The conclusion, of course! Here are some quality tips from the masters at major public schools. As with your opening, your concluding statement should be expressed crisply and memorably:
What really must be covered in your coursework and exam answers? Interpretation At the core of any and every answer or essay about poetry must be your own interpretation of the poem or poems you are writing about.
It is this alone that attracts the majority of marks. In a nutshell, the more subtly you interpret a poem - and give support for your interpretation - the higher your marks, and grade, will be. Poems are rarely to be taken at face value. It is never the literal meanings that will gain you any marks - it is exposing and discussing the poem's 'deeper meanings' that bring in the marks every time.
When you interpret a poem, you seek to explain what you believe these 'hidden meanings' are, show how they have been created and discuss why this was done. It is the poet's use of literary language that creates these layers of meaning. Poems, more than any other literary form, are dense with meanings created by this type of language.
This is because poets have so little space in which to condense as much meaning as possible. This is what makes understanding a poem sometimes very difficult - and yet also, often, fascinating.
Just why do poets do this? Is it just to make their poems 'hard to understand'? It's because poetry is an art form and the poet is an artist who wants to Gcse english coursework love poems essay not only meaning but also feeling and emotion. Such is the power of a truly fine poem that it can sometimes manage to 'say the unsayable'.
Let's get one thing clear: An interpretation is always an opinion - an insight into what the poem might mean. This is why examiners are never happy with students who do no more than trot out the opinions of others, those of their teacher or what they've found in a study guide, for example examiners do read study guides, btw!
Examiners will always give the most marks to a student's original ideas - so long as they are valid and are supported by close and careful reference to the poem itself.
Whilst it is your own ideas that are needed, it is invariably easier to uncover the layers of meaning in a poem by discussing it with others. Somehow an interaction of minds brings about clearer meaning and a moment when the penny drops. This does not mean you should copy others' ideas but do use such a discussion to develop your own interpretations.
You might be one of the many who feel discussing poetry is not cool. Well, keep in mind that it's your grades that are at stake.
The exam is not a practice and you need to get the highest grade you can. So, what to do? For once, ignore being 'uncool' and get boosting those exam grades Many students lose marks by going off at a tangent and misreading their poem.
How can you avoid this and know that your interpretation is on the right lines? Here's a very worthwhile tip. Most poems are unified and coherent - and keeping this in mind can help more than anything else.
All it means is that the poet will be using the poem to develop a single central or 'controlling' idea or theme. This means that when you interpret what you think one part of the poem means, you need to be quite sure that, in some clear way, what you think fits into and adds to the overall idea being explored by the poem.
If your interpretation doesn't fit, the chances are you've found something that isn't there. Misreading is a trap to avoid - and one you can avoid by applying this acid-test! Once again, discussing the poem with a friend is an excellent way to avoid misreadings!
How does all this work in practice? Below is an example to help show you. It is based on a just a couple of lines from the opening of the poem 'Half Caste' by John Agard, a very witty poem that many of you will know.
Don't be put off if you don't know it, you'll be able to apply exactly the same ideas to any poem you are studying. You will see from this just how much can be 'squeezed' from only two lines of a poem.Here is a whole bunch of conclusions to GCSE and IGCSE level English essays written by moi - (I'm an Oxford graduate).
Just so you know, if you're answering a short question, fewer than 8 marks, I would only write a very very short conclusion, if any.
needs to have a discussion on themes and ideas, and compare the two poems with contrast as well. mention themes - death love nature, pain and desire, memory, time and getting older. we need to explore them in the introduction. you need to argue another point of view 'one could argue that '.
ideas-what are the ideas that the persona is using, does the poet share about the persona? GCSE English & English Literature Mrs Victor. O WJEC Specification: English and English previously knew as ‘coursework’. O Students complete these assessments in yrs 10 or 3 ‘love’ poems O Or, an essay on conflict in Macbeth and 2 / 3 poems on the same theme.
threatening tone to poem "sunlight" "shining"- Time adoring city. "It tastes of sunlight" "bright filled paper weight" Emotionally attracted, she feels home sick when recallling it/ her home city.
Occupational Psychology Coursework Essay ‘The Macabre’ GCSE Pre- Poetry Coursework. How and in what ways have the poets in this anthology conveyed the macabre? The macabre is a fictional text that captures the mystery of the supernatural, horror, sinister and apprehension that ultimately conveys fear.
English Coursework Although it. AQA GCSE English. 1 · 2 comments 40 · 32 comments. English Language, WJEC rejected my claim that they missed out the coursework marks.
Welcome to Reddit, poetry anthology in you exam as well. If not, this applies to anyone else reading this. For the poetry, research two poems from each theme (eg conflict, love) REALLY WELL, so that.