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ENC 1101--Factors that Contribute to a Lower Score on the Analysis Essay

Break Ground, Grant Wood (1936)


1. There is a weak or non-existent thesis statement.  The professor needs to know your exact thesis before he/she can even begin to evaluate the evidence and elaboration that you present.
2. The essay lacks enough specific, concrete examples (quoted words and phrases). Do not use long quotes.
3. The writer does not sufficiently comment/elaborate on the examples presented by clearly explaining the effects and clever use of language by the author. Try to provide two to three sentences of excellent elaboration for each example that you cite.
4. The writer digresses (gets off track) or brings in outside information that is impertinent (does not relate) to the discussion at hand.  Your thesis statement is your "anchor" or "North Star."  Always ask yourself, "Does this point that I am making directly relate to the main idea of my essay?"
5. The writer is redundant, or repeats the same ideas unnecessarily.
6. The points that the writer makes are simplistic, not very original, or just plain obvious.
7. The writer defines rhetorical devices for the professor.  (Professors know the definitions, and defining gives your essay a less sophisticated writing style.)
8. The writer lacks discernment (the ability to distinguish what is appropriate or excellent) by commenting on rhetorical devices that are not worthy of discussion.  In other words, the writer notices an example of a rhetorical device that he/she has learned about in class, but really has nothing worthwhile to say about how that device is particularly effective in the passage being analyzed.
9. The writer brings in personal experience to the discussion, or other extraneous information.  At times, personal experience may be appropriate (for the Argumentative Essay, for example), but in my experience, it is rarely done successfully, and certainly should not be included in the Analysis Essay. Stick to the text in front of you. Consider yourself a scientist providing evidence; your evidence is the language that the author uses, the text in front of you.
10. The essay is just not long enough, not comprehensive enough.
11. The essay reads like a list of rhetorical devices, rather than a thoughtful analysis.  Your voice and ideas should always be primary. I want to see your intelligent critical thinking, your interesting observations, commentary, and elaboration.
12. The essay has too many errors in mechanics, grammar, and spelling.
13. The essay reads like a summary rather than an analysis. Of course there may be summary sentences or phrases written by you, but remember you are analyzing.
14. The writer fails to sufficiently relate the examples he/she includes to the thesis.
15. The ideas within the essay are difficult to follow because of awkward sentences, jumbled or disconnected thoughts, vague presentation of ideas, poor transitions, or weakly articulated commentary.
16. The essay lacks good organization and coherent (clear, well thought out, skillful) structuring of ideas overall.

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