Disconnecting Your Readers

When you leave out information, readers immediately sense that something is not present and begin to question what the missing something is. They feel disconnected. To solve this problem, they begin to fill in what they think are gaps in your analysis. In other words, they make assumptions based upon what you have written. Without your guidance, they leave your paper with a wrong understanding of the author’s work. They leave without any direction.

The experience for the professor is different. When your professor reads your paper and arrives at a truncated statement or a paragraph, he feels frustrated, because he knows “what” will fit to turn the truncated statement into a complete thought. The professor feels frustrated because he knows you did not plan well. For example, as the professor reads your paper, he examines your analysis as an expert on the subject. The professor can just about guess every time what you are going to say (write) for each paragraph and what kind of connections you will need to make. In other words, the professor knows the field, the author, and the literary work.

When you leave a statement without any warning or notice that you are about to do so, you leave your professor with the option of concluding what you should have written based upon adopted practices. When the professor must conclude, which means he figuratively writes the paper for you, then he also must lower your grade. In other words, the professor is not in the business of writing your paper. The goal of the professor is to teach you about a period, author, literary work, and critical views, not also to write your paper.

This quick-reference topic falls under the comment “Truncated Statement.” You may click the link to view the post.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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