Essay-writing Guidance

Tip from the Examiner:

"The highest-performing students use literary terminology and respond to literary features, but focus on exploring effects and commenting on how they shape meaning."

How to write an essay

This advice applies to all texts, really, so you will be able to apply the format to any exam question.

1.       Remember that the priority of your essay is to establish a strong, clear argument running all the way through.

2.       The second important point is to closely illustrate that argument with examples/quotations from the texts.

3.       The best essays compare and contrast throughout and avoid writing about one text and then another.

Scroll down the page to see the Marking Grid and a Planning Grid for you to use in preparation.

The examination

Unit 3— LITA3

Reading for Meaning

Love Through the Ages

60% of A2, 30% of A Level; 2.5 hour written examination; 80 marks

Reminder: Question 1

•       A comparison between two unseen items

•       From the same genre

•       Make relevant references to wider reading from within that genre only

Reminder: Question 2

·         A comparison between two unseen items, with an area of focus

·         From different genres

·         Make relevant references to wider reading from any genre

·         Ensuring that you include references from the 2 genres not covered in q1

For example:

Question 1

Read the two poems (Item A and Item B) carefully, bearing in mind that they were

written at different times by different writers and are open to different interpretations.

Write a comparison of these two poems.

In your answer you should consider the ways in which Donne (in Item A) and Jennings

(in Item B) use form, structure and language to present their thoughts and ideas. You

should make relevant references to your wider reading in the poetry of love.

(40 marks)

Question 2

Read the two extracts (Item C and Item D) carefully, bearing in mind that they were

written at different times by different writers and are open to different interpretations.

Write a comparison of the ways in which unfaithfulness is presented in these two

extracts.

In your answer you should consider the ways in which Hardy (in Item C) and

Shakespeare (in Item D) use form, structure and language to express their thoughts and

ideas. You should make relevant references to your wider reading, ensuring that you

include references to both drama and prose.

(40 marks)

The Argument

Questions set on texts are usually straightforward, so your answer should also be fairly straightforward. If you are asked to compare two (or three, or four) unseen texts, try to find a common feature running through them (such as they are all about railways). You need to establish this point at the beginning of your essay, and then keep it running through as the controlling argument of your answer.

Format

It can help to follow a set format to help you concentrate on the quality of the content. You could think of your essay in terms of, say, eight substantial paragraphs. If each paragraph is just over or just under half-a-page long, this will produce an essay of about four sides, which is a sensible length. You may write more, however. The paragraphs can be organised as follows: an introduction, six or so paragraphs looking at six or so separate comparisons between the texts, and a concluding paragraph.

Introduction – about 5-10 lines

Sum up in a few words what you feel the main outline of your answer is. This will be a central issue of the texts, such as the theme of jealousy in love. Novels often set up individuals against society; non-fiction texts often express an opinion about a current issue; poems often begin with a moment in time and then take it further to contemplate a much bigger issue, such as fear of losing a lover; plays often use characters to represent certain aspects of society, such as the rich capitalist or the oppressed worker. The writers tend to have things to criticise about society, and the attitudes and behaviour of the protagonists often reveal the writer’s own attitudes, such as the issue that the idea of marriage without love simply to establish a certain social status or for money is simply wrong and can only lead to unhappiness. In a few words, you have set up your controlling argument.

A good introduction:

Both Coetzee’s ‘Disgrace’ and Hardy’s ‘Jude the Obscure’ show a similar theme, seduction. There is a strong sense of sexual tension in these extracts between the characters, but they differ in that in ‘Disgrace’ it is the man that takes the lead in trying to seduce the young woman, while in ‘Jude the Obscure’ the country woman appears to be the one controlling the situation as she preys on the man.

A weak introduction (too vague):

 ‘. . . both items explore love, but each has a different, form structure and language, and both relate in different ways to my wider reading’

 

Main Body

Now you need to flesh out your argument. Here, you need to turn to the text as often as possible. Look at a number of episodes in the novel which extend your argument. As you look closely at the text, you may spot things that no-one else has noticed, or that did not stand out to you before. That’s what makes a strong essay.

Paragraph 2 – Get to grips with the text quickly. You might well begin, “Something of Austen’s attitude/Darcy’s personality/The social environment of the novel/The author’s distinctive style… can be seen in this extract where …” and then you can outline a suitable passage. A good essay should work from the evidence of the text, rather than bring in the text to back up a point already made. I know this may seem to go against the ‘Point-Evidence-Analysis’ structure you have been taught before, but if you imagine that your main point has been made in the introduction, you can then focus on evidence and analysis for the rest of the essay!

So what do we mean be ‘look at the evidence of the text’? Obviously you don’t want to write out great long lines from the extract. The best tactic is to outline your argument, peppering it with details, odd words and phrases, which enable you to make an interesting point. Then conclude the paragraph with a sentence or two to pull together everything you’ve established so far.

For the next few paragraphs, move on to another episode, starting to bring in your wider reading and building on your case. For example, your concluding sentence of the second paragraph might suggest that the author appears hostile to railways, or presents a certain issue in a negative light. Your next paragraph could then begin, “There is, however, more to it than this…” and you can then modify the direction of your argument.

DO make sure everything you say is relevant to the question.

DON’T simply re-tell the story.

Make sure your wider reading references are relevant.

After working through about six passages, you should have a fairly substantial and detailed argument. Now write your conclusion, although by this point you should feel almost embarrassed to write this, as you’ve illustrated and established everything so well along the way that this final paragraph will be no more than a reiteration of what you’ve already said. 

Structure – comment on how the text is organised, the way we are able to juxtapose ideas when they are presented together, rhyme and rhythm patterns in poetry. You could also contrast the settings. How is meaning conveyed? It could be through dialogue, description, narrative...

Form – comment on the genre of the texts. You need to show you understand the larger meaning of this literary form, be it a sonnet, a play, a novel extract...

 

ASSESSMENT OBJECTIVES – THE WEIGHTING FOR THESE IS EQUAL FOR YOUR EXAMINATION

AO1

Articulate creative, informed and relevantresponses to literary texts, using appropriate terminology and concepts, and coherent,accurate written expression

AO2

Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts

AO3

Explore connections and comparisons between different literary texts, informed by interpretations of other readers

AO4

Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received

 

Marking Grid Assessment Objective 1 (10 marks)		Assessment Objective 2 (10 marks)		Assessment Objective 3 (10 marks)		Assessment Objective 4 (10 marks)
Assessment Objective	AO1: Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression		AO2: Demonstrate detailed critical understanding in analysing the ways in which form, structure and language shape meanings in literary texts		AO3: Explore connections and comparisons between different literary texts, informed by interpretations of other readers		AO4: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received
Band 1 0-13	Candidates characteristically: a) communicate limited knowledge and understanding of the poems b) make few uses of appropriate terminology or examples to support interpretations c) attempt to communicate meaning by using inaccurate language.		Candidates characteristically: a) identify few aspects of form, structure and language in the poems b) assert some aspects with reference to how they shape meaning c) make limited references to the poems.		Candidates characteristically: a) make few links and connections between the poems b) limited or no use of alternative interpretations.		Candidates characteristically: a) communicate limited understanding of context.
Band 2 14-21	Candidates characteristically: a) communicate some basic knowledge and understanding of the poems b) make simple use of appropriate terminology or examples to support interpretations c) communicate meaning using straightforward language.		Candidates characteristically: a) identify obvious aspects of form, structure and language b) describe some aspects with reference to how they shape meaning c) make some related references to the poems.		Candidates characteristically: a) make straightforward links and connections between the poems b) make basic use of alternative interpretations.		Candidates characteristically: a) communicate some understanding of context b) wider reading references may be simple, or undeveloped; some references may lack relevance.
Band 3 22-31	Candidates characteristically: a) communicate relevant knowledge and understanding of the poems b) present relevant responses, using appropriate terminology to support informed interpretations c) structure and organise their writing into shaped and coherent prose d) communicate using clear, accurate writing.		Candidates characteristically: a) identify relevant aspects of form, structure and language b) explore analytically ways that the writers use specific aspects to shape meaning c) use specific references to texts to support their responses d) make fluent use of textual references/ quotations.		Candidates characteristically: a) develop relevant comparisons between the poems b) develop comparisons that address form structure and language as well as subject and theme c) communicate understanding of alternative readings, which may be informed by wider reading.		Candidates characteristically: a) use their understanding of the relationships between the poems and their contexts to inform their readings b) develop relevant wider reading links that are detailed and enhance the candidate’s response to the poems c) explore the influence of culture, text type, literary genre or historical period on the ways in which literary texts were written and were – and are – received.
Band 4 32-40	Candidates characteristically: a) communicate relevant knowledge and understanding of the poems with confidence b) present relevant, well-informed responses, fluently using appropriate terminology to support informed interpretations c) structure and organise their writing in a cogent manner d) communicate using sophisticated and mature writing.		Candidates characteristically: a) identify relevant aspects of form, structure and language with insight b) confidently analyse/ explore how writers use specific aspects to shape meaning c) show a mastery of detail in their use of specific references to texts to support their responses d) demonstrate a conceptual grasp of the texts/ strong overview.		Candidates characteristically: a) explore connections between the poems confidently, developing ideas by comparison and contrast b) develop comparisons that address form, structure and language, as well as subject and theme in a mature, sophisticated manner. c) use alternative readings (which may be informed by wider reading) to illuminate their interpretations.		Candidates characteristically: a) use their mature understanding of the relationships between literary texts and their contexts to illuminate readings of the poems b) develop relevant wider reading links that are sophisticated and enrich the candidate’s response to the poems c) evaluate the influence of culture, text type, literary genre or historical period on the ways in which literary texts were written and were – and are – received.

Planning Grid for A2 Reading For Meaning