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Your feedback says 'too descriptive'.

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That does not necessarily mean you need longer

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words or more cases.

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It may mean the reader can see what

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your sources say, but cannot see your answer

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to the question or the reasons for it.

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Start by separating three jobs.

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Description tells the reader what a source says.

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Analysis explains how it bears on the question.

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Evaluation gives reasons for
accepting, limiting or challenging

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a position. You may need all three;

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description becomes a
problem when it never leads

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anywhere. Let us use an
original fictional policy

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exercise, not a claim about UK law.

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The question asks whether a
university society should

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replace a fixed booking deadline
with discretionary extensions.

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A descriptive paragraph lists
the current deadline and

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says different members have different views.

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It has information, but no clear position.

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A reasoned position might be:

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limited extensions could address
exceptional circumstances, but only

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with published criteria and recorded reasons.

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That answers the question and gives us something

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to test. It does not pretend every extension

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is fair or every deadline is unfair.

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Now connect the evidence.

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What would support the need for flexibility?

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What evidence would show inconsistent decisions?

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In an actual law essay, identify the legal

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authority, scholarship or other
material appropriate to your

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question. Read it. Explain
what proposition it supports

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and where its limits begin.

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Then give the strongest
objection a fair hearing.

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Perhaps discretion makes
decisions less predictable.

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Do not dismiss that with
'however, fairness matters'.

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Explain the trade-off. Could clear
criteria reduce uncertainty?

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Would they solve the problem entirely?

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If the evidence is
insufficient, say what remains

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unresolved. Return to your answer.

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You may now narrow it:

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limited discretion is defensible
only if transparent criteria

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and reasons are feasible.

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The objection has changed the position.

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That visible change is more useful than adding

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a critical-sounding quotation.
Try this self-check.

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If you remove every case name from your

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paragraph, can you still identify the claim, the

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reasons, the strongest
objection and your response?

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If not, a list of authorities may be

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hiding the argument. Then
put the checked references

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back; traceability still matters.

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Use this on a small section of your

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own permitted work, following
your assessment rules.

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It is a thinking exercise, not a universal

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marking formula. Your tutor's
criteria decide the task.

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The free second-year guide
offers the wider transition

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plan, whether you are in second year or

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simply building this skill.