These are the seven key technical tips that will help you write a better English essay for your GCSEs.
Many students seem to have little idea about how to plan. Plans need to be logical, structured and indicate the purpose of each paragraph. There are different methods of planning. However, a good plan will keep you disciplined. An essay is supposed to be an ordered piece of writing. Working out timing (how long will you take to write paragraphs) is also a key aspect of planning (you can usually do this before the exam).
- Acknowledging Reader/audience/viewer response
Often students fail to mention how a poem/play/film will affect somebody. When I was taking exams as a student, I remember being egocentric; I would talk about how the language was affecting me, but I would sometimes fail to mention how it could affect a “third person”. Many students forget this. Students have spent many years thinking in terms of themselves. They thus will often use “I” in essays and focus on how something is affecting them. Remaining objective is the key.
- Addressing and explaining the evidence
Students, by the time they take GCSEs, usually know that they need to include evidence. However, they often want to include many examples rather than talk in depth about a single example. They are thus failing to receive marks for deep analysis.
Background knowledge is often the key to understanding why a poem, novel etc has been written in a certain way. For instance, Storm on the Island by Seamus Heaney cannot be understood fully unless a student understands the political background behind the poem. A student cannot achieve a top mark without proper consideration of the background.
This is probably one of the more difficult of the skills. Linking involves taking evidence from one part of a poem/novel/play etc and explaining the relationship between it and another part of a poem/novel/play. In a comparison essay, a part of one poem can often be linked to a part of another poem.
- Discourse markers
Discourse markers are words and phrases that maintain the flow of a text. Most children use “because, so, however”, as they have built up the habit over the course of their school life. Key Stage 3 and GCSE children should be using them more frequently and with greater variation.
To achieve the top marks, do all of the above consistently. The top achievers not only do all of the above, they constantly do it.
By Jonathan Strange