How to Write a Grade 9 Post-1914 Prose/Drama Essay
Point/Topic Sentence: Each paragraph should begin with a clear point that links directly back to the thesis and the specific focus of the question. This ensures the essay remains focused and argumentative rather than descriptive.
Evidence and Technique: Quotes should be embedded seamlessly into the sentence structure to maintain a formal register. Students must identify the specific technique (e.g., metaphor, stage directions, juxtaposition) used by the writer.
Analysis and Link: The analysis must explain how the technique creates meaning and why the writer chose it at that specific moment. Finally, the student should link the point back to the wider themes of the text or the writer's overall message.
| Feature | Narrative/Descriptive (Lower Grade) | Analytical/Critical (Grade 9) |
|---|---|---|
| Focus | What happens in the story. | How the writer constructs meaning. |
| Character | Treated as a real person. | Treated as a 'construct' or symbol. |
| Evidence | Long block quotes. | Short, embedded, 'zoomed-in' quotes. |
| Language | Identifying a simile or metaphor. | Explaining the specific effect of a word choice. |
| Structure | Chronological retelling. | Tracking the thematic arc or structural shifts. |
Tentative Language: Use phrases like 'perhaps', 'might suggest', or 'could be interpreted as' to show that you are considering multiple perspectives. This demonstrates the 'critical style' required for AO1 and suggests a sophisticated engagement with the text's ambiguity.
Tracking the Arc: Instead of looking at a character in isolation, analyze how they change or remain static throughout the text. This structural overview shows the examiner that you understand the text as a whole work of art.
Zooming In and Out: Start by 'zooming in' on a specific word or phrase to analyze its connotations, then 'zoom out' to explain how this reflects a broader theme or social context relevant to the post-1914 era.
Feature Spotting: Simply identifying a technique (e.g., 'The writer uses a metaphor here') without explaining its effect is a common mistake. Analysis must always be linked to the writer's purpose and the impact on the audience.
Informal Register: Using slang, contractions, or overly casual language can lower the AO4 score. Maintaining a formal, academic tone is essential for a high-level response.
Misspelling Key Terms: Misspelling the names of authors, characters, or literary devices suggests a lack of preparation. Students should double-check the spelling of 'Priestley', 'soliloquy', and 'protagonist' before the exam.