A wrongful arrest, a buried letter, a secret treasure, and an elaborate revenge. It is no wonder students want to tell you what happens in this book. The story is so strong that a retelling can fill a page before the student has said anything of their own.

Summary feels safe to students. It is accurate, it fills space, and it shows they read the book. The problem is that it does not answer the question, and many students do not realize the difference between telling and interpreting.

Before commenting, it helps to decide how much summary an essay actually needs. A little context orients the reader, but more than a few sentences per paragraph is usually too much. A rule of thumb is that summary should serve the argument and never replace it.

It also helps to name the pattern early in the unit. Students respond well to a clear distinction, especially when they see it demonstrated with a short passage.

A simple test students can apply themselves

Teach students the "so what" test. After each sentence in a body paragraph, they ask whether it is something the reader already knows from the plot or something the student is adding. Sentences that only repeat the plot get flagged for revision.

• Highlight sentences that describe events in one color and sentences that interpret them in another
• Count the balance in each paragraph and aim for interpretation to outweigh description
• Replace "then" and "after that" with "because" and "which suggests" where the logic allows
• Ask what a reader who has never opened the book would learn from each sentence
• Cut any plot detail that does not connect to the claim

Feedback that names the move, not just the problem

Writing "too much summary" in the margin identifies the issue but not the fix. A better comment models the shift, such as "You describe the escape from the Château d'If. What does the manner of the escape suggest about how Dantès has changed?" The student sees where to go next.

Keep these comments short and consistent. A small set of reusable comment stems, such as "What does this show?" and "Why does this matter for your claim?", saves time and helps students learn the vocabulary of analysis.

Using rubric language to reinforce the distinction

If the rubric rewards analysis and only mentions summary in the lower levels, students will notice. Put the difference into the descriptors directly. For example, a lower level might read "relies mostly on plot description" while a higher level reads "uses plot details as evidence for a specific claim."

An AI grading tool that reads against those descriptors can flag paragraphs that lean heavily on summary. Teachers then confirm the flags and add personal notes. The tool handles detection and the teacher handles judgment.

Let students practice on a short passage first

Give the class a half-page passage and two sample paragraphs, one that summarizes and one that analyzes. Ask students to identify which is which and explain their reasoning. Ten minutes of this often does more than a written comment ever will.

Follow it with a quick write in which each student produces one analytical paragraph on the same passage. You will see immediately who has grasped the difference and who needs another round.