What to do with teacher feedback
“More analysis.” “Be specific.” “Explain your evidence.” These comments can be frustrating because they name a problem without always showing the next move. Before rewriting anything, find the sentence the comment refers to and ask what a reader still needs to understand.
An invented example
Imagine a story in which, after arguing with her sister, Mira goes back to the empty library and sits at the table where they used to study together. A student writes:
“Mira goes to the library because she is sad. This shows she misses her sister.”
The student has an idea, but the paragraph skips over the story’s telling detail: Mira chooses their table even though her sister is absent. “More analysis” could mean explaining what that choice suggests.
“After the argument, Mira returns to the empty library and sits at the table she shared with her sister. The choice suggests that, even while they are not speaking, Mira still wants to be close to a place connected with their relationship.”
The revision does three things: it identifies an observable detail, offers a possible meaning, and explains the connection between them. It does not claim to know everything Mira feels. In a real assignment, the student would check the wording and context of the actual story and follow the teacher’s instructions for quoting it.
Try this with your own work
- Copy the teacher’s comment beside the exact sentence it concerns.
- Underline the detail, example, or quotation you are discussing. If none is there, add one from the assigned text.
- After that detail, write: “This matters because…” Then finish the thought in your own words.
- Read the new paragraph aloud. Can someone see how the detail supports your point?
If the comment is unclear, ask the teacher which part needs attention. One useful question is: “Would you like a more precise example, or more explanation of the example I have?”