Struggles with analysing literature - any way round this constant problem?

I remind my students that literature is just like other subjects: you use the correct terminology and show your working.

So in Maths, your DD wouldn't get full marks if she simply wrote down the correct answer without showing how she got there. Similarly, in Lit, she makes a point about a character and then proves her point with the evidence from the text that show how she got to that conclusion. And just as she wouldn't write up a chemistry experiment without using the names of the chemicals and the equipment, so she must use the names of the techniques she identifies in Lit.

It can be made to be very factual and formulaic if that is how she works!

You could see if Mr Bruff has anything online or on Youtube. He's covered lots of GCSE set texts.

Oh and btw OP says her DD LIKE READING!

Sorry, I just cannot let it lie if someone says burn books even in jest.

and memorising someone else's' thoughts is
a) plagiarism
b) not actually very easy
c) not necessarily the actual answer to a given question

My friend at uni memorised a huge chunk of a textbook, blurted it onto paper. It was marked by the professor who happened to have written he textbook.... he got sent down... that was in a 'factual' subject by the way!

OMG: do not EVER burn books! The Nazis burnt books!

OP seems somewhat keener to at least try and get her DD on board and the 'prize' should be a well rounded individual who get something out of all / most learning.

All subjects require more than facts and beyond basic GCSE everything becomes ethical/ moral/ analytical thoughtful.

We're not all Gradgrinds...

Sounds exactly like my DC. Just keep your eyes on the prize of being able to drop it at 16 and all you have to do is pass the GCSE. There is no need to analyze any literature, just get the answers from somewhere like, as previously mentioned, York Notes and memorize them.

Its a temporary rock to climb, you dont need to crack it you just need to get over it by hook or by crook. Get all the main themes and characters on flash cards then factual questions and answers until they are off pat.

Post GCSE burn the books in a 'goodbye crappy literature for ever party' and like a phoenix from the flames 3/4 A Levels in factual subjects will soar.

Have you contacted the teacher? It might e s/he could set a range of homeworks which suit different leaners? So you DD could go about he same task but in a different way.

So, for example, I just set a Macbeth Act Summary : but hey can do it as a timeline, a mindmap, a cartoon strip , or a flowchart.

PETAL/PEDAL format?
They are ways of structuring answers. (Point, Evidence, Technique, Analysis, Link)
Alternative versions are:
PEE (Point, Evidence, Explain/Effect)
PEEL (Point, Evidence, Explain/Effect, Link)
PETE (Point, Evidence, Technique, Explain/Effect)
PETER (Point, Evidence, Technique, Explain/Effect, Response)
PETAIL (Point, Evidence, Technique, Analysis, Intent, Link)

If she likes facts then she needs to start looking at literature as having formulas and patterns. Honestly, factual types are often really good at poetry analysis as they can see metre and rhythm. She could also focus on historical context and how that helps her to understand what the writer means or wants.

What age is she and what texts is she doing?

So she disagrees with your interpretation, that is fine but get her to explore why and write that down. Analysis is about what you don't think as well as what you do. Look at the PETAL/ PEDAL formats to see if they help her structure her response and let her mull it over herself. Being negative is not necessarily being wrong.

What age is she? I'd stop helping her with her homework and refer her to resources like BBC bite size.
York Notes are good too, if it's a text they have them on.
She needs to do it herself.