; his cloud sketches are exercises in representing space, mass, and mood. The poet John Clare also uses clouds to represent states of mind for which he lacked a language. Natural observation in Con­stable and Clare has different valances: for Clare, observation represents a form of defence against impingement; for Constable, "the man of the clouds," the science of cloud-watching gives rise to thought. The material­ity of clouds (bearing dust and pollution) is a feature of nineteenth-century climatic accounts. Merleau-Ponty's phenomenology offers a contemporary theory of clouds as embodied and related seeing. Constable's cloud-sketches s...

Karen Monina B . Batino

The /Cloud/ consistently appears in religious and landscape paintings as an element that affixes the whole piece, and such an amorphous figure usually serves as a supporting substance in several traditional artworks. However, through the years, art principles and movements continually change, the contemporary era challenges representation and reproduction. Among several artists of today, Berndnaut Smilde, a Dutch artist, focused on how the /cloud/ is an independent subject of his photography. By recreating or mimicking the environment that makes up the cloud, he was able to emulate such a figure in an indoor space. Using a spotlight that simulates the effect of the sun, and spraying water all over to make the surrounding damp which will momentarily suspend the fog coming from the machine. Then he quickly photographs his rendition before it dissolves to thin air. The imitation of the real is not the full extent of his work, but the photographed glimpse of the captured /cloud/ is his way of making the absence more important than the indoor cloud. This paper surveys Smilde's process and mimicry of the universally recognized formless figure by applying Katherine Anderson's Looking at the sky: the visual context of Victorian meteorology, to understand how the experience of observation conceive a representation of the real. Then examining the final product from his photographs using Hubert Damisch's A Theory of the /Cloud/. Therefore, we analyze the reproduction of the cloud and how the contemporary interpretation of the /cloud/ appears in Smilde's photographs.

Hybrid Mobilities. Transgressive Spatialities

Panos Bourlessas , Alberto Vanolo

Clouds are common elements in everyday life. Cloud physics and the science of clouds provide answers to questions about their formation, their characteristics, and their movement in the atmosphere. Yet clouds are also multifaceted elements in popular cultures as well as atmospheric geographies, which evoke various ideas of materiality and movement. And a cloud today is also a key technological concept, related to ubiquitous access to shared pools of data, resources, and services. The aim of this chapter is to develop a tentative geography of clouds and their variegated movements by engaging with different conceptual approaches. Merging perspectives from cultural geography (particularly post-human and atmospheric geographies) with ideas on physics and computing technologies, the chapter aims to transgress conventional epistemological and discursive boundaries, in order to stress the need for geographical understandings of movement that embrace the multitude of spatialities, ontologies, and epistemologies associated with the movement of non-human objects. Final version published as: Bourlessas P., Vanolo A. (2022) “Clouds and movements”, in N. Cattan and L. Faret (eds), Hybrid Mobilities. Transgressive Spatialities, Routledge, New York, pp. 76-93.

Rainer Guldin

Journal of Global Arts Studies and Curatorial Practices

Yuko Hasegawa

This paper is a revision of the text I wrote for the exhibition catalogue of the 7th Moscow Biennial, which I curated in 2017. The objective of the exhibition was to analyze and explore the phenomenon of the “cloud generation” and the “forest”— the break with a generation that shares a sense of historical and cultural memory and the new circulatory and cultural ecosystem that is emerging from this. This ecosystem is made up of complex and diverse forms of expression. By extracting several keywords from the elements that make up each of these forms, it also becomes a constellation of artistic trends and movements from the 2010s. One of these distinctive trends is a desire to translate and interpret the current state of the world through sensors that allow us to grasp a global situation that is growing more complex, and an analysis of these sensors. The second is a reexamination of our humanity, or rather, a shift away from anthropocentrism and towards a new humanity that also encompasses non-human existences such as animals, plants, and things. The third is a new materialist approach that gives a sense of materiality to introspective conceptions of art, and visualizes them as forms. Now that the Anthropocene has become the default paradigm, the combined goal of these movements is to explore possibilities for survival through symbiotic coexistence. In order to reach an understanding of an increasingly complex world, we need both a micro perspective that consists of intra-actions (internal interactions) with familiar presences, and a macro perspective that can grasp invisible hyperobjects and events on the Internet. The Forest/Ground Tribe adopts the former perspective, while the Cloud Tribe takes the latter perspective. The shared narratives and knowledge rooted in the traditions and collective memory of the former imbues the fragments of information instantaneously acquired on the internet with a certain syntax. Meanwhile, knowledge that was previously confined to the topos of the Forest rises like steam to form clouds, which are shared in an all-encompassing globality. The first chapter looks at the cloud and forest tribes, and examines the concept of the tribe itself as one that shares a certain creative subjectivity. The second chapter delineates the relationships between nature, society, history, and culture that intervene between these two tribes as an ecosystem. Diagrams that combine keywords expressing notions such as Micro/Macro Climate, Micro Sublime, Plants, Human/Animal, Deep Tribe, Dark Ecology, New Materialism (Material and Information), and Data Landscape were drawn up, and artists are discussed through some combination of these notions. The positions of these artists are discussed in terms of three broad categories: 1) land/forest, 2) the zone between land/forest and the clouds, where the two overlap, and 3) clouds. In this fast-changing, uncertain, ambiguous, and complex world, artistic expression is implicated in reality through a similarly intricate network of positions. This state of exploration or “The Dithering” (Donna Haraway)1) is what might be said to distinguish the art within this new ecology. Research, analysis, as well as composite approaches that are all- encompassing and intuitive, will be necessary. Curatorial practice is itself a composite methodology, and the format of this paper, which seeks to analyze the diagrams and descriptions of the artworks in a logical manner, also takes a cue from this observation.

RELATED PAPERS

Sandra Rocio Villamizar Amaya

Maria Julita S J Sibayan , Joyosthie Orbe

Stem Cells International

R. Mallamaci

Revista Galega de Filoloxía

Paula Teixeira Moláns

Angela Cristina Salgueiro Marques

Proceedings of the 17th IFAC World Congress, 2008

Physical Review B

Asanga Wijesinghe

Antimicrobial Agents and Chemotherapy

zeeshan Rashid

Claudia Rueda Velázquez

International Journal of Electrical Power & Energy Systems

Nabil Ahmed

Nano-Micro Letters

Journal of Chemical Information and Modeling

Jaime Rubio

The Oncologist

Mismanagement, “Jumpers,” and Morality

Reuven Shapira

Physical Review Letters

Samvel Ter-Antonyan

International Journal of Electrochemical Science

Nicolae Vaszilcsin

Chueh-Chuan Yen

Journal of Geophysical Research: Space Physics

Yoshihiro Kakinami

Journal de Physique I

André-Marie Tremblay

Kapı ve Eşik

Kurban Durmuşoğlu

Socioloski pregled

Dragica Bogetić

International Journal of Nursing and Midwifery

Mujtaba Almudhaffar

David Caldevilla Domínguez

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Find anything you save across the site in your account

Essay on Clouds

By James Richardson

Audio: Read by the author.

Maybe a whale, as Hamlet mused, or a camel or weasel, more likely a hill,

or many hills (with clouds, as with us, true singletons are rare). Mostly we compare them

to silent things, sensing that thunder is something else that gets into them—a stone, a god—

and, as for what they want to say, aeromancy, which presumed to interpret, never caught on. After all,

clouds weren’t reliable predictors even of rain, and if they had a message for us, we guessed,

it would hardly be practical: clouds are not about about, showing instead

boundless detail without specificity. Whales, sure (which might in turn be blue clouds), but we don’t say

How very like a screwdriver , or my house , or my uncle , or certainly how unlike my uncle . For though a blend

of winds we don’t at our level necessarily feel lends them amazing motion, that’s not the same as

intention, so failure is not in question. We wouldn’t say That cloud is derivative , jejune ,

disproportionate , strained , in the wrong place , or (since they affirm nothing) That cloud is wrong ,

though truly they often bear down on exactly the wrong moment—that overcast, is it one cloud or ten thousand

that makes everything feel so gray forever? From inside, of course—think of flying through one—

a cloud has no shape. As with us: only when someone looks hard, or we catch our reflections, do we solidify as

whale weasel fool

and plummet. Large clouds can weigh more than a 747, yet not one has ever crashed, so admirably

do they spread their weight, a gift it is not too much to hope we could possess, since according to Porchia

we are clouds: If I were stone and not cloud, my thoughts, which are wind, would abandon me. O

miracle not miraculous! Everything we know well lightens and escapes us, and isn’t that

when we escape? So, just as Old and Middle English clūd meant rock or hill, but now

means cloud , really I mean in exactly the same way that stone got over being stone

and rose, we rise.

By signing up, you agree to our User Agreement and Privacy Policy & Cookie Statement . This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

By Adam Iscoe

By John Paul Brammer

By David D. Kirkpatrick

By Ronan Farrow

• Words with Friends Cheat
• Wordle Solver
• Word Unscrambler
• Scrabble Dictionary
• Anagram Solver
• Wordscapes Answers

Make Our Dictionary Yours

Sign up for our weekly newsletters and get:

• Grammar and writing tips
• Fun language articles
• #WordOfTheDay and quizzes

By signing in, you agree to our Terms and Conditions and Privacy Policy .

We'll see you in your inbox soon.

What Is an Analytical Essay? A Writing Guide With Examples

• DESCRIPTION man in wheelchair writing with analytical essay definition
• SOURCE Edwin Tan / E+ / Getty Images / via Getty created by YourDictionary
• PERMISSION Used under Getty Images license

Analysis is one of those ubiquitous words that can mean anything. You can analyze a piece of literature , or you can analyze a beautiful puppy’s eyes as it smiles directly at you. An analytical essay might not be as cute as that, but it can potentially be as fun or elucidating, as long as you know what you’re looking for.

What Is an Analytical Essay?

An analytical essay is a type of essay that involves looking at a subject of interest and explaining what it is saying.

Analysis can mean a lot of things here, but analyzing something usually involves dissecting it into its discrete parts and interpreting what each of those parts means, individually and as a whole.

For example, your analytical essay may involve a close-reading of a poem where you break it down line by line and discuss the metaphors , word choice, and other language elements that the text is working with.

Analytical essays are common in school, but they also appear in magazines, newspapers , and scholarly periodicals. These essays can cover a broad range of subjects, from pieces of art and media to historical events and scientific theories.

The Difference Between Analytical Essays and Critical Analysis Essays

Students and educators alike tend to confuse analytical essays and critical analysis essays , and for good reason. There’s a lot of overlap in that both require you to analyze something. Like an analytical essay, a critical analysis essay will involve breaking down a text.

One big difference is objectivity. Analytical essays are objective in nature, so you’re not really writing about your own opinions. While it’s generally fine to state a thought of your own in an analytical essay, any larger opinions or arguments about the text should come from the subject or the author of the subject.

Essentially, it comes down to taking that next step. With an analytical essay, it’s “Let’s analyze what this text is saying.” With a critical analysis essay, it’s “Let’s analyze what this text is saying, and here’s what I think about what it’s trying to say.”

General Structure and Format of an Analytical Essay

Analytical essays can come in a few different forms with their own structures. Cause and effect essays are a type of analytical essay that looks at the cause of one thing and its effect on other things. Compare and contrast essays are a type of analytical essay that looks at the similarities and differences between two pieces (or elements within a single piece).

A “straightforward” analytical essay will generally include the main parts of an essay :

• An introduction to grab the reader’s attention, provide some basic context, and state a thesis describing what you plan to analyze
• Body paragraphs that go into the actual analysis as stated by the thesis
• A conclusion that briefly restates your thesis and looks forward or beyond what you discussed in your paper, like with a call to action or rhetorical question

Analytical Essay Example

As much as we appreciate you, we can’t write your essay for you, but it’s only because we want to help you exercise your analytical abilities (and we don’t advocate cheating). However, along with all the information and tips for writing an analytical essay , seeing a simple example of one might help you figure out how to build out an essay of your own.

• DESCRIPTION full analytical essay example with lables
• SOURCE Created by Karina Goto for YourDictionary
• PERMISSION Owned by YourDictionary, Copyright YourDictionary 

Analytical Essay Introduction Example

Like nearly every other essay form, you want your analytical essay introduction to be captivating in some way, without diverging too far from the actual topic at hand. No matter how great your analysis, you want to give people a reason to even start reading your essay in the first place.

Unlike other essays, the thesis statement in your introduction doesn’t have to really be an argument. It is much more about stating what you intend to interpret in a text or work, as opposed to stating an opinion about it (even if it might seem like an opinion).

No one can truly understand the sensation of jumping directly onto a turtle, but this is just one of many characteristics bestowed upon the main character in the book Super Plumber Guy . The book depicts a brightly lit world of wonder, fungi, and amphibians in varying biomes. While the main character, Mr. Plumber, is depicted as an everyman, his distinct look, style, and behaviors as described in the book show that he is anything but.

Analytical Essay Body Paragraph Example

You’ll want to spend most of your time on the body paragraphs. This is where you’ll really dive into the content and dissect the topic. Unlike other essays, an analytical essay typically doesn’t require outside texts or sources to support your argument — specifically because you’re not arguing anything. Your sole focus is the text at hand, so don’t be afraid to really get in there.

Mr. Plumber was originally written as something of an everyday character that the reader could embody. He has no true personality, nor does he have a voice, often allowing secondary characters around him to fill in the gaps. The reader does know that he wears a brightly colored hat, jumps high, and enjoys mushrooms. These are humble characteristics that bring out the humanity of the character. Most people are not a list of unique characteristics but a mosaic of smaller idiosyncrasies.

Analytical Essay Conclusion Example

It can be really easy to overthink a conclusion . Don’t worry about saying something profound or summing up the entirety of human existence by way of your analysis. Instead, consider further questions or things that you might be wondering.

Super Plumber Guy remains a popular read containing a human character that many might consider boring or free of personality. However, Mr. Plumber is an exceedingly human character who acts as a blank slate for the reader. Diving deeper into other characters and their interactions with him may glean further insight into Mr. Plumber’s motivations and inner psychology.

• Entertainment

How To Write An Analytical Essay A Full Guide

Crafting an impeccable analytical essay is an art form that demands precision, insight, and a structured approach. Whether you’re delving into literature, dissecting historical events, or unraveling scientific theories, the ability to present a compelling analysis is pivotal. Here’s a comprehensive guide to navigate the intricate path of writing a flawless analytical essay.

What Is An Analytical Essay

An analytical essay is a type of academic writing that delves deeply into a topic, idea, or piece of literature. Unlike descriptive or narrative essays, which focus on providing a vivid description or telling a story, an analytical essay aims to examine and dissect its subject matter.

The primary objective of an analytical essay is to present a thorough analysis or interpretation of the subject, often breaking it down into its constituent parts and scrutinizing how they contribute to the whole.

Why Analytical Essay Is Important

Analytical essays play a pivotal role in developing critical thinking skills and fostering a deeper understanding of complex subjects. Through the meticulous examination and interpretation of information, these essays teach individuals how to dissect arguments, evaluate evidence, and form well-supported conclusions. They serve as a platform for honing analytical prowess, enabling individuals to engage with diverse perspectives, challenge assumptions, and articulate their insights effectively. Moreover, mastering the art of analytical essays equips individuals with invaluable skills applicable across various disciplines, fostering a capacity for logical reasoning, problem-solving, and persuasive communication—a skill set indispensable in academia, professional endeavors, and everyday life.

Tips For Writing A Good Analytical Essay

Understanding the essence.

To excel in analytical writing, one must comprehend the essence of analysis itself. It’s not merely about summarizing or narrating; it’s about deconstructing the core components, scrutinizing their significance, and synthesizing perspectives to derive insightful conclusions.

Devising a Strategic Blueprint

Begin with a comprehensive understanding of your subject matter. Formulate a thesis statement —a succinct encapsulation of your perspective—which serves as the guiding beacon throughout your essay. Craft an outline delineating key sections and their respective arguments, ensuring a logical flow that seamlessly connects each point.

The Pinnacle of Research

A sturdy analytical essay is built upon a foundation of rigorous research. Delve into reputable sources, be it scholarly articles, books, or credible online repositories. Gather diverse perspectives and data to fortify your arguments, but always uphold the standards of credibility and relevance.

Structure: The Backbone of Brilliance

A well-structured essay is akin to an architectural marvel. The introduction should entice readers with a gripping hook, provide context, and introduce the thesis statement. The body paragraphs, each beginning with a topic sentence, should expound on individual arguments supported by evidence and analysis. Finally, the conclusion should reaffirm the thesis while offering a nuanced synthesis of the essay’s core ideas.

The Art of Analysis

Here’s where the magic unfolds. Analyze, dissect, and interpret the data and evidence gathered. Scrutinize underlying themes, dissect intricate details, and juxtapose contrasting viewpoints. Employ analytical tools pertinent to your subject, such as literary devices for literature analyses, statistical methods for scientific inquiries, or historical frameworks for historical essays.

Precision in Language and Style

The language employed in an analytical essay should be precise, articulate, and tailored to convey complex ideas clearly. Utilize a formal tone, vary sentence structures, and employ transitions to ensure a seamless progression of ideas. Embrace clarity and coherence as your allies in elucidating intricate analyses.

Revisiting and Refining

Revision is the crucible wherein a good essay transforms into a great one. Review your work meticulously—check for coherence, refine arguments, ensure logical transitions, and verify the alignment of evidence with your thesis. Seek feedback from peers or mentors to gain diverse perspectives and refine your essay further.

Conclusion: A Culmination of Mastery

In conclusion, a perfect analytical essay isn’t merely a collection of facts and opinions; it’s an orchestrated symphony of critical thinking, analysis, and eloquent expression. Embrace the journey of discovery, relish the complexities, and let your essay resonate as a testament to your mastery of analytical prowess.

Best Place To Avail Analytical Essay Service

At Allessaywriter.com, excellence meets expertise in crafting exceptional analytical essay services . Our platform is your gateway to top-tier service, offering a seamless experience to elevate your academic journey. With a team of seasoned writers dedicated to precision and depth in analysis, we ensure tailored essays that reflect critical thinking and comprehensive understanding. Trust us for meticulous research, compelling arguments, and impeccable structure, all aimed at delivering the finest analytical essays that exceed expectations.

An analytical essay service encapsulates the culmination of rigorous analysis, insightful interpretation, and concise articulation. It serves as the pinnacle of intellectual prowess, combining critical thinking with eloquent expression to offer a profound understanding of complex subjects. So if you are still wondering about analytical essay writing then ask our writers and get our do my essay help services.

Meet Kathy, the mindful mind behind the words at minimalistfocus.com. With an innate ability to distill the essence of life down to its purest form, Kathy's writing resonates with those seeking clarity in a cluttered world.

Related Post

The complete guide to purchasing a munchkin cat from a specialized online store, don’t get blown away: top tips for air compressor maintenance in 2024, safety first: essential tips for carrying and storing automatic knives, leave a reply cancel reply.

Save my name, email, and website in this browser for the next time I comment.

Type above and press Enter to search. Press Esc to cancel.

Choose Your Test

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.

Student and Parent Forum

Our new student and parent forum, at ExpertHub.PrepScholar.com , allow you to interact with your peers and the PrepScholar staff. See how other students and parents are navigating high school, college, and the college admissions process. Ask questions; get answers.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

• For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

Analytical Essay

Definition of analytical essay.

Analytical implies the breaking down of something into parts, or the discussion of something in a way that it becomes a dissection of the whole. An analytical type of essay differs from other types of essays in that its primary goal is to explain something bit by bit to enhance understanding. Most of the times, an analytical essay is written about the analysis of a text, or a process, or an idea. In literature, however, it is a critical analysis of some literary text which is done to enhance its understanding.

Difference Between an Analytical Essay and a Critical Essay

An analytical essay is just an analysis of a literary text. By contrast , a critical essay involves, not only an analysis of the text in question, but also dissection of the literary terms and devices used by the author to make his meanings clear. The critical essay also explains the functions of the literary terms used, and evaluates their usage, and whether they have achieved the intended purposes or not.

Types of Analytical Essay

• Cause and Effect : One way of analyzing something is to discuss the cause of something, and its effect on other things.
• Comparison and Contrast : Another way of analyzing something is to compare and contrast things among themselves.
• Classification : Classification is yet another method of analyzing things, to learn of their nature.
• Process : Process is also a type of analysis writing.
• Definition : Defining things is also a way of analyzing the nature of things.

Examples of Analytical Essay in Literature

Example #1: liposuction: the key to energy independence (by barbara ehrenreich).

“I say to my fellow humans: It’s time to stop feeding off the dead and grow up! I don’t know about food, but I have a plan for achieving fuel self-sufficiency in less time than it takes to say ‘Arctic National Wildlife Refuge.’ The idea came to me from reports of the growing crime of French fry oil theft: Certain desperate individuals are stealing restaurants’ discarded cooking oil, which can then be used to fuel cars. So the idea is: why not skip the French fry phase and harvest high-energy hydrocarbons right from ourselves?”

This is an excerpt from the essay of Barbara Ehrenreich, in which she has made comparison and contrast between human beings and animals , regarding food choices . This is a good analysis of the food we use.

Example #2: Freedom (by Joyce M. Jarett)

“On the first day of school, I was escorted by hordes of national guardsmen. Like a funeral procession, the steady stream of official-looking cars followed me to the campus. Some patrolmen were parked near campus gates, while others, with guns strapped to their sides, stood near building entrances. Though many of my escorts had given me smiles of support, still I was not prepared for what I encountered upon entering my new school.”

This is a paragraph from a process analysis. The author, Joyce M. Jaret, has beautifully described her experience of the security in this paragraph, and how it is deployed when an important figure faces security issues in his life. This is an analysis of the process of security deployment.

Example #3: The Ways of Meeting Oppression (by Martin Luther King, Jr.)

“The third way open to oppressed people in their quest for freedom is the way of nonviolent resistance. Like the synthesis in Hegelian philosophy, the principle of nonviolent resistance seeks to reconcile the truths of two opposites—the acquiescence and violence—while avoiding the extremes and immoralities of both. The nonviolent resister agrees with the person who acquiesces that one should not be physically aggressive toward his opponent; but he balances the equation by agreeing with the person of violence that evil must be resisted. He avoids the nonresistance of the former and the violent resistance of the latter. With nonviolent resistance, no individual or group need submit to any wrong, nor need anyone resort to violence in order to right a wrong.”

This is the analysis by classification that Marth Luther King, a famous human rights activist, has done regarding oppression against African Americans.

Function of Analytical Essay

An analytical essay dissects something such as a concept, an idea, a thing, or even a character . Its major aim is to enhance the understanding of readers. An analysis could be done through a process, definition, classification and division, or comparison and contrast. The thing or idea is broken into several parts, through classification and division, and then analyzed. A process is broken into several steps for analysis. Not only do analytical essays enhance understanding, but they also make readers aware of minute details of things.

Related posts:

• Elements of an Essay
• Narrative Essay
• Definition Essay
• Descriptive Essay
• Types of Essay
• Argumentative Essay
• Cause and Effect Essay
• Critical Essay
• Expository Essay
• Persuasive Essay
• Process Essay
• Explicatory Essay
• An Essay on Man: Epistle I
• Comparison and Contrast Essay

Post navigation

• Link to facebook
• Link to linkedin
• Link to twitter
• Link to youtube
• 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.

Find this useful?

Subscribe to our newsletter and get writing tips from our editors straight to your inbox.

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.

Share this article:

Post A New Comment

Got content that needs a quick turnaround? Let us polish your work. Explore our editorial business services.

3-minute read

How to Insert a Text Box in a Google Doc

Google Docs is a powerful collaborative tool, and mastering its features can significantly enhance your...

2-minute read

How to Cite the CDC in APA

If you’re writing about health issues, you might need to reference the Centers for Disease...

5-minute read

Six Product Description Generator Tools for Your Product Copy

Introduction If you’re involved with ecommerce, you’re likely familiar with the often painstaking process of...

What Is a Content Editor?

Are you interested in learning more about the role of a content editor and the...

4-minute read

The Benefits of Using an Online Proofreading Service

Proofreading is important to ensure your writing is clear and concise for your readers. Whether...

6 Online AI Presentation Maker Tools

Creating presentations can be time-consuming and frustrating. Trying to construct a visually appealing and informative...

Make sure your writing is the best it can be with our expert English proofreading and editing.

I Wandered Lonely as a Cloud Summary & Analysis by William Wordsworth

• Line-by-Line Explanation & Analysis
• Poetic Devices
• Vocabulary & References
• Form, Meter, & Rhyme Scheme
• Line-by-Line Explanations

"I Wandered Lonely as a Cloud" is one of the most famous and best-loved poems written in the English language. It was composed by Romantic poet William Wordsworth around 1804, though he subsequently revised it—the final and most familiar version of the poem was published in 1815. The poem is based on one of Wordsworth's own walks in the countryside of England's Lake District. During this walk, he and his sister encountered a long strip of daffodils. In the poem, these daffodils have a long-lasting effect on the speaker, firstly in the immediate impression they make and secondly in the way that the image of them comes back to the speaker's mind later on. "I Wandered Lonely as a Cloud" is a quintessentially Romantic poem, bringing together key ideas about imagination, humanity and the natural world.

• Read the full text of “I Wandered Lonely as a Cloud”

The Full Text of “I Wandered Lonely as a Cloud”

1 I wandered lonely as a cloud

2 That floats on high o'er vales and hills,

3 When all at once I saw a crowd,

4 A host, of golden daffodils;

5 Beside the lake, beneath the trees,

6 Fluttering and dancing in the breeze.

7 Continuous as the stars that shine

8 And twinkle on the milky way,

9 They stretched in never-ending line

10 Along the margin of a bay:

11 Ten thousand saw I at a glance,

12 Tossing their heads in sprightly dance.

13 The waves beside them danced; but they

14 Out-did the sparkling waves in glee:

15 A poet could not but be gay,

16 In such a jocund company:

17 I gazed—and gazed—but little thought

18 What wealth the show to me had brought:

19 For oft, when on my couch I lie

20 In vacant or in pensive mood,

21 They flash upon that inward eye

22 Which is the bliss of solitude;

23 And then my heart with pleasure fills,

24 And dances with the daffodils.

“I Wandered Lonely as a Cloud” Summary

“i wandered lonely as a cloud” themes.

Nature and Humanity

• See where this theme is active in the poem.

Memory and Imagination

Line-by-line explanation & analysis of “i wandered lonely as a cloud”.

I wandered lonely as a cloud That floats on high o'er vales and hills,

When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze.

Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance.

Lines 13-18

The waves beside them danced; but they Out-did the sparkling waves in glee: A poet could not but be gay, In such a jocund company: I gazed—and gazed—but little thought What wealth the show to me had brought:

Lines 19-24

For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils.

“I Wandered Lonely as a Cloud” Symbols

• See where this symbol appears in the poem.

“I Wandered Lonely as a Cloud” Poetic Devices & Figurative Language

Personification.

• See where this poetic device appears in the poem.

Alliteration

Polysyndeton, “i wandered lonely as a cloud” vocabulary.

Select any word below to get its definition in the context of the poem. The words are listed in the order in which they appear in the poem.

• See where this vocabulary word appears in the poem.

Form, Meter, & Rhyme Scheme of “I Wandered Lonely as a Cloud”

Rhyme scheme, “i wandered lonely as a cloud” speaker, “i wandered lonely as a cloud” setting, literary and historical context of “i wandered lonely as a cloud”, more “i wandered lonely as a cloud” resources, external resources.

A Reading — The poem read by Jeremy Irons. 

Daffodils at Ullswater — Photos and video of daffodils at the actual location mentioned in Wordsworth's account of the walk.

Nature and Wordsworth — A short BBC clip about Wordsworth's early relationship with nature.

Biography and other poems — A useful resource from TPoetry Foundation.

Preface to Lyrical Ballads — The preface to Coleridge and Wordsworth's 1798 book, Lyrical Ballads.

LitCharts on Other Poems by William Wordsworth

A Complaint

A Slumber Did My Spirit Seal

Composed upon Westminster Bridge, September 3, 1802

Expostulation and Reply

Extract from The Prelude (Boat Stealing)

It Is a Beauteous Evening, Calm and Free

I Travelled Among Unknown Men

Lines Composed a Few Miles above Tintern Abbey

Lines Written in Early Spring

London, 1802

My Heart Leaps Up

Nuns Fret Not at Their Convent’s Narrow Room

Ode: Intimations of Immortality from Recollections of Early Childhood

She Dwelt among the Untrodden Ways

She was a Phantom of Delight

The Solitary Reaper

The Tables Turned

The World Is Too Much With Us

Three Years She Grew in Sun and Shower

To a Snowdrop

We Are Seven

Ask LitCharts AI: The answer to your questions

0 af 5 stjerner

The Meaning of Clouds | Analytical essay

• Uddannelse: HHX

Karakter: 12 tal

Nyhed Få en times gratis lektiehjælp

Indledning To find an aim in life is for the most people very essential. People are in general afraid of having no clear purpose in daily life and just doing nothing. The question is; isn’t it just ok, not having your life all planned out? “The Meaning of Clouds” by Natalie Fox, is about the meaning of life, and about finding your path in life, without knowing the end of it. The story takes place in July, in a town in England. The story begins at 9 AM in a peaceful setting, where Bella and Mags are relaxing under the “brightness of the young July sun” . The atmosphere is calm, but also filled with negativity from Mags.

Optimer dit sprog - Læs vores guide og scor topkarakter

Uddrag The story is told by a first-person narrator. Mags is the narrator and one of the main characters, therefore, her attitude reflects at the story, and how the atmosphere changes along with her attitude throughout the story. She’s a young woman in a relationship with a divorced man, who has the daughter, Bella. The story took place, while Bella and Mags where in the city together. Mags is doing everything Bella asks her to do, such as getting ice-cream at 9 AM, this suggests that’s she’s a rather weak-willed person. Mags’s way of looking at life shifts from the beginning to the end, and she’s on a mental journey, in which she learns the real values in her life. At the beginning she’s immature and pessimistic as she had just lost her job. She reflects over her previous life, where she had a job; everything was better, and about how miserable her life is now. Her own troubles fade, as Bella disappears. She begins a panicked search for her, and she is overly relieved, after Bella is found unharmed. The incident gives Mags a new perspective of her own life and points out to her what things really meant something to her. Her immaturity disappears at the end; “Perhaps I’ve aged significantly in the last half hour”.

Få adgang til dette dokument og over 27.000 hjælpemidler

Der trækkes 39 kr. hver 30. dag

• 10 downloads pr måned
• Adgang til dette dokument
• Ingen binding
• Let at opsige
• Fornyes automatisk

Der trækkes 49 kr. hver 30. dag

• 30 downloads pr måned

Gratis adgang

• Anonymt og sikkert
• Normal ventetid under 24 timer
• Minimum 10 eller 12-tal

0 af 5 stjerner - 0 anmeldelser

Brugernes bedømmelser

Skriv din egen anmeldelse, skriv et svar annuller svar.

Din e-mailadresse vil ikke blive publiceret. Krævede felter er markeret med *

Kommentar *

Bedømmelse * 1 2 3 4 5

Relaterede produkter

Engelsk - STX

Karakter: 10 tal

The meaning of clouds | Essay

The meaning of clouds | Analyse

5 af 5 stjerner

Dansk - HHX

Camille Clouds power | Brevkasse

'Let’s go to the videotape' | Analytical…

'Let’s go to the videotape’ | Analytical…

How Science Made Me a Writer |…

Engelsk - HHX

Analytical Essay | Engelsk

Matematik - HHX

Differentialregning Aflevering | Matematik A

A wasted hour | Analytical essay

I see you never | Analytical essay

Dear class of 2020 | Analytical essay

Få en times gratis lektiehjælp

Eftersom eksamenerne nærmer sig, tilbyder vi nu muligheden for at få 1 times helt gratis online lektiehjælp fra vores dygtige undervisere. Dette tilbud inkluderer:

• Mulighed for at hæve dit karaktergennemsnit
• Venlig og forståelig undervisning
• Online videohjælp

Login for at få adgang til vores univers

Glemt adgangskode?

Opret en gratis bruger

Opret en gratis bruger for at få adgang til vores univers

Upload en opgave

Din opgave vil blive gennemlæst og kvalitetstjekket, før den godkendes. - Opgaven bliver normalt tjekket indenfor 24 timer (OBS! Forvent længere ventetid i weeekenden) . - Din indsendte opgave vil forblive anonym.

Opret bruger for at uploade din opgave

Tak for din indsendelse

Du får normalt svar inden for 24 timer. Svaret sendes på mail

Din opgave er nu klar

Du kan downloade opgaven

The Ultimate Guide to Analytical Essay Writing: How to Craft an A-Grade Paper?

25 January, 2021

17 minutes read

Author:  Kate Smith

An analytical essay is often considered the most challenging piece of writing. However, those who have dealt with it at least once are a step closer to calling themselves masters of essay writing. This type of paper requires plenty of analytical skills to carry out an in-depth analysis of the assigned topic. Yet, the main goal of an analytical essay is not only to demonstrate your ability to learn the basics of the theme.

You also need to think critically, analyze facts, express your standpoint, and clearly show a deep understanding of key concepts. In short, your main task as an author is to prove the validity of your views by coming up with strong arguments that do not beg any questions.

The given guide provides a full analytical essay definition, as well as specifies its features and structural aspects. The following information will help you properly start your paper, choose a relevant topic, and come up with compelling conclusions. 

What is an Analytical Essay?

An analytical essay is a piece of writing aimed to provide a thorough analysis of a definite phenomenon using persuasive arguments and supporting assertions. Analysis in the analytical essay writing process stands for a method of research that allows one to study specific features of an object. Analytical papers also have to do with analysis of a specific problem; that is consideration of the problem itself and identification of its key patterns. The subject matter of analysis can be a well-known or little-studied scientific phenomenon, artistic work, historical event, social problem, etc.

The content of an analytical essay will totally depend on the object that has been chosen for analysis. Thus, when shedding light on any kind of scientific work, an analytical essay can be devoted to the analysis of research credibility, its relevance, or the adequacy of conclusions. When considering a work of art, an essay writer can focus on the analysis of the author’s artistic techniques or issues raised in the book. For this reason, it is essential to accurately determine the topic and subject matter of your future analytical essay.

Steps to Take Before Writing

The preparational stage of analytical essay writing cannot be omitted. It lays the basis for the A-grade paper and should be carefully completed. If you don’t know how to start an analytical essay, read a few handy tips that will ensure a solid foundation for your paper.  

Define a subject matter

You first need to clearly understand the issue you will base your essay on. Since analytical essays imply an in-depth analysis of a specific problem, you need to define its core. Try to split the analysis into several components and provide arguments taken either from a book, a research, a scientific work, or a movie (depending on the subject matter of your analysis), and support your views comprehensively.

Decide on the content of your analytical essay

If you are a student who was given an analytical essay topic, read the task several times before you are 100% sure that you clearly understand the requirements as to the analytical essay format. In case you were lucky to choose the topic of the analytical paper by yourself, make sure the theme you will be dealing with is familiar or at least seems interesting to you. 

Remember that different subject matters require a different approach to their analysis. If you examine some literature work, you can prove your opinion based on the deeds of a certain or several characters. But if you have been assigned the task to elaborate on some historic events, analyze their main causes, driving forces that have affected their course, and their global consequences.  

Take care of the proper start

Don’t forget to start your analytical essay with a thesis statement. It is a sentence or a couple of sentences that aim to summarize the key statements of your paper. A thesis statement should provide readers with a preliminary idea of what your essay is all about.  

Find extra reasoning

Make sure your thesis is supported by compelling arguments. To find enough evidence, you should carry out a thorough analysis of the assigned topic. List the crucial points of your research and ponder over the ways they can be used to prove your final opinion. 

Elaborate the outline

A sound outline elaborated at the preparation stage will help you ensure a proper analytical essay structure and make the overall writing process easier. As a rule, an analytical essay consists of an introduction, three body paragraphs, and a conclusion. Your outline plan should include the key arguments you want to discuss in each paragraph. 

Analytical Essay Thesis

A thesis statement represents the central idea of your paper and must serve as strong proof of your standpoint. While elaborating your thesis statement, it is crucial to include it at the end of the first paragraph and thus set a direction for the overall paper. 

Analytical Essay Outline

An outline is not a required element of analytical essays writing and should not be included in the text, but it can greatly facilitate the whole process of paper writing.

The analytical essay structure looks as follows:

Introduction

In the introduction of an analytical essay, you will need to identify your paper’s subject matter. Mention the purpose of your work and specify its scope of research. Don’t forget to include a thesis to let readers know what your work is about.

Body Section

As has already been mentioned, the body section covers three or more main paragraphs, each being supported with arguments and details. Besides, you need to provide a small conclusion to each statement to make your essay sound professional and persuasive. 

At this stage, you need to summarize the points elucidated in your paper and make sure there is a smooth and logical transition from the body section to the concluding part of the text. If you don’t know how to conclude an analytical essay, try to restate the thesis statement without copying it word for word.  

Analytical Essay Examples

Writing an analytical essay may seem to be a thorny way. If you are still not sure how to properly craft one, try to find some examples that will help you go in the right direction. Below, there are some great examples of analytical essays. Take a look at their structure and try to write something similar based on your views and ideas:

https://drive.google.com/file/d/1JeR4i4RIZIj448W3KVFyHP-eS3QPN7gW/view

https://stlcc.edu/docs/student-support/academic-support/college-writing-center/rhetorical-analysis-sample-essay.pdf

https://www.germanna.eduhttp://handmadewriting.com/wp-content/uploads/tutoring/handouts/Literary-Analysis-Sample-Paper.pdf

30 Analytical Essay Topics

If you were allowed to choose the theme for your paper by yourself, check on the following analytical essay topics. Each of them can bring you the highest score:

General topics

• The influence of social networks on the life of teens
• Are salaries of football players too high?
• Wearing uniforms in schools should be banned
• A person in society: the problems of loneliness and privacy
• Sociology of corporate relationships
• Does the observation of space need more investments?
• Should the voting age in the UK be decreased?
• Reasons why capital punishment should be brought back in the UK
• A world with no rules: a new human era or a road to the global collapse?
• Life without technologies: will modern people survive?
• Should scientists test drugs on animals to fight cancer?
• The problem of keeping the balance between career and family life
• The importance of listening to your body 
• Problems caused by the lack of communication
• Food addiction and the problems it causes
• Problems of vaccination in the XXI century
• Does evil really rule the world?
• How does body size affect life quality?
• Pros and cons of video games 
• The role of a family model in the life and career of a person

Analytical Essay Topics on Literature

• “Robinson Crusoe”: fantasy vs reality
• Observation of the artistic uniqueness in the comedy by W. Shakespeare “A Midsummer Night’s Dream” 
• Observe the social problems in the novel by John Steinbeck “The Grapes of Wrath”
• Convulsions and death of the “little man” in the networks of impersonal, alienated forces in the novel “The Metamorphosis”
• Observation of the problems of a man on a plagued land in the novel “The Plague”
• Revolt of the protagonist in the novel by J. Salinger “The Catcher in the Rye”
• Observation of friendship and love in the fate of humanity in the XX century
• The triumph of immorality in the novel by F. Sagan “Hello Sadness”
• Observation of the personality of an American student in the novel by J. Salinger “The Catcher in the Rye”
• Eternal tragedies of humanity in the tragedy by W. Shakespeare “The Tragedy of Hamlet, Prince of Denmark”

How to Write a Well-Structured Analytical Essay With a Solid Argument

Writing an analytical essay with a clear structure might be challenging unless you are thoroughly prepared. We decided to help you out and create a detailed guide listing the main things to consider when creating an analytical essay outline. You need to explain your main idea in a concise way to bring your point across. As analytical writing has high requirements, it pays off to find an analytical essay example and analyze how this text was written. It will allow you to understand the analytical essay format better and learn how to provide substantive analysis on various topics. Read on to learn how to write a top-level analytical paper and submit it on time.

Main Tips for Writing an Analytical Essay

An analytical essay should provide a comprehensive analysis of a chosen topic. What makes an analysis essay different from other assignments is that it includes a personal opinion of an author. This is why analytical writing should be persuasive.

Below, we have rounded up the key tips you need to follow when producing an analytical essay outline and the main body of your text. Read on to learn more about the analytical essay format and create a text that will fully meet the requirements.

Select an Analytical Essay Topic

Before creating an analytical essay outline, make sure to pick a topic that you are interested in. It should be provocative enough to engage your readers. A widely-debated topic will help you write an analytical essay that grabs the attention of a wide audience.

Consider your goals and conduct thorough research to see if you have enough sources to support the main thesis of your analysis essay.

Come Up With a Strong Analytical Thesis Statement

When writing an analytical essay, start by formulating a thesis statement that includes the topic and the main goal of your text. It will help you create an analytical essay outline and show your readers what you will discuss in your analysis essay.

Add it to the last paragraph of your analytical essay introduction. Due to this, your analytical essay outline will look better structured. Look at any analytical essay example to see how you can introduce your subject. In most cases, one sentence will suffice to state your analysis essay’s goal. However, a complex analytical essay outline might require you to use two sentences for a thesis statement.

Write an Analytical Essay Body with a Clear Structure

Your analytical essay outline should include 3-4 paragraphs. However, a literary analysis essay usually consists of 5 paragraphs. When it comes to analytical writing, it is important to cover a different point in each section of the main body of an analysis paper.

After writing an analytical essay, check whether each paragraph contains an introduction and the main point. Besides, it should contain evidence. An expertly written analytical essay outline will help you reach out to your target audience more effectively.

Conduct Research Before Writing an Analytical Essay Outline

While this step is preparatory, it is a must for those who want to write a well-grounded analytical paper.

• First, select the best ideas for your essay
• Then, emphasize the problems with works written by other researchers
• Finally, write your analytical essay outline to demonstrate what approach you want to take

Examine the context and find examples to illustrate the scope of the issue. You may draw parallels to emphasize your point and make your topic more relatable.

Analyze the Implications of the Evidence

After listing your pieces of evidence and demonstrating how it is related to your thesis, show why it is important. You need to explore it deeply and use it to support your argument. It will make your analytical essay outline well-grounded facts.

Write an Analytical Essay Conclusion

Whether you write a literary analysis essay or other types of assignments, there is no need to add any new data at the end of your analysis paper. Instead, summarize the arguments you mentioned in your analytical essay outline. The conclusion of your analysis essay should be short and clear. Here, you need to demonstrate that you have achieved your goals.

Analytical Essay Writing Tips

If you want to get the highest grade for your analytical essay, you need to know a little bit more than just the basics of paper writing. Read these handy tips to write a perfect essay you will be proud of:

• Double-check your paper for spelling and grammar mistakes. In case your essay contains too many errors, neither an in-depth analysis nor the elaborate writing style will make it look any better. Situations when essays of great value in terms of research and a message they convey are poorly assessed because of the abundance of mistakes are not rare. Make sure you have enough time to proofread your paper before submission. Also, you may consider asking somebody to take a fresh look at your essay and check it for you.
• Reading your analytical essay out loud helps you discover all types of errors or weak phrases. This method might seem a bit uncomfortable, but it has proved to be very effective for many students. Note that silent reading of your paper isn’t even half as helpful as reading it aloud. 
• Another great idea to check on the rhythm and flow of your paper is to ask someone to read it for you. While listening to the text, you could perceive it from another perspective and discover even more inconsistencies and mistakes.  
• Double-check the facts you use in your analytical essay. The names of people, books, research, publications, as well as dates of historical events are too important to be misspelled. Things like these show your professionalism and the way you treat your readers.

Write an Analytical Essay with HandmadeWriting

Writing an analytical essay requires time, strong writing skills, great attention to detail, and a huge interest in the assigned topic. However, life can be unpredictable sometimes, and students might find themselves at risk of failing their creative assignments. Stress, family issues, poor health, and even unwillingness to work on a certain topic may become significant obstacles on their way to the A-grade work.

If you have similar problems, there is no need to compromise your reputation and grades. You can always refer to HandmadeWriting professionals who are ready to help you with a paper of any type and complexity. They will understand your individual style and totally devote themselv

A life lesson in Romeo and Juliet taught by death

Due to human nature, we draw conclusions only when life gives us a lesson since the experience of others is not so effective and powerful. Therefore, when analyzing and sorting out common problems we face, we may trace a parallel with well-known book characters or real historical figures. Moreover, we often compare our situations with […]

Ethical Research Paper Topics

Writing a research paper on ethics is not an easy task, especially if you do not possess excellent writing skills and do not like to contemplate controversial questions. But an ethics course is obligatory in all higher education institutions, and students have to look for a way out and be creative. When you find an […]

Art Research Paper Topics

Students obtaining degrees in fine art and art & design programs most commonly need to write a paper on art topics. However, this subject is becoming more popular in educational institutions for expanding students’ horizons. Thus, both groups of receivers of education: those who are into arts and those who only get acquainted with art […]

An innovative method based on Gaussian cloud distribution and sample information richness for eutrophication assessment of Yangtze’s lakes and reservoirs under uncertainty

• Research Article
• Published: 25 April 2024

Cite this article

• Nan Zang 1 , 2 ,
• Guozhi Cao 2 ,
• Yanxue Xu 2 ,
• Yu Feng 3 ,
• Zesheng Xu 2 ,
• Xiafei Zhou 2 &
• Yunjie Liao   ORCID: orcid.org/0000-0003-3814-829X 4  

73 Accesses

Explore all metrics

The precise assessment of a water body’s eutrophication status is essential for making informed decisions in water environment management. However, conventional approaches frequently fail to consider the randomness, fuzziness, and inherent hidden information of water quality indicators. These would result in an unreliable assessment. An enhanced method was proposed for the eutrophication assessment under uncertainty in this study. The multi-dimension gaussian cloud distribution was introduced to capture the randomness and fuzziness. The Shannon entropy based on various sample size and trophic levels was proposed to maximize valuable information hidden in the datasets. Twenty-seven significant lakes and reservoirs located in the Yangtze River Basin were selected to demonstrate the proposed method. The sensitivity and consistency were used to evaluate the accuracy of the proposed method. Results indicate that the proposed method has the capability to effectively assess the eutrophication status of lakes and reservoirs under uncertainty and that it has a better sensitivity since it can identify more than 33–50% trophic levels compared to the traditional methods. Further scenario experiments analysis revealed that the sample information richness, i.e., sample size and the number of trophic levels is of great significance to the accuracy/robustness of the method. Moreover, a sample size of 60 can offer the most favorable balance between accuracy/robustness and the monitoring expenses. These findings are crucial to optimizing the eutrophication assessment.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA) Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

A comprehensive review of water quality indices (WQIs): history, models, attempts and perspectives

Eutrophication: Challenges and Solutions

Groundwater Resource Assessment by Applying Long-Term Trend Analysis of Spring Discharge, Water Level, and Hydroclimatic Parameters

Data availability.

Data that support the findings of this study will be made available from the corresponding author on reasonable request.

Adun H (2023) Sustainability energy security: 20 years assessment of the West African Nations using a comprehensive entropy-TOPSIS analysis. Environ Sci Pollut Res 30:81093–81112

Article   Google Scholar  

Afrane S, Ampah JD, Jin C, Liu H, Aboagye EM (2021) Techno-economic feasibility of waste-to-energy technologies for investment in Ghana: a multicriteria assessment based on fuzzy TOPSIS approach. J Clean Prod 318:128515

Andersen JH, Carstensen J, Conley DJ, Dromph K, Fleming-Lehtinen V, Gustafsson BG, Josefson AB, Norkko A, Villnas A, Murray C (2017) Long-term temporal and spatial trends in eutrophication status of the Baltic Sea. Biol Rev 92:135–149

Baty F, Ritz C, Charles S, Brutsche M, Flandrois JP, Delignette-Muller ML (2015) A toolbox for nonlinear regression in R: the package nlstools. J Stat Softw 66:1–21

Cassidy R, Doody DG, Watson CJ (2017) Impact of legacy soil phosphorus on losses in drainage and overland flow from grazed grassland soils. Sci Total Environ 575:474–484

Article   CAS   Google Scholar  

Chen ZY, Li JF, Shen HT, Wang ZH (2001) Yangtze River of China: historical analysis of discharge variability and sediment flux. Geomorphology 41:77–91

Chen Y, Zhu L, Zhou R (2007) Characterization and distribution of polycyclic aromatic hydrocarbon in surface water and sediment from Qiantang River, China. J Hazard Mater 141:148–155

Chen X, Wang Y, Sun T, Chen Y, Zhang M, Ye C (2022) Evaluation and prediction of water quality in the dammed estuaries and rivers of Taihu Lake. Environ Sci Pollut Res 29:12832–12844

Chen Q, Huang MT, Tang X (2020) Eutrophication assessment of seasonal urban lakes in China Yangtze River Basin using Landsat 8-derived Forel-Ule index: a six-year (2013-2018) observation. Sci Total Environ 745:135392

Deng W, Wang G (2017) A novel water quality data analysis framework based on time-series data mining. J Environ Manag 196:365–375

Ding Y, Zhao J, Peng W, Zhang J, Chen Q, Fu, Y, Duan M (2021) Stochastic trophic level index model: a new method for evaluating eutrophication state. J Environ Manag 280:111826

Du YB, Zheng YS, Wu GA, Tang Y (2020) Decision-making method of heavy-duty machine tool remanufacturing based on AHP-entropy weight and extension theory. J Clean Prod 252:119607

Feng L, Cheng Y, Zhang Y, Li Z, Yu Y, Feng L, Zhang S, Xu L (2020) Distribution and human health risk assessment of antibiotic residues in large-scale drinking water sources in Chongqing area of the Yangtze River. Environ Res 185:109386

Ferreira JG, Andersen JH, Borja A, Bricker SB, Camp J, da Silva MC, Garces E, Heiskanen A-S, Humborg C, Ignatiades L, Lancelot C, Menesguen A, Tett P, Hoepffner N, Claussen U (2011) Overview of eutrophication indicators to assess environmental status within the European Marine Strategy Framework Directive. Estuar Coast Shelf Sci 93:117–131

Garcia Nieto PJ, Garcia-Gonzalo E, Alonso Fernandez JR, Diaz Muinz C (2019) Water eutrophication assessment relied on various machine learning techniques: a case study in the Englishmen Lake (Northern Spain). Ecol Model 404:91–102

Gilbert PM (2017) Eutrophication, harmful algae and biodiversity - challenging paradigms in a world of complex nutrient changes. Mar Pollut Bull 124:591–606

Guan Q, Feng L, Hou X, Schurgers G, Zheng Y, Tang J (2020) Eutrophication changes in fifty large lakes on the Yangtze Plain of China derived from MERIS and OLCI observations. Remote Sens Environ 246:111890

Han X, Tang F, Liu AL (2024) Drinking water quality evaluation in supply systems in Wuhan, China: application of entropy weight water quality index and multivariate statistical analysis. Environ Sci Pollut R 31:445–457

Google Scholar  

Hou XJ, Feng L, Dai YH, Hu CAM, Gibson L, Tang J, Lee ZP, Wang Y, Cai XB, Liu JG, Zheng Y, Zheng CM (2022) Global mapping reveals increase in lacustrine algal blooms over the past decade. Nat Geosci 15:130–134

Huang JC, Zhang YJ, Arhonditsis GB, Gao JF, Chen QW, Peng J (2020) The magnitude and drivers of harmful algal blooms in China’s lakes and reservoirs: A national-scale characterization. Water Res 181:115902

Lai CW, Ma Z, Liu ZH, Sun HL, Yu QC, Xia F, He XJ, Bao Q, Han YQ, Liu X, He HB (2023) Alleviating eutrophication by reducing the abundance of Cyanophyta due to dissolved inorganic carbon fertilization: insights from Erhai Lake, China. J Environ Sci 131:68–83

Lai RY, Chen XH, Zhang LL (2022) Evaluating the impacts of small cascade hydropower from a perspective of stream health that integrates eco-environmental and hydrological values. J Environ Manag 305:114366

Li D, Du Y (2008) Artificial intelligence with uncertainty. Chapman and Hall/CRC, Boca Raton

Li X, ZK, Gu P, et al (2021) Changes in precipitation extremes in the Yangtze River Basin during 1960–2019 and the ssociation with global warming, ENSO, and local effects. Sci Total Environ 760:144244

Li LX, Liang TJ, Qiu S, Zhang YL, Qu JW, Liu TT, Ma F (2023) A rapid and simplified method for evaluating the performance of fungi-algae pellets: a hierarchical analysis model. Sci Total Environ 860:160442

Lin SS, Shen SL, Zhou AN, Xu YS (2020) Approach based on TOPSIS and Monte Carlo simulation methods to evaluate lake eutrophication levels. Water Res 187:116437

Lin SS, Shen SL, Zhou AN, Lyu HM (2021) Assessment andmanagement of lake eutrophication: a case study in Lake Erhai, China. Sci Total Environ 751:141618

Liu XC, Beusen AHW, Van Beek LPH, Mogollon JM, Ran XB, Bouwman AF (2018) Exploring spatiotemporal changes of the Yangtze River (Changjiang) nitrogen and phosphorus sources, retention and export to the East China Sea and Yellow Sea. Water Res 142:246–255

Liu YX, Ke YH, Wu H, Zhang CL, Chen XW (2023) A satellite-based hybrid model for trophic state evaluation in inland waters across China. Environ Res 225:115509

Luthra S, Govindan K, Kannan D, Mangla SK, Garg CP (2017) An integrated framework for sustainable supplier selection and evaluation in supply chains. J Clean Prod 140:1686–1698

Ma JG, He F, Qi TC, Sun Z, Shen M, Cao ZG, Meng D, Duan HT, Luo JH (2022) Thirty-four-year record (1987-2021) of the spatiotemporal dynamics of algal blooms in Lake Dianchi from multi-source remote sensing insights. Remote Sens 14:4000

McDonald CP, Lottig NR, Stoddard JL, Herlihy AT, Lehmann S, Paulsen SG, Peck DV, Pollard AI, Stevenson RJ (2014) Comment on Bachmann et al. (2013): a nonrepresentative sample cannot describe the extent of cultural eutrophication of natural lakes in the United States. Limnol Oceanogr 59:2226–2230

Peng T, Deng HW, Lin Y, Jin ZY (2021) Assessment on water resources carrying capacity in karst areas by using an innovative DPESBRM concept model and cloud model. Sci Total Environ 767:144353

Qi WX, Wang X, Kang J, Bai YH, Bian R, Xue HT, Chen L, Guan AM, Pan YR, Liu HJ, Qu JH (2023) Improvement of the Yangtze Rivers? Water quality with substantial implementation of wastewater services infrastructure since 2013. Engineering 21:135–142

Qin BQ, Zhou J, Elser JJ, Gardner WS, Deng JM, Brookes JD (2020) Water depth underpins the relative roles and fates of nitrogen and phosphorus in lakes. Environ Sci Tech 54:3191–3198

Ruan DM, Bian JM, Wang Q, Wu JJ, Yu YX, Gu ZQ (2021) Application of modified cloud model-level eigenvalue method in water quality evaluation. J Hydrol 603:126980

Scavia D, Allan JD, Arend KK, Bartell S, Beletsky D, Bosch NS, Brandt SB, Briland RD, Daloglu I, DePinto JV, Dolan DM, Evans MA, Farmer TM, Goto D, Han HJ, Hook TO, Knight R, Ludsin SA, Mason D, Michalak AM, Richards RP, Roberts JJ, Rucinski DK, Rutherford E, Schwab DJ, Sesterhenn TM, Zhang HY, Zhou YT (2014) Assessing and addressing the re-eutrophication of Lake Erie: central basin hypoxia. J Great Lakes Res 40:226–246

Tang XQ, Li R, Han D, Scholz M (2020) Response of eutrophication development to variations in nutrients and hydrological regime: a case study in the Changjiang River (Yangtze) Basin. Water 12:1634

Tong YD, Zhao Y, Zhen GC, Chi J, Liu XH, Lu YR, Wang XJ, Yao RH, Chen JY, Zhang W (2015) Nutrient loads flowing into coastal waters from the main rivers of China (2006-2012). Sci Rep 5:16678

Tong YD, Zhang W, Wang XJ, Couture RM, Larssen T, Zhao Y, Li J, Liang HJ, Liu XY, Bu XG, He W, Zhang QG, Lin Y (2017) Decline in Chinese lake phosphorus concentration accompanied by shift in sources since 2006. Nat Geosci 10:507–511

Wang D, Liu D, Ding H, Singh VP, Wang Y, Zeng X, Wu J, Wang L (2016a) A cloud model-based approach for water quality assessment. Environ Res 148:24–35

Wang D, Zeng D, Singh VP, Xu P, Liu D, Wang Y, Zeng X, Wu J, Wang L (2016b) A multidimension cloud model-based approach for water quality assessment. Environ Res 149:113–121

Wang JL, Fu ZS, Qiao HX, Liu FX (2019) Assessment of eutrophication and water quality in the estuarine area of Lake Wuli, Lake Taihu, China. Sci Total Environ 650:1392–1402

Wang XC, Ma HQ, Li RH, Song ZS, Wu JP (2012) Seasonal fluxes and source variation of organic carbon transported by two major Chinese Rivers: the Yellow River and Changjiang (Yangtze) River. Global Biogeochem Cy 26:GB2025

Wang YM, Zhang XE, Wu YF (2020a) Eutrophication assessment based on the cloud matter element model. Int J Environ Res Public Health 17:331–334

Wang YH, Wen ZG, Li HF (2020b) Symbiotic technology assessment in iron and steel industry based on entropy TOPSIS method. J Clean Prod 260:120900

Wu D, Yan H, Shang M, Shan K, Wang G (2017) Water eutrophication evaluation based on semi-supervised classification: a case study in Three Gorges Reservoir. Ecol Indic 81:362–372

Xie T, Wang MI, Su C, Chen WP (2020) Evaluation of the natural attenuation capacity of urban residential soils with ecosystem-service performance index (EPX) and entropy weight methods. Environ Pollut 265:222–229

Xu HS, Ma C, Lian JJ, Xu K, Chaima E (2018) Urban flooding risk assessment based on an integrated k-means cluster algorithm and improved entropy weight method in the region of Haikou, China. J Hydrol 563:975–986

Yan H, Wu D, Huang Y, Wang G, Shang M, Xu J, Shi X, Shan K, Zhou B, Zhao Y (2017) Water eutrophication assessment based on rough set and multidimensional cloud model. Chemometr Intell Lab Systems 164:103–112

Yan DD, Wunnemann B, Jiang ZL (2020) Hydrological variations of a lake-catchment and human interaction during the last 6 ka in Yunnan, China. J Hydrol 587:124932

Yang W, Xu K, Lian J, Ma C, Bin L (2018) Integrated flood vulnerability assessment approach based on TOPSIS and Shannon entropy methods. Ecol Indic 89:269–280

Yang Z, Wang YF (2020) The cloud model based stochastic multi-criteria decision making technology for river health assessment under multiple uncertainties. J Hydrol 581:124437

Yao JP, Wang GQ, Xue BL, Wang PZ, Hao FH, Xie G, Peng YB (2019) Assessment of lake eutrophication using a novel multidimensional similarity cloud model. J Environ Manag 248:109259

Yao JP, Wang GQ, Wang LB, Zhang XJ, Wang PZ (2021) Assessing the spatiotemporal variability of lake water quality using A novel multidimensional shape - position similarity cloud model. J Hydrol 599:126379

Zang N, Zhu J, Wang X, Liao YJ, Cao GZ, Li CH, Liu Q, Yang ZF (2022) Eutrophication risk assessment considering joint effects of water quality and water quantity for a receiving reservoir in the South-to-North Water Transfer Project, China. J Clean Prod 331:129966

Zhang SH, Xiang MS, Xu Z, Wang L, Zhang C (2020) Evaluation of water cycle health status based on a cloud model. J Clean Prod 245:118850

Zou ZH, Yun Y, Sun JN (2006) Entropy method for determination of weight of evaluating indicators in fuzzy synthetic evaluation for water quality assessment. J Environ 18:1020–1023

CAS   Google Scholar  

Download references

This work was supported by the National Natural Science Foundation of China (52300244) and the Major Project of the National Social Science Foundation of China (21&ZD166).

Author information

Authors and affiliations.

China National Environmental Monitoring Centre, Beijing, 100012, China

Chinese Academy for Environmental Planning, Beijing, 100043, China

Nan Zang, Guozhi Cao, Yanxue Xu, Zesheng Xu & Xiafei Zhou

Sinosoft Company Limited, Beijing, 100089, China

Center for Water and Ecology, State Key Joint Laboratory of Environment Simulation and Pollution Control, School of Environment, Tsinghua University, Beijing, 100084, China

Yunjie Liao

You can also search for this author in PubMed   Google Scholar

Contributions

Nan Zang: conceptualization, methodology, formal analysis, data curation, writing—original draft, writing—review and editing, visualization, software, validation, investigation. Guozhi Cao: resources, writing—review and editing. Yanxue Xu: investigation, visualization, resources. Yu Feng: investigation. Zesheng Xu: investigation. Xiafei Zhou: investigation. Jiaxun Guo: investigation, visualization. Yunjie Liao: conceptualization, methodology, formal analysis, writing—original draft, writing—review and editing, visualization, validation, supervision.

Corresponding author

Correspondence to Yunjie Liao .

Ethics declarations

Ethical approval.

Not applicable.

Consent to participate

Consent to publish.

The authors confirm that they have obtained written consent from each participant to publish the manuscript.

Competing interests

The authors declare no competing interests.

Additional information

Responsible Editor: Marcus Schulz

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Below is the link to the electronic supplementary material.

Supplementary file1 (DOCX 241 KB)

Rights and permissions.

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Zang, N., Cao, G., Xu, Y. et al. An innovative method based on Gaussian cloud distribution and sample information richness for eutrophication assessment of Yangtze’s lakes and reservoirs under uncertainty. Environ Sci Pollut Res (2024). https://doi.org/10.1007/s11356-024-33307-9

Download citation

Received : 25 January 2024

Accepted : 10 April 2024

Published : 25 April 2024

DOI : https://doi.org/10.1007/s11356-024-33307-9

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Eutrophication assessment
• Multi-dimensional cloud model
• Shannon entropy
• Yangtze River Basin
• Find a journal
• Publish with us
• Track your research

Numbers, Facts and Trends Shaping Your World

Read our research on:

Full Topic List

Regions & Countries

• Publications
• Our Methods
• Short Reads
• Tools & Resources

Read Our Research On:

What It Means To Be Asian in America

The lived experiences and perspectives of asian americans in their own words.

Asians are the fastest growing racial and ethnic group in the United States. More than 24 million Americans in the U.S. trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent.

The majority of Asian Americans are immigrants, coming to understand what they left behind and building their lives in the United States. At the same time, there is a fast growing, U.S.-born generation of Asian Americans who are navigating their own connections to familial heritage and their own experiences growing up in the U.S.

In a new Pew Research Center analysis based on dozens of focus groups, Asian American participants described the challenges of navigating their own identity in a nation where the label “Asian” brings expectations about their origins, behavior and physical self. Read on to see, in their own words, what it means to be Asian in America.

• Introduction

Table of Contents

This is how i view my identity, this is how others see and treat me, this is what it means to be home in america, about this project, methodological note, acknowledgments.

No single experience defines what it means to be Asian in the United States today. Instead, Asian Americans’ lived experiences are in part shaped by where they were born, how connected they are to their family’s ethnic origins, and how others – both Asians and non-Asians – see and engage with them in their daily lives. Yet despite diverse experiences, backgrounds and origins, shared experiences and common themes emerged when we asked: “What does it mean to be Asian in America?”

In the fall of 2021, Pew Research Center undertook the largest focus group study it had ever conducted – 66 focus groups with 264 total participants – to hear Asian Americans talk about their lived experiences in America. The focus groups were organized into 18 distinct Asian ethnic origin groups, fielded in 18 languages and moderated by members of their own ethnic groups. Because of the pandemic, the focus groups were conducted virtually, allowing us to recruit participants from all parts of the United States. This approach allowed us to hear a diverse set of voices – especially from less populous Asian ethnic groups whose views, attitudes and opinions are seldom presented in traditional polling. The approach also allowed us to explore the reasons behind people’s opinions and choices about what it means to belong in America, beyond the preset response options of a traditional survey.

The terms “Asian,” “Asians living in the United States” and “Asian American” are used interchangeably throughout this essay to refer to U.S. adults who self-identify as Asian, either alone or in combination with other races or Hispanic identity.

“The United States” and “the U.S.” are used interchangeably with “America” for variations in the writing.

Multiracial participants are those who indicate they are of two or more racial backgrounds (one of which is Asian). Multiethnic participants are those who indicate they are of two or more ethnicities, including those identified as Asian with Hispanic background.

U.S. born refers to people born in the 50 U.S. states or the District of Columbia, Puerto Rico, or other U.S. territories.

Immigrant refers to people who were not U.S. citizens at birth – in other words, those born outside the U.S., Puerto Rico or other U.S. territories to parents who were not U.S. citizens. The terms “immigrant,” “first generation” and “foreign born” are used interchangeably in this report.  

Second generation refers to people born in the 50 states or the District of Columbia with at least one first-generation, or immigrant, parent.

The pan-ethnic term “Asian American” describes the population of about 22 million people living in the United States who trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent. The term was popularized by U.S. student activists in the 1960s and was eventually adopted by the U.S. Census Bureau. However, the “Asian” label masks the diverse demographics and wide economic disparities across the largest national origin groups (such as Chinese, Indian, Filipino) and the less populous ones (such as Bhutanese, Hmong and Nepalese) living in America. It also hides the varied circumstances of groups immigrated to the U.S. and how they started their lives there. The population’s diversity often presents challenges . Conventional survey methods typically reflect the voices of larger groups without fully capturing the broad range of views, attitudes, life starting points and perspectives experienced by Asian Americans. They can also limit understanding of the shared experiences across this diverse population.

Across all focus groups, some common findings emerged. Participants highlighted how the pan-ethnic “Asian” label used in the U.S. represented only one part of how they think of themselves. For example, recently arrived Asian immigrant participants told us they are drawn more to their ethnic identity than to the more general, U.S.-created pan-ethnic Asian American identity. Meanwhile, U.S.-born Asian participants shared how they identified, at times, as Asian but also, at other times, by their ethnic origin and as Americans.

Another common finding among focus group participants is the disconnect they noted between how they see themselves and how others view them. Sometimes this led to maltreatment of them or their families, especially at heightened moments in American history such as during Japanese incarceration during World War II, the aftermath of 9/11 and, more recently, the COVID-19 pandemic. Beyond these specific moments, many in the focus groups offered their own experiences that had revealed other people’s assumptions or misconceptions about their identity.

Another shared finding is the multiple ways in which participants take and express pride in their cultural and ethnic backgrounds while also feeling at home in America, celebrating and blending their unique cultural traditions and practices with those of other Americans.

This focus group project is part of a broader research agenda about Asians living in the United States. The findings presented here offer a small glimpse of what participants told us, in their own words, about how they identify themselves, how others see and treat them, and more generally, what it means to be Asian in America.

Illustrations by Jing Li

Publications from the Being Asian in America project

• Read the data essay: What It Means to Be Asian in America
• Watch the documentary: Being Asian in America
• Explore the interactive: In Their Own Words: The Diverse Perspectives of Being Asian in America
• View expanded interviews: Extended Interviews: Being Asian in America
• About this research project: More on the Being Asian in America project
• Q&A: Why and how Pew Research Center conducted 66 focus groups with Asian Americans

One of the topics covered in each focus group was how participants viewed their own racial or ethnic identity. Moderators asked them how they viewed themselves, and what experiences informed their views about their identity. These discussions not only highlighted differences in how participants thought about their own racial or ethnic background, but they also revealed how different settings can influence how they would choose to identify themselves. Across all focus groups, the general theme emerged that being Asian was only one part of how participants viewed themselves.

The pan-ethnic label ‘Asian’ is often used more in formal settings

“I think when I think of the Asian Americans, I think that we’re all unique and different. We come from different cultures and backgrounds. We come from unique stories, not just as a group, but just as individual humans.” Mali , documentary participant

Many participants described a complicated relationship with the pan-ethnic labels “Asian” or “Asian American.” For some, using the term was less of an active choice and more of an imposed one, with participants discussing the disconnect between how they would like to identify themselves and the available choices often found in formal settings. For example, an immigrant Pakistani woman remarked how she typically sees “Asian American” on forms, but not more specific options. Similarly, an immigrant Burmese woman described her experience of applying for jobs and having to identify as “Asian,” as opposed to identifying by her ethnic background, because no other options were available. These experiences highlight the challenges organizations like government agencies and employers have in developing surveys or forms that ask respondents about their identity. A common sentiment is one like this:

“I guess … I feel like I just kind of check off ‘Asian’ [for] an application or the test forms. That’s the only time I would identify as Asian. But Asian is too broad. Asia is a big continent. Yeah, I feel like it’s just too broad. To specify things, you’re Taiwanese American, that’s exactly where you came from.”

–U.S.-born woman of Taiwanese origin in early 20s

Smaller ethnic groups default to ‘Asian’ since their groups are less recognizable

Other participants shared how their experiences in explaining the geographic location and culture of their origin country led them to prefer “Asian” when talking about themselves with others. This theme was especially prominent among those belonging to smaller origin groups such as Bangladeshis and Bhutanese. A Lao participant remarked she would initially say “Asian American” because people might not be familiar with “Lao.”

“​​[When I fill out] forms, I select ‘Asian American,’ and that’s why I consider myself as an Asian American. [It is difficult to identify as] Nepali American [since] there are no such options in forms. That’s why, Asian American is fine to me.”

–Immigrant woman of Nepalese origin in late 20s

“Coming to a big country like [the United States], when people ask where we are from … there are some people who have no idea about Bhutan, so we end up introducing ourselves as being Asian.”

–Immigrant woman of Bhutanese origin in late 40s

But for many, ‘Asian’ as a label or identity just doesn’t fit

Many participants felt that neither “Asian” nor “Asian American” truly captures how they view themselves and their identity. They argue that these labels are too broad or too ambiguous, as there are so many different groups included within these labels. For example, a U.S.-born Pakistani man remarked on how “Asian” lumps many groups together – that the term is not limited to South Asian groups such as Indian and Pakistani, but also includes East Asian groups. Similarly, an immigrant Nepalese man described how “Asian” often means Chinese for many Americans. A Filipino woman summed it up this way:

“Now I consider myself to be both Filipino and Asian American, but growing up in [Southern California] … I didn’t start to identify as Asian American until college because in [the Los Angeles suburb where I lived], it’s a big mix of everything – Black, Latino, Pacific Islander and Asian … when I would go into spaces where there were a lot of other Asians, especially East Asians, I didn’t feel like I belonged. … In media, right, like people still associate Asian with being East Asian.”

–U.S.-born woman of Filipino origin in mid-20s

Participants also noted they have encountered confusion or the tendency for others to view Asian Americans as people from mostly East Asian countries, such as China, Japan and Korea. For some, this confusion even extends to interactions with other Asian American groups. A Pakistani man remarked on how he rarely finds Pakistani or Indian brands when he visits Asian stores. Instead, he recalled mostly finding Vietnamese, Korean and Chinese items.

Among participants of South Asian descent, some identified with the label “South Asian” more than just “Asian.” There were other nuances, too, when it comes to the labels people choose. Some Indian participants, for example, said people sometimes group them with Native Americans who are also referred to as Indians in the United States. This Indian woman shared her experience at school:

“I love South Asian or ‘Desi’ only because up until recently … it’s fairly new to say South Asian. I’ve always said ‘Desi’ because growing up … I’ve had to say I’m the red dot Indian, not the feather Indian. So annoying, you know? … Always a distinction that I’ve had to make.”

–U.S.-born woman of Indian origin in late 20s

Participants with multiethnic or multiracial backgrounds described their own unique experiences with their identity. Rather than choosing one racial or ethnic group over the other, some participants described identifying with both groups, since this more accurately describes how they see themselves. In some cases, this choice reflected the history of the Asian diaspora. For example, an immigrant Cambodian man described being both Khmer/Cambodian and Chinese, since his grandparents came from China. Some other participants recalled going through an “identity crisis” as they navigated between multiple identities. As one woman explained:

“I would say I went through an identity crisis. … It’s because of being multicultural. … There’s also French in the mix within my family, too. Because I don’t identify, speak or understand the language, I really can’t connect to the French roots … I’m in between like Cambodian and Thai, and then Chinese and then French … I finally lumped it up. I’m just an Asian American and proud of all my roots.”

–U.S.-born woman of Cambodian origin in mid-30s

In other cases, the choice reflected U.S. patterns of intermarriage. Asian newlyweds have the highest intermarriage rate of any racial or ethnic group in the country. One Japanese-origin man with Hispanic roots noted:

“So I would like to see myself as a Hispanic Asian American. I want to say Hispanic first because I have more of my mom’s culture in me than my dad’s culture. In fact, I actually have more American culture than my dad’s culture for what I do normally. So I guess, Hispanic American Asian.”

–U.S.-born man of Hispanic and Japanese origin in early 40s

Other identities beyond race or ethnicity are also important

Focus group participants also talked about their identity beyond the racial or ethnic dimension. For example, one Chinese woman noted that the best term to describe her would be “immigrant.” Faith and religious ties were also important to some. One immigrant participant talked about his love of Pakistani values and how religion is intermingled into Pakistani culture. Another woman explained:

“[Japanese language and culture] are very important to me and ingrained in me because they were always part of my life, and I felt them when I was growing up. Even the word itadakimasu reflects Japanese culture or the tradition. Shinto religion is a part of the culture. They are part of my identity, and they are very important to me.”

–Immigrant woman of Japanese origin in mid-30s

For some, gender is another important aspect of identity. One Korean participant emphasized that being a woman is an important part of her identity. For others, sexual orientation is an essential part of their overall identity. One U.S.-born Filipino participant described herself as “queer Asian American.” Another participant put it this way:

“I belong to the [LGBTQ] community … before, what we only know is gay and lesbian. We don’t know about being queer, nonbinary. [Here], my horizon of knowing what genders and gender roles is also expanded … in the Philippines, if you’ll be with same sex, you’re considered gay or lesbian. But here … what’s happening is so broad, on how you identify yourself.”

–Immigrant woman of Filipino origin in early 20s

Immigrant identity is tied to their ethnic heritage

Participants born outside the United States tended to link their identity with their ethnic heritage. Some felt strongly connected with their ethnic ties due to their citizenship status. For others, the lack of permanent residency or citizenship meant they have stronger ties to their ethnicity and birthplace. And in some cases, participants said they held on to their ethnic identity even after they became U.S. citizens. One woman emphasized that she will always be Taiwanese because she was born there, despite now living in the U.S.

For other participants, family origin played a central role in their identity, regardless of their status in the U.S. According to some of them, this attitude was heavily influenced by their memories and experiences in early childhood when they were still living in their countries of origin. These influences are so profound that even after decades of living in the U.S., some still feel the strong connection to their ethnic roots. And those with U.S.-born children talked about sending their kids to special educational programs in the U.S. to learn about their ethnic heritage.

“Yes, as for me, I hold that I am Khmer because our nationality cannot be deleted, our identity is Khmer as I hold that I am Khmer … so I try, even [with] my children today, I try to learn Khmer through Zoom through the so-called Khmer Parent Association.”

–Immigrant man of Cambodian origin in late 50s

Navigating life in America is an adjustment

Many participants pointed to cultural differences they have noticed between their ethnic culture and U.S. culture. One of the most distinct differences is in food. For some participants, their strong attachment to the unique dishes of their families and their countries of origin helps them maintain strong ties to their ethnic identity. One Sri Lankan participant shared that her roots are still in Sri Lanka, since she still follows Sri Lankan traditions in the U.S. such as preparing kiribath (rice with coconut milk) and celebrating Ramadan.

For other participants, interactions in social settings with those outside their own ethnic group circles highlighted cultural differences. One Bangladeshi woman talked about how Bengalis share personal stories and challenges with each other, while others in the U.S. like to have “small talk” about TV series or clothes.

Many immigrants in the focus groups have found it is easier to socialize when they are around others belonging to their ethnicity. When interacting with others who don’t share the same ethnicity, participants noted they must be more self-aware about cultural differences to avoid making mistakes in social interactions. Here, participants described the importance of learning to “fit in,” to avoid feeling left out or excluded. One Korean woman said:

“Every time I go to a party, I feel unwelcome. … In Korea, when I invite guests to my house and one person sits without talking, I come over and talk and treat them as a host. But in the United States, I have to go and mingle. I hate mingling so much. I have to talk and keep going through unimportant stories. In Korea, I am assigned to a dinner or gathering. I have a party with a sense of security. In America, I have nowhere to sit, and I don’t know where to go and who to talk to.”

–Immigrant woman of Korean origin in mid-40s

And a Bhutanese immigrant explained:

“In my case, I am not an American. I consider myself a Bhutanese. … I am a Bhutanese because I do not know American culture to consider myself as an American. It is very difficult to understand the sense of humor in America. So, we are pure Bhutanese in America.”

–Immigrant man of Bhutanese origin in early 40s

Language was also a key aspect of identity for the participants. Many immigrants in the focus groups said they speak a language other than English at home and in their daily lives. One Vietnamese man considered himself Vietnamese since his Vietnamese is better than his English. Others emphasized their English skills. A Bangladeshi participant felt that she was more accepted in the workplace when she does more “American” things and speaks fluent English, rather than sharing things from Bangladeshi culture. She felt that others in her workplace correlate her English fluency with her ability to do her job. For others born in the U.S., the language they speak at home influences their connection to their ethnic roots.

“Now if I go to my work and do show my Bengali culture and Asian culture, they are not going to take anything out of it. So, basically, I have to show something that they are interested in. I have to show that I am American, [that] I can speak English fluently. I can do whatever you give me as a responsibility. So, in those cases I can’t show anything about my culture.”

–Immigrant woman of Bangladeshi origin in late 20s

“Being bi-ethnic and tri-cultural creates so many unique dynamics, and … one of the dynamics has to do with … what it is to be Americanized. … One of the things that played a role into how I associate the identity is language. Now, my father never spoke Spanish to me … because he wanted me to develop a fluency in English, because for him, he struggled with English. What happened was three out of the four people that raised me were Khmer … they spoke to me in Khmer. We’d eat breakfast, lunch and dinner speaking Khmer. We’d go to the temple in Khmer with the language and we’d also watch videos and movies in Khmer. … Looking into why I strongly identify with the heritage, one of the reasons is [that] speaking that language connects to the home I used to have [as my families have passed away].”

–U.S.-born man of Cambodian origin in early 30s

Balancing between individualistic and collective thinking

For some immigrant participants, the main differences between themselves and others who are seen as “truly American” were less about cultural differences, or how people behave, and more about differences in “mindset,” or how people think . Those who identified strongly with their ethnicity discussed how their way of thinking is different from a “typical American.” To some, the “American mentality” is more individualistic, with less judgment on what one should do or how they should act . One immigrant Japanese man, for example, talked about how other Japanese-origin co-workers in the U.S. would work without taking breaks because it’s culturally inconsiderate to take a break while others continued working. However, he would speak up for himself and other workers when they are not taking any work breaks. He attributed this to his “American” way of thinking, which encourages people to stand up for themselves.

Some U.S.-born participants who grew up in an immigrant family described the cultural clashes that happened between themselves and their immigrant parents. Participants talked about how the second generation (children of immigrant parents) struggles to pursue their own dreams while still living up to the traditional expectations of their immigrant parents.

“I feel like one of the biggest things I’ve seen, just like [my] Asian American friends overall, is the kind of family-individualistic clash … like wanting to do your own thing is like, is kind of instilled in you as an American, like go and … follow your dream. But then you just grow up with such a sense of like also wanting to be there for your family and to live up to those expectations, and I feel like that’s something that’s very pronounced in Asian cultures.”

–U.S.-born man of Indian origin in mid-20s

Discussions also highlighted differences about gender roles between growing up in America compared with elsewhere.

“As a woman or being a girl, because of your gender, you have to keep your mouth shut [and] wait so that they call on you for you to speak up. … I do respect our elders and I do respect hearing their guidance but I also want them to learn to hear from the younger person … because we have things to share that they might not know and that [are] important … so I like to challenge gender roles or traditional roles because it is something that [because] I was born and raised here [in America], I learn that we all have the equal rights to be able to speak and share our thoughts and ideas.”

U.S. born have mixed ties to their family’s heritage

“I think being Hmong is somewhat of being free, but being free of others’ perceptions of you or of others’ attempts to assimilate you or attempts to put pressure on you. I feel like being Hmong is to resist, really.” Pa Houa , documentary participant

How U.S.-born participants identify themselves depends on their familiarity with their own heritage, whom they are talking with, where they are when asked about their identity and what the answer is used for. Some mentioned that they have stronger ethnic ties because they are very familiar with their family’s ethnic heritage. Others talked about how their eating habits and preferred dishes made them feel closer to their ethnic identity. For example, one Korean participant shared his journey of getting closer to his Korean heritage because of Korean food and customs. When some participants shared their reasons for feeling closer to their ethnic identity, they also expressed a strong sense of pride with their unique cultural and ethnic heritage.

“I definitely consider myself Japanese American. I mean I’m Japanese and American. Really, ever since I’ve grown up, I’ve really admired Japanese culture. I grew up watching a lot of anime and Japanese black and white films. Just learning about [it], I would hear about Japanese stuff from my grandparents … myself, and my family having blended Japanese culture and American culture together.”

–U.S.-born man of Japanese origin in late 20s

Meanwhile, participants who were not familiar with their family’s heritage showed less connection with their ethnic ties. One U.S.-born woman said she has a hard time calling herself Cambodian, as she is “not close to the Cambodian community.” Participants with stronger ethnic ties talked about relating to their specific ethnic group more than the broader Asian group. Another woman noted that being Vietnamese is “more specific and unique than just being Asian” and said that she didn’t feel she belonged with other Asians. Some participants also disliked being seen as or called “Asian,” in part because they want to distinguish themselves from other Asian groups. For example, one Taiwanese woman introduces herself as Taiwanese when she can, because she had frequently been seen as Chinese.

Some in the focus groups described how their views of their own identities shifted as they grew older. For example, some U.S.-born and immigrant participants who came to the U.S. at younger ages described how their experiences in high school and the need to “fit in” were important in shaping their own identities. A Chinese woman put it this way:

“So basically, all I know is that I was born in the United States. Again, when I came back, I didn’t feel any barrier with my other friends who are White or Black. … Then I got a little confused in high school when I had trouble self-identifying if I am Asian, Chinese American, like who am I. … Should I completely immerse myself in the American culture? Should I also keep my Chinese identity and stuff like that? So yeah, that was like the middle of that mist. Now, I’m pretty clear about myself. I think I am Chinese American, Asian American, whatever people want.”

–U.S.-born woman of Chinese origin in early 20s

Identity is influenced by birthplace

“I identified myself first and foremost as American. Even on the forms that you fill out that says, you know, ‘Asian’ or ‘Chinese’ or ‘other,’ I would check the ‘other’ box, and I would put ‘American Chinese’ instead of ‘Chinese American.’” Brent , documentary participant

When talking about what it means to be “American,” participants offered their own definitions. For some, “American” is associated with acquiring a distinct identity alongside their ethnic or racial backgrounds, rather than replacing them. One Indian participant put it this way:

“I would also say [that I am] Indian American just because I find myself always bouncing between the two … it’s not even like dual identity, it just is one whole identity for me, like there’s not this separation. … I’m doing [both] Indian things [and] American things. … They use that term like ABCD … ‘American Born Confused Desi’ … I don’t feel that way anymore, although there are those moments … but I would say [that I am] Indian American for sure.”

–U.S.-born woman of Indian origin in early 30s

Meanwhile, some U.S.-born participants view being American as central to their identity while also valuing the culture of their family’s heritage.

Many immigrant participants associated the term “American” with immigration status or citizenship. One Taiwanese woman said she can’t call herself American since she doesn’t have a U.S. passport. Notably, U.S. citizenship is an important milestone for many immigrant participants, giving them a stronger sense of belonging and ultimately calling themselves American. A Bangladeshi participant shared that she hasn’t received U.S. citizenship yet, and she would call herself American after she receives her U.S. passport.

Other participants gave an even narrower definition, saying only those born and raised in the United States are truly American. One Taiwanese woman mentioned that her son would be American since he was born, raised and educated in the U.S. She added that while she has U.S. citizenship, she didn’t consider herself American since she didn’t grow up in the U.S. This narrower definition has implications for belonging. Some immigrants in the groups said they could never become truly American since the way they express themselves is so different from those who were born and raised in the U.S. A Japanese woman pointed out that Japanese people “are still very intimidated by authorities,” while those born and raised in America give their opinions without hesitation.

“As soon as I arrived, I called myself a Burmese immigrant. I had a green card, but I still wasn’t an American citizen. … Now I have become a U.S. citizen, so now I am a Burmese American.”

–Immigrant man of Burmese origin in mid-30s

“Since I was born … and raised here, I kind of always view myself as American first who just happened to be Asian or Chinese. So I actually don’t like the term Chinese American or Asian American. I’m American Asian or American Chinese. I view myself as American first.”

–U.S.-born man of Chinese origin in early 60s

“[I used to think of myself as] Filipino, but recently I started saying ‘Filipino American’ because I got [U.S.] citizenship. And it just sounds weird to say Filipino American, but I’m trying to … I want to accept it. I feel like it’s now marry-able to my identity.”

–Immigrant woman of Filipino origin in early 30s

For others, American identity is about the process of ‘becoming’ culturally American

Immigrant participants also emphasized how their experiences and time living in America inform their views of being an “American.” As a result, some started to see themselves as Americans after spending more than a decade in the U.S. One Taiwanese man considered himself an American since he knows more about the U.S. than Taiwan after living in the U.S. for over 52 years.

But for other immigrant participants, the process of “becoming” American is not about how long they have lived in the U.S., but rather how familiar they are with American culture and their ability to speak English with little to no accent. This is especially true for those whose first language is not English, as learning and speaking it without an accent can be a big challenge for some. One Bangladeshi participant shared that his pronunciation of “hot water” was very different from American English, resulting in confusions in communication. By contrast, those who were more confident in their English skills felt they can better understand American culture and values as a result, leading them to a stronger connection with an American identity.

“[My friends and family tease me for being Americanized when I go back to Japan.] I think I seem a little different to people who live in Japan. I don’t think they mean anything bad, and they [were] just joking, because I already know that I seem a little different to people who live in Japan.”

–Immigrant man of Japanese origin in mid-40s

“I value my Hmong culture, and language, and ethnicity, but I also do acknowledge, again, that I was born here in America and I’m grateful that I was born here, and I was given opportunities that my parents weren’t given opportunities for.”

–U.S.-born woman of Hmong origin in early 30s

During the focus group discussions about identity, a recurring theme emerged about the difference between how participants saw themselves and how others see them. When asked to elaborate on their experiences and their points of view, some participants shared experiences they had with people misidentifying their race or ethnicity. Others talked about their frustration with being labeled the “model minority.” In all these discussions, participants shed light on the negative impacts that mistaken assumptions and labels had on their lives.

All people see is ‘Asian’

For many, interactions with others (non-Asians and Asians alike) often required explaining their backgrounds, reacting to stereotypes, and for those from smaller origin groups in particular, correcting the misconception that being “Asian” means you come from one of the larger Asian ethnic groups. Several participants remarked that in their own experiences, when others think about Asians, they tend to think of someone who is Chinese. As one immigrant Filipino woman put it, “Interacting with [non-Asians in the U.S.], it’s hard. … Well, first, I look Spanish. I mean, I don’t look Asian, so would you guess – it’s like they have a vision of what an Asian [should] look like.” Similarly, an immigrant Indonesian man remarked how Americans tended to see Asians primarily through their physical features, which not all Asian groups share.

Several participants also described how the tendency to view Asians as a monolithic group can be even more common in the wake of the COVID-19 pandemic.

“The first [thing people think of me as] is just Chinese. ‘You guys are just Chinese.’ I’m not the only one who felt [this] after the COVID-19 outbreak. ‘Whether you’re Japanese, Korean, or Southeast Asian, you’re just Chinese [to Americans]. I should avoid you.’ I’ve felt this way before, but I think I’ve felt it a bit more after the COVID-19 outbreak.”

–Immigrant woman of Korean origin in early 30s

At the same time, other participants described their own experiences trying to convince others that they are Asian or Asian American. This was a common experience among Southeast Asian participants.

“I have to convince people I’m Asian, not Middle Eastern. … If you type in Asian or you say Asian, most people associate it with Chinese food, Japanese food, karate, and like all these things but then they don’t associate it with you.”

–U.S.-born man of Pakistani origin in early 30s

The model minority myth and its impact

“I’ve never really done the best academically, compared to all my other Asian peers too. I never really excelled. I wasn’t in honors. … Those stereotypes, I think really [have] taken a toll on my self-esteem.” Diane , documentary participant

Across focus groups, immigrant and U.S.-born participants described the challenges of the seemingly positive stereotypes of Asians as intelligent, gifted in technical roles and hardworking. Participants often referred to this as the “model minority myth.”

The label “model minority” was coined in the 1960s and has been used to characterize Asian Americans as financially and educationally successful and hardworking when compared with other groups. However, for many Asians living in the United States, these characterizations do not align with their lived experiences or reflect their socioeconomic backgrounds. Indeed, among Asian origin groups in the U.S., there are wide differences in economic and social experiences. 

Academic research on the model minority myth has pointed to its impact beyond Asian Americans and towards other racial and ethnic groups, especially Black Americans, in the U.S. Some argue that the model minority myth has been used to justify policies that overlook the historical circumstances and impacts of colonialism, slavery, discrimination and segregation on other non-White racial and ethnic groups.

Many participants noted ways in which the model minority myth has been harmful. For some, expectations based on the myth didn’t match their own experiences of coming from impoverished communities. Some also recalled experiences at school when they struggled to meet their teachers’ expectations in math and science.

“As an Asian person, I feel like there’s that stereotype that Asian students are high achievers academically. They’re good at math and science. … I was a pretty mediocre student, and math and science were actually my weakest subjects, so I feel like it’s either way you lose. Teachers expect you to fit a certain stereotype and if you’re not, then you’re a disappointment, but at the same time, even if you are good at math and science, that just means that you’re fitting a stereotype. It’s [actually] your own achievement, but your teachers might think, ‘Oh, it’s because they’re Asian,’ and that diminishes your achievement.”

–U.S.-born woman of Korean origin in late 20s

Some participants felt that even when being Asian worked in their favor in the job market, they encountered stereotypes that “Asians can do quality work with less compensation” or that “Asians would not complain about anything at work.”

“There is a joke from foreigners and even Asian Americans that says, ‘No matter what you do, Asians always do the best.’ You need to get A, not just B-plus. Otherwise, you’ll be a disgrace to the family. … Even Silicon Valley hires Asian because [an] Asian’s wage is cheaper but [they] can work better. When [work] visa overflow happens, they hire Asians like Chinese and Indian to work in IT fields because we are good at this and do not complain about anything.”

–Immigrant man of Thai origin in early 40s

Others expressed frustration that people were placing them in the model minority box. One Indian woman put it this way:

“Indian people and Asian people, like … our parents or grandparents are the ones who immigrated here … against all odds. … A lot of Indian and Asian people have succeeded and have done really well for themselves because they’ve worked themselves to the bone. So now the expectations [of] the newer generations who were born here are incredibly unrealistic and high. And you get that not only from your family and the Indian community, but you’re also getting it from all of the American people around you, expecting you to be … insanely good at math, play an instrument, you know how to do this, you know how to do that, but it’s not true. And it’s just living with those expectations, it’s difficult.”

–U.S.-born woman of Indian origin in early 20s

Whether U.S. born or immigrants, Asians are often seen by others as foreigners

“Being only not quite 10 years old, it was kind of exciting to ride on a bus to go someplace. But when we went to Pomona, the assembly center, we were stuck in one of the stalls they used for the animals.” Tokiko , documentary participant

Across all focus groups, participants highlighted a common question they are asked in America when meeting people for the first time: “Where are you really from?” For participants, this question implied that people think they are “foreigners,” even though they may be longtime residents or citizens of the United States or were born in the country. One man of Vietnamese origin shared his experience with strangers who assumed that he and his friends are North Korean. Perhaps even more hurtful, participants mentioned that this meant people had a preconceived notion of what an “American” is supposed to look like, sound like or act like. One Chinese woman said that White Americans treated people like herself as outsiders based on her skin color and appearance, even though she was raised in the U.S.

Many focus group participants also acknowledged the common stereotype of treating Asians as “forever foreigners.” Some immigrant participants said they felt exhausted from constantly being asked this question by people even when they speak perfect English with no accent. During the discussion, a Korean immigrant man recalled that someone had said to him, “You speak English well, but where are you from?” One Filipino participant shared her experience during the first six months in the U.S.:

“You know, I spoke English fine. But there were certain things that, you know, people constantly questioning you like, oh, where are you from? When did you come here? You know, just asking about your experience to the point where … you become fed up with it after a while.”

–Immigrant woman of Filipino origin in mid-30s

U.S.-born participants also talked about experiences when others asked where they are from. Many shared that they would not talk about their ethnic origin right away when answering such a question because it often led to misunderstandings and assumptions that they are immigrants.

“I always get that question of, you know, ‘Where are you from?’ and I’m like, ‘I’m from America.’ And then they’re like, ‘No. Where are you from-from ?’ and I’m like, ‘Yeah, my family is from Pakistan,’ so it’s like I always had like that dual identity even though it’s never attached to me because I am like, of Pakistani descent.”

–U.S.-born man of Pakistani origin in early 20s

One Korean woman born in the U.S. said that once people know she is Korean, they ask even more offensive questions such as “Are you from North or South Korea?” or “Do you still eat dogs?”

In a similar situation, this U.S.-born Indian woman shared her responses:

“I find that there’s a, ‘So but where are you from?’ Like even in professional settings when they feel comfortable enough to ask you. ‘So – so where are you from?’ ‘Oh, I was born in [names city], Colorado. Like at [the hospital], down the street.’ ‘No, but like where are you from?’ ‘My mother’s womb?’”

–U.S.-born woman of Indian origin in early 40s

Ignorance and misinformation about Asian identity can lead to contentious encounters

“I have dealt with kids who just gave up on their Sikh identity, cut their hair and groomed their beard and everything. They just wanted to fit in and not have to deal with it, especially [those] who are victim or bullied in any incident.” Surinder , documentary participant

In some cases, ignorance and misinformation about Asians in the U.S. lead to inappropriate comments or questions and uncomfortable or dangerous situations. Participants shared their frustration when others asked about their country of origin, and they then had to explain their identity or correct misunderstandings or stereotypes about their background. At other times, some participants faced ignorant comments about their ethnicity, which sometimes led to more contentious encounters. For example, some Indian or Pakistani participants talked about the attacks or verbal abuse they experienced from others blaming them for the 9/11 terrorist attacks. Others discussed the racial slurs directed toward them since the COVID-19 pandemic in 2020. Some Japanese participants recalled their families losing everything and being incarcerated during World War II and the long-term effect it had on their lives.

“I think like right now with the coronavirus, I think we’re just Chinese, Chinese American, well, just Asian American or Asians in general, you’re just going through the same struggles right now. Like everyone is just blaming whoever looks Asian about the virus. You don’t feel safe.”

–U.S.-born man of Chinese origin in early 30s

“At the beginning of the pandemic, a friend and I went to celebrate her birthday at a club and like these guys just kept calling us COVID.”

–U.S.-born woman of Korean origin in early 20s

“There [were] a lot of instances after 9/11. One day, somebody put a poster about 9/11 [in front of] my business. He was wearing a gun. … On the poster, it was written ‘you Arabs, go back to your country.’ And then someone came inside. He pointed his gun at me and said ‘Go back to your country.’”

–Immigrant man of Pakistani origin in mid-60s

“[My parents went through the] internment camps during World War II. And my dad, he was in high school, so he was – they were building the camps and then he was put into the Santa Anita horse track place, the stables there. And then they were sent – all the Japanese Americans were sent to different camps, right, during World War II and – in California. Yeah, and they lost everything, yeah.”

–U.S.-born woman of Japanese origin in mid-60s

As focus group participants contemplated their identity during the discussions, many talked about their sense of belonging in America. Although some felt frustrated with people misunderstanding their ethnic heritage, they didn’t take a negative view of life in America. Instead, many participants – both immigrant and U.S. born – took pride in their unique cultural and ethnic backgrounds. In these discussions, people gave their own definitions of America as a place with a diverse set of cultures, with their ethnic heritage being a part of it.

Taking pride in their unique cultures

“Being a Pakistani American, I’m proud. … Because I work hard, and I make true my dreams from here.” Shahid , documentary participant

Despite the challenges of adapting to life in America for immigrant participants or of navigating their dual cultural identity for U.S.-born ones, focus group participants called America their home. And while participants talked about their identities in different ways – ethnic identity, racial (Asian) identity, and being American – they take pride in their unique cultures. Many also expressed a strong sense of responsibility to give back or support their community, sharing their cultural heritage with others on their own terms.

“Right now it has been a little difficult. I think it has been for all Asians because of the COVID issue … but I’m glad that we’re all here [in America]. I think we should be proud to be here. I’m glad that our families have traveled here, and we can help make life better for communities, our families and ourselves. I think that’s really a wonderful thing. We can be those role models for a lot of the future, the younger folks. I hope that something I did in the last years will have impacted either my family, friends or students that I taught in other community things that I’ve done. So you hope that it helps someplace along the line.”

“I am very proud of my culture. … There is not a single Bengali at my workplace, but people know the name of my country. Maybe many years [later] – educated people know all about the country. So, I don’t have to explain that there is a small country next to India and Nepal. It’s beyond saying. People after all know Bangladesh. And there are so many Bengali present here as well. So, I am very proud to be a Bangladeshi.”

Where home is

When asked about the definition of home, some immigrant participants said home is where their families are located. Immigrants in the focus groups came to the United States by various paths, whether through work opportunities, reuniting with family or seeking a safe haven as refugees. Along their journey, some received support from family members, their local community or other individuals, while others overcame challenges by themselves. Either way, they take pride in establishing their home in America and can feel hurt when someone tells them to “go back to your country.” In response, one Laotian woman in her mid-40s said, “This is my home. My country. Go away.”

“If you ask me personally, I view my home as my house … then I would say my house is with my family because wherever I go, I cannot marry if I do not have my family so that is how I would answer.”

–Immigrant man of Hmong origin in late 30s

“[If somebody yelled at me ‘go back to your country’] I’d feel angry because this is my country! I live here. America is my country. I grew up here and worked here … I’d say, ‘This is my country! You go back to your country! … I will not go anywhere. This is my home. I will live here.’ That’s what I’d say.”

–Immigrant woman of Laotian origin in early 50s

‘American’ means to blend their unique cultural and ethnic heritage with that in the U.S.

“I want to teach my children two traditions – one American and one Vietnamese – so they can compare and choose for themselves the best route in life.” Helen , documentary participant (translated from Vietnamese)

Both U.S.-born and immigrant participants in the focus groups shared their experiences of navigating a dual cultural environment between their ethnic heritage and American culture. A common thread that emerged was that being Asian in America is a process of blending two or more identities as one.

“Yeah, I want to say that’s how I feel – because like thinking about it, I would call my dad Lao but I would call myself Laotian American because I think I’m a little more integrated in the American society and I’ve also been a little more Americanized, compared to my dad. So that’s how I would see it.”

–U.S.-born man of Laotian origin in late 20s

“I mean, Bangladeshi Americans who are here, we are carrying Bangladeshi culture, religion, food. I am also trying to be Americanized like the Americans. Regarding language, eating habits.”

–Immigrant man of Bangladeshi origin in mid-50s

“Just like there is Chinese American, Mexican American, Japanese American, Italian American, so there is Indian American. I don’t want to give up Indianness. I am American by nationality, but I am Indian by birth. So whenever I talk, I try to show both the flags as well, both Indian and American flags. Just because you make new relatives but don’t forget the old relatives.”

–Immigrant man of Indian origin in late 40s

Pew Research Center designed these focus groups to better understand how members of an ethnically diverse Asian population think about their place in America and life here. By including participants of different languages, immigration or refugee experiences, educational backgrounds, and income levels, this focus group study aimed to capture in people’s own words what it means to be Asian in America. The discussions in these groups may or may not resonate with all Asians living in the United States. Browse excerpts from our focus groups with the interactive quote sorter below, view a video documentary focused on the topics discussed in the focus groups, or tell us your story of belonging in America via social media. The focus group project is part of a broader research project studying the diverse experiences of Asians living in the U.S.

Read sortable quotes from our focus groups

Browse excerpts in the interactive quote sorter from focus group participants in response to the question “What does it mean to be [Vietnamese, Thai, Sri Lankan, Hmong, etc.] like yourself in America?” This interactive allows you to sort quotes from focus group participants by ethnic origin, nativity (U.S. born or born in another country), gender and age.

Video documentary

Videos throughout the data essay illustrate what focus group participants discussed. Those recorded in these videos did not participate in the focus groups but were sampled to have similar demographic characteristics and thematically relevant stories.

Watch the full video documentary and watch additional shorter video clips related to the themes of this data essay.

Share the story of your family and your identity

Did the voices in this data essay resonate? Share your story of what it means to be Asian in America with @pewresearch. Tell us your story by using the hashtag #BeingAsianInAmerica and @pewidentity on Twitter, as well as #BeingAsianInAmerica and @pewresearch on Instagram.

This cross-ethnic, comparative qualitative research project explores the identity, economic mobility, representation, and experiences of immigration and discrimination among the Asian population in the United States. The analysis is based on 66 focus groups we conducted virtually in the fall of 2021 and included 264 participants from across the U.S. More information about the groups and analysis can be found in this appendix .

Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. This data essay was funded by The Pew Charitable Trusts, with generous support from the Chan Zuckerberg Initiative DAF, an advised fund of the Silicon Valley Community Foundation; the Robert Wood Johnson Foundation; the Henry Luce Foundation; The Wallace H. Coulter Foundation; The Dirk and Charlene Kabcenell Foundation; The Long Family Foundation; Lu-Hebert Fund; Gee Family Foundation; Joseph Cotchett; the Julian Abdey and Sabrina Moyle Charitable Fund; and Nanci Nishimura.

The accompanying video clips and video documentary were made possible by The Pew Charitable Trusts, with generous support from The Sobrato Family Foundation and The Long Family Foundation.

We would also like to thank the Leaders Forum for its thought leadership and valuable assistance in helping make this study possible. This is a collaborative effort based on the input and analysis of a number of individuals and experts at Pew Research Center and outside experts.

1615 L St. NW, Suite 800 Washington, DC 20036 USA (+1) 202-419-4300 | Main (+1) 202-857-8562 | Fax (+1) 202-419-4372 |  Media Inquiries

Research Topics

• Age & Generations
• Coronavirus (COVID-19)
• Economy & Work
• Family & Relationships
• Gender & LGBTQ
• Immigration & Migration
• International Affairs
• Internet & Technology
• Methodological Research
• News Habits & Media
• Non-U.S. Governments
• Other Topics
• Politics & Policy
• Race & Ethnicity
• Email Newsletters

ABOUT PEW RESEARCH CENTER  Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of  The Pew Charitable Trusts .

Copyright 2024 Pew Research Center

Terms & Conditions

Privacy Policy

Cookie Settings

Reprints, Permissions & Use Policy