Grade VIII

ENGLISH LITERATURE
Week 3
Analytical writing
 Objectives

• Show detailed knowledge of the content of literary texts.

• Understand the ways literary texts can be interpreted from surface level to deeper
awareness of ideas and attitudes and their contexts.

• Recognise and appreciate ways in which writers use language.

• Recognise and appreciate ways in which writers achieve their effects (e.g. structure, plot,
characterisation, dramatic tension, imagery, rhythm, setting and mood).
Good to remember

Point: an argument which answers the question

P

Evidence: in the form of brief quotation

E

Explanation: of the effect of words and actions within the quotation

E

Link: to the question and to the next stage in the argument.

L
 What? How? Why?
LANGUAGE
WHAT? Sentence Starters:
What is the writer trying to tell us about the word imagery
character/theme/setting? The reader gets the impression that… phrases repetitions
symbol contrast
What emotions are being conveyed?
The reader is positioned to feel/imagine…
What do they want us to feel as a reader?
The writer causes the reader to consider…
FORM
genre features atmosphere
HOW? Sentence Starters: characterisation tension
narrative voice setting
How is the writer doing this? – element from
Language/Form/Structure The (select at least one element from
Language/Form/Structure + Analytical Verb)
How is the using the element of
Language/Form/Structure? – analytical verb It could be argued that… STRUCTURE
How does it tell us something about the context? shifts cause and effect
In relation to context, the use of…
developments foreshadowing
chronology repetition

WHY? Sentence Starters:

Why might we interpret it in different ways?
The writer may want us to understand… ANALYTICAL VERBS
Why did they choose that language?
This is the turning point in the text because... implies portrays
Why is the writer doing this? suggest reinforces
symbolises evokes
Alternatively/possibly/on the other hand/equally…

TOPIC SENTENCES
Example question: How is Lady Olivia presented?

Part 1- WHEN? Part 2- WHAT? Part 3- WHO? Part 4- HOW? Part 5- WHY?
Element Identify a moment/part in the ….specific comment in relation to the relate back to the …Identify technique and add in embedded analytical verb… which leads to
text. question… writer evidence …. exploration
and
Example When Valentine delivers we witness how hyperbolically Shakespeare’s…. ….use of the simile ‘”like a cloistress’…. ….illustrates…
Olivia’s response , exaggerated her decisions are;

Completed When Valentine delivers Olivia’s response , we witness how hyperbolically exaggerated her decisions are; Shakespeare’s use of the simile ‘”like a cloistress” illustrates…
 QUESTION - LANGUAGE
ANALYSIS
You need to think about the whole Scene now.
Poetic devices, choice
of words, tone/mood.

Q. How has the writer’ use of language developed the character of Duke Orsino?

You could write about:

• What the writer focuses your attention on at the beginning

• How and why the writer changes this focus as the scene develops
• Any other details that interest you
PLAN
Introduction sample
Shakespeare opens up his play with Duke Orsino reclining lazily in his garden
surrounded by servants and musicians. Master of implicit imagery, Shakespeare
paints his character through employment of imagery, metaphors, hyperbole.
Main body (use PEEL structure)
Para 1 (poetic devices)
Para 2 (choice of words)
Para 3 (imagery or tone/mood)
Conclusion (Wrap up using the key words from the question)
 WHAT SHOULD MY ANSWER
LOOK LIKE?
Use of subject terminology The writer’s use of simile
implicitly paints the character
of Duke Orsino. Imagery
A small, embedded quote
created by “receiveth as the
sea” connects the Duke’s
Explains the effect of character to the ever-changing
language
state of the sea.
HOME WORK

Write an essay on the given

topic and submit it through
Google Classroom.
Note: refer to knowledge organizer for support.