A* Structure

• Introduction
o Point sentence for whole book/play/poem
o set out essay
o 3-part thesis - 3 purposes of the author
• Body paragraph 1 - Beginning
o relate to theme/character
o How the author introduced the theme or character
• Body paragraph 2 (and 3 if possible) - Middle
o changes to theme or character, 1-2 in extract, 2-4 in essay
o in chronological order
• Body paragraph 3 - Ending
o How the author finishes off the theme or character
o Contextualize
• Structure PER body paragraphs
o (AO1) Show detailed knowledge of the content of literary texts in the three
main forms (drama, poetry and prose), supported by reference to the text:
1-2 quotes - short, can analyse, link to question, can zoom in
o (AO2) Understand the meanings of literary texts and their contexts, and
explore texts beyond surface meanings to show deeper awareness of ideas
and attitudes: textual analysis - 1/3 explicit, 2/3 implicit, zoom in
o (AO3) Recognize and appreciate ways in which writers use language,
structure, and form to create and shape meanings and effects: literary
devices (language and structural devices) - author’s intentions and MESSAGE,
impact on the extract/book and the audience (what does the audience
feel/learn), contextualize
o (AO4) Communicate a sensitive and informed personal response to literary
texts: Eg. we are sensitive to imagery and sound, and informed by the words
of the texts. Trust your instincts, informed by the language and imagery of the
text. You should think your own response is valid as long as it is firmly
grounded in analysis and interpretation of the text.
o At the end of each paragraph, refer back to the thesis and the question,
explain how your analysis supports your argument and answer the question
o To summarise assessment objectives: AO1 means what effect has the writer
created, AO2 means why did the writer create this effect, AO3 means how
did the writer create this effect, AO4 means how does this effect affect you
(audience)
• Conclusion
o refer back to thesis
o Summarize and conclude, eg. “ultimately…”, “it may be argued that…”,
“overall the most effective image/method/device used is…because…”
o Final message
o DO NOT introduce new points
• Extra feedback
o Be concise, use fewer words, avoid waffling
o Avoid retelling the story
o Refer to other parts of the book/play or compare the scene with other parts
of the book/play, more than once in your essay
o Don’t repeat yourself
o Be specific, give your point in the context of the theme or character you’re
exploring
o How does the extract link to the whole book or play?
o 5-7 quotes
o If you finish the essay before time is up, check SPaG mistakes and try to
develop previous points further
o DO NOT mention a point if you can’t explain it, back it up with evidence from
the text or link it to the question
o In poetry, do not explore rhyme, meter and structure if it does not link to the
question, no matter how good your point is
o MR HAWKER’S ADVICE: Author’s message, eg. “Martel uses this moment in
the novel to illustrate how even the most vulnerable people can show
strength”, “Martel uses this to project his message that even in tragedy
humanity can still be found.” What’s the moral of the story/situation?
o MR HAWKER’S ADVICE: Don’t hang around on one quote for too long – try
and move on to the next one more swiftly (don’t over zoom/explode a quote
– better to hit more analysis with the same quality)
o MR HAWKER’S ADVICE: Whilst AO4 you must reference to your personal
response to the text, I would not recommend you using 1st person pronouns
in an essay as it tends to move away from academic voice and tone and lures
most students into a trap of talking with unclaimed evidence and opinion,
which doesn’t remain academic (this was also the advice when I was an AQA
examiner for 3 years).
o MR HAWKER’S ADVICE: Avoid the phrases, “This grabs the reader's
attention,” “This creates a vivid image in the reader’s head”
o STICK TO THE QUESTION