When drafting and writing letters, it is crucial to consider the nature of the letter, its purpose, and the characteristics of the address. In addition, it is vital to get grammatical and spelling errors correct, as well as the use of lexical constructions. Taken together, this allows the reader to assess whether the letter is an effective way to convey information or not. The analyzed letter does not fully represent effective writing tools, and it lacks linguistic value.
The letter has weaknesses and strengths in construction, grammar, and organization. First, the strengths are justified by the structure: The letter contains a greeting, several paragraphs in which the main idea unfolds, and a conclusion with another appeal to the recipient. Second, the letter is distinguished by the presence of the thesis statement, “I believe the war is unfair,” which is revealed in the letter. Third, the explanation and argumentation of the thesis statement are exceptionally detailed, with a description of the reasons. Nevertheless, there are weaknesses: the argumentation does not seem strong and grounded, so the author’s goal of conveying the consequences of the war is not achieved. The arguments also do not seem to tie into a coherent thought, and the sentences lack logical coherence. In addition, the text has grammatical and lexical errors that make it difficult to read, and the writing does not feel like a formal address.
The nature of the mistakes made in writing is different and justified by the type of error. For example, the author uses the word “fare,” which theoretically should have been “fair” to fit the meaning: this is an accidental spelling error. In the sentence ” when we have not been helping ourselves,” there should, in theory, be a question mark at the end because the author uses rhetoric; however, there is no question, and this is a punctuation error. Two sentences after this, the author reveals the idea that school activity is insufficient: the word “after-school” should be written with a hyphen – spelling, a mistake made out of ignorance. There are also many grammatical errors in the writing: for example, the author uses articles where they are needed, replaces “a” with “the,” and uses incorrect pronouns. Together, these errors make the text sloppy and incoherent, making it difficult to understand.
It is recommended that the author determine what message he or she wants to convey. It should be specific and traceable throughout the text. The author should check the work for literacy, spelling, punctuation, and other errors to avoid misunderstandings and doubts about the importance of the letter. When dividing into paragraphs, it is recommended to make introductory and concluding sentences so that the recipient will “Catch” the eye. To improve the sample, it is also worth paying attention to the integrity of the letter: one needs to make it comprehensive and clear because many subtopics shift the focus from the main idea. In addition to visible lexical and grammatical errors, the problem of increased emotional coloring is noticeable. It results in the fact that the reader cannot take the letter seriously, so it is better to be neutral to improve the perception.
Thus, the writing studied is not entirely a benchmark for writing. Although the strengths of the letter are expressed in the thesis statement and the presence of structure, this is not enough to override the weaknesses. In addition, the author has a common error of jumping from thought to thought and problems with spelling, punctuation, and other phrasing rules. The text also seems overly emotional, which undermines the seriousness of the issue.