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The difference between a good NEA and an outstanding one is almost always in the editing. First drafts capture your ideas; redrafting refines them. The most sophisticated arguments, the most precise quotations, and the most balanced comparisons emerge not from inspiration but from revision. This lesson provides a systematic approach to editing, a checklist for self-assessment, and guidance on avoiding the pitfalls that cost students marks.
Before you touch individual sentences, assess the essay's structure as a whole. Ask:
| Question | What you're checking |
|---|---|
| Does my introduction state a clear thesis? | That the essay has an argument, not just a topic |
| Does every paragraph make a comparative claim? | That comparison is sustained throughout |
| Does the argumentative arc progress? | That each paragraph builds on the previous one |
| Is the conclusion more than a summary? | That the essay reaches an evaluative, not just descriptive, end |
| Are the two texts balanced? | That neither text dominates |
If the answer to any of these is "no," address the structural issue before moving to sentence-level editing. There is no point polishing prose that is structurally flawed.
Now examine the quality of your analysis in each paragraph:
| Criterion | What to look for |
|---|---|
| AO1: Expression | Is your writing clear, precise, and confident? Do you use literary terminology accurately? |
| AO2: Methods | Are you analysing language, form, and structure — not just themes? Do you name specific techniques and explain their effects? |
| AO3: Context | Is your contextual knowledge integrated into your analysis, or bolted on as separate sentences? |
| AO4: Connections | Is comparison sustained within paragraphs, or does it only appear in topic sentences? |
| AO5: Interpretations | Are you engaging with critics — applying, evaluating, synthesising — or merely quoting them? |
Finally, refine your prose:
| Focus | What to do |
|---|---|
| Clarity | Remove unnecessary words; ensure every sentence makes a single, clear point |
| Precision | Replace vague language ("shows," "uses," "is about") with precise verbs ("dramatises," "subverts," "foregrounds") |
| Flow | Read your essay aloud; if a sentence doesn't flow, restructure it |
| Quotation | Check all quotations for accuracy; ensure they are embedded, not dropped |
| Consistency | Check referencing style is consistent throughout; check spelling of authors' names and text titles |
Use the following grid to assess your own essay before submitting your draft to your teacher. Score yourself honestly on each AO:
| Band | Descriptor | Self-assessment questions |
|---|---|---|
| 5 (9–10) | Sophisticated, scholarly writing; confident use of terminology; argument is clear and compelling | Is my writing at its most precise and assured? |
| 4 (7–8) | Fluent, well-structured writing; good use of terminology; argument is coherent | Is my writing clear and does it use terminology accurately? |
| 3 (5–6) | Competent writing; some terminology; argument is present but not always sustained | Are there passages where my writing becomes unclear or imprecise? |
| 2 (3–4) | Basic writing; limited terminology; argument is underdeveloped | Do I struggle to express my ideas clearly? |
| 1 (1–2) | Weak writing; inaccurate or absent terminology; no clear argument | Is my essay largely descriptive rather than argumentative? |
| Band | Self-assessment questions |
|---|---|
| 5 | Am I consistently analysing specific techniques (imagery, syntax, structure, form) and explaining their effects? |
| 4 | Do I analyse techniques in most paragraphs, with clear explanations of effect? |
| 3 | Do I identify some techniques but sometimes fail to explain their effect? |
| 2 | Am I mostly describing what happens rather than analysing how it is written? |
| 1 | Is my essay almost entirely about content/themes with no analysis of methods? |
| Band | Self-assessment questions |
|---|---|
| 5 | Is contextual understanding woven into my analysis, shaping my interpretation? |
| 4 | Do I show clear understanding of relevant contexts and connect them to the texts? |
| 3 | Do I mention context but sometimes in a way that feels separate from my analysis? |
| 2 | Is my contextual knowledge limited or inaccurate? |
| 1 | Do I ignore context entirely? |
| Band | Self-assessment questions |
|---|---|
| 5 | Is comparison sustained in every paragraph? Do my texts illuminate each other? |
| 4 | Is comparison present in most paragraphs with clear connections identified? |
| 3 | Is comparison present but sometimes superficial or confined to topic sentences? |
| 2 | Is comparison limited — do I write about texts separately rather than together? |
| 1 | Is there little or no comparison? |
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