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English Literature: How do I take an A to an A*?
Hello,
I have been completing several essays in class for English literature and I consistently score As. My teacher is rather unhelpful and I was wondering if anyone could give me some help as to what is required for gaining the A* (there are plenty of guides out there for C grade but none for the top grade!).
Many thanks
I have been completing several essays in class for English literature and I consistently score As. My teacher is rather unhelpful and I was wondering if anyone could give me some help as to what is required for gaining the A* (there are plenty of guides out there for C grade but none for the top grade!).
Many thanks
Longorefisher
Hello,
I have been completing several essays in class for English literature and I consistently score As. My teacher is rather unhelpful and I was wondering if anyone could give me some help as to what is required for gaining the A* (there are plenty of guides out there for C grade but none for the top grade!).
Many thanks
I have been completing several essays in class for English literature and I consistently score As. My teacher is rather unhelpful and I was wondering if anyone could give me some help as to what is required for gaining the A* (there are plenty of guides out there for C grade but none for the top grade!).
Many thanks
Heyy, okay main thing is to always use advanced vocab.. if this means watching countdown then do so!
Also, make sure you grab the examiners attention by writing things such as "this connotates" ect.
Also, make sure you give YOUR OWN interpretation. for all the poems, come up with an idea and then convey it in the exam.
Nothing more to it really!
Hope that was helpful!
The Mark Scheme states;
An A grade response expects, an analytical response to task, exploratory response to writer's ideas/ purposes, an analytical use of detail in support of arguement, exploration of meanings, and an analysis of the writer's use of language/structure/form/and effects on readers.
An A* grade response expects, a conceptualised response to task, an insightful exploratory response to the writer's ideas/ purposes, a sensitive analysis of detail in support of arguement, convincing/ imaginative interpretation of text and or task, and an evaluation of the writer's use of language/structure/form/and effects on reader.
Therefore, to achieve the A*, you need to have your own conceptualised interpretation.
An A grade response expects, an analytical response to task, exploratory response to writer's ideas/ purposes, an analytical use of detail in support of arguement, exploration of meanings, and an analysis of the writer's use of language/structure/form/and effects on readers.
An A* grade response expects, a conceptualised response to task, an insightful exploratory response to the writer's ideas/ purposes, a sensitive analysis of detail in support of arguement, convincing/ imaginative interpretation of text and or task, and an evaluation of the writer's use of language/structure/form/and effects on reader.
Therefore, to achieve the A*, you need to have your own conceptualised interpretation.
We always get told to make sure your opening paragraph is good, which I think is a fair point.
Just imagine how many essays an examiner will have to read that start with something such as "I am going to discuss..." or something that just regurgitates the question.
Also, as said above, a learned response which everyone in the country is going to write will be pretty pointless, so instead try bringing your own ideas into the essay. It doesn't matter if they're right, as long as you can back them up with quotes.
We had a guy in school, from the exam board, who told us when we sit the exam, to think about what the majority of candidates will discuss or write about, and then base your essay on the complete opposite idea.
Hope this helped
Good luck (:
Just imagine how many essays an examiner will have to read that start with something such as "I am going to discuss..." or something that just regurgitates the question.
Also, as said above, a learned response which everyone in the country is going to write will be pretty pointless, so instead try bringing your own ideas into the essay. It doesn't matter if they're right, as long as you can back them up with quotes.
We had a guy in school, from the exam board, who told us when we sit the exam, to think about what the majority of candidates will discuss or write about, and then base your essay on the complete opposite idea.
Hope this helped
Good luck (:
We've generally been taught that to achieve an A* (which as another poster said, is a conceptualised interpretation), it is important to go through the main PILL TVR (purpose, imagery, language, layout/structure, tone, voice and reader response) points, comparing and contrasting both within the text, and for poetry, across the poems. Link these points back to the purpose (shows your understanding), then in turn back to the question.
Other useful elements to include:
-an understanding of the social-historical context and how this links to the author/poets purpose
-evidence that you understand alternative interpretations of the poems or of certain language/imagery features
-close language analysis of phrases/word choices that have particular relevance to the poet's purpose/the poem's effect
-some knowledge of literary terminology and specific techniques; this in itself won't get you a higher grade, but if you can identify the techniques used then explain them and analyse their effect, you're signaling to your examiner that you're working at higher levels
-fluent, cojent writing > lots of discourse markers to "signpost" your essay, make it more fluid. "This connotes/symbolises/conveys/imparts/evokes/expresses" - variety of vocabularly keeps your essay from being repetitive
-use the question only as a starting place, and expand your answer by thinking around it - keep your points relevant enough that they can be taken back to it with a simple linking sentance, but don't be afraid to go a little further than the immediate scope of the question would suggest - i.e, if you get a question on how feelings of love are used in Heaney and Clarke, don't be afraid to talk the effects of other emotions, the effects of juxtaposition of emotions, the contrasting effect of the absence of emotions/love etc.
FINALLY - do not underestimate the importance of the accuracy marks in achieving the top grades; I don't know which exam board you're with, but for mine they're worth a third of the marks (9/27 for each assessed task). Use a full range of grammar competently and assuredly throughout, and leave ~ 5 minutes to check through your work (particularly basic spelling). Its amazing what a difference that can actually make
Hope this helps =)
Other useful elements to include:
-an understanding of the social-historical context and how this links to the author/poets purpose
-evidence that you understand alternative interpretations of the poems or of certain language/imagery features
-close language analysis of phrases/word choices that have particular relevance to the poet's purpose/the poem's effect
-some knowledge of literary terminology and specific techniques; this in itself won't get you a higher grade, but if you can identify the techniques used then explain them and analyse their effect, you're signaling to your examiner that you're working at higher levels
-fluent, cojent writing > lots of discourse markers to "signpost" your essay, make it more fluid. "This connotes/symbolises/conveys/imparts/evokes/expresses" - variety of vocabularly keeps your essay from being repetitive
-use the question only as a starting place, and expand your answer by thinking around it - keep your points relevant enough that they can be taken back to it with a simple linking sentance, but don't be afraid to go a little further than the immediate scope of the question would suggest - i.e, if you get a question on how feelings of love are used in Heaney and Clarke, don't be afraid to talk the effects of other emotions, the effects of juxtaposition of emotions, the contrasting effect of the absence of emotions/love etc.
FINALLY - do not underestimate the importance of the accuracy marks in achieving the top grades; I don't know which exam board you're with, but for mine they're worth a third of the marks (9/27 for each assessed task). Use a full range of grammar competently and assuredly throughout, and leave ~ 5 minutes to check through your work (particularly basic spelling). Its amazing what a difference that can actually make
Hope this helps =)
chloemo14
We've generally been taught that to achieve an A* (which as another poster said, is a conceptualised interpretation), it is important to go through the main PILL TVR (purpose, imagery, language, layout/structure, tone, voice and reader response) points, comparing and contrasting both within the text, and for poetry, across the poems. Link these points back to the purpose (shows your understanding), then in turn back to the question.
Other useful elements to include:
-an understanding of the social-historical context and how this links to the author/poets purpose
-evidence that you understand alternative interpretations of the poems or of certain language/imagery features
-close language analysis of phrases/word choices that have particular relevance to the poet's purpose/the poem's effect
-some knowledge of literary terminology and specific techniques; this in itself won't get you a higher grade, but if you can identify the techniques used then explain them and analyse their effect, you're signaling to your examiner that you're working at higher levels
-fluent, cojent writing > lots of discourse markers to "signpost" your essay, make it more fluid. "This connotes/symbolises/conveys/imparts/evokes/expresses" - variety of vocabularly keeps your essay from being repetitive
-use the question only as a starting place, and expand your answer by thinking around it - keep your points relevant enough that they can be taken back to it with a simple linking sentance, but don't be afraid to go a little further than the immediate scope of the question would suggest - i.e, if you get a question on how feelings of love are used in Heaney and Clarke, don't be afraid to talk the effects of other emotions, the effects of juxtaposition of emotions, the contrasting effect of the absence of emotions/love etc.
FINALLY - do not underestimate the importance of the accuracy marks in achieving the top grades; I don't know which exam board you're with, but for mine they're worth a third of the marks (9/27 for each assessed task). Use a full range of grammar competently and assuredly throughout, and leave ~ 5 minutes to check through your work (particularly basic spelling). Its amazing what a difference that can actually make
Hope this helps =)
Other useful elements to include:
-an understanding of the social-historical context and how this links to the author/poets purpose
-evidence that you understand alternative interpretations of the poems or of certain language/imagery features
-close language analysis of phrases/word choices that have particular relevance to the poet's purpose/the poem's effect
-some knowledge of literary terminology and specific techniques; this in itself won't get you a higher grade, but if you can identify the techniques used then explain them and analyse their effect, you're signaling to your examiner that you're working at higher levels
-fluent, cojent writing > lots of discourse markers to "signpost" your essay, make it more fluid. "This connotes/symbolises/conveys/imparts/evokes/expresses" - variety of vocabularly keeps your essay from being repetitive
-use the question only as a starting place, and expand your answer by thinking around it - keep your points relevant enough that they can be taken back to it with a simple linking sentance, but don't be afraid to go a little further than the immediate scope of the question would suggest - i.e, if you get a question on how feelings of love are used in Heaney and Clarke, don't be afraid to talk the effects of other emotions, the effects of juxtaposition of emotions, the contrasting effect of the absence of emotions/love etc.
FINALLY - do not underestimate the importance of the accuracy marks in achieving the top grades; I don't know which exam board you're with, but for mine they're worth a third of the marks (9/27 for each assessed task). Use a full range of grammar competently and assuredly throughout, and leave ~ 5 minutes to check through your work (particularly basic spelling). Its amazing what a difference that can actually make
Hope this helps =)
instead of PILL TVR we were told to learn FLIRTS
From
Language
Imagery
Rhyme/rhythm
Tone
Strructure
but I'll use PILL TVR too now! thanks. oohhh - do you need to use PILL TVR for every poem and make a point of each one in each poem
chloemo14
We've generally been taught that to achieve an A* (which as another poster said, is a conceptualised interpretation), it is important to go through the main PILL TVR (purpose, imagery, language, layout/structure, tone, voice and reader response) points, comparing and contrasting both within the text, and for poetry, across the poems. Link these points back to the purpose (shows your understanding), then in turn back to the question.
Other useful elements to include:
-an understanding of the social-historical context and how this links to the author/poets purpose
-evidence that you understand alternative interpretations of the poems or of certain language/imagery features
-close language analysis of phrases/word choices that have particular relevance to the poet's purpose/the poem's effect
-some knowledge of literary terminology and specific techniques; this in itself won't get you a higher grade, but if you can identify the techniques used then explain them and analyse their effect, you're signaling to your examiner that you're working at higher levels
-fluent, cojent writing > lots of discourse markers to "signpost" your essay, make it more fluid. "This connotes/symbolises/conveys/imparts/evokes/expresses" - variety of vocabularly keeps your essay from being repetitive
-use the question only as a starting place, and expand your answer by thinking around it - keep your points relevant enough that they can be taken back to it with a simple linking sentance, but don't be afraid to go a little further than the immediate scope of the question would suggest - i.e, if you get a question on how feelings of love are used in Heaney and Clarke, don't be afraid to talk the effects of other emotions, the effects of juxtaposition of emotions, the contrasting effect of the absence of emotions/love etc.
FINALLY - do not underestimate the importance of the accuracy marks in achieving the top grades; I don't know which exam board you're with, but for mine they're worth a third of the marks (9/27 for each assessed task). Use a full range of grammar competently and assuredly throughout, and leave ~ 5 minutes to check through your work (particularly basic spelling). Its amazing what a difference that can actually make
Hope this helps =)
Other useful elements to include:
-an understanding of the social-historical context and how this links to the author/poets purpose
-evidence that you understand alternative interpretations of the poems or of certain language/imagery features
-close language analysis of phrases/word choices that have particular relevance to the poet's purpose/the poem's effect
-some knowledge of literary terminology and specific techniques; this in itself won't get you a higher grade, but if you can identify the techniques used then explain them and analyse their effect, you're signaling to your examiner that you're working at higher levels
-fluent, cojent writing > lots of discourse markers to "signpost" your essay, make it more fluid. "This connotes/symbolises/conveys/imparts/evokes/expresses" - variety of vocabularly keeps your essay from being repetitive
-use the question only as a starting place, and expand your answer by thinking around it - keep your points relevant enough that they can be taken back to it with a simple linking sentance, but don't be afraid to go a little further than the immediate scope of the question would suggest - i.e, if you get a question on how feelings of love are used in Heaney and Clarke, don't be afraid to talk the effects of other emotions, the effects of juxtaposition of emotions, the contrasting effect of the absence of emotions/love etc.
FINALLY - do not underestimate the importance of the accuracy marks in achieving the top grades; I don't know which exam board you're with, but for mine they're worth a third of the marks (9/27 for each assessed task). Use a full range of grammar competently and assuredly throughout, and leave ~ 5 minutes to check through your work (particularly basic spelling). Its amazing what a difference that can actually make
Hope this helps =)
rep rep rep rep
Awesome post!Megan92
The Mark Scheme states;
An A grade response expects, an analytical response to task, exploratory response to writer's ideas/ purposes, an analytical use of detail in support of arguement, exploration of meanings, and an analysis of the writer's use of language/structure/form/and effects on readers.
An A* grade response expects, a conceptualised response to task, an insightful exploratory response to the writer's ideas/ purposes, a sensitive analysis of detail in support of arguement, convincing/ imaginative interpretation of text and or task, and an evaluation of the writer's use of language/structure/form/and effects on reader.
Therefore, to achieve the A*, you need to have your own conceptualised interpretation.
An A grade response expects, an analytical response to task, exploratory response to writer's ideas/ purposes, an analytical use of detail in support of arguement, exploration of meanings, and an analysis of the writer's use of language/structure/form/and effects on readers.
An A* grade response expects, a conceptualised response to task, an insightful exploratory response to the writer's ideas/ purposes, a sensitive analysis of detail in support of arguement, convincing/ imaginative interpretation of text and or task, and an evaluation of the writer's use of language/structure/form/and effects on reader.
Therefore, to achieve the A*, you need to have your own conceptualised interpretation.
Where did you get the mark scheme? Link please?
Rainbow-Dream
instead of PILL TVR we were told to learn FLIRTS
From
Language
Imagery
Rhyme/rhythm
Tone
Strructure
but I'll use PILL TVR too now! thanks. oohhh - do you need to use PILL TVR for every poem and make a point of each one in each poem
From
Language
Imagery
Rhyme/rhythm
Tone
Strructure
but I'll use PILL TVR too now! thanks. oohhh - do you need to use PILL TVR for every poem and make a point of each one in each poem
Again, I can only say how I've been taught to respond to questions, but generally its allocating two main poems (normally the named Heaney/Clarke poem, then an easily comparable poem from the other poet) and two secondary poems (normally pre-1914/one pre-1914 and one Heaney/Clarke). First paragraph needs to focus on purpose, as this is crucial to showing you understand the poems, and should talk about all four.
For the ILL paragraphs, its a lot better to go into considerable depth about your two main poems (as you need to show you can compare within as well as across) and make one or two strong points on the secondary ones in comparison. I'd aim for a 60/40 split between poems a & b and c & d.
Finally (sorry for the essay!), if you're an A/A* candidate, you shouldn't need to worry o much about writing seperate paragraphs for TVR; since they are essentially created by imagery, language and layout, a higher level student should really be able to weave them throughout the essay, when analysing and explaining the effects of the poets techniques. Just need to make sure you do get them in though
EDIT: Of course, this only applies to a one part question: should a two part answer come up, its an equal split between poems, with the PILL sections and TVR weaved through them. Crucially though, make sure you have a couple of linking/comparison sentances between the first two poems and the second two, as otherwise you don't meet the criteria for a C (not comparing 4 poems)
Original post by Avacadro
Heyy, okay main thing is to always use advanced vocab.. if this means watching countdown then do so!
Also, make sure you grab the examiners attention by writing things such as "this connotates" ect.
Also, make sure you give YOUR OWN interpretation. for all the poems, come up with an idea and then convey it in the exam.
Nothing more to it really!
Hope that was helpful!
Also, make sure you grab the examiners attention by writing things such as "this connotates" ect.
Also, make sure you give YOUR OWN interpretation. for all the poems, come up with an idea and then convey it in the exam.
Nothing more to it really!
Hope that was helpful!
Don't write this connotates; that's not a word. Connotes is what you're looking for.
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