The rationale for this post has been explored here . My intention is to provide an outline and resources to help students in Year 10/11 approach “the Beast” – the 6 poem coursework extravaganza that gives 40% of their IGCSE marks…
The task requires careful planning and is the nearest i get to a scaffold at this level. I try to encourage clear planning of each paragraph, let alone the essay as a whole and I am working on a model of roughly 3 paragraphs for each “major” essay with the “minor”poems being used as links between the majors – roughly a single paragraph for each.
Here is the teaching outline: coursework 2015
I also referred in the original post to John Thomsett’s excellent post on Janus Sentences: janus sentences
This booklet was prepared by a colleague: Jade Boyle. It is a cracking piece of work.
Y10 Lit coursework booklet
I attach a set of EDEXCEL sample essays for information and recommend that all students look at these. It is brilliant to write in a manner which is a consistent comparison, but Edexcel are clear that direct comparison is not needed and I recommend the 3-1-3-1-1-3 outline as a good starting point.
Examples High Mark Courseworkf
Exemplar Materials 4ET0 03 June 2014
At any level, the conclusion to an English essay should not be merely a bland summary of the content already explored. It may be a good idea to summarise the main points that have led to the final discussion-point, but the concluding paragraphs to an essay should be seen as primarily the culmination: the most interesting and important idea that all prior content has built towards.
In this respect:
- Mention the main points of the essay as it has led so far...
- Then integrate this with this final discussion-point, exploring this with textual evidence as in the "body" of the essay
- The conclusion should not raise a number of unexplored points, but you can stand out if this final point develops a new question, idea or intertextual link (such as a quote from another book). Leave the reader or marker with the sense that your line of argument has fulfilled and goes beyond the basic needs of the question or mark scheme: it has the potential to go even further, perhaps by reading the question in a new light.