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Error Analysis in In-Class Essays: Top Problems and Tips

Learn common errors in essay writing such as not addressing extreme words, problematic claims and reasons, lack of clear stance, poor paragraph development, and weak conclusions. Get tips for improvement.

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Error Analysis in In-Class Essays: Top Problems and Tips

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  1. Term 3 In-class Essay Assignment 1 Error Analysis

  2. Main Problems • Not considering extreme words in the qn • Eg-driven CAs and Rs. Some Rs don’t address the weaknesses/limitations in the CAs • Lack of a clear stand that answers the question • Poor paragraph development (PEEEL?) • Weak conclusions (single sentence conclusions or no conclusions at all)

  3. 1. Not considering extreme words in the qn Eg: ‘truly’ in Qn 2 and ‘always’ in Q5 Don’t ignore the extreme words or even the comparative ones (Q9: ‘life is better enjoyed’ or Qn 1: ‘censorship is needed now more than ever’. Try to mention these words in your intro/stand or your body paragraphs.

  4. 2. Problematic CAs and Rs Qn: Do we always benefit from the advances in s&t? Problem 1: Eg-driven CAs and Rs • CA is about the dangers of nuclear power in Chernobyl, Russia and Fukushima, Japan. R is about how N Korea’s possession of nuclear weapons deters other countries from attacking. Problem 2: Some Rs don’t address the weaknesses/limitations in the CAs: • CA: People are living longer lives due to improvements in the quality of health care. • R: Advances in s&t cause great inconvenience to our lives when we become too reliant on them.

  5. 3. Lack of clear stand that ATQs Qn: Do we always benefit from the advances in s&t? Some stands written by students: • I for one believe that not only does the advances in science and technology not always benefit us, its negative impacts far outweigh the benefits. • I agree that we benefit from the advances in science and technology but there are also negativities to it. • I agree to a large extent that we benefit from the advances in science and technology. • The advantages in science and technology, though encouraging, do not only bring benefits, they bring catastrophies … which no amount of comfort or convenience can make up for.

  6. 4. Poor paragraph development (for A05) • Messy paragraphs with ideas all over the place. (Use PEEEL!) • Avoid putting your A, CA and R all in one paragraph. (Cambridge markers do not like this!) • Development of the point must match the point that was raised. • Quantity does not mean quality! Long paragraphs and 6-page essays does not mean you automatically get a B or an A.

  7. 4. Poor paragraph development (PEEEL?) (for S06, S21 and S22) • Elaborate after stating the point and before giving your example(s)/evidence. • Evaluate the example(s) – what is it that you want to tell the marker. • Don’t forget your example(s)!

  8. 5. Weak conclusions • Single sentence conclusions or only two sentences in the conclusion. Too short!! • Or worse still, no conclusions at all!!! Terrible way to end the essay as it leaves a bad impression on the marker!

  9. Writing the Conclusion • Pls refer to last few slides of Writing CAs and Rs lecture by Ms Fernandez in Term 2 as well as my notes for sample conclusions.

  10. Eg from CA-R lectureQn: Is Press censorship necessary?

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