Summary is the default mode for many students writing about a novel, and When the Legends Die invites it because its plot is compelling and its events are easy to retell. A paper that walks through Tom's life from the mountains to the rodeo may be accurate and well organized yet say nothing about what those events mean. Teachers see this pattern repeatedly, and their comments often default to "too much summary." That phrase tells students what is wrong but not how to fix it.

Understanding why students summarize can inform better feedback. Many do not know what analysis looks like and assume that showing they read the book is the task. Others feel safer retelling events than offering an interpretation that might be wrong. Addressing both causes requires explicit modeling and a classroom climate that welcomes tentative ideas.

A helpful starting point is a clear definition. Summary tells what happens, while analysis explains why it matters or how it works. Show students two versions of the same paragraph about Tom's first day at the school, one that recounts events and one that interprets them. Comparing the versions makes the distinction concrete.

Ask So What Questions in Your Comments

One of the most effective feedback moves is to ask the student what a described event reveals. Beside a sentence recounting a scene, write a question such as "What does this moment show about how Tom is being treated?" The question prompts the thinking that the student skipped. It also communicates that you value interpretation.

• Ask what an event reveals about a character's motives
• Ask why the author included a particular detail
• Ask how a scene connects to the essay's main claim
• Ask what changes in the character because of the event
• Ask what a reader should understand after this moment

Provide Sentence Starters for Analysis

Some students need language to begin analyzing. Sentence starters such as "This detail suggests that..." or "By choosing this moment, the author shows..." can help them take the first step. Provide a short list and encourage students to adapt rather than copy. Over time they internalize the patterns and no longer need the prompts.

Pair starters with models that show how they work in context. A paragraph about Tom's silence at the school, for instance, might use a starter to move from description to interpretation. Annotating the model so students see each move builds understanding. Then they can apply the pattern to their own writing.

Use AI to Detect Summary at Scale

Identifying summary across many papers is time-consuming, but AI tools can flag paragraphs that mostly retell events. They can then suggest prompts tailored to each paragraph, similar to the questions described above. Teachers review and select the most appropriate ones. This produces more specific feedback than a general note about summary.

The tool can also provide class-level data on how many essays show high levels of summary. That information helps you plan instruction. If the pattern is widespread, a whole-class lesson is warranted rather than individual comments. This targeted use of time benefits everyone.

Build Analysis Skills Gradually

Moving from summary to analysis is a developmental process that rarely happens in one assignment. Start with short tasks that require explaining a single detail, then expand to paragraphs and eventually full essays. Celebrate improvement at each stage so students feel progress. Patience pays off in the quality of later writing.

Encourage students to track their own growth by comparing early and later paragraphs. Seeing the difference in their own work is a powerful motivator. It also helps them recognize what they have learned. That awareness supports continued development in future courses.