One hundred percent. High school teachers everywhere talk about how weak students’ “analysis” is in their literary analysis essays or how weak their “reasoning” is in their argument essays. They identify “analysis” and “reasoning” as discreet skills and then proceed to create graphic organizers and sentence starters in order to help students develop those skills, or give them opportunities to revise those portions of their essays based on feedback like “More detail please!” or “Develop your analysis!” The problem is almost always that the students had not adequately read and understood the poem/short story/essay they are writing about. You can’t write about what you don’t know.