A2 English Literature Comparative Essay Mark Scheme

The subsequent process of the shared reading of the poem in its entirety and the ensuing discussion is a great opportunity to model the of reading, understanding and thinking analytically.A series of prompts – or something akin to ‘Key Questions’ – can work as a framework for class discussion, enabling students to think, and ultimately write, about the poems and also to provide a ‘schema’ to help them build and consolidate their knowledge and understanding.

The subsequent process of the shared reading of the poem in its entirety and the ensuing discussion is a great opportunity to model the of reading, understanding and thinking analytically.A series of prompts – or something akin to ‘Key Questions’ – can work as a framework for class discussion, enabling students to think, and ultimately write, about the poems and also to provide a ‘schema’ to help them build and consolidate their knowledge and understanding.

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’, as I discuss in more detail below, allows the student to engage with the ‘constructed voice’ of the poem.

‘How has the poet used language and structure to convey their message?

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It wouldn’t be good, for example, to encourage students to think of the Key Question ‘why have the poems been written?

’ as an opportunity to shoehorn context into their response.

Addressing the task itself – and considering why the poems might have been written – will enable the student to naturally explore context – rather than including lots of biographical information.

But the ‘persona’ of the constructed voice might also provide a very useful way of considering context.

I usually print them out A5, so it isn't too wasteful!

Every now and again they revisit their practice essay folder and re-do an essay then it is remarked in a different highlighter on the same sheet to (hopefully! You may have to customise them to the specific texts you are studying but I have found them so useful.