Cambridge International AS & A Level Literature in English 9695
Introduction to Literature – Lesson 9: Structuring an essay
By the end of this lesson learners will be able to:
Learning
• produce personal opinions and interpretations of a text.
objectives:
• answer questions on an issue or issues central to the text.
• Learners will display detailed knowledge of a text.
• Learners will show awareness of how the author conveys a central message and
Lesson
ideas in their writing.
objectives:
• Learner will construct a relevant and supported argument appropriate to a
specific question focus.
thesis statement, topic sentences, embedded quotations, close analysis,
Vocabulary:
introduction, conclusion, contextual support, personal response.
Previous Learners have explored aspects of context, character, plot, themes, language,
learning: narrative aspects, drama texts and close analysis in earlier lessons.
Plan
Activities Guidance
Beginning Discuss with learners: Learners will need a good deal of
• What are the essential features of an essay- support when writing an extended
based question? essay for the first time. Provide
some generic phrases for learners
• What approach is needed to meet the to use which will help them to
challenge of this type of exam question? initially structure their work and to
Consider structure, paragraphing, topic express what they wish to say. In
sentences, developing ideas, using evidence addition, learners will need the
and conclusions. vocabulary and terminology to
In pairs or small groups, learners list the write about a text they are
common features of essay-based questions: studying.
• an opinion to be argued for or against.
• thematic concerns or character and role
focus.
• directed focus: language, tone, imagery,
narrative techniques etc.
• key words in the question: ‘presentation of’,
‘contributes to your understanding of’, ‘close
attention to’, ‘refer to’, ‘critical appreciation
of’’.
Middle Give learners an extract or short story that they
have read in an earlier lesson. A thesis statement sums up the
Learners write a statement about the text learner’s point of view in relation to
relating to character, theme or setting. Share the question and establishes the
the statements with the rest of the class and main idea or line of argument that
choose one or two for the class to plan a they wish to get across.
response to. Add a question focus to the
statement: ‘To what extent do you agree with
this view?’ or ‘Do you share this opinion?’
Learners add the statement, question focus
and their thesis statement to the planning grid.
Learners share their thesis statements and
Introduction to Literature – Lesson 9: Structuring an essay
comment on how these could be expanded
upon or reworded to be more precise.
In pairs or small groups, learners add initial
thoughts to the planning grids on key themes,
narrative aspects, context, or anything else
that they consider to be relevant to the
question focus and their thesis statement.
Learners underline words and phrases that
support their point of view. Share views with
the group. Learners consider four (or five) key
points that they would like to make in response
to the question (each forming a paragraph in
their response). Learners craft these as topic
sentences that link directly to the question and
their thesis statements.
Learners arrange their topic sentences in a Topic sentences are sentences
sensible order and add these to their planning that express the main idea of the
grid. paragraph the learner intends to
As a class, discuss the use of embedded write. This underpins their
quotations and remind learners that these personal response and original
should be precise and focused, using single thinking, as well as answering the
words or short phrases (two to five words). question.
Give learners a couple of examples of
embedded quotations.
In pairs, learners select three or four key
quotations from the text which support the Teach learners to think about the
point they have made in their first topic effects of the literary techniques a
sentence. Learners then share these in pairs writer uses, so that they are not
or small groups, explaining why they think they just technique-spotting but are
are useful. What new insights do they provide actually analysing the techniques
on character, language, theme, structure, etc.? they find.
Learners select supporting quotations for Ensure learners understand the
remaining topic sentences and add to their difference between using direct
planning grid. They then add brief notes for quotes and paraphrasing.
each chosen quotation on the effects of
language, structure, style, etc. Planning offers learners a chance
Learners complete the activity by drawing up to plot their findings in a detailed
some concluding points that link to the essay plan and should allow you
question, thesis statement and topic to see how insightful they are
sentences. being about their set texts whilst
also showing you how well they
are able to structure their ideas on
Resources: Extract or short story from an paper.
earlier lesson.
Essay planning grid – print or copy onto large
sheets of paper.
End Display the planning grids and allow learners
to walk around adding comments, or
suggestions, on post it notes to each other’s
plans.
2
Additional information
Differentiation Assessment
Provide scaffolding in the form of sentence Referring to their planning grid, learners write
starters to support learners initially. ‘This out a response to the question in full.
invokes…’, ‘this suggests that…’, ‘the author
initially…’, ‘moreover…’, ‘it cannot be denied
that…’, ‘it is clear that…’, ‘as the plot unfolds…’
Follow-up work
It is important that learners practise writing essays on the set texts in timed, exam conditions.
3
Planning grid
Question:
Thesis statement:
Contextual aspects:
Key themes:
Any significant narrative aspects:
Topic sentence:
Quotation: Language effects:
Quotation: Language effects:
Quotation: Language effects:
Topic Sentence:
Quotation: Language effects:
Quotation: Language effects:
Quotation: Language effects:
Topic Sentence:
Quotation: Language effects:
Quotation: Language effects:
Quotation: Language effects:
Topic Sentence:
Quotation: Language effects:
Quotation: Language effects:
Quotation: Language effects:
Concluding points:
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