When writing an analytical essay, for each body paragraph, are you only supposed to discuss one persuasive technique and explain that?I don't get...

When writing an analytical essay whose topic or focus has
been assigned by a teacher, the most important thing to do is to follow the teacher’s
directions as precisely as possible.  Each teacher may be trying to accomplish a
distinct objective in assigning an essay, including the objective of teaching students
to follow directions precisely. While there is no absolutely right or wrong way to write
an analytical essay, the “right” way in the case of an assigned essay is the way the
teacher wants you to accomplish the task.

Therefore, the
very best thing to do in writing such an essay is to follow very closely any written
instructions you have received from your teacher.  If you do not understand those
instructions, you should feel free to ask your teacher for clarification. Most teachers
welcome questions from students (unless the question concerns something that has already
been clearly explained, especially in writing). Teachers assume that a student who asks
questions is a student who is genuinely interested in following directions, doing well,
and exploring the assigned topic as fully as possible.  Therefore, never hesitate to ask
your teachers questions.

I can imagine ways in which you
could write an analytical essay on a piece of literature in which you focus, in each of
three body paragraphs, on a primary technique while also discussing subsidiary
techniques related to each primary technique.  For example, let’s assume that you were
asked to write three body paragraphs dealing with sound effects, imagery, and themes. 
In the first paragraph, you could break the general category of “sound effects” down
into such specific matters as alliteration, assonance, metrical rhythms, onomatopoeia,
etc.  Likewise, in a paragraph generally focused on imagery, you could, for instance,
discuss imagery involving sight, sound, touch, taste, smell, and hearing (to mention
just a few possibilities).  In a paragraph dealing with the general topic of “themes,”
you could deal with related themes (goodness, virtue, morality, ethics) or opposed
themes (evil, vice, immorality, unethical behavior).  In much analytical writing, it is
a good idea to break any topic down into its component parts, moving from general to
specific.

Let’s imagine that you were asked to analyze a
piece of persuasive writing by studying the text in terms of such standard analytical
categories as pathos, ethos, and logos.  Pathos involves an appeal to a reader’s
emotions.  Logos involves an appeal to a reader’s reason.  Ethos involves establishing
the ethical credibility of the writer.  As the Purdue web site linked below explains
it,

Ethos or
the ethical appeal is based on the character, credibility, or reliability of the
writer.

You might devote each
of three middle paragraphs to each of these broader methods of persuasion, but then
within each paragraph you might discuss more specifically how, exactly, the writer of
the essay appeals in these three ways.  For example, in appealing to the reader’s
emotions, does the writer use vivid language likely to stir an emotional response?  Does
the writer try to arouse pity, joy, anger, patriotism, etc.?  Does the writer ask
questions, employ exclamations, tell stories, etc.?

Take an
especially close look at the Purdue University site linked
below.

Good luck!