GCSE: English Literature Essays, Coursework and Assignments

"#1# The student analyses the devices in the poem ‘Blessing’ on all levels and shows thorough understanding of the principle message behind this poem. They analyse not only the words but the poem in its entirety, for example the effect certain devices have when the poem is read aloud, this includes the structure and sounds of the words. The essay is directly answering the question and doesn’t go off topic. #2 The students analyses the main phrases and words which have the greatest effect in this poem. Not only do they describe the primary effect and meaning but they are able to look at the phrase from another perspective or with the whole poem in mind to find a different or more in depth meaning. When analysing the phrases they also include valid evidence of their view point, for example “by using this word [crashes] we can tell that the water hit the ground with a lot of force”. The student especially focuses on the structure and the rhythm of the poem to show how the poet is truly emphasising her point. I like the paragraphs explaining the sound of individual words and phrases and how this affects the way the poem is read, for example their comments on the word “never”. This shows that the student has clearly read this poem aloud many times and explored its effects. The student also shows a progression of thoughts (for example in the paragraph about the “roar of tongues”) by showing the readers initial reaction before they realise the more appropriate meaning. The student summaries their essay very well by emphasising the meaning behind the poem and showing empathy with those in the situation described in ‘Blessing’. The analysis shown by this student is incredible and I cannot find a single point to criticise them for as they have quite literally covered everything that could be included in the essay question. #3 The student has clearly thought about their essay structure and this has resulted in a clear, detailed and well-ordered essay. Throughout they have used technical terms correctly and appropriately. The spelling and grammar are also very good. "

"#1# The response to the question was done excellently, with many points given, along with evidence and explanations. The essay has an excellent structure, following the basic Point Evidence Explain rule well, which is something taught at GCSE and should be used in essays like these- the student does this well. The introduction to this essay is also excellent, as it is not long-winded like many introductions can be, rather it is concise and gives the necessary information. I also found the essay consistent and the response conceptualised, with the fact that Atticus is portrayed as a "different" character in the book backed up with many points and evidence which then makes the essay flow. #2# I found the analysis done pretty well, with words picked out and also analysed- something that is essential for high marks. The analysis also included social and historical context, which was great as not only was the test analysed, it was also related to the time the book was written, which gives deeper meanings to the quotes and also backs up points. One improvement would be that the quotes were embedded, as although single words are, the full quotes are not as such which is something that could lose marks. #3# The quality of writing is great, with spelling and punctuation done correctly. Sentence structure overall was done well, with the exception of a couple of sentences that did not make sense. Otherwise, no other issues there. "

"#1# Though working without a prompt to focus the response, the writer competently explores the general use of language and primary themes of ‘Death of a Naturalist’. The writer perceptively describes the author’s transition from the playful innocence of youth to the burdensome awareness of maturity, as represented through the metaphorical “Death” referred to in the title (a point sadly not included in the essay!). #2# The writer’s analysis is proficient and shows a sensitive awareness of the subtext of the poem, though on occasion the writer needs to refer to the text more often to support their comments. The significance of the sharp change in tone between stanzas is explored well, though again reference to the text, (perhaps to the initiation of a semantic field of violence/battle and fear with “rank” and “angry”, or the harshness conveyed through the alliteration of “coarse croaking”) would have helped to support the writer’s claims and show a deeper understanding of the text. Though interesting, the writer’s comments occasionally perhaps stray too far from the text into personal speculation, which is unlikely to gain many marks in an exam, but will waste valuable time. Adherence to a clear “Point-Evidence-Explain” structure will help all but the most able of candidates (to whom this may still be advisable, but may choose to otherwise express their ideas) to convey their thoughts clearly and with adequate textual reference. The writer’s structure is generally good however, with a clear and concise introduction and a strong conclusion. #3# The quality of writing is generally excellent. Spelling, punctuation and grammar are very accurate. Communication is aided through complex and varied sentences, along with a rich vocabulary. Though a minor criticism, it is generally bad practice to ask questions in academic essays; remember, the examiner wants to you answer questions, not ask them! Technical terminology is used to good effect, though the writer sometimes shows a tendency to list features, such as imagery, without fully describing their uses or effects. To further improve, the writer may include a higher level of terminology; for example the “weightiness” described in the first stanza is better referred to as being ‘spondaic’, the stressed syllables (‘spondees’) creating the weighty effect noted by the writer. "

"#1# All areas seem to have been covered with a substantial amount of analysis in this essay as the candidate works through the Act. The idea of creating dramatic tension is both simple and complicated to write about in essays like this due to the broad range to write about which offers choice but has less of a focus, and the student has successfully developed points which do answer the question but at the same time are backed up with a response to do with the more specific themes of the play as well. #2# The analysis is clear and easy to follow, and points are developed and thoroughly explained without the candidate rambling or meandering too far away from what the question is asking. A good techinique is that the candidate has put each point and quote into context within the Act, so she can use how the characters may be feeling at that particular point as evidence as well (for instance, 'Lady Macbeth is irritated and ridicules him... he is powerful now that Duncan is dead'). Although individual points appear to be evaluted as the essay progresses, the overall conclusion could be improved, just to make general points about Shakespeare's techniques or how successful the candidate finds it. #3# Excluding one or two very tiny errors, the writing is perfectly accurate and eloquently written in a style that is not repetitive or confusing and is direct. In some cases, a couple more uses of terminology could be a benefit but as this is included in a few circumstances it would probably not make a huge difference. "

"Very good and usefull "