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Essay, Essays, Exams, Literature

Writing A Level English Essays

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Writing A level essays can be challenging. Three of the things students often struggle with are sophisticated written expression, a clear line of argument and writing of the text as though it were constructed by the author (rather than a real world we could visit). These aspects of essay writing take time and care to improve, but here are some tips which might help.

Expression

It is very difficult to develop a sophisticated yet clear and concise writing style. To improve it is good to read academic and formal writing. You could also look at these specific areas:

Tone

Academic writing should be formal, impersonal, precise and concise.

Things to include might be:Things to avoid might be:
Impersonal/passive voice:   Research has shown…   The exact nature of the link has not been determined…Personal, informal writing:   This is majorly difficult to decide because…   We believe that vitamin A and cancer are linked but we haven’t worked out how yet.
Precise vocabulary: The writer’s use of synecdoche in describing the character’s hands…Vague description: The writer uses one part of the person to talk about all of the person, especially when writing about their hands…
Concise phrasing: X is YPhrasing using redundant words: At the end of the day, X is Y. It was found that.. What I want to make clear is… It is not unlikely that… This shows that … etc

Note: the convention is to always refer to authors by their surname, not their first name. E.g. Williams links the idea of death with the idea of desire through… (rather than ‘Tennessee links the idea….’)

Clarity

When trying to write in a sophisticated way, it is tempting to use very long sentences. Avoid the temptation! It is much better to be clear than to try to seem clever.

Make sure you put your subclauses in the correct place in the sentence. Examples might be:

I have talked about stocking the Zoo with my colleagues instead of I have talked with my colleagues about stocking the Zoo.

Don’t use too many adjectives or epithet nouns. Examples might be:

Early childhood thought disorder misdiagnosis is a problem instead of Early misdiagnosis of childhood thought is a problem.

Tentative language

It’s good to be tentative about your ideas, rather than dogmatic. For example:

You might interpret this as…

It could be thought that…

Perhaps…

Definition not explanation

When using specific terminology, ideas or facts, it is good to define them to be clear how the reader should think of them, but do not explain them to the examiner as if they don’t know what it is.

For example:

Romanticism redefined concepts related to death, celebrating an intensely lived life and an early death rather than regarding it as a tragedy.  

Instead of

The Romantics were people who lived in the 19th century who believed that death was good if it came after an intense life.

Practice

Take a piece of work you have written.

Look for:

  • generalisations,
  • speculations and assertions which are not linked to the question,
  • poor and unclear reasoning

Where you find these, try and make the phrase clearer, more precise and more focused on the question in hand.

Line of Argument

How do you develop a strong, clear line of argument?

  • Plan your answer in detail.
  • always have the question in mind when you are answering.
  • Frequently refer back to the question.
  • Keep asking yourself ‘So what?’ (i.e. what does this statement prove?)

Texts as Constructs

How do you develop your conception of the text as a construct by the author rather than a real world?

  • Think about more of the structural ideas or devices, rather than just characterisation.
  • Think about themes, that is, what the author is trying to get us to think about.
  • Discuss how the author tells us about the themes through the language and structure choices they make.
  • Focus on the context, because it draws you back to the author’s situation, inspiration and intent.

There are, of course, other aspects of essay writing which will prove challenging, but if you are aware of these pitfalls, it will help you immensely in raising the level of your work.

Essay, Essays, Exams

How to write a good line of argument in your essay

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Concept of writing and literature with a pencil from which escapes the letters of the alphabet symbol of inspiration.

A level students often express and demonstrate confusion with the concept of an essay with a line of argument. It is one of the things that A level students struggle with most.

Why is it often a problem?

Part of the problem is that at GCSE, many people just choose 3 or 4 things they want to say about the topic, and write those things down, one for each paragraph. This usually doesn’t matter too much in a GCSE essay because the ideas are quite simple, and, honestly, because the line of argument isn’t really in the mark scheme. The problem is that when you try and do the same thing with a complicated subject with different shades of meaning and alternative interpretations, you can get into a muddle. However, the concept of a line of argument is quite simple, though difficult to put into practice.

What is a ‘line of argument’?

The basic idea is that you have a question, you have a theory about what the answer is, then you prove that theory through argument and evidence. The evidence can be references to the text, quotations, contextual ideas, literary criticism and alternative interpretations. Each point in your essay, and indeed, everything you write in your essay, should serve to further prove your theory.

Let’s look at a question and talk about common mistakes we might make.

Take this question:

‘The suffering by tragic protagonists always provokes pity in an audience.’

To what extent do you agree with this view in relation to two text you have studied?

Remember to include in your answer relevant comment on the ways the writers have shaped meanings.

You are asked here to do quite a few complicated things. You must think about what a tragedy is, how the protagonist affects an audience, how this relates to your two texts, and what, if any, are the connections between the two. What happens, often, is that students tie themselves up in knots trying to talk about all of these things, and get easily side-tracked. It is also easy to contradict yourself within your essay.

How can we avoid doing that?

Let’s take a simpler question.

‘This school is an excellent place to learn. It’s hard to think of anywhere better.’

To what extent do you agree with this view.

You may think your school is all right, but not perfect. It has some good points, but maybe some bad ones too. Then your theory might go like this:

My school is excellent at academic achievement, some departments are supportive and many of the individual teachers are dedicated and highly skilled. However, the behaviour policy is flawed and pastoral care is minimal and patchy.

The plan for your essay might be:

paragraph 1: Academic achievement

paragraph 2: some excellent staff and departments

paragraph 3: behaviour policy

paragraph 4: pastoral care.

Don’t get distracted

The temptation for each paragraph is to just write down everything you know about the topic. So for paragraph 1 you might feel tempted to write about theories of how to get the best academic achievement. You might want to put in evidence about how each class did in their mocks. All this might be great. But if it doesn’t go to prove your argument – that your school has a high academic achievement – then all your beautifully researched and remembered information will be useless. Remember, every point you make and every piece of evidence you provide should go to prove your point.  

Be consistent

Though you are arguing in some paragraphs that the school is good, and in some that it is bad, you will always say, in this way the school is good, but in that way it needs improvement.  What you can’t do is say in paragraphs one and two that it is the best ever school, the quotation in the question is completely right and there is nowhere better, and then in paragraphs three and four say that the school is rubbish and you can’t think of a worse place to be educated. You can see how these are contradictory. All the way through, you will argue that there are some good things and some not so good things about the school.

Always refer back to your line of argument

Each of your points, and everything you say in each point, should serve to prove your answer to the question. It is tempting to write about exciting ideas you’ve had, or knowledge you remember, but you must always be on point. Imagine someone constantly saying to you ‘What has that to do with the question?’

It will help the reader of your essay to understand your line of argument if you ‘signpost’ to your reader where you are going with your argument. Words like ‘Firstly’, ‘Next’, ‘Therefore’ can show clearly where you are in your argument. At the end of each paragraph or each point, it can be good to summarise where you have got to so far, always making sure that your proof goes to evidence your original argument.

If you keep referring back to the original theory you propose in your introduction – in fact the summary of the answer to the question you’re answering – you will ensure you have not wandered off point or accidently proved a new and different point from the one you started with.

Now let’s look at the A level question again.

‘The suffering by tragic protagonists always provokes pity in an audience.’

To what extent do you agree with this view in relation to two text you have studied?

Remember to include in your answer relevant comment on the ways the writers have shaped meanings.

 We use the same technique. What is the answer to the question about whether tragic protagonists provoke pity? Do the tragic protagonists provoke pity in the first text? Do they in the second? Obviously, you can’t say that tragic protagonists always provoke pity, then when talking about one of the texts say that in this case they don’t. The answer will most likely be, yes, tragic protagonists do provoke pity to some extent. They do in these ways in the first text,(and don’t in these ways)  and do in those ways in the second text (and don’t in these ways). All of your points will flow from there.

The key is to plan your essay well in advance. NEVER just sit down and write. Unless you are an incredible genius, the danger is that you will contradict yourself, wander off on a tangent and add chunks of unrelated detail.

When you have written the essay, read it back. For everything you write, say to yourself, does this prove my original point? Editing is a much underrated skill!

Why not give it a go? Practice makes perfect.