interpretation meaning in essay

How To Write An Interpretive Analysis Essay

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How To Write An Interpretation Essay

An interpretive essay is an essay that provides an analysis of another piece of writing. An assignment to interpret a work of literature can seem overwhelming. Figuring out where to start, what literary elements to analyze and what to interpret does not have to be an impossible task. Here at iwriteessays.com we make the task of writing an interpretive essay simple.

What is An Interpretive Analysis Essay

Just like the name suggests, interpretive analysis essays asks students to interpret or critically analyze a subject (such as a work of art or, a person, or event) into its constituent parts, and offer a meaning--or alternative meanings of each of the components. An interpretive or critical analysis is a common type of research papers inthe arts, literature, and the other humanities. Most students will be asked to write an interpretive analysis essay in their introductory literature courses as well as in their intermediate and advanced classes. The most common way for this type of essay to start is by giving an interpretive question, such as "What is the relationship of Romeo to his father,"

How To Write An Interpretation Essay: Writer's Goal or Assignment Requirement

As stated above, the main goal of a literary analysis essay is to take a piece of work and look at the interesting segments in that literary work. The best way to begin is to first choose a scene, character, activity, line, or some other segment of a literary work, then break this segment into small parts, and analyze each of them individually.

The best way to analyze these segments of the literary work is to use the elements of literature to help explain the meanings, compare and contrast each part with other parts of the work or apply a literary theory to each part.

Your analysis should be logical. In addition, you should check the structure to come up with a balanced essay, which contains a brief introduction, a number of well-organized body paragraphs that focus on one idea, and a brief conclusion. Upon the instructor request, you can also include a brief first body section after the introduction to summarize the main elements of the work to introduce the work.

What To Include In The Interpretive Analysis Essay

The Interpretive Analysis Essay should have an introduction, body, and a conclusion. The writer must consistently quote and paraphrase the literary work in the introduction, body, and conclusion to help them in their analysis and in determining the possible meanings. These quotations and paraphrases help the writer to support their arguments by showing clearly, what the author of the work has written and prevising their own interpretations to the quoted text.

Apart from this, the writer must include quotations, paraphrases, and references from other literary works and professional critics. The additional quotations will help the writer develop a well-supported claim to the meanings of the work that they are analyzing. Finally, the writer must then add in text citations and a full bibliography on either APA, MLA or the style that the lecturer specifies.

Additional Tips On Writing An Interpretive Essay:

Ensure you come up with a new, interesting, or unique way of interpreting the literacy work.
You may decide go for the larger meanings of the whole work or some specific meaning of part of the work such as traits, symbol or setting aspects.
Give numerous kinds of reasons why you feel that your interpretation is true. In addition, assume that the audience had already read the literacy work.
Each reason should have its body division and in each body ensure that you provide a reason with a quote or paraphrase from the work.
The final draft of the work must contain the introduction section and the conclusion that provides the summary of the whole paper.

18.2 What is Literary Interpretation?

Defining literary interpretation.

In many ways, writing a literary interpretation will feel like the other essays you compose in this course. You will use the same close reading skills, the same kinds of critical thinking, and the same investigative approaches to ideas that interest you. Literary interpretation employs multiple modes of critical thought and writing, including summary, description, and analysis. In writing your literary interpretation essay, you will need to do the following:

Summarize : What happens in this literary work?

Describe : What are the components and details of this literary work?

Analyze : What does this literary work mean?

However, literary interpretation requires a bit more than the basic components of summary, description, and analysis. Literary interpretation requires a process of inquiry and a methodology. To make sure you interpret rather than summarize, don’t just ask “what” questions, but also ask “how” and “why” questions.

Summary asks: What happens in this literary work?

Interpretation asks: Why does it that happen?

Description asks: What are the components and details of this literary work?

Interpretation asks: How has author crafted the components and details of this literary work? Why has the author made those particular choices: in plot, images, settings, narration, characterizations, word choice, and so on?

Analysis asks: What does this literary work mean?

Interpretation asks: What does this literary work mean when analyzed through the lens of a particular methodology? For instance: How might we understand the topics of media bias and safe water rights in Henrik Ibsen’s An Enemy of the People by applying a Cultural Historical, Marxist, Environmental Studies, or Presentist approach? How might a feminist theorist interpret the scenes between Desdemona and Othello compared to how a postcolonial theorist might interpret them?

Adding these sort of “why” and “how” questions—as well as adding another level of complexity to the standard “what” questions—will help you to come up with an interpretive argument rather than just a summary, description, personal response, opinion, or evaluation.

To sum up: In many ways, a literary interpretation paper will feel like the other writing assignments you complete in this course. You will use the same close reading skills, the same kinds of critical thinking, and the same investigative approaches to ideas that interest you. However, because literary interpretation focuses on an inventive work, a work of fiction, drama, poetry, or creative non-fiction, it will require special attention to how literary texts work in different ways—and set out to achieve different purposes—than the non-fiction essays addressed in other assignments. To make sure you interpret rather than summarize, don’t just ask “what happened?” but also ask “why did that happen?” or “why did that matter?”

Multiple Interpretations, Discovery, and the Importance of Your Perspective

Most works of literature are open to more than one interpretation. We have discussed the importance of reading through various interpretive lenses by applying established methodologies, but the most important perspective is yours. Ultimately, you will be the one to come up with your overall interpretive argument about the literature. Your goal from the beginning, then, is to read closely on your path to discovery. Discovery often involves looking at something from a different perspective.

To illustrate this point, consider this excerpt from the essay by scholar Walter Benjamin entitled “Unpacking My Library: A Talk about Book Collecting.” In this essay, Benjamin recounts how unpacking his books after having moved inspired him to look at his books differently. Once he looks at his books from a different perspective, Benjamin has a moment of discovery:

I am unpacking my library. Yes, I am. The books are not yet on the shelves, not yet touched by the mild boredom of order. I cannot march up and down their ranks to pass them in review before a friendly audience. You need not fear any of that. Instead, I must ask you to join me in the disorder of crates that have been wrenched open, the air saturated with the dust of wood, the floor covered with torn paper, to join me among piles of volumes that are seeing daylight again after two years of darkness, so that you may be ready to share with me a bit of the mood—it is certainly not an elegiac mood but, rather, one of anticipation which these books arouse in a genuine collector. For such a man is speaking to you, and on closer scrutiny he proves to be speaking only about himself. Would it not be presumptuous of me if, in order to appear convincingly objective and down-to-earth, I enumerated for you the main sections or prize pieces of a library, if I presented you with their history or even their usefulness to a writer? I, for one, have in mind something less obscure, something more palpable than that; what I am really concerned with is giving you some insight into the relationship of a book collector to his possessions, into collecting rather than a collection. If I do this by elaborating on the various ways of acquiring books, this is something entirely arbitrary. This or any other procedure is merely a dam against the spring tide of memories which surges toward any collector as he contemplates his possessions. Every passion borders on the chaotic, but the collector’s passion borders on the chaos of memories. More than that: the chance, the fate, that suffuse the past before my eyes are conspicuously present in the accustomed confusion of these books. For what else is this collection but a disorder to which habit has accommodated itself to such an extent that it can appear as order? You have all heard of people whom the loss of their books has turned into invalids, or of those who in order to acquire them became criminals. These are the very areas in which any order is a balancing act of extreme precariousness. “The only exact knowledge there is,” said Anatole France, “is the knowledge of the date of publication and the format of books.” And indeed, if there is a counterpart to the confusion of a library, it is the order of its catalogue. [1]

Note Benjamin’s theorizing about his library, even in the chaotic state that accompanies unpacking. Even to Benjamin, owner of the books, they seem different to him in these new circumstances. The same is true with interpretation. The act of interpretation asks us to pull apart a text, to think of it as disorderly parts without the connections of a narrative thread. Interpretation allows us a more arbitrary approach.

Take for instance, the main character of a novel, who may be introduced on one page, fall in love a few chapters later, and have a child closer to the end of the story. Character analysis allows you to pull these discrete elements into an essay without paying any attention to the intervening events. Just as Benjamin sees his collection as more than the sum of the individual books, so does the author of a character analysis see the protagonist as a complex, even flawed, character who represents some facet of human behavior.

If Benjamin had never written his essay, we wouldn’t think of his collection in precisely this way. Similarly, your interpretation will make a similar contribution to the existing bank of knowledge—providing insights available only from your unique perspective.

One important takeaway from this discussion is: you do not have to be an English major to write a great literary interpretation essay. In fact, when students approach the literary work through their varied majors, career goals, or personal interests, it often results in a fascinating, new perspective on the literature. For instance,

In English 161, a Culinary Arts major wrote about the food as symbolic of the character’s cultural identities in Josefina Lopez’s play Real Women Have Curves .
In English 162, an Engineering/Game Design major wrote about how Suzanne Collins incorporates video gaming techniques into the characterization and plot of The Hunger Games throughout the entire novel.
In English 161, a student who was studying to take the state license exam in Real Estate interpreted Lorainne Hansberry’s A Raisin in the Sun through the perspective of the historical changes in his chosen profession, outlawing realtors from committing discriminatory actions such as blockbusting, redlining, and steering.

As you think about the best approach to take when reading and interpreting literature, add another question to your list. You are asking not just “What happens in this literary work?”—and also not just “why does that matter?”—but also “why does this literary work matter to me?”

The Literary Interpretation Essay

A good literary interpretation essay includes:

A strong thesis statement that makes an interpretive argument,
Your main points (sometimes called topic sentences or claims) that lead each paragraph or section of the essay,
Your ample and thorough collection of relevant evidence from the literary work—including examples, passages, scenes, details, and quotations, and
Your detailed analyses of that textual evidence, showing how the evidence relates to the main points of the interpretation as well as the overall thesis statement.

In the following sections, we will discuss these four components in the order that you will probably present them in your essay, but of course that is not the order in which they occur in the overall process of composing the essay. It’s not as though anyone begins reading a play, or writing an essay about a novel, with an interpretive thesis statement already formed. Before you get to the stage in the process where you are ready to write your interpretive thesis statement, you will probably go through an initial reading of the literary work and a second, closer reading in which you have a topic or two in mind. Your instructor may have your class read the literary work through a specific interpretive lens from the very beginning, or you may be introduced to multiple methodologies and asked to choose which one you will apply. Remember that interpretation is a journey to discovery that involves seeing things from a different perspective. However, the path that you take along the journey—the order in which you take the steps needed to write a strong interpretation essay—will depend upon your instructor’s guidance and your own sense of the process that works best for you.

[1] Quoted from “The Long(ish) Read: Walter Benjamin Unpacking His Library.” Arch Daily. https://www.archdaily.com/771939/the-long-ish-read-walter-benjamin-unpacking-his-library . Benjamin’s appeared first in German, in Literarische Welt (1931); it was translated into English and republished in Benjamin’s Illuminations (1999).

Continue Reading: 18.3 The Literary Interpretation Essay

Composition for Commodores Copyright © 2023 by Mollie Chambers; Karin Hooks; Donna Hunt; Kim Karshner; Josh Kesterson; Geoff Polk; Amy Scott-Douglass; Justin Sevenker; Jewon Woo; and other LCCC Faculty is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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How to Write an Interpretive Essay?

An essay is one of the most common types of tasks assigned to students in high school and college. If you are wondering why instructors give you this writing project once you’ve just finished with a previous one, keep reading the article!

Why interpretive essays are assigned so often? First of all, such tasks reflect your thinking, so teachers can see whether you understand key concepts and theories in their discipline. In fact, it’s impossible to fake your knowledge with random information because experienced instructors can easily notice it. Secondly, essays are considered better assessment tools than tests.

Why so? Probably, because it’s impossible to guess answers or find clues. Also, essays demonstrate a wide set of skills you’ve gained in class. Alongside your understanding of a certain discipline, an essay paper indicates how you can make research, organize your thoughts, and provide arguments.

What is an interpretive essay?

An interpretive essay is a type of writing often required in subjects like English, history, literature, philosophy, and religion. In this essay, you are expected to critically think about a topic and then present your ideas to readers in a way that can be either objective or subjective, depending on the assignment’s requirements.

If you are looking for the most comprehensive interpretive essay definition, here it is: an interpretive essay is a piece of writing that identifies, evaluates, and analyzes the methods used by the author in a particular work. The interpretation answers the questions like ‘What were the main characters and events?’, ‘What tone was used by the author?’, ‘Where was the setting?’, and so on.

An interpretive essay is a piece of writing that identifies, evaluates, and analyzes the methods used by the author in a particular work.

The key focus of an interpretive essay is on your personal feelings, analysis, and presentation of a subject. It involves making a case for your ideas, aiming to be informative and persuasive, while also keeping the writing interesting. This form of writing is distinctly personal, reflecting your views, arguments, and subjective opinions.

This type of assignment allows you to provide any opinion about a piece of writing as long as you can support it. In fact, there is no “right or wrong” answer because it’s all about explaining your thoughts about the piece. An interpretive essay requires profound knowledge and genuine interest in the writing piece you’ve chosen. You also need to make thorough research of the subject to provide a defendable interpretation and build it logically.

The effectiveness of an interpretive essay depends on how well you can persuade and critically engage with the subject, which is influenced by the specific guidelines of the assignment. Understanding the purpose of your writing and who your audience is plays a crucial role in crafting an effective interpretive essay. Additionally, it’s important to be aware of your instructor’s expectations and be familiar with different writing formats. If you’re ever uncertain, it’s advisable to ask questions and use available resources like a reading writing center.

How to write an interpretive essay?

Before you start writing an interpretive essay, read the poem, story, or novel chapter you were assigned a few times. While reading, highlight various literary elements like symbols, character descriptions, activities, settings, etc. Then write down those of them that you are going to interpret. Once you have a full list of literary elements to analyze, you can move to the introduction. Let’s consider in detail how to write it.

1️⃣ Introduction

Start your introduction with a short summary of the piece. Write it in 3-4 sentences, so the reader can get familiar with the content. You shouldn’t give your opinion about it, just summarize the work. Don’t forget to mention the full title of the writing piece, the author’s name and the literary elements you will interpret in body paragraphs. Then come up with your thesis statement in one sentence.

The essay body is the part where you have to do your analysis by stating what you think the text is about. Note that your opinion must be supported with relevant examples, so add quotations and paraphrases to your arguments. If you provide some ideas about patterns, symbols and themes, make sure you can back up each of them.

Analyzing literary elements requires you to explain their meaning, compare them and contrast them with each other. Your teacher will also appreciate it if you apply a literary theory to each element. Basically, logical analysis with the right structure will definitely bring you the highest grade.

It’s really important to organize your paragraphs in order of the elements you are going to interpret. Start each of them with a statement to create the roadmap for your readers.

Generally, every paragraph must include a particular idea answering the questions like:

“What do you think about…?”
“Do you agree with…?”
“Is it true that…?”

as well as supporting arguments and a clear takeaway message.

It would be great to pose implicit questions that engage the reader in reflection. They may sound like “Although the author doesn’t mention it, there is the reason to believe…”, “The idea is very ambiguous, and there’s room for dispute…”, etc.

3️⃣ Conclusion

In conclusion, you have to unify the main literary elements you have interpreted in your essay. In general, this part of your paper summarizes the main points of your analysis. Basically, it must explain how the interpreted piece of writing fits into the big picture of life or literature as well as how it added to your personal growth. You can also make it clear how your analysis could contribute to understanding the society or literature of people who read it.

Some helpful life hacks to help you write an interpretive essay

📌 create a mind map.

One of the most powerful tools to organize your thoughts before writing itself is visualization. You can draw an essay map on paper or use a smartphone app for this purpose. When you see the whole picture of your ideas and the connections between them, it will be much easier to start writing your essay.

📌 Make a list of questions

This action has a similar goal to the previous one, which is basically to guide you while writing. To make your paper properly structured, create a list of questions that must be necessarily answered in your essay. Then rearrange them in the best way possible and start answering one question in each paragraph.

📌 Use a thesaurus

If you check the best interpretive essay examples, you will notice that they have a rich vocabulary. To enhance the wording, use a thesaurus. It will help you to get rid of tautologies across the text, replace some words with more appropriate equivalents, and choose synonyms.

📌 Read your work out loud

To spot imperfections and improve your essay, you should reread it after finishing your work. It would be better to read the text out loud, so you can better understand what thoughts may seem unclear or vague.

Final thoughts

In short, an excellent paper provides a brief summary of the literary work in its introduction, gives a clear interpretation of the author’s message as well as includes details, quotes, and other evidence supporting your interpretation.

Interpretive writing can take various forms, including summaries, analyses, critiques, research papers, and essays. Each of these forms requires a unique approach but shares the common goal of presenting a thoughtful, well-reasoned interpretation of the subject matter.

So if you want to get the highest grade for your essay, make sure to add all the mentioned above to it. Although a solid interpretive essay requires much effort and time, it’s much easier to complete if you follow the tips given above.

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Knowledge Base
How to write a literary analysis essay | A step-by-step guide

How to Write a Literary Analysis Essay | A Step-by-Step Guide

Published on January 30, 2020 by Jack Caulfield . Revised on August 14, 2023.

Literary analysis means closely studying a text, interpreting its meanings, and exploring why the author made certain choices. It can be applied to novels, short stories, plays, poems, or any other form of literary writing.

A literary analysis essay is not a rhetorical analysis , nor is it just a summary of the plot or a book review. Instead, it is a type of argumentative essay where you need to analyze elements such as the language, perspective, and structure of the text, and explain how the author uses literary devices to create effects and convey ideas.

Before beginning a literary analysis essay, it’s essential to carefully read the text and c ome up with a thesis statement to keep your essay focused. As you write, follow the standard structure of an academic essay :

An introduction that tells the reader what your essay will focus on.
A main body, divided into paragraphs , that builds an argument using evidence from the text.
A conclusion that clearly states the main point that you have shown with your analysis.

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Step 1: reading the text and identifying literary devices, step 2: coming up with a thesis, step 3: writing a title and introduction, step 4: writing the body of the essay, step 5: writing a conclusion, other interesting articles.

The first step is to carefully read the text(s) and take initial notes. As you read, pay attention to the things that are most intriguing, surprising, or even confusing in the writing—these are things you can dig into in your analysis.

Your goal in literary analysis is not simply to explain the events described in the text, but to analyze the writing itself and discuss how the text works on a deeper level. Primarily, you’re looking out for literary devices —textual elements that writers use to convey meaning and create effects. If you’re comparing and contrasting multiple texts, you can also look for connections between different texts.

To get started with your analysis, there are several key areas that you can focus on. As you analyze each aspect of the text, try to think about how they all relate to each other. You can use highlights or notes to keep track of important passages and quotes.

Language choices

Consider what style of language the author uses. Are the sentences short and simple or more complex and poetic?

What word choices stand out as interesting or unusual? Are words used figuratively to mean something other than their literal definition? Figurative language includes things like metaphor (e.g. “her eyes were oceans”) and simile (e.g. “her eyes were like oceans”).

Also keep an eye out for imagery in the text—recurring images that create a certain atmosphere or symbolize something important. Remember that language is used in literary texts to say more than it means on the surface.

Narrative voice

Ask yourself:

Who is telling the story?
How are they telling it?

Is it a first-person narrator (“I”) who is personally involved in the story, or a third-person narrator who tells us about the characters from a distance?

Consider the narrator’s perspective . Is the narrator omniscient (where they know everything about all the characters and events), or do they only have partial knowledge? Are they an unreliable narrator who we are not supposed to take at face value? Authors often hint that their narrator might be giving us a distorted or dishonest version of events.

The tone of the text is also worth considering. Is the story intended to be comic, tragic, or something else? Are usually serious topics treated as funny, or vice versa ? Is the story realistic or fantastical (or somewhere in between)?

Consider how the text is structured, and how the structure relates to the story being told.

Novels are often divided into chapters and parts.
Poems are divided into lines, stanzas, and sometime cantos.
Plays are divided into scenes and acts.

Think about why the author chose to divide the different parts of the text in the way they did.

There are also less formal structural elements to take into account. Does the story unfold in chronological order, or does it jump back and forth in time? Does it begin in medias res —in the middle of the action? Does the plot advance towards a clearly defined climax?

With poetry, consider how the rhyme and meter shape your understanding of the text and your impression of the tone. Try reading the poem aloud to get a sense of this.

In a play, you might consider how relationships between characters are built up through different scenes, and how the setting relates to the action. Watch out for dramatic irony , where the audience knows some detail that the characters don’t, creating a double meaning in their words, thoughts, or actions.

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Your thesis in a literary analysis essay is the point you want to make about the text. It’s the core argument that gives your essay direction and prevents it from just being a collection of random observations about a text.

If you’re given a prompt for your essay, your thesis must answer or relate to the prompt. For example:

Essay question example

Is Franz Kafka’s “Before the Law” a religious parable?

Your thesis statement should be an answer to this question—not a simple yes or no, but a statement of why this is or isn’t the case:

Thesis statement example

Franz Kafka’s “Before the Law” is not a religious parable, but a story about bureaucratic alienation.

Sometimes you’ll be given freedom to choose your own topic; in this case, you’ll have to come up with an original thesis. Consider what stood out to you in the text; ask yourself questions about the elements that interested you, and consider how you might answer them.

Your thesis should be something arguable—that is, something that you think is true about the text, but which is not a simple matter of fact. It must be complex enough to develop through evidence and arguments across the course of your essay.

Say you’re analyzing the novel Frankenstein . You could start by asking yourself:

Your initial answer might be a surface-level description:

The character Frankenstein is portrayed negatively in Mary Shelley’s Frankenstein .

However, this statement is too simple to be an interesting thesis. After reading the text and analyzing its narrative voice and structure, you can develop the answer into a more nuanced and arguable thesis statement:

Mary Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

Remember that you can revise your thesis statement throughout the writing process , so it doesn’t need to be perfectly formulated at this stage. The aim is to keep you focused as you analyze the text.

Finding textual evidence

To support your thesis statement, your essay will build an argument using textual evidence —specific parts of the text that demonstrate your point. This evidence is quoted and analyzed throughout your essay to explain your argument to the reader.

It can be useful to comb through the text in search of relevant quotations before you start writing. You might not end up using everything you find, and you may have to return to the text for more evidence as you write, but collecting textual evidence from the beginning will help you to structure your arguments and assess whether they’re convincing.

To start your literary analysis paper, you’ll need two things: a good title, and an introduction.

Your title should clearly indicate what your analysis will focus on. It usually contains the name of the author and text(s) you’re analyzing. Keep it as concise and engaging as possible.

A common approach to the title is to use a relevant quote from the text, followed by a colon and then the rest of your title.

If you struggle to come up with a good title at first, don’t worry—this will be easier once you’ve begun writing the essay and have a better sense of your arguments.

“Fearful symmetry” : The violence of creation in William Blake’s “The Tyger”

The introduction

The essay introduction provides a quick overview of where your argument is going. It should include your thesis statement and a summary of the essay’s structure.

A typical structure for an introduction is to begin with a general statement about the text and author, using this to lead into your thesis statement. You might refer to a commonly held idea about the text and show how your thesis will contradict it, or zoom in on a particular device you intend to focus on.

Then you can end with a brief indication of what’s coming up in the main body of the essay. This is called signposting. It will be more elaborate in longer essays, but in a short five-paragraph essay structure, it shouldn’t be more than one sentence.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

Some students prefer to write the introduction later in the process, and it’s not a bad idea. After all, you’ll have a clearer idea of the overall shape of your arguments once you’ve begun writing them!

If you do write the introduction first, you should still return to it later to make sure it lines up with what you ended up writing, and edit as necessary.

The body of your essay is everything between the introduction and conclusion. It contains your arguments and the textual evidence that supports them.

Paragraph structure

A typical structure for a high school literary analysis essay consists of five paragraphs : the three paragraphs of the body, plus the introduction and conclusion.

Each paragraph in the main body should focus on one topic. In the five-paragraph model, try to divide your argument into three main areas of analysis, all linked to your thesis. Don’t try to include everything you can think of to say about the text—only analysis that drives your argument.

In longer essays, the same principle applies on a broader scale. For example, you might have two or three sections in your main body, each with multiple paragraphs. Within these sections, you still want to begin new paragraphs at logical moments—a turn in the argument or the introduction of a new idea.

Robert’s first encounter with Gil-Martin suggests something of his sinister power. Robert feels “a sort of invisible power that drew me towards him.” He identifies the moment of their meeting as “the beginning of a series of adventures which has puzzled myself, and will puzzle the world when I am no more in it” (p. 89). Gil-Martin’s “invisible power” seems to be at work even at this distance from the moment described; before continuing the story, Robert feels compelled to anticipate at length what readers will make of his narrative after his approaching death. With this interjection, Hogg emphasizes the fatal influence Gil-Martin exercises from his first appearance.

Topic sentences

To keep your points focused, it’s important to use a topic sentence at the beginning of each paragraph.

A good topic sentence allows a reader to see at a glance what the paragraph is about. It can introduce a new line of argument and connect or contrast it with the previous paragraph. Transition words like “however” or “moreover” are useful for creating smooth transitions:

… The story’s focus, therefore, is not upon the divine revelation that may be waiting beyond the door, but upon the mundane process of aging undergone by the man as he waits.

Nevertheless, the “radiance” that appears to stream from the door is typically treated as religious symbolism.

This topic sentence signals that the paragraph will address the question of religious symbolism, while the linking word “nevertheless” points out a contrast with the previous paragraph’s conclusion.

Using textual evidence

A key part of literary analysis is backing up your arguments with relevant evidence from the text. This involves introducing quotes from the text and explaining their significance to your point.

It’s important to contextualize quotes and explain why you’re using them; they should be properly introduced and analyzed, not treated as self-explanatory:

It isn’t always necessary to use a quote. Quoting is useful when you’re discussing the author’s language, but sometimes you’ll have to refer to plot points or structural elements that can’t be captured in a short quote.

In these cases, it’s more appropriate to paraphrase or summarize parts of the text—that is, to describe the relevant part in your own words:

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The conclusion of your analysis shouldn’t introduce any new quotations or arguments. Instead, it’s about wrapping up the essay. Here, you summarize your key points and try to emphasize their significance to the reader.

A good way to approach this is to briefly summarize your key arguments, and then stress the conclusion they’ve led you to, highlighting the new perspective your thesis provides on the text as a whole:

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By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

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The Oxford Handbook of Qualitative Research

A newer edition of this book is available.

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30 Interpretation Strategies: Appropriate Concepts

Allen Trent, College of Education, University of Wyoming

Jeasik Cho, Department of Educational Studies, University of Wyoming

Published: 04 August 2014
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This essay addresses a wide range of concepts related to interpretation in qualitative research, examines the meaning and importance of interpretation in qualitative inquiry, and explores the ways methodology, data, and the self/researcher as instrument interact and impact interpretive processes. Additionally, the essay presents a series of strategies for qualitative researchers engaged in the process of interpretation. The article closes by presenting a framework for qualitative researchers designed to inform their interpretations. The framework includes attention to the key qualitative research concepts transparency, reflexivity, analysis, validity, evidence, and literature. Four questions frame the article: What is interpretation, and why are interpretive strategies important in qualitative research? How do methodology, data, and the researcher/self impact interpretation in qualitative research? How do qualitative researchers engage in the process of interpretation? And, in what ways can a framework for interpretation strategies support qualitative researchers across multiple methodologies and paradigms?

“All human knowledge takes the form of interpretation.” In this seemingly simple statement, the late German philosopher Walter Benjamin asserts that all knowledge is mediated and constructed. He makes no distinction between physical and social sciences, and so situates himself as an interpretivist, one who believes that human subjectivity, individuals’ characteristics, feelings, opinions, and experiential backgrounds impact observations, analysis of these observations, and resultant knowledge/truth constructions. Contrast this perspective with positivist claims that knowledge is based exclusively on external facts, objectively observed and recorded. Interpretivists then, acknowledge that, if positivistic notions of knowledge and truth are inadequate to explain social phenomena, then positivist, hard science approaches to research (i.e., the scientific method and its variants) are also inadequate. So, although the literature often contrasts quantitative and qualitative research as largely a difference in kinds of data employed (numerical vs. linguistic), instead, the primary differentiation is in the foundational, paradigmatic assumptions about truth, knowledge, and objectivity.

This chapter is about interpretation and the strategies that qualitative researchers use to interpret a wide variety of “texts.” Knowledge, we assert, is constructed, both individually (constructivism) and socially (constructionism). We accept this as our starting point. Our aim here is to share our perspective on a broad set of concepts associated with the interpretive or meaning-making process. Although it may happen at different times and in different ways, interpretation is a part of almost all qualitative research.

Qualitative research is an umbrella term that encompasses a wide array of paradigmatic views, goals, and methods. Still, there are key unifying elements that include a generally constructionist epistemological standpoint, attention to primarily linguistic data, and generally accepted protocols or syntax for conducting research. Typically, qualitative researchers begin with a starting point—a curiosity, a problem in need of solutions, a research question, or a desire to better understand a situation from the perspectives of the individuals who inhabit that context (what qualitative researchers call the “emic,” or insider’s, perspective).

From this starting point, researchers determine the appropriate kinds of data to collect, engage in fieldwork as participant-observers to gather these data, organize the data, look for patterns, and then attempt to make sense out of the data by synthesizing research “findings,” “assertions,” or “theories” in ways that can be shared so that others may also gain insights from the conducted inquiry.

Although there are commonalities that cut across most forms of qualitative research, this is not to say that there is an accepted, linear, standardized approach. To be sure, there are an infinite number of variations and nuances in the qualitative research process. For example, some forms of inquiry begin with a firm research question, others without even a clear focus for study. Grounded theorists begin data analysis and interpretation very early in the research process, whereas some case study researchers, for example, may collect data in the field for a period of time before seriously considering the data and its implications. Some ethnographers may be a part of the context (e.g., observing in classrooms), but they may assume more observer-like roles, as opposed to actively participating in the context. Alternatively, action researchers, in studying issues about their own practice, are necessarily situated toward the “participant” end of the participant–observer continuum.

Our focus here is on one integrated part of the qualitative research process, interpretation, the process of collective and individual “meaning making.” As we discuss throughout this chapter, researchers take a variety of approaches to interpretation in qualitative work. Four general questions guide our explorations:

What is interpretation, and why are interpretive strategies important in qualitative research?

How do methodology, data, and the researcher/self impact interpretation in qualitative research?

How do qualitative researchers engage in the process of interpretation?

In what ways can a framework for interpretation strategies support qualitative researchers across multiple methodological and paradigmatic views?

We address each of these guiding questions in our attempt to explicate our interpretation of “interpretation,” and, as educational researchers, we include examples from our own work to illustrate some key concepts.

What Is Interpretation, and Why Are Interpretive Strategies Important in Qualitative Research?

Qualitative researchers and those writing about qualitative methods often intertwine the terms analysis and interpretation . For example, Hubbard and Power (2003) describe data analysis as, “bringing order, structure, and meaning to the data” (p. 88). To us, this description combines analysis with interpretation. Although there is nothing wrong with this construction, our understanding aligns more closely with Mills’s (2007) claim that, “put simply, analysis involves summarizing what’s in the data, whereas interpretation involves making sense of—finding meaning in—that data” (p. 122). For the purpose of this chapter, we’ll adhere to Mills’s distinction, understanding analysis as summarizing and organizing, and interpretation as meaning making. Unavoidably, these closely related processes overlap and interact, but our focus will be primarily on the more complex of these endeavors, interpretation. Interpretation, in this sense, is in part translation, but translation is not an objective act. Instead, translation necessarily involves selectivity and the ascribing of meaning. Qualitative researchers “aim beneath manifest behavior to the meaning events have for those who experience them” ( Eisner, 1991 , p. 35). The presentation of these insider/emic perspectives is a hallmark of qualitative research.

Qualitative researchers have long borrowed from extant models for fieldwork and interpretation. Approaches from anthropology and the arts have become especially prominent. For example, Eisner’s form of qualitative inquiry, “educational criticism” (1991), draws heavily on accepted models of art criticism. Barrett (2000) , an authority on art criticism, describes interpretation as a complex set of processes based on a set of principles. We believe many of these principles apply as readily to qualitative research as they do to critique. The following principles, adapted from Barrett’s principles of interpretation (2000, pp. 113–120), inform our examination:

Qualitative phenomena have “aboutness ”: All social phenomena have meaning, but meanings in this context can be multiple, even contradictory.

Interpretations are persuasive arguments : All interpretations are arguments, and qualitative researchers, like critics, strive to build strong arguments grounded in the information, or data, available.

Some interpretations are better than others : Barrett notes that, “some interpretations are better argued, better grounded with evidence, and therefore more reasonable, more certain, and more acceptable than others” (p. 115). This contradicts the argument that “all interpretations are equal,” heard in the common refrain, “well, that’s just your interpretation.”

There can be different, competing, and contradictory interpretations of the same phenomena : As noted at the beginning of this chapter, we acknowledge that subjectivity matters, and, unavoidably, it impacts one’s interpretations. As Barrett notes (2000) , “Interpretations are often based on a worldview” (p. 116).

Interpretations are not (and can’t be) “right,” but instead, they can be more or less reasonable, convincing, and informative : There is never one “true” interpretation, but some interpretations are more compelling than others.

Interpretations can be judged by coherence, correspondence, and inclusiveness : Does the argument/interpretation make sense (coherence)? Does the interpretation fit the data (correspondence)? Have all data been attended to, including outlier data that don’t necessarily support identified themes (inclusiveness)?

Interpretation is ultimately a communal endeavor : Initial interpretations may be incomplete, nearsighted, and/or narrow, but eventually, these interpretations become richer, broader, and more inclusive. Feminist revisionist history projects are an exemplary case. Over time, the writing, art, and cultural contributions of countless women, previously ignored, diminished, or distorted, have come to be accepted as prominent contributions given serious consideration.

So, meaning is conferred; interpretations are socially constructed arguments; multiple interpretations are to be expected; and some interpretations are better than others. As we discuss later in this chapter, what makes an interpretation “better” often hinges on the purpose/goals of the research in question. Interpretations designed to generate theory, or generalizable rules, will be “better” for responding to research questions aligned with the aims of more traditional quantitative/positivist research, whereas interpretations designed to construct meanings through social interaction, to generate multiple perspectives, and to represent the context-specific perspectives of the research participants are “better” for researchers constructing thick, contextually rich descriptions, stories, or narratives. The former relies on more “atomistic” interpretive strategies, whereas the latter adheres to a more “holistic” approach ( Willis, 2007 ). Both approaches to analysis/interpretation are addressed in more detail later in this chapter.

At this point, readers might ask, why does interpretation matter, anyway? Our response to this question involves the distinctive nature of interpretation and the ability of the interpretive process to put unique fingerprints on an otherwise relatively static set of data. Once interview data are collected and transcribed (and we realize that even the process of transcription is, in part, interpretive), documents are collected, and observations are recorded, qualitative researchers could just, in good faith and with fidelity, represent the data in as straightforward ways as possible, allowing readers to “see for themselves” by sharing as much actual data (e.g., the transcribed words of the research participants) as possible. This approach, however, includes analysis, what we have defined as summarizing and organizing data for presentation, but it falls short of what we actually reference and define as interpretation—attempting to explain the meaning of others’ words and actions. “While early efforts at qualitative research might have stopped at description, it is now more generally accepted that a qualitative researcher adds understanding and interpretation to the description” ( Lichtman, 2006 , p. 8).

As we are fond of the arts and arts-based approaches to qualitative research, an example from the late jazz drummer, Buddy Rich, seems fitting. Rich explains the importance of having the flexibility to interpret: “I don’t think any arranger should ever write a drum part for a drummer, because if a drummer can’t create his own interpretation of the chart, and he plays everything that’s written, he becomes mechanical; he has no freedom.” The same is true for qualitative researchers; without the freedom to interpret, the researcher merely regurgitates, attempting to share with readers/reviewers exactly what the research subjects shared with him or her. It is only through interpretation that the researcher, as collaborator with unavoidable subjectivities, is able to construct unique, contextualized meaning. Interpretation then, in this sense, is knowledge construction.

In closing this section, we’ll illustrate the analysis versus interpretation distinction with the following transcript excerpt. In this study, the authors ( Trent & Zorko, 2006 ) were studying student teaching from the perspective of K–12 students. This quote comes from a high school student in a focus group interview. She is describing a student teacher she had:

The right-hand column contains “codes” or labels applied to parts of the transcript text. Coding will be discussed in more depth later in this chapter, but, for now, note that the codes are mostly summarizing the main ideas of the text, sometimes using the exact words of the research participant. This type of coding is a part of what we’ve called analysis—organizing and summarizing the data. It’s a way of beginning to say, “what is” there. As noted, though, most qualitative researchers go deeper. They want to know more than “what is”; they also ask, “what does it mean?” This is a question of interpretation.

Specific to the transcript excerpt, researchers might next begin to cluster the early codes into like groups. For example, the teacher “felt targeted,” “assumed kids were going to behave inappropriately,” and appeared to be “overwhelmed.” A researcher might cluster this group of codes in a category called “teacher feelings and perceptions” and may then cluster the codes “could not control class,” and “students off task” into a category called “classroom management.” The researcher then, in taking a fresh look at these categories and the included codes, may begin to conclude that what’s going on in this situation is that the student teacher does not have sufficient training in classroom management models and strategies and may also be lacking the skills she needs to build relationships with her students. These then would be interpretations, persuasive arguments connected to the study’s data. In this specific example, the researchers might proceed to write a memo about these emerging interpretations. In this memo, they might more clearly define their early categories and may also look through other data to see if there are other codes or categories that align with or overlap with this initial analysis. They might write further about their emergent interpretations and, in doing so, may inform future data collection in ways that will allow them to either support or refute their early interpretations. These researchers will also likely find that the processes of analysis and interpretation are inextricably intertwined. Good interpretations very often depend on thorough and thoughtful analyses.

How Do Methodology, Data, and the Researcher/Self Impact Interpretation in Qualitative Research?

Methodological conventions guide interpretation and the use of interpretive strategies. For example, in grounded theory and in similar methodological traditions, “formal analysis begins early in the study and is nearly completed by the end of data collection” ( Bogdan & Biklen, 2003 , p. 66). Alternatively, for researchers from other traditions, for example, case study researchers, “Formal analysis and theory development [interpretation] do not occur until after the data collection is near complete” (p. 66).

Researchers subscribing to methodologies that prescribe early data analysis and interpretation may employ methods like analytic induction or the constant comparison method. In using analytic induction, researchers develop a rough definition of the phenomena under study; collect data to compare to this rough definition; modify the definition as needed, based on cases that both fit and don’t fit the definition; and finally, establish a clear, universal definition (theory) of the phenomena (Robinson, 1951, cited in Bogdan & Biklen, 2003 , p. 65). Generally, those using a constant comparison approach begin data collection immediately; identify key issues, events, and activities related to the study that then become categories of focus; collect data that provide incidents of these categories; write about and describe the categories, accounting for specific incidents and seeking others; discover basic processes and relationships; and, finally, code and write about the categories as theory, “grounded” in the data ( Glaser, 1965 ). Although processes like analytic induction and constant comparison can be listed as “steps” to follow, in actuality, these are more typically recursive processes in which the researcher repeatedly goes back and forth between the data and emerging analyses and interpretations.

In addition to methodological conventions that prescribe data analysis early (e.g., grounded theory) or later (e.g., case study) in the inquiry process, methodological approaches also impact the general approach to analysis and interpretation. Ellingson (2011) situates qualitative research methodologies on a continuum spanning “science”-like approaches on one end juxtaposed with “art”-like approaches on the other.

Researchers pursuing a more science-oriented approach seek valid, reliable, generalizable knowledge; believe in neutral, objective researchers; and ultimately claim single, authoritative interpretations. Researchers adhering to these science-focused, post-positivistic approaches may count frequencies, emphasize the validity of the employed coding system, and point to intercoder reliability and random sampling as criteria that bolsters the research credibility. Researchers at or near the science end of the continuum might employ analysis and interpretation strategies that include “paired comparisons,” “pile sorts,” “word counts,” identifying “key words in context,” and “triad tests” ( Ryan & Bernard, 2000 , pp. 770–776). These researchers may ultimately seek to develop taxonomies or other authoritative final products that organize and explain the collected data.

For example, in a study we conducted about preservice teachers’ experiences learning to teach second-language learners, the researchers collected larger datasets and used a statistical analysis package to analyze survey data, and the resultant findings included descriptive statistics. These survey results were supported with open-ended, qualitative data. For example, one of the study’s findings was “a strong majority of candidates (96%) agreed that an immersion approach alone will not guarantee academic or linguistic success for second language learners.” In narrative explanations, one preservice teacher remarked, “there has to be extra instructional efforts to help their students learn English... they won’t learn English by merely sitting in the classrooms” ( Cho, Rios, Trent, & Mayfield, 2012 , p. 75).

Methodologies on the “art” side of Ellingson’s (2011) continuum, alternatively, “value humanistic, openly subjective knowledge, such as that embodied in stories, poetry, photography, and painting” (p. 599). Analysis and interpretation in these (often more contemporary) methodological approaches strive not for “social scientific truth,” but instead are formulated to “enable us to learn about ourselves, each other, and the world through encountering the unique lens of a person’s (or a group’s) passionate rendering of a reality into a moving, aesthetic expression of meaning” (p. 599). For these “artistic/interpretivists, truths are multiple, fluctuating and ambiguous” (p. 599). Methodologies taking more artistic, subjective approaches to analysis and interpretation include autoethnography, testimonio, performance studies, feminist theorists/researchers, and others from related critical methodological forms of qualitative practice.

As an example, one of us engaged in an artistic inquiry with a group of students in an art class for elementary teachers. We called it “Dreams as Data” and, among the project aims, we wanted to gather participants’ “dreams for education in the future” and display these dreams in an accessible, interactive, artistic display (see Trent, 2002 ). The intent here was not to statistically analyze the dreams/data; instead, it was more universal. We wanted, as Ellingson (2011) noted, to use participant responses in ways that “enable us to learn about ourselves, each other, and the world.” The decision was made to leave responses intact and to share the whole/raw dataset in the artistic display in ways that allowed the viewers to holistically analyze and interpret for themselves. The following text is an excerpt from one response:

Almost a century ago, John Dewey eloquently wrote about the need to imagine and create the education that ALL children deserve, not just the richest, the Whitest, or the easiest to teach. At the dawn of this new century, on some mornings, I wake up fearful that we are further away from this ideal than ever.... Collective action, in a critical, hopeful, joyful, anti-racist and pro-justice spirit, is foremost in my mind as I reflect on and act in my daily work.... Although I realize the constraints on teachers and schools in the current political arena, I do believe in the power of teachers to stand next to, encourage, and believe in the students they teach—in short, to change lives. ( Trent, 2002 , p. 49)

In sum, researchers whom Ellingson (2011) characterizes as being on the science end of the continuum typically use more detailed or “atomistic” strategies to analyze and interpret qualitative data, whereas those toward the artistic end most often employ more holistic strategies. Both of these general approaches to qualitative data analysis and interpretation, atomistic and holistic, will be addressed later in this chapter.

As noted, qualitative researchers attend to data in a wide variety of ways depending on paradigmatic and epistemological beliefs, methodological conventions, and the purpose/aims of the research. These factors impact the kinds of data collected and the ways these data are ultimately analyzed and interpreted. For example, life history or testimonio researchers conduct extensive individual interviews, ethnographers record detailed observational notes, critical theorists may examine documents from pop culture, and ethnomethodologists may collect videotapes of interaction for analysis and interpretation.

In addition to the wide range of data types that are collected by qualitative researchers (and most qualitative researchers collect multiple forms of data), qualitative researchers, again influenced by the factors noted earlier, employ a variety of approaches to analyzing and interpreting data. As mentioned earlier in this article, some advocate for a detailed/atomistic, fine-grained approach to data (see e.g., Miles & Huberman, 1994 ); others, a more broad-based, holistic, “eyeballing” of the data. “Eyeballers reject the more structured approaches to analysis that break down the data into small units and, from the perspective of the eyeballers, destroy the wholeness and some of the meaningfulness of the data” ( Willis, 2007 , p. 298).

Regardless, we assert, as illustrated in Figure 30.1 , that as the process evolves, data collection becomes less prominent later in the process, as interpretation and making sense/meaning of the data becomes more prominent. It is through this emphasis on interpretation that qualitative researchers put their individual imprints on the data, allowing for the emergence of multiple, rich perspectives. This space for interpretation allows researchers the “freedom” Buddy Rich alluded to in his quote about interpreting musical charts. Without this freedom, Rich noted that the process would be simply “mechanical.” Furthermore, allowing space for multiple interpretations nourishes the perspectives of many

As emphasis on data/data collection decreases, emphasis on interpretation increases.

others in the community. Writer and theorist Meg Wheatley explains, “everyone in a complex system has a slightly different interpretation. The more interpretations we gather, the easier it becomes to gain a sense of the whole.”

In addition to the roles methodology and data play in the interpretive process, perhaps the most important is the role of the self/the researcher in the interpretive process. “She is the one who asks the questions. She is the one who conducts the analyses. She is the one who decides who to study and what to study. The researcher is the conduit through which information is gathered and filtered” ( Lichtman, 2006 , p. 16). Eisner (1991) supports the notion of the researcher “self as instrument,” noting that expert researchers don’t simply know what to attend to, but also what to neglect. He describes the researcher’s role in the interpretive process as combining sensibility , the ability to observe and ascertain nuances, with schema , a deep understanding or cognitive framework of the phenomena under study.

Barrett (2007) describes self/researcher roles as “transformations” (p. 418) at multiple points throughout the inquiry process: early in the process, researchers create representations through data generation, conducting observations and interviews and collecting documents and artifacts. Another “transformation occurs when the ‘raw’ data generated in the field are shaped into data records by the researcher. These data records are produced through organizing and reconstructing the researcher’s notes and transcribing audio and video recordings in the form of permanent records that serve as the ‘evidentiary warrants’ of the generated data. The researcher strives to capture aspects of the phenomenal world with fidelity by selecting salient aspects to incorporate into the data record” (p. 418). Transformation continues when the researcher analyzes, codes, categorizes, and explores patterns in the data (the process we call analysis). Transformations also involve interpreting what the data mean and relating these “interpretations to other sources of insight about the phenomena, including findings from related research, conceptual literature, and common experience.... Data analysis and interpretation are often intertwined and rely upon the researcher’s logic, artistry, imagination, clarity, and knowledge of the field under study” ( Barrett, 2007 , p. 418).

We mentioned the often-blended roles of participation and observation earlier in this chapter. The role(s) of the self/researcher are often described as points along a “participant/observer continuum” (see, e.g., Bogdan & Biklen, 2003 ). On the far “observer” end of this continuum, the researcher situates as detached, tries to be inconspicuous (so as not to impact/disrupt the phenomena under study), and approaches the studied context as if viewing it from behind a one-way mirror. On the opposite, “participant” end, the researcher is completely immersed and involved in the context. It would be difficult for an outsider to distinguish between researcher and subjects. For example, “some feminist researchers and some postmodernists take on a political stance as well and have an agenda that places the researcher in an activist posture. These researchers often become quite involved with the individuals they study and try to improve their human condition” ( Lichtman, 2006 , p. 9).

We assert that most researchers fall somewhere between these poles. We believe that complete detachment is both impossible and misguided. In doing so, we, along with many others, acknowledge (and honor) the role of subjectivity, the researcher’s beliefs, opinions, biases, and predispositions. Positivist researchers seeking objective data and accounts either ignore the impact of subjectivity or attempt to drastically diminish/eliminate its impact. Even qualitative researchers have developed methods to avoid researcher subjectivity affecting research data collection, analysis, and interpretation. For example, foundational phenomenologist Husserl (1962/1913) developed the concept of “bracketing,” what Lichtman describes as “trying to identify your own views on the topic and then putting them aside” (2006, p. 13). Like Slotnick and Janesick (2011) , we ultimately claim, “it is impossible to bracket yourself” (p. 1358). Instead, we take a balanced approach, like Eisner, understanding that subjectivity allows researchers to produce the rich, idiosyncratic, insightful, and yet data-based interpretations and accounts of lived experience that accomplish the primary purposes of qualitative inquiry. “Rather than regarding uniformity and standardization as the summum bonum, educational criticism [Eisner’s form of qualitative research] views unique insight as the higher good” ( Eisner, 1991 , p. 35). That said, we also claim that, just because we acknowledge and value the role of researcher subjectivity, researchers are still obligated to ground their findings in reasonable interpretations of the data. Eisner (1991) explains:

This appreciation for personal insight as a source of meaning does not provide a license for freedom. Educational critics must provide evidence and reasons. But they reject the assumption that unique interpretation is a conceptual liability in understanding, and they see the insights secured from multiple views as more attractive than the comforts provided by a single right one. (p. 35)

Connected to this participant/observer continuum is the way the researcher positions him- or herself in relation to the “subjects” of the study. Traditionally, researchers, including early qualitative researchers, anthropologists, and ethnographers, referenced those studied as “subjects.” More recently, qualitative researchers better understand that research should be a reciprocal process in which both researcher and the foci of the research should derive meaningful benefit. Researchers aligned with this thinking frequently use the term “participants” to describe those groups and individuals included in a study. Going a step farther, some researchers view research participants as experts on the studied topic and as equal collaborators in the meaning-making process. In these instances, researchers often use the terms “co-researchers” or “co-investigators.”

The qualitative researcher, then, plays significant roles throughout the inquiry process. These roles include transforming data, collaborating with research participants or co-researchers, determining appropriate points to situate along the participant/observer continuum, and ascribing personal insights, meanings, and interpretations that are both unique and justified with data exemplars. Performing these roles unavoidably impacts and changes the researcher. “Since, in qualitative research the individual is the research instrument through which all data are passed, interpreted, and reported, the scholar’s role is constantly evolving as self evolves” ( Slotnick & Janesick, 2011 , p. 1358).

As we note later, key in all this is for researchers to be transparent about the topics discussed in the preceding section: what methodological conventions have been employed and why? How have data been treated throughout the inquiry to arrive at assertions and findings that may or may not be transferable to other idiosyncratic contexts? And, finally, in what ways has the researcher/self been situated in and impacted the inquiry? Unavoidably, we assert, the self lies at the critical intersection of data and theory, and, as such, two legs of this stool, data and researcher, interact to create the third, theory.

How Do Qualitative Researchers Engage in the Process of Interpretation?

Theorists seem to have a propensity to dichotomize concepts, pulling them apart and placing binary opposites on far ends of conceptual continuums. Qualitative research theorists are no different, and we have already mentioned some of these continua in this chapter. For example, in the last section, we discussed the participant–observer continuum. Earlier, we referenced both Willis’s (2007) conceptualization of “atomistic” versus “holistic” approaches to qualitative analysis and interpretation and Ellingson’s (2011) science–art continuum. Each of these latter two conceptualizations inform “how qualitative researchers engage in the process of interpretation.”

Willis (2007) shares that the purpose of a qualitative project might be explained as “what we expect to gain from research” (p. 288). The purpose, or “what we expect to gain,” then guides and informs the approaches researchers might take to interpretation. Some researchers, typically positivist/postpositivist, conduct studies that aim to test theories about how the world works and/or people behave. These researchers attempt to discover general laws, truths, or relationships that can be generalized. Others, less confident in the ability of research to attain a single, generalizable law or truth, might seek “local theory.” These researchers still seek truths, but “instead of generalizable laws or rules, they search for truths about the local context... to understand what is really happening and then to communicate the essence of this to others” ( Willis, 2007 , p. 291). In both of these purposes, researchers employ atomistic strategies in an inductive process in which researchers “break the data down into small units and then build broader and broader generalizations as the data analysis proceeds” (p. 317). The earlier mentioned processes of analytic induction, constant comparison, and grounded theory fit within this conceptualization of atomistic approaches to interpretation. For example, a line-by-line coding of a transcript might begin an atomistic approach to data analysis.

Alternatively, other researchers pursue distinctly different aims. Researchers with an “objective description” purpose focus on accurately describing the people and context under study. These researchers adhere to standards and practices designed to achieve objectivity, and their approach to interpretation falls between the binary atomistic/holistic distinction.

The purpose of hermeneutic approaches to research is to “understand the perspectives of humans. And because understanding is situational, hermeneutic research tends to look at the details of the context in which the study occurred. The result is generally rich data reports that include multiple perspectives” ( Willis, 2007 , p. 293).

Still other researchers see their purpose as the creation of stories or narratives that utilize “a social process that constructs meaning through interaction... it is an effort to represent in detail the perspectives of participants... whereas description produces one truth about the topic of study, storytelling may generate multiple perspectives, interpretations, and analyses by the researcher and participants” ( Willis, 2007 , p. 295).

In these latter purposes (hermeneutic, storytelling, narrative production), researchers typically employ more holistic strategies. “Holistic approaches tend to leave the data intact and to emphasize that meaning must be derived for a contextual reading of the data rather than the extraction of data segments for detailed analysis” (p. 297). This was the case with the “Dreams as Data” project mentioned earlier.

We understand the propensity to dichotomize, situate concepts as binary opposites, and to create neat continua between these polar descriptors. These sorts of reduction and deconstruction support our understandings and, hopefully, enable us to eventually reconstruct these ideas in meaningful ways. Still, in reality, we realize most of us will, and should, work in the middle of these conceptualizations in fluid ways that allow us to pursue strategies, processes, and theories most appropriate for the research task at hand. As noted, Ellingson (2011) sets up another conceptual continuum, but, like ours, her advice is to “straddle multiple points across the field of qualitative methods” (p. 595). She explains, “I make the case for qualitative methods to be conceptualized as a continuum anchored by art and science, with vast middle spaces that embody infinite possibilities for blending artistic, expository, and social scientific ways of analysis and representation” (p. 595).

We explained at the beginning of this chapter that we view analysis as organizing and summarizing qualitative data, and interpretation as constructing meaning. In this sense, analysis allows us to “describe” the phenomena under study. It enables us to succinctly answer “what” and “how” questions and ensures that our descriptions are grounded in the data collected. Descriptions, however, rarely respond to questions of “why?” Why questions are the domain of interpretation, and, as noted throughout this text, interpretation is complex. “Traditionally, qualitative inquiry has concerned itself with what and how questions... qualitative researchers typically approach why questions cautiously, explanation is tricky business” ( Gubrium & Holstein, 2000 , p. 502). Eisner (1991) describes this distinctive nature of interpretation: “it means that inquirers try to account for [interpretation] what they have given account of ” (p. 35).

Our focus here is on interpretation, but interpretation requires analysis, for without having clear understandings of the data and its characteristics, derived through systematic examination and organization (e.g., coding, memoing, categorizing, etc.), “interpretations” resulting from inquiry will likely be incomplete, uninformed, and inconsistent with the constructed perspectives of the study participants. Fortunately for qualitative researchers, we have many sources that lead us through analytic processes. We earlier mentioned the accepted processes of analytic induction and the constant comparison method. These detailed processes (see e.g., Bogdan & Biklen, 2003 ) combine the inextricably linked activities of analysis and interpretation, with “analysis” more typically appearing as earlier steps in the process and meaning construction—“interpretation”—happening later.

A wide variety of resources support researchers engaged in the processes of analysis and interpretation. Saldaña (2011) , for example, provides a detailed description of coding types and processes. He shows researchers how to use process coding (uses gerunds, “-ing” words to capture action), in vivo coding (uses the actual words of the research participants/subjects), descriptive coding (uses nouns to summarize the data topics), versus coding (uses “vs.” to identify conflicts and power issues), and values coding (identifies participants’ values, attitudes, and/or beliefs). To exemplify some of these coding strategies, we include an excerpt from a transcript of a meeting of a school improvement committee. In this study, the collaborators were focused on building “school community.” This excerpt illustrates the application of a variety of codes described by Saldaña to this text:

To connect and elaborate the ideas developed in coding, Saldaña (2011) suggests researchers categorize the applied codes, write memos to deepen understandings and illuminate additional questions, and identify emergent themes. To begin the categorization process, Saldaña recommends all codes be “classified into similar clusters... once the codes have been classified, a category label is applied to them” (p. 97). So, in continuing with the study of school community example coded here, the researcher might create a cluster/category called: “Value of Collaboration,” and in this category might include the codes, “relationships,” “building community,” and “effective strategies.”

Having coded and categorized a study’s various data forms, a typical next step for researchers is to write “memos” or “analytic memos.” Writing analytic memos allows the researcher(s) to “set in words your interpretation of the data... an analytic memo further articulates your... thinking processes on what things may mean... as the study proceeds, however, initial and substantive analytic memos can be revisited and revised for eventual integration into the report itself” ( Saldaña, 2011 , p. 98). In the study of student teaching from K–12 students’ perspectives ( Trent & Zorko, 2006 ), we noticed throughout our analysis a series of focus group interview quotes coded “names.” The following quote from a high school student is representative of many others:

I think that, ah, they [student teachers] should like know your face and your name because, uh, I don’t like it if they don’t and they’ll just like... cause they’ll blow you off a lot easier if they don’t know, like our new principal is here... he is, like, he always, like, tries to make sure to say hi even to the, like, not popular people if you can call it that, you know, and I mean, yah, and the people that don’t usually socialize a lot, I mean he makes an effort to know them and know their name like so they will cooperate better with him.

Although we didn’t ask the focus groups a specific question about whether or not student teachers knew the K–12 students’ names, the topic came up in every focus group interview. We coded the above excerpt and the others, “knowing names,” and these data were grouped with others under the category “relationships.” In an initial analytic memo about this, the researchers wrote:

STUDENT TEACHING STUDY—MEMO #3 “Knowing Names as Relationship Building” Most groups made unsolicited mentions of student teachers knowing, or not knowing, their names. We haven’t asked students about this, but it must be important to them because it always seems to come up. Students expected student teachers to know their names. When they did, students noticed and seemed pleased. When they didn’t, students seemed disappointed, even annoyed. An elementary student told us that early in the semester, “she knew our names... cause when we rose [sic] our hands, she didn’t have to come and look at our name tags... it made me feel very happy.” A high schooler, expressing displeasure that his student teacher didn’t know students’ names, told us, “They should like know your name because it shows they care about you as a person. I mean, we know their names, so they should take the time to learn ours too.” Another high school student said that even after 3 months, she wasn’t sure the student teacher knew her name. Another student echoed, “same here.” Each of these students asserted that this (knowing students’ names) had impacted their relationship with the student teacher. This high school student focus group stressed that a good relationship, built early, directly impacts classroom interaction and student learning. A student explained it like this: “If you get to know each other, you can have fun with them... they seem to understand you more, you’re more relaxed, and learning seems easier.” Meeting Transcript . Process Coding . Let’s start talking about what we want to get out of this. What I’d like to hear is each of us sharing what we’re doing relative to this idea of building community. “Here’s what I’m doing. Here’s what worked. Here’s what didn’t work. I’m happy with this. I’m sad with this,” and just hearing each of us reflecting about what we’re doing I think will be interesting. That collaboration will be extremely valuable in terms of not only our relationships with one another, but also understanding the idea of community in more specific and concrete ways. Talking Sharing Building Listening Collaborating Understanding IN VIVO CODING Let’s start talking about what we want to get out of this. What I’d like to hear is each of us sharing what we’re doing relative to this idea of building community. “Here’s what I’m doing. Here’s what worked. Here’s what didn’t work. I’m happy with this. I’m sad with this,” and just hearing each of us reflecting about what we’re doing I think will be interesting. That collaboration will be extremely valuable in terms of not only our relationships with one another, but also understanding the idea of community in more specific and concrete ways. Talking about what we want to get out of this Each of us sharing Hearing each of us reflecting Collaboration will be extremely valuable Relationships DESCRIPTIVE CODING Let’s start talking about what we want to get out of this. What I’d like to hear is each of us sharing what we’re doing relative to this idea of building community. “Here’s what I’m doing. Here’s what worked. Here’s what didn’t work. I’m happy with this. I’m sad with this,” and just hearing each of us reflecting about what we’re doing I think will be interesting. That collaboration will be extremely valuable in terms of not only our relationships with one another, but also understanding the idea of community in more specific and concrete ways. Open, participatory discussion Identification of effective strategies Collaborative, productive relationships Robust Understandings VERSUS CODING Let’s start talking about what we want to get out of this. What I’d like to hear is each of us sharing what we’re doing relative to this idea of building community. “Here’s what I’m doing. Here’s what worked. Here’s what didn’t work. I’m happy with this. I’m sad with this,” and just hearing each of us reflecting about what we’re doing I think will be interesting. That collaboration will be extremely valuable in terms of not only our relationships with one another, but also understanding the idea of community in more specific and concrete ways. Effective vs. Ineffective strategies Positive reflections vs. negative reflections VALUES CODING Let’s start talking about what we want to get out of this. What I’d like to hear is each of us sharing what we’re doing relative to this idea of building community. “Here’s what I’m doing. Here’s what worked. Here’s what didn’t work. I’m happy with this. I’m sad with this,” and just hearing each of us reflecting about what we’re doing I think will be interesting. That collaboration will be extremely valuable in terms of not only our relationships with one another, but also understanding the idea of community in more specific and concrete ways. Sharing Building community Reflection Collaboration Relationships Deeper Understandings Meeting Transcript . Process Coding . Let’s start talking about what we want to get out of this. What I’d like to hear is each of us sharing what we’re doing relative to this idea of building community. “Here’s what I’m doing. Here’s what worked. Here’s what didn’t work. I’m happy with this. I’m sad with this,” and just hearing each of us reflecting about what we’re doing I think will be interesting. That collaboration will be extremely valuable in terms of not only our relationships with one another, but also understanding the idea of community in more specific and concrete ways. Talking Sharing Building Listening Collaborating Understanding IN VIVO CODING Let’s start talking about what we want to get out of this. What I’d like to hear is each of us sharing what we’re doing relative to this idea of building community. “Here’s what I’m doing. Here’s what worked. Here’s what didn’t work. I’m happy with this. I’m sad with this,” and just hearing each of us reflecting about what we’re doing I think will be interesting. That collaboration will be extremely valuable in terms of not only our relationships with one another, but also understanding the idea of community in more specific and concrete ways. Talking about what we want to get out of this Each of us sharing Hearing each of us reflecting Collaboration will be extremely valuable Relationships DESCRIPTIVE CODING Let’s start talking about what we want to get out of this. What I’d like to hear is each of us sharing what we’re doing relative to this idea of building community. “Here’s what I’m doing. Here’s what worked. Here’s what didn’t work. I’m happy with this. I’m sad with this,” and just hearing each of us reflecting about what we’re doing I think will be interesting. That collaboration will be extremely valuable in terms of not only our relationships with one another, but also understanding the idea of community in more specific and concrete ways. Open, participatory discussion Identification of effective strategies Collaborative, productive relationships Robust Understandings VERSUS CODING Let’s start talking about what we want to get out of this. What I’d like to hear is each of us sharing what we’re doing relative to this idea of building community. “Here’s what I’m doing. Here’s what worked. Here’s what didn’t work. I’m happy with this. I’m sad with this,” and just hearing each of us reflecting about what we’re doing I think will be interesting. That collaboration will be extremely valuable in terms of not only our relationships with one another, but also understanding the idea of community in more specific and concrete ways. Effective vs. Ineffective strategies Positive reflections vs. negative reflections VALUES CODING Let’s start talking about what we want to get out of this. What I’d like to hear is each of us sharing what we’re doing relative to this idea of building community. “Here’s what I’m doing. Here’s what worked. Here’s what didn’t work. I’m happy with this. I’m sad with this,” and just hearing each of us reflecting about what we’re doing I think will be interesting. That collaboration will be extremely valuable in terms of not only our relationships with one another, but also understanding the idea of community in more specific and concrete ways. Sharing Building community Reflection Collaboration Relationships Deeper Understandings Open in new tab

As noted in these brief examples, coding, categorizing, and writing memos about a study’s data are all accepted processes for data analysis and allow researchers to begin constructing new understandings and forming interpretations of the studied phenomena. We find the qualitative research literature to be particularly strong in offering support and guidance for researchers engaged in these analytic practices. In addition to those already noted in this chapter, we have found the following resources provide practical, yet theoretically grounded approaches to qualitative data analysis. For more detailed, procedural, or atomistic approaches to data analysis, we direct researchers to Miles and Huberman’s classic 1994 text, Qualitative Data Analysis , and Ryan and Bernard’s (2000) chapter on “Data Management and Analysis Methods.” For analysis and interpretation strategies falling somewhere between the atomistic and holistic poles, we suggest Hesse-Biber and Leavy’s (2011) chapter, “Analysis and Interpretation of Qualitative Data,” in their book, The Practice of Qualitative Research (2nd edition); Lichtman’s chapter, “Making Meaning From Your Data,” in her book Qualitative Research in Education: A User’s Guide; and “Processing Fieldnotes: Coding and Memoing” a chapter in Emerson, Fretz, and Shaw’s (1995) book, Writing Ethnographic Fieldnotes . Each of these sources succinctly describes the processes of data preparation, data reduction, coding and categorizing data, and writing memos about emergent ideas and findings. For more holistic approaches, we have found Denzin and Lincoln’s (2007) Collecting and Interpreting Qualitative Materials , and Ellis and Bochner’s (2000) chapter “Autoethnography, Personal Narrative, Reflexivity,” to both be very informative.

We have not yet mentioned the use of computer software for data analysis. The use of CAQDAS (Computer Assisted Qualitative Data Analysis Software) has become prevalent. That said, it is beyond the scope of this chapter because, generally, the software is very useful for analysis, but only human researchers can interpret in the ways we describe. Multiple sources are readily available for those interested in exploring computer-assisted analysis. We have found the software to be particularly useful when working with large sets of data.

Even after reviewing the multiple resources for treating data included here, qualitative researchers might still be wondering, “but exactly how do we interpret?” In the remainder of this section, and in the concluding section of this chapter, we more concretely provide responses to this question, and, in closing, propose a framework for researchers to utilize as they engage in the complex, ambiguous, and yet exciting process of constructing meanings and new understandings from qualitative sources.

These meanings and understandings are often presented as theory, but theories in this sense should be viewed more as “guides to perception” as opposed to “devices that lead to the tight control or precise prediction of events” ( Eisner, 1991 , p. 95). Perhaps Erickson’s (1986) concept of “assertions” is a more appropriate aim for qualitative researchers. He claimed that assertions are declarative statements; they include a summary of the new understandings, and they are supported by evidence/data. These assertions are open to revision and are revised when disconfirming evidence requires modification. Assertions, theories, or other explanations resulting from interpretation in research are typically presented as “findings” in written research reports. Belgrave and Smith (2002) emphasize the importance of these interpretations (as opposed to descriptions), “the core of the report is not the events reported by the respondent, but rather the subjective meaning of the reported events for the respondent” (p. 248).

Mills (2007) views interpretation as responding to the question, “So what?” He provides researchers a series of concrete strategies for both analysis and interpretation. Specific to interpretation, Mills suggests a variety of techniques, including the following:

“ Extend the Analysis ”: In doing so, researchers ask additional questions about the research. The data appear to say X, but could it be otherwise? In what ways do the data support emergent finding X? And, in what ways do they not?

“ Connect Findings with Personal Experience ”: Using this technique, researchers share interpretations based on their intimate knowledge of the context, the observed actions of the individuals in the studied context, and the data points that support emerging interpretations, as well as their awareness of discrepant events or outlier data. In a sense, the researcher is saying, “based on my experiences in conducting this study, this is what I make of it all.”

“ Seek the Advice of ‘Critical’ Friends ”: In doing so, researchers utilize trusted colleagues, fellow researchers, experts in the field of study, and others to offer insights, alternative interpretations, and the application of their own unique lenses to a researcher’s initial findings. We especially like this strategy because we acknowledge that, too often, qualitative interpretation is a “solo” affair.

“ Contextualize the Findings in the Literature ”: This allows researchers to compare their interpretations to others writing about and studying the same/similar phenomena. The results of this contextualization may be that the current study’s findings correspond with the findings of other researchers. The results might, alternatively, differ from the findings of other researchers. In either instance, the researcher can highlight his or her unique contributions to our understanding of the topic under study.

“ Turn to Theory” : Mills defines theory as “an analytical and interpretive framework that helps the researcher make sense of ‘what is going on’ in the social setting being studied.” In turning to theory, researchers search for increasing levels of abstraction and move beyond purely descriptive accounts. Connecting to extant or generating new theory enables researchers to link their work to the broader contemporary issues in the field. (p. 136)

Other theorists offer additional advice for researchers engaged in the act of interpretation. Richardson (1995) reminds us to account for the power dynamics in the researcher–researched relationship and notes that, in doing so, we can allow for oppressed and marginalized voices to be heard in context. Bogdan and Biklen (2003) suggest that researchers engaged in interpretation revisit foundational writing about qualitative research, read studies related to the current research, ask evaluative questions (e.g., is what I’m seeing here good or bad?), ask about implications of particular findings/interpretations, think about the audience for interpretations, look for stories and incidents that illustrate a specific finding/interpretation, and attempt to summarize key interpretations in a succinct paragraph. All of these suggestions can be pertinent in certain situations and with particular methodological approaches. In the next and closing section of this chapter, we present a framework for interpretive strategies we believe will support, guide, and be applicable to qualitative researchers across multiple methodologies and paradigms.

In What Ways Can a Framework for Interpretation Strategies Support Qualitative Researchers Across Multiple Methodological and Paradigmatic Views?

The process of qualitative research is often compared to a journey, one without a detailed itinerary and ending, but instead a journey with general direction and aims and yet an open-endedness that adds excitement and thrives on curiosity. Qualitative researchers are travelers. They travel physically to field sites; they travel mentally through various epistemological, theoretical, and methodological grounds; they travel through a series of problem finding, access, data collection, and data analysis processes; and, finally—the topic of this chapter—they travel through the process of making meaning out of all this physical and cognitive travel via interpretation.

Although travel is an appropriate metaphor to describe the journey of qualitative researchers, we’ll also use “travel” to symbolize a framework for qualitative research interpretation strategies. By design, this is a framework that applies across multiple paradigmatic, epistemological, and methodological traditions. The application of this framework is not formulaic or highly prescriptive, it is also not an “anything goes” approach. It falls, and is applicable, between these poles, giving concrete (suggested) direction to qualitative researchers wanting to make the most out of the interpretations that result from their research, and yet allows the necessary flexibility for researchers to employ the methods, theories, and approaches they deem most appropriate to the research problem(s) under study.

TRAVEL, a Comprehensive Approach to Qualitative Interpretation

In using the word “TRAVEL” as a mnemonic device, our aim is to highlight six essential concepts we argue all qualitative researchers should attend to in the interpretive process: Transparency, Reflexivity, Analysis, Validity, Evidence, and Literature. The importance of each is addressed here.

Transparency , as a research concept seems, well... transparent. But, too often, we read qualitative research reports and are left with many questions: How were research participants and the topic of study selected/excluded? How were the data collected, when, and for how long? Who analyzed and interpreted these data? A single researcher? Multiple? What interpretive strategies were employed? Are there data points that substantiate these interpretations/findings? What analytic procedures were used to organize the data prior to making the presented interpretations? In being transparent about data collection, analysis, and interpretation processes, researchers allow reviewers/readers insight into the research endeavor, and this transparency leads to credibility for both researcher and researcher’s claims. Altheide and Johnson (2011) explain, “There is great diversity of qualitative research.... While these approaches differ, they also share an ethical obligation to make public their claims, to show the reader, audience, or consumer why they should be trusted as faithful accounts of some phenomenon” (p. 584). This includes, they note, articulating “what the different sources of data were, how they were interwoven, and... how subsequent interpretations and conclusions are more or less closely tied to the various data... the main concern is that the connection be apparent, and to the extent possible, transparent” (p. 590).

In the “Dreams as Data” art and research project noted earlier, transparency was addressed in multiple ways. Readers of the project write-up were informed that interpretations resulting from the study, framed as “themes,” were a result of collaborative analysis that included insights from both students and instructor. Viewers of the art installation/data display had the rare opportunity to see all participant responses. In other words, viewers had access to the entire raw dataset (see Trent, 2002 ). More frequently, we encounter only research “findings” already distilled, analyzed, and interpreted in research accounts, often by a single researcher. Allowing research consumers access to the data to interpret for themselves in the “dreams” project was an intentional attempt at transparency.

Reflexivity , the second of our concepts for interpretive researcher consideration, has garnered a great deal of attention in qualitative research literature. Some have called this increased attention the “reflexive turn” (see e.g., Denzin & Lincoln, 2004 :

Although you can find many meanings for the term reflexivity, it is usually associated with a critical reflection on the practice and process of research and the role of the researcher. It concerns itself with the impact of the researcher on the system and the system on the researcher. It acknowledges the mutual relationships between the researcher and who and what is studied... by acknowledging the role of the self in qualitative research, the researcher is able to sort through biases and think about how they affect various aspects of the research, especially interpretation of meanings. ( Lichtman, 2006 , pp. 206–207)

As with transparency, attending to reflexivity allows researchers to attach credibility to presented findings. Providing a reflexive account of researcher subjectivity and the interactions of this subjectivity within the research process is a way for researchers to communicate openly with their audience. Instead of trying to exhume inherent bias from the process, qualitative researchers share with readers the value of having a specific, idiosyncratic positionality. As a result, situated, contextualized interpretations are viewed as an asset, as opposed to a liability.

LaBanca (2011) , acknowledging the often solitary nature of qualitative research, calls for researchers to engage others in the reflexive process. Like many other researchers, LaBanca utilizes a researcher journal to chronicle reflexive thoughts, explorations and understandings, but he takes this a step farther. Realizing the value of others’ input, LaBanca posts his reflexive journal entries on a blog (what he calls an “online reflexivity blog”) and invites critical friends, other researchers, and interested members of the community to audit his reflexive moves, providing insights, questions, and critique that inform his research and study interpretations.

We agree this is a novel approach worth considering. We, too, understand that multiple interpreters will undoubtedly produce multiple interpretations, a richness of qualitative research. So, we suggest researchers consider bringing others in before the production of the report. This could be fruitful in multiple stages of the inquiry process, but especially so in the complex, idiosyncratic processes of reflexivity and interpretation. We are both educators and educational researchers. Historically, each of these roles has tended to be constructed as an isolated endeavor, the solitary teacher, the solo researcher/fieldworker. As noted earlier and in the “analysis” section that follows, introducing collaborative processes to what has often been a solitary activity offers much promise for generating rich interpretations that benefit from multiple perspectives.

Being consciously reflexive throughout our practice as researchers has benefitted us in many ways. In a study of teacher education curricula designed to prepare preservice teachers to support second-language learners, we realized hard truths that caused us to reflect on and adapt our own practices as teacher educators. Reflexivity can inform a researcher at all parts of the inquiry, even in early stages. For example, one of us was beginning a study of instructional practices in an elementary school. The communicated methods of the study indicated that the researcher would be largely an observer. Early fieldwork revealed that the researcher became much more involved as a participant than anticipated. Deep reflection and writing about the classroom interactions allowed the researcher to realize that the initial purpose of the research was not being accomplished, and the researcher believed he was having a negative impact on the classroom culture. Reflexivity in this instance prompted the researcher to leave the field and abandon the project as it was just beginning. Researchers should plan to openly engage in reflexive activities, including writing about their ongoing reflections and subjectivities. Including excerpts of this writing in research account supports our earlier recommendation of transparency.

Early in this chapter, for the purposes of discussion and examination, we defined analysis as “summarizing and organizing” data in a qualitative study, and interpretation as “finding” or “making” meaning. Although our focus has been on interpretation as the primary topic here, the importance of good analysis cannot be underestimated for, without it, resultant interpretations are likely incomplete and potentially uninformed. Comprehensive analysis puts researchers in a position to be deeply familiar with collected data and to organize these data into forms that lead to rich, unique interpretations, and yet to interpretations clearly connected to data exemplars. Although we find it advantageous to examine analysis and interpretation as different but related practices, in reality, the lines blur as qualitative researchers engage in these recursive processes.

We earlier noted our affinity for a variety of approaches to analysis (see e.g., Lichtman, 2006 ; Saldaña, 2011 ; or Hesse-Biber & Leavy 2011 ). Emerson, Fretz, and Shaw (1995) present a grounded approach to qualitative data analysis: in early stages, researchers engage in a close, line-by-line reading of data/collected text and accompany this reading with open coding , a process of categorizing and labeling the inquiry data. Next, researchers write initial memos to describe and organize the data under analysis. These analytic phases allow the researcher(s) to prepare, organize, summarize, and understand the data, in preparation for the more interpretive processes of focused coding and the writing up of interpretations and themes in the form of integrative memos .

Similarly, Mills (2007) provides guidance on the process of analysis for qualitative action researchers. His suggestions for organizing and summarizing data include coding (labeling data and looking for patterns), asking key questions about the study data (who, what, where, when, why, and how), developing concept maps (graphic organizers that show initial organization and relationships in the data), and stating what’s missing by articulating what data are not present (pp. 124–132).

Many theorists, like Emerson, Fretz, and Shaw (1995) and Mills (2007) noted here, provide guidance for individual researchers engaged in individual data collection, analysis, and interpretation; others, however, invite us to consider the benefits of collaboratively engaging in these processes through the use of collaborative research and analysis teams. Paulus, Woodside, and Ziegler (2008) wrote about their experiences in collaborative qualitative research: “Collaborative research often refers to collaboration among the researcher and the participants. Few studies investigate the collaborative process among researchers themselves” (p. 226).

Paulus, Woodside, and Ziegler (2008) claim that the collaborative process “challenged and transformed our assumptions about qualitative research” (p. 226). Engaging in reflexivity, analysis, and interpretation as a collaborative enabled these researchers to reframe their views about the research process, finding that the process was much more recursive, as opposed to following a linear progression. They also found that cooperatively analyzing and interpreting data yielded “collaboratively constructed meanings” as opposed to “individual discoveries.” And finally, instead of the traditional “individual products” resulting from solo research, collaborative interpretation allowed researchers to participate in an “ongoing conversation” (p. 226).

These researchers explain that engaging in collaborative analysis and interpretation of qualitative data challenged their previously held assumptions. They note, “through collaboration, procedures are likely to be transparent to the group and can, therefore, be made public. Data analysis benefits from an iterative, dialogic, and collaborative process because thinking is made explicit in a way that is difficult to replicate as a single researcher” ( Paulus, Woodside, & Ziegler, 2008 , p. 236). They share that during the collaborative process, “we constantly checked our interpretation against the text, the context, prior interpretations, and each other’s interpretations” (p. 234).

We, too, have engaged in analysis similar to these described processes, including working on research teams. We encourage other researchers to find processes that fit with the methodology and data of a particular study, use the techniques and strategies most appropriate, and then cite to the utilized authority to justify the selected path. We urge traditionally solo researchers to consider trying a collaborative approach. Generally, we suggest researchers be familiar with a wide repertoire of practices. In doing so, they’ll be in better positions to select and use strategies most appropriate for their studies and data. Succinctly preparing, organizing, categorizing, and summarizing data sets the researcher(s) up to construct meaningful interpretations in the forms of assertions, findings, themes, and theories.

Researchers want their findings to be sound, backed by evidence, justifiable, and to accurately represent the phenomena under study. In short, researchers seek validity for their work. We assert that qualitative researchers should attend to validity concepts as a part of their interpretive practices. We have previously written and theorized about validity, and, in doing so, we have highlighted and labeled what we consider to be two distinctly different approaches, transactional and transformational ( Cho & Trent, 2006 ). We define transactional validity in qualitative research as an interactive process occurring among the researcher, the researched, and the collected data, one that is aimed at achieving a relatively higher level of accuracy. Techniques, methods, and/or strategies are employed during the conduct of the inquiry. These techniques, such as member checking and triangulation, are seen as a medium with which to ensure an accurate reflection of reality (or, at least, participants’ constructions of reality). Lincoln and Guba’s (1985) widely known notion of trustworthiness in “naturalistic inquiry” is grounded in this approach. In seeking trustworthiness, researchers attend to research credibility, transferability, dependability, and confirmability. Validity approaches described by Maxwell (1992) as “descriptive” and “interpretive” also proceed in the usage of transactional processes.

For example, in the write-up of a study on the facilitation of teacher research, one of us ( Trent, 2012 , p. 44) wrote about the use of transactional processes: “‘Member checking is asking the members of the population being studied for their reaction to the findings’ ( Sagor, 2000 , p. 136). Interpretations and findings of this research, in draft form, were shared with teachers (for member checking) on multiple occasions throughout the study. Additionally, teachers reviewed and provided feedback on the final draft of this article.” This member checking led to changes in some resultant interpretations (called findings in this particular study) and to adaptations of others that shaped these findings in ways that made them both richer and more contextualized.

Alternatively, in transformational approaches, validity is not so much something that can be achieved solely by way of certain techniques. Transformationalists assert that because traditional or positivist inquiry is no longer seen as an absolute means to truth in the realm of human science, alternative notions of validity should be considered to achieve social justice, deeper understandings, broader visions, and other legitimate aims of qualitative research. In this sense, it is the ameliorative aspects of the research that achieve (or don’t achieve) its validity. Validity is determined by the resultant actions prompted by the research endeavor.

Lather (1993) , Richardson (1997) , and others (e.g., Lenzo, 1995 ; Scheurich, 1996 ) propose a transgressive approach to validity that emphasizes a higher degree of self-reflexivity. For example, Lather has proposed a “catalytic validity” described as “the degree to which the research empowers and emancipates the research subjects” ( Scheurich, 1996 , p. 4). Beverley (2000 , p. 556) has proposed “testimonio” as a qualitative research strategy. These first-person narratives find their validity in their ability to raise consciousness and thus provoke political action to remedy problems of oppressed peoples (e.g., poverty, marginality, exploitation).

We, too, have pursued research with transformational aims. In the earlier mentioned study of preservice teachers’ experiences learning to teach second-language learners ( Cho, Rios, Trent, & Mayfield, 2012 ), our aims were to empower faculty members, evolve the curriculum, and, ultimately, better serve preservice teachers so that they might better serve English-language learners in their classrooms. As program curricula and activities have changed as a result, we claim a degree of transformational validity for this research.

Important, then, for qualitative researchers throughout the inquiry, but especially when engaged in the process of interpretation, is to determine the type(s) of validity applicable to the study. What are the aims of the study? Providing an “accurate” account of studied phenomena? Empowering participants to take action for themselves and others? The determination of this purpose will, in turn, inform researchers’ analysis and interpretation of data. Understanding and attending to the appropriate validity criteria will bolster researcher claims to meaningful findings and assertions.

Regardless of purpose or chosen validity considerations, qualitative research depends on evidence . Researchers in different qualitative methodologies rely on different types of evidence to support their claims. Qualitative researchers typically utilize a variety of forms of evidence including texts (written notes, transcripts, images, etc.), audio and video recordings, cultural artifacts, documents related to the inquiry, journal entries, and field notes taken during observations of social contexts and interactions. “Evidence is essential to justification, and justification takes the form of an argument about the merit(s) of a given claim. It is generally accepted that no evidence is conclusive or unassailable (and hence, no argument is foolproof). Thus, evidence must often be judged for its credibility, and that typically means examining its source and the procedures by which it was produced [thus the need for transparency discussed earlier]” ( Schwandt, 2001 , p. 82).

Qualitative researchers distinguish evidence from facts. Evidence and facts are similar but not identical. We can often agree on facts, e.g., there is a rock, it is harder than cotton candy. Evidence involves an assertion that some facts are relevant to an argument or claim about a relationship. Since a position in an argument is likely tied to an ideological or even epistemological position, evidence is not completely bound by facts, but it is more problematic and subject to disagreement. ( Altheide & Johnson, 2011 , p. 586)

Inquirers should make every attempt to link evidence to claims (or findings, interpretations, assertions, conclusions, etc.). There are many strategies for making these connections. Induction involves accumulating multiple data points to infer a general conclusion. Confirmation entails directly linking evidence to resultant interpretations. Testability/falsifiability means illustrating that evidence does not necessarily contradict the claim/interpretation, and so increases the credibility of the claim ( Schwandt, 2001 ). In the “learning to teach second-language learners” study, for example, a study finding ( Cho, Rios, Trent, & Mayfield, 2012 , p. 77) was that “as a moral claim , candidates increasingly [in higher levels of the teacher education program] feel more responsible and committed to ELLs [English language learners].” We supported this finding with a series of data points that included the following preservice teacher response: “It is as much the responsibility of the teacher to help teach second-language learners the English language as it is our responsibility to teach traditional English speakers to read or correctly perform math functions.” Claims supported by evidence allow readers to see for themselves and to both examine researcher assertions in tandem with evidence and to form further interpretations of their own.

Some postmodernists reject the notion that qualitative interpretations are arguments based on evidence. Instead, they argue that qualitative accounts are not intended to faithfully represent that experience, but instead are designed to evoke some feelings or reactions in the reader of the account ( Schwandt, 2001 ). We argue that, even in these instances where transformational validity concerns take priority over transactional processes, evidence still matters. Did the assertions accomplish the evocative aims? What evidence/arguments were used to evoke these reactions? Does the presented claim correspond with the study’s evidence? Is the account inclusive? In other words, does it attend to all evidence or selectively compartmentalize some data while capitalizing on other evidentiary forms?

Researchers, we argue, should be both transparent and reflexive about these questions and, regardless of research methodology or purpose, should share with readers of the account their evidentiary moves and aims. Altheide and Johnson (2011) call this an “evidentiary narrative” and explain:

Ultimately, evidence is bound up with our identity in a situation.... An “evidentiary narrative” emerges from a reconsideration of how knowledge and belief systems in everyday life are tied to epistemic communities that provide perspectives, scenarios, and scripts that reflect symbolic and social moral orders. An “evidentiary narrative” symbolically joins an actor, an audience, a point of view (definition of a situation), assumptions, and a claim about a relationship between two or more phenomena. If any of these factors are not part of the context of meaning for a claim, it will not be honored, and thus, not seen as evidence. (p. 686)

In sum, readers/consumers of a research account deserve to know how evidence was treated and viewed in an inquiry. They want and should be aware of accounts that aim to evoke versus represent, and then they can apply their own criteria (including the potential transferability to their situated context). Renowned ethnographer and qualitative research theorist Harry Wolcott (1990) urges researchers to “let readers ‘see’ for themselves” by providing more detail rather than less and by sharing primary data/evidence to support interpretations. In the end, readers don’t expect perfection. Writer Eric Liu (2010) explains, “we don’t expect flawless interpretation. We expect good faith. We demand honesty.”

Last, in this journey through concepts we assert are pertinent to researchers engaged in interpretive processes, we include attention to the “ literature .” In discussing “literature,” qualitative researchers typically mean publications about the prior research conducted on topics aligned with or related to a study. Most often, this research/literature is reviewed and compiled by researchers in a section of the research report titled, “literature review.” It is here we find others’ studies, methods, and theories related to our topics of study, and it is here we hope the assertions and theories that result from our studies will someday reside.

We acknowledge the value of being familiar with research related to topics of study. This familiarity can inform multiple phases of the inquiry process. Understanding the extant knowledge base can inform research questions and topic selection, data collection and analysis plans, and the interpretive process. In what ways do the interpretations from this study correspond with other research conducted on this topic? Do findings/interpretations corroborate, expand, or contradict other researchers’ interpretations of similar phenomena? In any of these scenarios (correspondence, expansion, contradiction), new findings and interpretations from a study add to and deepen the knowledge base, or literature, on a topic of investigation.

For example, in our literature review for the study of student teaching, we quickly determined that the knowledge base and extant theories related to the student teaching experience was immense, but also quickly realized that few if any studies had examined student teaching from the perspective of the K–12 students who had the student teachers. This focus on the literature related to our topic of student teaching prompted us to embark on a study that would fill a gap in this literature: most of the knowledge base focused on the experiences and learning of the student teachers themselves. Our study then, by focusing on the K–12 students’ perspectives, added literature/theories/assertions to a previously untapped area. The “literature” in this area (at least we’d like to think) is now more robust as a result.

In another example, a research team ( Trent et al., 2003 ) focused on institutional diversity efforts, mined the literature, found an appropriate existing (a priori) set of theories/assertions, and then used this existing theoretical framework from the literature as a framework to analyze data; in this case, a variety of institutional activities related to diversity.

Conducting a literature review to explore extant theories on a topic of study can serve a variety of purposes. As evidenced in these examples, consulting the literature/extant theory can reveal gaps in the literature. A literature review might also lead researchers to existing theoretical frameworks that support analysis and interpretation of their data (as in the use of the a priori framework example). Finally, a review of current theories related to a topic of inquiry might confirm that much theory already exists, but that further study may add to, bolster, and/or elaborate on the current knowledge base.

Guidance for researchers conducting literature reviews is plentiful. Lichtman (2006) suggests researchers conduct a brief literature review, begin research, and then update and modify the literature review as the inquiry unfolds. She suggests reviewing a wide range of related materials (not just scholarly journals) and additionally suggests researchers attend to literature on methodology, not just the topic of study. She also encourages researchers to bracket and write down thoughts on the research topic as they review the literature, and, important for this chapter, she suggests researchers “integrate your literature review throughout your writing rather than using a traditional approach of placing it in a separate chapter [or section]” (p. 105).

We agree that the power of a literature review to provide context for a study can be maximized when this information isn’t compartmentalized apart from a study’s findings. Integrating (or at least revisiting) reviewed literature juxtaposed alongside findings can illustrate how new interpretations add to an evolving story. Eisenhart (1998) expands the traditional conception of the literature review and discusses the concept of an “interpretive review.” By taking this interpretive approach, Eisenhart claims that reviews, alongside related interpretations/findings on a specific topic, have the potential to allow readers to see the studied phenomena in entirely new ways, through new lenses, revealing heretofore unconsidered perspectives. Reviews that offer surprising and enriching perspectives on meanings and circumstances “shake things up, break down boundaries, and cause things (or thinking) to expand” (p. 394). Coupling reviews of this sort with current interpretations will “give us stories that startle us with what we have failed to notice” (p. 395).

In reviews of research studies, it can certainly be important to evaluate the findings in light of established theories and methods [the sorts of things typically included in literature reviews]. However, it also seems important to ask how well the studies disrupt conventional assumptions and help us to reconfigure new, more inclusive, and more promising perspectives on human views and actions. From an interpretivist perspective, it would be most important to review how well methods and findings permit readers to grasp the sense of unfamiliar perspectives and actions. ( Eisenhart, 1998 , p. 397)

And so, our journey through qualitative research interpretation and the selected concepts we’ve treated in this chapter nears an end, an end in the written text, but a hopeful beginning of multiple new conversations among ourselves and in concert with other qualitative researchers. Our aims here have been to circumscribe interpretation in qualitative research; emphasize the importance of interpretation in achieving the aims of the qualitative project; discuss the interactions of methodology, data, and the researcher/self as these concepts and theories intertwine with interpretive processes; describe some concrete ways that qualitative inquirers engage the process of interpretation; and, finally, to provide a framework of interpretive strategies that may serve as a guide for ourselves and other researchers.

In closing, we note that this “travel” framework, construed as a journey to be undertaken by researchers engaged in the interpretive process, is not designed to be rigid or prescriptive, but instead is designed to be a flexible set of concepts that will inform researchers across multiple epistemological, methodological, and theoretical paradigms. We chose the concepts of transparency, reflexivity, analysis, validity, evidence, and literature (TRAVEL) because they are applicable to the infinite journeys undertaken by qualitative researchers who have come before and to those who will come after us. As we journeyed through our interpretations of interpretation, we have discovered new things about ourselves and our work. We hope readers also garner insights that enrich their interpretive excursions. Happy travels to all— Bon Voyage !

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WRITING AN INSIGHTFUL INTERPRETIVE ESSAY

Writing an insightful interpretive essay : a review.

I recently had the opportunity to read two books that had very different interpretations of the same subject. One book moved me to tears and the other was challenging to follow and remember. Even though both books had the same theme, one had symbolism, metaphors, and an emotional connection that had me hooked.

In contrast, the other book implored a generic approach that lacked depth and connection. From this scenario, interpretation is relative and crucial in enhancing our comprehension of ideas and subjects, as well as successfully relaying them to others. This is where interpretive essay writing becomes relevant.

In this guide, you will learn what it means and how to write an insightful interpretive essay .

What is an Interpretive Essay?

An interpretive essay is a piece of writing that focuses on a writer’s ability to analyze and interpret an author’s specific literature or subject. As a genre, this is where creative writing is born as it draws on the elements that are central to storytelling. To put it another way, an interpretative essay is prepared to offer a writer’s viewpoint on a literary work.

This essay also provides an in-depth analysis of the interpreted theme, which can be in the form of a commentary, reflection, or a comparison. As an interpretive essay writer, you focus on specific elements of the author’s work, such as a character, setting, topic, or metaphor.

Pitfalls to Avoid in Interpretive Essay Writing

Interpretive essay writing is easy if you know what to look out for; otherwise, you might end up in a hamster’s wheel of failing to drive your essay home. Here are some mistakes writers make:

Solely listing facts.
Summarizing your work.
Creating a piece of writing based on incomplete information (conjectures).
Being too biased in your work
Not having a clear objective
Having a plagiarised write-up

Having these points in mind, I present a series of strategies to help you achieve a successful essay.

Steps to Writing an Effective Interpretive Essay Writing

It’s easy to get bogged down and a little overwhelmed when you first start thinking about writing an interpretive essay. It could seem like a hopeless mess, but it doesn’t have to be! You can still write an amazing essay with the right preparation. So, here’s what to do:

Start with an Effective Thesis Statement

This should be something along the lines of “I believe, therefore I am.” This is the basis for all your facts and the key to your supporting explanation. Be careful to identify the thesis in your introduction. Ideally, your thesis statement should be brief and within two sentences.

Here’s is what a thesis statement may look like, using the role of Ant-Man in Avengers: End Game.

“Despite being a member of the Avengers, Scott Lang’s identity as Ant-Man is somewhat understated, even though he believes that his talents and hard work would make a difference in the world. True to his beliefs, he is pivotal to a larger cause that will save the universe from Thanos, having spent months stuck in the Quantum Realm, understanding it and receiving a warning message concerning time vortexes.”

From the thesis statement, I have introduced the role of Ant-Man in the ultimate battle with Thanos, with which I will discuss supporting details in the body paragraphs.

Have a Balanced Essay

The body paragraphs should be organized into a sequential, logical flow. Think of it as the game of “Chinese Whispers.” The first paragraph should lead into the second, and so on. Each paragraph should have a defined length. Here’s how I would organize the first body paragraph.

“Thanos’s scheme is based on the belief that he can collect the six Infinity Stones and restore the balance in the universe between good and evil. Even though the Avengers are the strongest superheroes in the universe, they are not invincible. In the end, they must rely on the combined skills of a group of lesser heroes to overcome Thanos.”

At the end of your body paragraphs, wrap your write-up with a nice and brief conclusion.

Infuse Purpose and Clarity in Your Work

With an interpretive essay, you are presenting a position and making that case for your audience. The process is very similar to how you would write a persuasive essay. However, when you are writing an interpretive essay, you are also making a case so the audience can come to a particular conclusion.

Hence, your write-up should have a goal and clarity — to help readers understand aspects of an author’s literature from a personalized view. Lacking a clear sense of purpose can weaken your essay. Clarity should be your watchword. If you tend to over-use words, make a conscious effort to simplify your writing. This will make your sentences more effective, and your essay better at conveying your message.

You can also enhance the quality of your interpretive essay by:

Supporting your points with convincing evidence a.k.a get your facts right
Creating unique content, thereby avoiding Turnitin plagiarism checker
Imprinting your personality into the work.

The Bottom Lines

Writing an insightful interpretive essay is comparable to writing the perfect recipe. You need a clear idea of what your write-up should achieve and then structure it with facts and supporting explanations. That way, you have a far better chance of creating something that will not disappoint your readers.

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Collaboration, information literacy, writing process, interpretation, interpretative frameworks.

What is Interpretation?

Interpretation is

the act of literacy, the human process of making inferences, of ascribing meaning to signs and symbols, the act of signification .

People make interpretations of texts and events in order to make sense of world.

Interpretation is a deeply subjective process. Different people can see the exact same event and infer contrasting interpretations. Critics often disagree about the relative merits of movies, songs, and other texts .

For readers, listeners, users , interpretation is challenging. At any given moment, people experience a tsunami of information coming at them at warp speed.

Personal experience shapes interpretation. Our world view is shaped by our contexts—our families, schools, communities, and workplaces. The rhetorical stances we can imagine adopting in response to exigencies, calls for discourse, are shaped by our interpretations about what exists and what is possible.

Key Concepts: Rhetorical Stance ; Semiotics ;

People are rhetorically situated. Their interpretations are shaped by their discourse communities, their communities of practice. For instance, The Association of College and Research Libraries has identified six interpretative frameworks that underlie critical literacy practices:

Authority is Constructed & Contextual
Information Creation as a Process
Information Has Value
Research as Inquiry
Scholarship as a Conversation
Searching as Strategic Exploration

Much of the library-orientated training students receive in the U.S. concern these six frameworks.

Interpretive Frameworks

Consider how critics use theory to interprets works of art and literature:

Critical Disability Studies
Feminist Criticism
LGBTQ + Criticism
Marxist Criticism
New Historicist Criticism
Post-Colonial Criticism
Post-Structuralist, Deconstructive Criticism
Psychological Criticism
Reader-Response Criticism
Russian Formalism and New Criticism
Structuralist Criticism

Textual Analysis - How to Engage in Textual Analysis

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101 Interpretation Essay Topic Ideas & Examples

Inside This Article

Interpretation essays are a type of academic writing that requires students to analyze and interpret a specific text or piece of literature. This type of essay allows students to delve deeper into the meanings and themes of a text, and provide their own unique interpretations based on their understanding and analysis.

Coming up with a topic for an interpretation essay can be challenging, as it requires students to think critically and creatively about a text. To help get you started, here are 101 interpretation essay topic ideas and examples:

Analyze the symbolism of the green light in The Great Gatsby.
Interpret the role of the witches in Macbeth.
Discuss the significance of the title "To Kill a Mockingbird" in Harper Lee's novel.
Explore the theme of isolation in Frankenstein.
Interpret the meaning of the poem "The Road Not Taken" by Robert Frost.
Analyze the symbolism of the conch shell in Lord of the Flies.
Discuss the theme of identity in Toni Morrison's novel Beloved.
Interpret the metaphor of the river in Siddhartha by Hermann Hesse.
Analyze the role of fate in Romeo and Juliet.
Discuss the theme of power in George Orwell's novel 1984.
Interpret the significance of the color red in The Scarlet Letter.
Analyze the symbolism of the white whale in Moby Dick.
Discuss the theme of revenge in The Count of Monte Cristo.
Interpret the meaning of the poem "The Raven" by Edgar Allan Poe.
Analyze the role of the ghosts in Hamlet.
Discuss the theme of madness in Alice's Adventures in Wonderland.
Interpret the symbolism of the glass menagerie in Tennessee Williams' play.
Analyze the role of the narrator in Heart of Darkness.
Discuss the theme of freedom in The Handmaid's Tale.
Interpret the meaning of the poem "Ode to a Nightingale" by John Keats.
Analyze the symbolism of the yellow wallpaper in Charlotte Perkins Gilman's story.
Discuss the theme of love in Pride and Prejudice.
Interpret the role of nature in Wuthering Heights.
Analyze the symbolism of the mockingbird in To Kill a Mockingbird.
Discuss the theme of war in All Quiet on the Western Front.
Interpret the meaning of the poem "The Love Song of J. Alfred Prufrock" by T.S. Eliot.
Analyze the role of the river in The Adventures of Huckleberry Finn.
Discuss the theme of justice in A Tale of Two Cities.
Interpret the symbolism of the clock in The Metamorphosis.
Analyze the role of dreams in A Midsummer Night's Dream.
Discuss the theme of guilt in Crime and Punishment.
Interpret the meaning of the poem "Dulce et Decorum Est" by Wilfred Owen.
Analyze the symbolism of the garden in The Secret Garden.
Discuss the theme of family in Little Women.
Interpret the role of the mirror in Snow White.
Analyze the symbolism of the ring in The Lord of the Rings.
Discuss the theme of friendship in Of Mice and Men.
Interpret the meaning of the poem "The Waste Land" by T.S. Eliot.
Analyze the role of the forest in A Midsummer Night's Dream.
Discuss the theme of sacrifice in The Kite Runner.
Interpret the symbolism of the fire in Fahrenheit 451.
Analyze the role of the sea in The Old Man and the Sea.
Discuss the theme of loyalty in The Three Musketeers.
Interpret the meaning of the poem "The Tyger" by William Blake.
Analyze the symbolism of the mirror in The Picture of Dorian Gray.
Discuss the theme of betrayal in Othello.
Interpret the role of the train in Anna Karenina.
Analyze the symbolism of the tree in Their Eyes Were Watching God.
Discuss the theme of ambition in Macbeth.
Interpret the meaning of the poem "Do Not Go Gentle into That Good Night" by Dylan Thomas.
Analyze the role of the moon in A Midsummer Night's Dream.
Discuss the theme of forgiveness in The Scarlet Letter.
Interpret the symbolism of the phoenix in Harry Potter.
Analyze the role of the river in A River Runs Through It.
Discuss the theme of redemption in The Shawshank Redemption.
Interpret the meaning of the poem "The Second Coming" by W.B. Yeats.
Analyze the symbolism of the labyrinth in The Maze Runner.
Discuss the theme of survival in Life of Pi.
Interpret the role of the clock in The Time Machine.
Analyze the symbolism of the mirror in Alice's Adventures in Wonderland.
Discuss the theme of power in The Hunger Games.
Interpret the meaning of the poem "Fire and Ice" by Robert Frost.
Analyze the role of the river in The Grapes of Wrath.
Discuss the theme of love in Atonement.
Interpret the symbolism of the scarlet letter in The Handmaid's Tale.
Discuss the theme of redemption in Les Mis''rables.
Interpret the meaning of the poem "The Hollow Men" by T.S. Eliot.
Discuss the theme of betrayal in The Count of Monte Cristo.

These are just a few examples of interpretation essay topics that you can explore. Remember to choose a topic that interests you and that you feel passionate about, as this will make the writing process much more enjoyable. Happy writing!

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How to Write an Interpretive Essay?

All academic assignments have a certain purpose. To get a good grade, you should understand the purpose of your assignment and its requirements. Therefore, if you want to learn how to write an interpretive essay, you should understand its purpose and have an idea of what your tutor expects from you. Simply put, an interpretive essay analyzes literary works. Usually, you don’t need to analyze the book in its entirety. Most often, you might be required to select a few elements that you will focus on.

For many students, writing an interpretive essay is a challenging task because they don’t know where to start. While some types of essays focus on minor details or direct interpretation, other essays might consider the causes and consequences of events or phenomena. Therefore, you should know how to approach this type of writing. In this article, we will consider the key features of interpretive essays, along with the dos and don’ts of interpretive essay writing.

What Is an Interpretive Essay?

An interpretive essay can be quite easy to write but only if you know how to approach it in the right way. Interpretive essays have a lot to do with literary analysis. This type of essay should interpret an author’s work or its specific part. The scope of your analysis and its direction directly depend on your prompt. If there is no specific prompt that you should follow, choosing the right elements for analysis can be difficult.

In this case, the best solution is to choose a theme, character, or fact you’re actually interested in. Read the literary work and then think of the things that grabbed your attention. After choosing the main direction of your essay, the rest of the work will be a little easier. Your essay may focus on alternative meanings of certain fragments or provide a sort of critical analysis of certain elements.

Interpretive essays are often assigned to students who study literature, arts, and other areas of humanities. Quite often, students need to write an interpretive essay as a part of their introductory literature course. Interpretive essays are also common in advanced and intermediate classes. Most often, such essays focus on a very specific aspect of a literary work. As a result, interpretive essays often begin with a specific question, and then students provide their answers based on the analysis of the material.

How to Write a Good Interpretive Essay

Maintain balance.

When writing an interpretive essay, you should stick with a balanced approach. Most often, interpretive essays are five paragraphs long. The first and the last paragraphs are for an introduction and conclusion, and the body should be three paragraphs long. The introduction should be short yet informative , helping your readers get a grasp on the context of your essay. Each body paragraph should focus on one point, supporting it with relevant evidence.

Although the body is the longest section of your essay, you should also try to keep it concise and avoid providing any irrelevant or unnecessary information. In the concluding paragraph, summarize all the key points of your essay and rewrite your thesis statement taking into account things that you’ve discussed in the main body.

The writing process will be much easier if you prepare for it properly. When reading the literary work your essay focuses on, take notes so that you won’t forget useful details and won’t need to search for them when writing your first draft. We also recommend that you use notes when editing your paper. First, write down a list of things that you’re going to change, and then edit your draft based on these notes. This way, you’ll make the writing and editing process as efficient as possible.

Come up with a meaningful thesis statement

Just like many other types of essays, interpretive essays should have a strong thesis statement that serves as the basis for all arguments. You should present your thesis statement at the end of the introductory paragraph. This way, you will make a logical transition to the main part and make sure that your readers know what to expect from the rest of the essay.

The thesis statement should explain what exactly you’re going to interpret. It must be concise and meaningful, being the central idea of the entire paper.

Include the most relevant information

Avoid any irrelevant and unnecessary content. If you check out the best interpretive essay examples, you will notice that such essays are usually well-focused and informative. Make sure that all the aspects that you analyze in your essay are perfectly relevant to your thesis statement and the overall topic of the essay.

You may include references to outside sources but make sure that they are also relevant and trustworthy. For instance, we recommend that you don’t include references to articles on Wikipedia and consider books and articles from peer-reviewed journals instead.

Present your thoughts in a logical way

If you want to write a successful interpretive essay, you must make sure that your readers will be able to follow your flow of thoughts easily. First, you should grab your readers’ attention with a good introduction. In the main body, present your points in a logical order, starting from the weakest point and moving to the strongest one. Make sure to include transitions between paragraphs and use transitional words between sentences so that your readers can quickly understand the connection between different ideas and pieces of evidence.

Wrapping Up

Now that you know the interpretive essay definition and the main features of this essay type, you will know how to prepare for the writing process properly and what steps to follow. When the first draft of your essay is ready, don’t submit it. Take a break, and then read your essay a couple of times, looking for any logical inconsistencies and grammar mistakes.

Editing and proofreading are integral parts of the writing process. Although students often overlook the importance of proofreading, keep in mind that your grammar, spelling, and punctuation have a direct impact on your grade.

Nowadays, students can benefit from using essay writing services if they don't have enough time to write their own papers. But while It may be tempting to buy a pre-written essay , we strongly discourage you from doing it. It's better to learn how to write it yourself or hire an essay writer to write it for you for scratch.

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How to Write a Personal Interpretation Essay: Guide to Writing

What is a personal interpretation.

A personal interpretation is a way a person understands an event or occurrence, something that they see, read, or heard. Personal interpretation definition may be different or vary slightly depending on the context. In literature, it’s the reader’s understanding of a story or essay that they read.

An interpretation essay is the type of essay written to analyze or break down another story, essay, or piece of writing. In academic circles, this is a common essay assignment for students, and many of them find it overwhelming, but it doesn’t have to be.

In writing an interpretive essay, students have to figure out what part of the literature they are starting from, the literary elements they want to analyze and interpret. One of the first things to note is that you don’t necessarily have to discuss all the literary elements in the work you are interpreting. What you are doing instead is emphasizing some of these elements. Unless there’s an explicit instruction to focus on specific literary elements or discuss all the aspects, you can decide what elements to discuss yourself. However, you could have the problem of choosing the best element to focus on.

If you have a problem like this, then you should choose something that interests you or you can ask for the help from the best essay writing service . It could be the theme or setting of the story, a character, etc. You have to pick out something that caught your attention in the story and write your interpretation essay along that line.

How to write a personal interpretation essay

Writing an interpretive essay isn’t difficult once you know what to do and how to go about it. The following steps are descriptive of how you compose an interpretation essay.

Step 1: Read the text and identify literary devices

The first thing to do is read through the text carefully while taking down notes from it. While reading, note down those things that you find surprising, and intriguing, or even confusing. These details are what you dig into while doing your analysis.

The goal for your personal interpretation of a story is more than just explaining the events that were mentioned in writing. You're analyzing the writing mainly and also discussing the texts at a deeper level. The primary thing you are looking for is literary devices which are the elements used by writers to create effect and convey meaning. If you have to compare multiple texts, you should look for the connection between the texts.

Some of the elements to look for in writing are:

Choice of language
The narrative voice, and
Structure of the writing

Step 2: Create your thesis

A thesis for an interpretation essay example is the main point that you are making about the story. It’s the main argument that determines the direction of your essay, so it doesn’t appear like random observations.

If you have a prompt about an essay, you should write a thesis related to that prompt or answer it. For instance:

If your essay question is this:

Is “Before the Law” by Franz Kafka a religious parable?

You should create a thesis statement that answers this question. You aren’t just saying yes or no; you’re writing a statement that explains why it’s a yes or why it isn’t.

You may have the freedom to decide your topic. If this is the case, you have to create an original thesis. Look for something that stands out in writing, then ask questions about the most exciting elements and think of how to answer them.

You should create an arguable thesis. This means that it is true when someone reads the text, but it simply isn’t a statement of fact. You must develop it through argument and evidence throughout your personal interpretation.

Step 3: Write your title and introduction.

Before you start writing your interpretive essay, you need to first create a good title for yourself and then write a strong introduction.

The title must indicate what you will be focusing on in your analysis. Keep it very short and engaging as well.

In a typical interpretation essay example, the introduction will give an idea of the direction you’re heading with the argument. It also includes your thesis statement and a brief or summary of the structure of the essay. Typically, you’ll start with general statements discussing the writing and the author and then mention an idea you’re holding on to from the writing and what you’re focusing on. The ending can include an indication of what the essay body is about.

Step 4: Write your body

The body of your personal interpretation includes every detail of your analysis of another writing before your conclusion and after your introduction. It carries your argument and evidence that you use to support it.

When writing your body, there are things to take note of:

Paragraph structure

There are five main paragraphs for a high school personal interpretation essay. The introduction and conclusion are the first and last, respectively, and three paragraphs in between make up the essay’s body.

The three paragraphs of the body have to focus on a different topic of discussion. So, your argument should be divided into three main topics to analyze.

Topic sentence

This should be used at the start of each paragraph so that your key points are focused on particular topics. It gives the readers an idea of what you’re discussing in the section.

Textual evidence

Your argument in a literary analysis must be backed by textual evidence from the writing. You’ll use quotes from the book to explain your point. Make sure that your quotes are in context and well defined.

Step 5: Write your conclusion

Your personal interpretation analysis should have a conclusion that doesn’t introduce new arguments and quotations. You’re simply wrapping up your opinion here. So, you have to summarize the major points and emphasize points that you find significant to the readers.

You should approach your brief by summarizing your significant points and stress what you're concluding or what they led to. Mention the perspective that you’re pointing out with your interpretation essay.

While many students might find personal interpretation essays overwhelming, it doesn’t have to be that way. With the steps explained in this guide, you’ll find it easier to write a personal interpretation essay.

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3. Historical Analysis and Interpretation

One of the most common problems in helping students to become thoughtful readers of historical narrative is the compulsion students feel to find the one right answer, the one essential fact, the one authoritative interpretation. “Am I on the right track?” “Is this what you want?” they ask. Or, worse yet, they rush to closure, reporting back as self-evident truths the facts or conclusions presented in the document or text.

These problems are deeply rooted in the conventional ways in which textbooks have presented history: a succession of facts marching straight to a settled outcome. To overcome these problems requires the use of more than a single source: of history books other than textbooks and of a rich variety of historical documents and artifacts that present alternative voices, accounts, and interpretations or perspectives on the past.

Students need to realize that historians may differ on the facts they incorporate in the development of their narratives and disagree as well on how those facts are to be interpreted. Thus, “history” is usually taken to mean what happened in the past; but written history is a dialogue among historians, not only about what happened but about why and how events unfolded. The study of history is not only remembering answers. It requires following and evaluating arguments and arriving at usable, even if tentative, conclusions based on the available evidence.

To engage in historical analysis and interpretation students must draw upon their skills of historical comprehension . In fact, there is no sharp line separating the two categories. Certain of the skills involved in comprehension overlap the skills involved in analysis and are essential to it. For example, identifying the author or source of a historical document or narrative and assessing its credibility (comprehension) is prerequisite to comparing competing historical narratives (analysis). Analysis builds upon the skills of comprehension; it obliges the student to assess the evidence on which the historian has drawn and determine the soundness of interpretations created from that evidence. It goes without saying that in acquiring these analytical skills students must develop the ability to differentiate between expressions of opinion, no matter how passionately delivered, and informed hypotheses grounded in historical evidence.

Well-written historical narrative has the power to promote students’ analysis of historical causality–of how change occurs in society, of how human intentions matter, and how ends are influenced by the means of carrying them out, in what has been called the tangle of process and outcomes. Few challenges can be more fascinating to students than unraveling the often dramatic complications of cause. And nothing is more dangerous than a simple, monocausal explanation of past experiences and present problems.

Finally, well-written historical narratives can also alert students to the traps of lineality and inevitability . Students must understand the relevance of the past to their own times, but they need also to avoid the trap of lineality, of drawing straight lines between past and present, as though earlier movements were being propelled teleologically toward some rendezvous with destiny in the late 20th century.

A related trap is that of thinking that events have unfolded inevitably–that the way things are is the way they had to be, and thus that individuals lack free will and the capacity for making choices. Unless students can conceive that history could have turned out differently, they may unconsciously accept the notion that the future is also inevitable or predetermined, and that human agency and individual action count for nothing. No attitude is more likely to feed civic apathy, cynicism, and resignation–precisely what we hope the study of history will fend off. Whether in dealing with the main narrative or with a topic in depth, we must always try, in one historian’s words, to “restore to the past the options it once had.”

HISTORICAL THINKING STANDARD 3

The student engages in historical analysis and interpretation:

Therefore, the student is able to:

Compare and contrast differing sets of ideas , values, personalities, behaviors, and institutions by identifying likenesses and differences.
Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.
Analyze cause-and-effect relationships bearing in mind multiple causation including (a) the importance of the individual in history; (b) the influence of ideas , human interests, and beliefs; and (c) the role of chance, the accidental and the irrational.
Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries.
Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.
Compare competing historical narratives.
Challenge arguments of historical inevitability by formulating examples of historical contingency, of how different choices could have led to different consequences.
Hold interpretations of history as tentative , subject to changes as new information is uncovered, new voices heard, and new interpretations broached.
Evaluate major debates among historians concerning alternative interpretations of the past.
Hypothesize the influence of the past , including both the limitations and opportunities made possible by past decisions.

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Meaning of interpretation in English

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interpretation noun [C or U] ( EXPLANATION )

He would be found guilty under a strict interpretation of the law .
We were disappointed that they insisted on such a rigid interpretation of the rules .
The law permits of no other interpretation.
It was regarded as a very narrow interpretation of the law .
The evidence allows of only one interpretation - he was murdered by his wife .
construction
impact assessment
impact statement
job evaluation
lucubration
re-evaluation
review bomb

interpretation noun [C or U] ( WAY OF PERFORMING )

Interpretation | american dictionary, examples of interpretation, collocations with interpretation, interpretation.

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bits and bobs

small things or jobs of different types

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interpretation

Definition of interpretation

clarification
construction
elucidation
explanation
explication
illumination
illustration

Examples of interpretation in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'interpretation.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

14th century, in the meaning defined at sense 1

Phrases Containing interpretation

counter - interpretation

Dictionary Entries Near interpretation

interpretate

interpretation clause

Cite this Entry

“Interpretation.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/interpretation. Accessed 7 Apr. 2024.

Kids Definition

Kids definition of interpretation, medical definition, medical definition of interpretation, legal definition, legal definition of interpretation, more from merriam-webster on interpretation.

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Britannica English: Translation of interpretation for Arabic Speakers

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COMMENTS

Interpretive Essay Guide
An interpretive essay goes beyond merely summarizing or describing a work; it requires a deeper examination. At its core, this essay type is an analytical work that requires a writer to not only delve into the underlying themes and messages of a piece (be it literature, art, or film) but also to weave in their personal interpretation and insights.
How to Write an Insightful Interpretive Essay
1. A thoughtful thesis. Like any essay you write for class, you're going to want a thesis statement for your interpretive essay. A thesis usually consists of one, sometimes two sentences that tell the reader what you're going to write about. It clearly states your viewpoint and offers a summary of your supporting reasons for that viewpoint.
How To Write An Interpretation Essay
The Interpretive Analysis Essay should have an introduction, body, and a conclusion. The writer must consistently quote and paraphrase the literary work in the introduction, body, and conclusion to help them in their analysis and in determining the possible meanings. These quotations and paraphrases help the writer to support their arguments by ...
18.2 What is Literary Interpretation?
However, literary interpretation requires a bit more than the basic components of summary, description, and analysis. Literary interpretation requires a process of inquiry and a methodology. To make sure you interpret rather than summarize, don't just ask "what" questions, but also ask "how" and "why" questions.
How to Write an Interpretive Essay?
The key focus of an interpretive essay is on your personal feelings, analysis, and presentation of a subject. It involves making a case for your ideas, aiming to be informative and persuasive, while also keeping the writing interesting. This form of writing is distinctly personal, reflecting your views, arguments, and subjective opinions.
How to Write a Literary Analysis Essay
Table of contents. Step 1: Reading the text and identifying literary devices. Step 2: Coming up with a thesis. Step 3: Writing a title and introduction. Step 4: Writing the body of the essay. Step 5: Writing a conclusion. Other interesting articles.
30 Interpretation Strategies: Appropriate Concepts
This essay addresses a wide range of concepts related to interpretation in qualitative research, examines the meaning and importance of interpretation in qualitative inquiry, and explores the ways methodology, data, and the self/researcher as instrument interact and impact interpretive processes. Additionally, the essay presents a series of ...
WRITING AN INSIGHTFUL INTERPRETIVE ESSAY
An interpretive essay is a piece of writing that focuses on a writer's ability to analyze and interpret an author's specific literature or subject. As a genre, this is where creative writing is born as it draws on the elements that are central to storytelling. To put it another way, an interpretative essay is prepared to offer a writer's ...
Interpretation, Interpretative Frameworks
Interpretation is. the act of literacy, the human process of making inferences, of ascribing meaning to signs and symbols, the act of signification. People make interpretations of texts and events in order to make sense of world. Interpretation is a deeply subjective process. Different people can see the exact same event and infer contrasting ...
How to Write an Interpretive Essay?
Interpretive Essay Structure. An interpretive essay is a type of academic writing that requires you to analyze and interpret a text, such as a poem, a novel, a play, or a film. The purpose of an interpretive essay is to demonstrate your understanding of the text and its meaning and evaluate its strengths and weaknesses.
101 Interpretation Essay Topic Ideas & Examples
Interpretation essays are a type of academic writing that requires students to analyze and interpret a specific text or piece of literature. This type of essay allows students to delve deeper into the meanings and themes of a text, and provide their own unique interpretations based on their understanding and analysis.
How to Write an Interpretive Essay: A Step-by-Step Guide
Present your thoughts in a logical way. If you want to write a successful interpretive essay, you must make sure that your readers will be able to follow your flow of thoughts easily. First, you should grab your readers' attention with a good introduction. In the main body, present your points in a logical order, starting from the weakest ...
Full article: Perspectives on interpreting
This article serves to introduce the papers in this special issue, devoted to interpreting studies. Over the past decades, interpreting has gained recognition as an academic field, typically as a branch of translation studies. The paper starts with a brief historical overview of this practice, with a focus on the early modern and the modern ...
How to Write a Personal Interpretation Essay: Guide to Writing
Personal interpretation definition may be different or vary slightly depending on the context. In literature, it's the reader's understanding of a story or essay that they read. An interpretation essay is the type of essay written to analyze or break down another story, essay, or piece of writing.
(PDF) Fundamentals of Interpreting
PDF | This chapter focuses on interpreting, that is, the means of communicating meaning, intent, and so much more, instantaneously, or almost at the... | Find, read and cite all the research you ...
3. Historical Analysis and Interpretation
HISTORICAL THINKING STANDARD 3. The student engages in historical analysis and interpretation: Therefore, the student is able to: Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences. Consider multiple perspectives of various peoples in the past by ...
interpretation noun
meaning; behavior; theory; text; To interpret the results, it is important to understand how the study was organized. interpretation noun. broad; literal, narrow, strict; subjective; plausible; correct; erroneous; Alexander Hamilton advocated a broad interpretation of the Constitution, which President George Washington endorsed. be open to, be ...
Art and Interpretation
Interpretation in art refers to the attribution of meaning to a work. A point on which people often disagree is whether the artist's or author's intention is relevant to the interpretation of the work. In the Anglo-American analytic philosophy of art, views about interpretation branch into two major camps: intentionalism and anti ...
INTERPRETATION
INTERPRETATION definition: 1. an explanation or opinion of what something means: 2. a particular way of performing a piece of…. Learn more.
Interpretation Definition & Meaning
interpretation: [noun] the act or the result of interpreting : explanation.
How To Use "Interpretation" In A Sentence: Diving Deeper
1. As a noun: When "interpretation" is used as a noun, it refers to the act or process of explaining or deciphering the meaning of something. It can be used in both singular and plural forms, depending on the context. For example: "Her interpretation of the poem was thought-provoking.".
Interpreting the Constitution Generally
Jump to essay-14 Harry H. Wellington, Interpreting the Constitution: The Supreme Court and the Process of Adjudication 3 (1990). Jump to essay-15 Professor Philip Bobbitt defines a modality for interpreting the Constitution as the way in which we characterize a form of expression as true. Philip Bobbitt, Constitutional Interpretation 11 (1991).
Essay Interpretation Meaning
Essay Interpretation Meaning: Liberal Arts and Humanities. To describe something in great detail to the readers, the writers will do my essay to appeal to the senses of the readers and try their best to give them a live experience of the given subject. View Sample. 591

How To Write An Interpretive Analysis Essay

How To Write An Interpretation Essay

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18.2 What is Literary Interpretation?

Multiple Interpretations, Discovery, and the Importance of Your Perspective

The Literary Interpretation Essay

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30 Interpretation Strategies: Appropriate Concepts

What Is Interpretation, and Why Are Interpretive Strategies Important in Qualitative Research?

How Do Methodology, Data, and the Researcher/Self Impact Interpretation in Qualitative Research?

How Do Qualitative Researchers Engage in the Process of Interpretation?

In What Ways Can a Framework for Interpretation Strategies Support Qualitative Researchers Across Multiple Methodological and Paradigmatic Views?

TRAVEL, a Comprehensive Approach to Qualitative Interpretation

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WRITING AN INSIGHTFUL INTERPRETIVE ESSAY

What is an Interpretive Essay?

Pitfalls to Avoid in Interpretive Essay Writing

Steps to Writing an Effective Interpretive Essay Writing

Start with an Effective Thesis Statement

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Table of Contents

What is Interpretation?

Interpretive Frameworks

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Textual Analysis - How to Engage in Textual Analysis

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101 Interpretation Essay Topic Ideas & Examples

How to Write an Interpretive Essay?

What Is an Interpretive Essay?

How to Write a Good Interpretive Essay

Come up with a meaningful thesis statement

Include the most relevant information

Present your thoughts in a logical way

Wrapping Up

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Further reading

How to Start an Essay With a Quote?

How to Make a Cover Page for an Essay?

How to Write a Personal Interpretation Essay: Guide to Writing

How to write a personal interpretation essay

Step 1: Read the text and identify literary devices

Step 2: Create your thesis

Step 3: Write your title and introduction.

Step 4: Write your body