I’m collecting a sample of “feedback” comments, so that you can all get a feel for what teachers are looking for. Their advice varies; often it is inconsistent or appears contradictory, but the main thing is to do all the different elements (viewpoints we must “share”; the construction of argument ; the persuasive language choices and intended effects) in a smart and balanced way.
- My teacher told me to focus more on emotional appeals.
- My teacher said I need to describe the points in more depth.
- My teacher says that I should focus more on audience impact instead of just analysing language techniques
- My teacher said I should always focus on the subject of the sentence by using less words such as “thus” or “moreover”
- There needs to be a greater focus on how the argument is being developed to persuade
- My teacher wants me to focus more on argument progression and the reasons for shifts in arguments.
- My teacher said she did not want me to skip parts from the piece and talk about the arguments in order of the piece itself.
- My teacher wants me to use phrases such as “positions the readers to…” or “leads them to…”,
- My teacher said that I don’t need to say “positions” – that there are more sophisticated ways of saying it. Also I need to be more subtle with the positioning tactics because they are implied.
- My teacher wants me to focus on word connotations and their implications. He doesn’t want me to say how readers are definitely going to react.
- My teacher wants me to focus more on the author’s tone and tonal effects and modulations in tone.
- My teacher said I didn’t need to do “tone” because it’s implied in the other techniques. I should focus more on viewpoints and sequencing of viewpoints.
- My teacher wants me to “track” the argument and analyse how it is being developed.
- My teacher said that I’m summarising too much and including too many generic comments.
- My teacher said that I could refer back to the image again to re-emphasise an argument in a different body paragraph, even after analysing it earlier
