| During the two year IGCSE course you will be | | | | • Write in substantial paragraphs, usually two, three |
| expected to write about the texts you study in a | | | | or four to a side of A4. |
| variety of ways. You may be asked to write a diary | | | | • Use an introduction if you need to define the title, |
| or monologue in role as on of the characters, rewrite | | | | or explain your approach to the questions. Otherwise, |
| the story for a different audience, write a newspaper | | | | dive straight into your first point. |
| article about the story etc. But the most common way | | | | • Try to use an impersonal style e.g. 'one fo the |
| of responding to literature is through an essay which | | | | main themes in the play 'All My Sons' is the extent to |
| are are asked to 'discuss...','compare...','give a personal | | | | which an individual is responsible to other members of |
| response...' Etc. Essays like this are called literary | | | | society.' |
| criticism, and you need to be able to analyse the text | | | | • Use cohesive devises to add variety and clarity to |
| and describe your response. There are certain basic | | | | your writing: however, although, therefore, then, at first, |
| techniques for writing in this way. | | | | later...and so on. |
| Techniques of Literary Criticism | | | | • Show that you are answering the question by |
| 1. Answer the question | | | | echoing its phrasing at the start of a new paragraph. |
| 2. Write in an appropriate style | | | | • Avoid sounding like you are having a chat with |
| 3. Support your answer with evidence | | | | your best friend. |
| 1. Answer the question | | | | 3. Support your opinions with evidence |
| Imagine you were asked one of these typical IGCSE | | | | One of the most important techniques when writing |
| questions: | | | | literature essays is to use quotations to support your |
| • Comment on the role of X in helping the audience | | | | ideas. |
| understand the play. | | | | There are two ways of using quotations: |
| • Compare and contrast the characters X and Y. | | | | 1. Place long quotations (more than one sentence) in a |
| In order to answer the question successfully you need | | | | separate paragraph e.g. |
| to be absolutely clear about what you are being asked | | | | Like all tragic heroes Keller makes a mistake which |
| to do. The question will definitely not ask you to retell | | | | results in his downfall and eventual death. He is guilty of |
| the storyline. This is the biggest mistake students make | | | | placing his family above the wider family of society |
| - retelling the storyline rather than answering the | | | | and expects everyone else to do the same. |
| question. | | | | 'There's nothing he could do that I wouldn't forgive. |
| Start by underlining or writing out key words from the | | | | Because he's my son...I'm his father and he's my son, |
| questions, and then make notes. In your notes you | | | | and if there is something bigger than that I'll put a bullet |
| should be writing down the key points you will make in | | | | in my head.' (-Arthur Miller, All My Sons) |
| your essay. Choose your own preferred style of | | | | 2. Embed short quotations into your own sentences. |
| making notes but some useful suggestions are | | | | E.g. Joe Keller is a man in his sixties who believes that |
| spider-diagrams or lists. | | | | 'there is nothing bigger than family.'(-Arthur Miller, All My |
| 2. Write in an appropriate style | | | | Sons) |
| • Literary criticism requires a fairly formal style. That | | | | Finally there is no substitute for detailed knowledge and |
| means that you should: | | | | understanding of the text. Students who demonstrate |
| • Use standard English | | | | they are extremely familiar with the characters, action |
| • Avoid contractions (e.g. isn't, aren't) | | | | and background of a text generally score high grades |
| • Use precise vocabulary and avoid using slang ie | | | | in their exams and on their class assignments. Take |
| use 'the children' rather than 'the kids' | | | | time to reread each book, play or poem studied. |