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Lutterworth College Literature ‘How to’ essay guides
Name:
English teacher:
How do I write an essay?What should I include?
What is a WHW?How many WHW should I have?
What am I assessed on?
What does metaphor mean?
Hopefully, we have answered all of these commonly asked questions in this guide. It is broken down into
each area you are examined on with guidance on ‘HOW TO’ find success. You should use this guide in lessons, for homework and revision purposes all the way through
the course.
Anthology poetry assessing AO1, AO2, AO3
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Lutterworth College Literature ‘How to’ essay guides
How should I structure my essay?
Start with a conceptual opening where you briefly answer the question.Try to use a triple to do this.
Now write 3-5 WHW which seek to build on what you said in your introduction- proving it.
Start each new WHW with the words Both poems…. Each WHW should include BOTH poems. In each WHW try to cover a BIG IDEA that the poet wants the reader to consider
linked to the focus of the question. Try to layer the HOW and WHY parts- so say more than one thing about your
HOW. WEAVE your AO3 into your analysis- make it part of your essay not bolt on
contextual paragraphs. Try and show you know the whole poems and how the ideas develop across
them.Write a brief conclusion which draws everything together and try and link back to the big ideas you have been exploring in the essay to answer the question.
Sentence stems to help structure your WHW
Both poems are inviting the reader to…
The poet is encouraging the reader to…
As the poem progresses the mood/feelings change to…..
The lexical choices of ……. prompt the reader to ….
As well as this, the poet’s use of ….. here also highlights….
By the end of the poem….
Comparative language - use these to highlight to the examiner that you are doing the comparative bit
Although But More so Alternatively Even SimilarlyAs well as And Conversely However Whereas WhilstOn the other hand
Also In contrast Comparatively Likewise Instead of
Methods used within in the poems that I could write about:
caesura enjambment repetition rhyme rhythmForm Imagery Alliteration/sibilance/
AssonancePathetic fallacy Asyndetic/syndetic
listingsimile metaphors personification Verbs/nouns/adjectives triples
An Inspector Calls assessing AO1, AO2 and AO3How should I structure my essay?
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Lutterworth College Literature ‘How to’ essay guides
Start with a conceptual opening where you briefly answer the question.Try to use a triple to do this.
Now write 3-5 WHW which seek to build on what you said in your introduction- proving it.
Each WHW should have a clear link to the question. Work chronologically through the play, attempting to cover Act 1, Act 2 and Act
3. In each WHW try to cover a BIG IDEA that the writer wants the reader to consider
linked to the focus of the question. Try to layer the HOW and WHY parts- so say more than one thing about your
HOW. WEAVE your AO3 into your analysis- make it part of your essay not bolt on
contextual paragraphs. Try and show you know the whole play and how the ideas develop across it.
Write a brief conclusion which draws everything together and try and link back to the big ideas you have been exploring in the essay to answer the question.
Sentence stems to help structure your WHWPriestley is inviting the audience to…
The playwright is encouraging the audience to…
As the play/act progresses the mood/feelings change to…..
The lexical choices of ……. prompt the audience to ….
As well as this, Priestley’s use of ….. here also highlights….
By the end of the play the audience/characters realise…
Methods used by Priestley that I could write about:Exits and entrances
Characterisation Props e.g. glasses
Lighting Sequencing of revelations
Stage directions
Setting Use of photograph
Costumes Well made play
Dialogue and conversational
analysis
Sounds- door bell and
telephone
The door Development in adverbs
used in stage directions
Greek drama/unitiesMorality play
The Sign of the Four assessing AO1, AO2 and AO3How should I structure my essay?
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Lutterworth College Literature ‘How to’ essay guides
Start with a conceptual opening where you briefly answer the question and reference how it is relevant to the extract provided.Try to use a triple to do this.
Now write 3-5 WHW which seek to build on what you said in your introduction- proving it.
Each WHW should use the extract as a springboard into the rest of the novel. Start with the extract and then attempt to link out each idea to the wider text.
In each WHW try to cover a BIG IDEA that Doyle wants the reader to consider linked to the focus of the question.
Try to layer the HOW and WHY parts- so say more than one thing about your HOW.
WEAVE your AO3 into your analysis- make it part of your essay not bolt on contextual paragraphs.
Try and show you know the whole novel and how the ideas develop across it.Write a brief conclusion which draws everything together and try and link back to the big ideas you have been exploring in the essay to answer the question.
Sentence stems to help structure your WHWDoyle is inviting the reader to…
The writer is encouraging the reader to…
As the novel progresses the mood/feelings change to…..
The lexical choices of ……. prompt the reader to ….
As well as this, Doyle’s use of ….. here also highlights….
By the end of the novel the reader/characters realise…
Methods used by Doyle that I could write about:Exits and entrances
Characterisation Class Gender Character descriptions
Foils Settings Imperialism Chapter titles Victorian fearDialogue Gothic Duality Sequencing of
events and revelations
Ending of chapters
Romeo and Juliet assessing AO1, AO2 and AO3How should I structure my essay?
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Lutterworth College Literature ‘How to’ essay guides
Start with a conceptual opening where you briefly answer the question and reference how it is relevant to the extract provided.Try to use a triple to do this.
Now write 3-5 WHW which seek to build on what you said in your introduction- proving it.
Each WHW should use the extract as a springboard into the rest of the play. Start with the extract and then attempt to link out each idea to the wider text.
In each WHW try to cover a BIG IDEA that Shakespeare wants the audience to consider linked to the focus of the question.
Try to layer the HOW and WHY parts- so say more than one thing about your HOW.
WEAVE your AO3 into your analysis- make it part of your essay not bolt on contextual paragraphs.
Try and show you know the whole novel and how the ideas develop across it.Write a brief conclusion which draws everything together and try and link back to the big ideas you have been exploring in the essay to answer the question.
Sentence stems to help structure your WHWShakespeare is inviting the audience to…
The writer is encouraging the audience to…
As the play progresses the mood/feelings change to…..
The lexical choices of ……. prompt the reader to ….
As well as this, Shakespeare’s use of ….. here also highlights….
By the end of the play the audience/characters realise…
Methods used by Shakespeare that I could write about:Exits and entrances
Characterisation Religion and
religious imagery
Gender Verse and prose
Foils Deaths Puns Repetition SonnetsDialogue Antithesis and
oxymoronsShifts in
focusSequencing of events across
acts and scenes
Imagery
Unseen poetry essay assessing AO1 and AO2How should I structure my essay?
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Lutterworth College Literature ‘How to’ essay guides
Start with a conceptual opening where you briefly answer the question.Try to use a triple to do this.
Now write 3-5 WHW which seek to build on what you said in your introduction- proving it.
Start each new WHW demonstrating you are moving through the poem e.g. Later on, as it develops, in stanza ___ the idea is intensified by…
In each WHW try to cover a BIG IDEA that the poet wants the reader to consider linked to the focus of the question.
Try to layer the HOW and WHY parts- so say more than one thing about your HOW.
Try and show you have covered the whole poem and how the ideas develop across it.
Write a brief conclusion which draws everything together and try and link back to the big ideas you have been exploring in the essay to answer the question.
Sentence stems to help structure your WHW
The poet is inviting the reader to…
The poet is encouraging the reader to…
As the poem progresses the mood/feelings change to…..
The lexical choices of ……. prompt the reader to ….
As well as this, the poet’s use of ….. here also highlights….
By the end of the poem….
The 8 mark unseen poetry question assessing AO2 only Aim to write 3-4 short H and W which cover both poems
Start each H and W with the words ‘both poems’ ONLY focus on the method/HOW (AO2) do not write about the WHAT (AO1)
Explain HOW the methods and have been used and the EFFECTS achieved by them.
Methods used by the poet that I could write about:caesura enjambment repetition Rhyme/rhythm Title/final words
Form Imagery Alliteration/sibilance/Assonance
Pathetic fallacy Asyndetic/syndetic listing
simile metaphors personification Verbs/nouns/adjectives triples
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Lutterworth College Literature ‘How to’ essay guides
To include mark scheme
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Lutterworth College Literature ‘How to’ essay guides
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Lutterworth College Literature ‘How to’ essay guides
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Lutterworth College Literature ‘How to’ essay guides
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Lutterworth College Literature ‘How to’ essay guides
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24 mark question
Lutterworth College Literature ‘How to’ essay guides
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Analytical verbs- use these to strengthen your AO1 and AO2 analysis to demonstrate your deeper understanding of the ideas
and that you are directly exploring the writer intentions and methods.
Lutterworth College Literature ‘How to’ essay guides
8 mark question
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Lutterworth College Literature ‘How to’ essay guides
The writer/the (insert method used)/the (insert text title)…
teaches
criticises
challenges
reinforces
amplifies
challenges
advocates
warns
implies
highlights
exposes
subverts
complicates
dismantles
celebrates
illustrates
reveals
evokes
mirrors
cements
insinuates
seals
symbolises
Explanations and development of an idea to build coherence and cohesion across your essay writing
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Lutterworth College Literature ‘How to’ essay guides
Janus In ancient Roman religion and myth, Janus is the god of beginnings, gates, transitions, time, duality, doorways, passages, frames, and endings. He is usually depicted as having two faces. A way of developing the layers in your explanation can be by using Janus faced-transition- where you look
back to the previous point as well as forward to the next idea.
This is further amplified/reinforced/cemented/implied when…
Doyle seeks to cement the fear felt by the Victorian reader through the continued references to devils and savages towards the latter stages of the novel. This is further reinforced by the description of Tonga’s appearance where the focus is on…
Other sentence stems to add to your repertoire
Pressing upon…
Eden Rock can be regarded as a poem about the life the persona wished he had lived, with the idealised family and memories which contrasts starkly to his reality, as the poet’s father died of his WWI injuries when he was a boy. Pressing upon this idea further the references to the clothes worn by the parents…
Similar to the way in which/much in the same way…
Similar to the way in which Owens seeks to guide us to understand the raw emotions between the couple in Winter Swans, Byron also highlights the rawness of his emotional struggle through the use of ‘silence’ which seeks to..
Whilst it is true that…one could also argue…
Whilst it is true that the audience take a sense of schadenfreude in Mrs Birlings’ clear complete disregard for Eva as a person beyond seeing her class one could also argue that it is important for the audience to consider the context and the fact Mrs Birling is a product of a Victorian upbringing- where women were…
Just as…so too is…
Just as the Prince can be regarded as responsible for the deaths that occur in the play due to his inaction and impotence, so too is it important to consider how much the Friar is also to blame for the same reasons.
How can you utilise subordinate clauses to weave in context (AO3)?
What is a subordinate clause?
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Lutterworth College Literature ‘How to’ essay guides
Here are some examples:
Priestley, a well known supporter of Socialism, seeks to highlight…
Shakespeare’s text, written in the Elizabethan era, explores the impact of a traditional patriarchal society on
the experience of females by…
The Inspector, who is widely recognised as a mouthpiece for Priestley’s views, is central to…
Doyle, who was writing at a time of distinct class structures, consistently presents the working class to
be…
Holmes is a conscious construct, regarded as being based upon Doyle’s university professor, used to cement the ineffectiveness of the police of Victorian
society.
GlossaryGlossary of terms I should try to use
Image to support my understanding
Definition
Alliteration
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Lutterworth College Literature ‘How to’ essay guides
Allusion
Ambiguity
Antithesis
Assonance
Atmosphere
Blank Verse
Caesura
Catharsis
Climax
Connotation
Denouement
Dialogue
Duality
Emotion
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Lutterworth College Literature ‘How to’ essay guides
Empathy
Flashback
Foil
Genre
Hubris
Humour
Imagery
Irony
Juxtaposition
Lighting
Monologue
Metaphor
Mood
Narrator
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Lutterworth College Literature ‘How to’ essay guides
Naturalism
Pace
Persona
Protagonist
Personification
Pathetic Fallacy
Pathos
Positioning
Prose
Questions
Repetition
Representation
Realism
Satire
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Lutterworth College Literature ‘How to’ essay guides
Setting
Sibilance
Suspense
Sonnet
Soliloquy
Syntax
Stanza
Texture
Tragedy
Transformation
Voice
GCSE English Literature Writing Checklist
AO1 (What is the writer communicating?)
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Lutterworth College Literature ‘How to’ essay guides
❏ I have used WHW to organise my ideas.❏ I have used a formal and critical writing style.❏ I have used an appropriate and relevant quotation to illustrate my
point.❏ I have fully explained my point.❏ I have tried to explore more than one interpretation.
AO2 (How is the writer using language, form and structure to
communicate meaning?)❏ I have zoomed in on language, using a technical term, and explored
its meaning. ❏ I have explored the effect on the audience.❏ I have explore the effect on the novel’s ideas, messages and plot.❏ I have explained the effects of form and structure.❏ I have explored the intentions of the writer.
AO3(Why might the writer have made these choices?)
❏ I have linked my point to a contextual detail from the writer’s time of writing.
❏ I have commented on how the reader/audience may have understood the quote/idea.
AO4(Spelling, Punctuation and Grammar)
❏ I have used capital letters for the start of sentences.❏ I have used capital letters for proper nouns (Shakespeare, Doyle,
Priestley).❏ I have checked my spelling.❏ I have checked my use of punctuation and grammar.❏ I have used paragraphs to organise my work.
Overview❏ Every point I have made links back to the question in some way.❏ I have begun with a short introduction that addresses the question
and attempts to see the big picture ideas in the text.❏ I have used a triad/triple to answer the question in the introduction.❏ I have ended with a concise and clear conclusion that readdresses the
question.
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