I got some great feedback on last week’s video – what to do when the teacher says “expand your writing”.
So I thought I’d go deeper on this topic as I know this is the time of the term where a lot of essays and assignments are being doled out!
Because there’s one thing I constantly see students struggle with when it comes to high quality essays. It’s not so much about their writing in itself, it’s about one specific element that’s required in every essay in Year 10 and above (and I’ve even seen a Year 8 essay require this too, just this week! Yikes!).
So, this week I’m gonna explain what the struggle is AND share the exact 3 step solution I use with my students.
First up, how do you know if it’s actually an issue for your teen?
Well, if they’ve ever had feedback or comments like “more analysis needed” OR “now link this to the title” or ‘to the question’,
then likely they’re struggling with this skill.
Or, if they tend to slip into #wafflemode with their essays, then this is definitely an issue too!
So here’s what it is…
It’s the analysis element of writing.
It’s required in all essays that require a discussion of an issue or the purpose of something. Even if the title of the essay doesn’t actually include the word ANALYSE.
So, this could be essay titles like
‘Analyse how the author creates a sense of mystery in the poem’
OR
‘Explain how ‘such and such a legal reform’ tries to achieve justice in Australian Society’
OR
‘Evaluate the effectiveness of ‘Person X’ as a leader during ‘period Y’’
What’s required in every case, is to:
– name a supporting example or quote or piece of evidence
and then
– explain WHY or HOW it is relevant,
and then,
(here’s the final part that most students either forget to do or don’t realise they need to do)
– they must to go on to elaborate on the IMPACT
(for example on the reader of the poem, the audience watching the play or documentary, or the relevant society or even better, different types of people or groups in that society).
If they don’t do that final step, then they’re simply giving an example and explanation. NOT an analysis.
So here are my 3 clear steps to actually ANALYSING:
ONE — State the example or quote or evidence
TWO – Explain the effect of or reason for it
And
THREE – Explain HOW that impacts the relevant people in relation to the title.
For example, with that poem one I just made up – HOW or WHY does that literary device make the reader feel ‘suspense’? Perhaps it brings a sense of fear or evokes the emotion of concern or wondering what will happen next. (By the way, this is where synonyms come in handy!).
Often this third step gets left off, not because the student doesn’t know what the effect or impact is, but they just didn’t realise that’s what’s needed for analysis.
Many students just think an analysis is an extended explanation.
It’s not.
It’s the step that LINKS the explanation to the key focus of the essay.
It’s like closing the loop 🙂
I hope that helps clear up what ANALYSE really means and, more importantly, gives you the HOW to have your teen conquer that element in any future essay.
Let me know in the comments 🙂
And you know what?… I’m sure there’s a ton of students and parents out there who could use these 3 steps – so please forward the weblink to this blog
or (for extra digi-love) 😉
share it on Facebook.
Okay! Let’s do this – Let’s make this a fantastic week!
