Start and Conclude a GCSE English Essay Effectively
English is actually quite an extensive subject but it can be categorised into English Language and Literature. For your English GCSE exams, you will need to know how to write an effective introduction and conclusion (that summarizes all the points that you have discussed and made throughout the essay) to make sure that you attain your predicted grade.
Contents
Steps
- Before you start anything, you will need to be able to identify what the question is asking you to do. There will be "trigger" words embedded in the question that should be able to point you in the right direction. They may more apparent such as describe, explain, analyse to name a few. You should also know what each of these trigger words mean. However, it will be a lot more common for questions such as "The Barn and another creates a powerful sense of place and feeling" [this is a real past question] to appear. I know that the question is asking me to compare this poem to another poem that is similar in terms of tone and style. In doing this, I will make comments on and analyse the language of one and compare it to the other. You will need to practice this so that you'll be able to do it quickly.
Writing the Introduction
- The examiner is most likely to just skim and scan the essays that they mark but they may choose to read through it thoroughly if you write an effective and captivating introduction. To make your introduction as effective as possible you'll need to show the examiner that you understood the text. Make a simple and blunt comment on the style, genre, purpose or tone of the piece of writing. For example, "The biographical article about Nelson Mandela is written in a factual formal manner and mainly in an objective style." (this is a segment of a real A/A* essay by an anonymous student) You will also need to identify what the text is about and refer to the exam question: " [...] the prose is continuous and focuses on Mandela's personal journey through life, exploring his physical hardships and mental hardships". This is a brief introduction that is effective because it uses sophisticated vocabulary and showcases the student's knowledge of the piece of writing. You may also want to use some punctuation marks such as ellipses (...), semi-colons (;), colons (:) or even a dash (-). The use of these throughout can boost your grade, just make sure that you use them correctly and that you're not going over the top.
'The Body' of the essay
- Use sophisticated vocabulary, grammar and punctuation throughout and make sure that you use them properly. Using a range of words is effective because it can help to express your understanding and if you use the same words over and over again it can sound like you're repeating yourself. You may find yourself using a comma or a full stop that could be replaced with a semi-colon (;).
- Analyse the language in depth. Make comments and by doing this you can identify techniques (e.g. metaphors, similes, hyperbole, imagery) that the writer uses and discuss the effect that it has: '[..] the sound bite at the start that begins 'perhaps the most generally ....' breaks the smooth, flowing of the prose. This emphasizes the negativity of the comment and startles readers because it is unexpected. Despite this, it is a good technique to keep readers engaged.' This is good because it shows that the student understand how the language and techniques are effective.
- P.E.E.L. is something that I personally used in my English essays. This means to makes a point; back up the point with evidence (a quote); explain what this means and then make some further comments on the language/techniques within that quote e.g. 'The use of the hyperbole '[example of hyperbole]' is actually quite interesting; it helps to emphasize the portrayal of the protagonist's experience as [...]'
- G.A.P.L.I.S.T refers to genre, audience, purpose, language, information, style and tone. Although it may be good to remember it as a whole, you may only really need to hold on to the thought of the genre, audience, language, style and tone. When it comes to the audience you may want to focus on how certain techniques may appeal to the audience. When it comes to tone, you may want to look at the techniques and language used that helps to determine the way that the author feels towards a certain subject.
- Refer to the question after you've finished a point and when you are ready to move on to the next paragraph. It is important to refer back to the original question throughout where ever it may be possible.
Writing the Conclusion
- For some, the conclusion can be their weakest part of the essay. However, don't feel too bad about it. All you really need to do is summarize all the ideas that you had from 'the body' of the essay. This really isn't about quantity, it's about quality. You just need to once again show your understanding of the text and refer back to the original question.
Tips
- Don't start the conclusion with in conclusion- this is alright for science, but not for english!
- You could always request an example of a 'good essay' from your English teacher. They may even show you the good and bad points of that essay and will identify where they picked up and lost marks.
- Some questions in the actual exam are based on texts that you'll be given by your teacher. Make sure that you take the time to make sure that you understand the text and annotate it. You will be given a clean book in the exam without any annotations as a part of the rules.
- Don't be afraid to practice essays and then go through them. You could ask your teacher, a friend or a family member. Just make sure that you do practice.
- Don't make the intro long. Just two or three sentences is enough.
Warnings
- Make sure that you thoroughly revise. This means that you understand the focus of each exams well as any pieces of writing that you'll need to write essays about.
- Do not attempt to cheat or plagiarise with your coursework. It is okay to read other people's work to help improve your own understanding and to get you ideas on what you need to do to get marks but don't plagiarise other people's work. You're only cheating yourself.
Sources and Citations
- A student's A/A* essay
- Comments from teachers and examiners
