Pupils will write a 2000 word essay comparing Shakespeare's Macbeth to another text. They will be assessed on their ability to critically analyze language, structure and themes; make comparisons between texts; and discuss the historical context. Teachers provide examples of how to structure paragraphs using Point, Evidence, Explanation and further context (PEE+) to ensure analytical writing rather than storytelling.
Composed on Westminster Bridge by William WordsworthKieran Hamilton
An Introduction to Composed on Westminster Bridge, with notes on the Romantic Movement.
Powerpoint designed around questions to stimulate independent learning.
Composed on Westminster Bridge by William WordsworthKieran Hamilton
An Introduction to Composed on Westminster Bridge, with notes on the Romantic Movement.
Powerpoint designed around questions to stimulate independent learning.
1 A Guide to the Literary-Analysis Essay INTRODU.docxmercysuttle
1
A Guide to the Literary-Analysis Essay
INTRODUCTION: the section in your essay. It begins creatively in order to catch your
reader’s interest, provides essential background about the literary work, and prepares the reader
for you major thesis. The introduction must include the author and title of the work as well
as an explanation of the theme to be discussed. Other essential background may include
setting, capsule plot summary, an introduction of main characters, and definition of terms.
The major thesis goes at the end. Because the major thesis sometimes sounds tacked on, use
a transition between the background information and the thesis of the essay.
CREATIVE OPENING: the beginning sentences of the introduction that catches the reader’s
interest. The types of introductions listed below are not the complete introductions. The
examples only represent a type of introduction. The introduction is more than you see here.
Ways of beginning creatively include the following:
1) A startling fact or bit of information
Ex. Nearly two citizens were arrested as witches during the Salem witch scare of 1692.
Eventually nineteen were hanged, and another was pressed to death (Marks 65).
2) A snatch of dialogue between two characters
Ex. “It is another thing. You [Frederic Henry] cannot know about it unless you have it.” “Well,”
I said. “If I ever get it I will tell you [priest].” (Hemingway 72). With these words, the priest in
Ernest Hemingway’s A Farewell to Arms sends the hero, Frederic, in search of the ambiguous
“it” in his life.
3) A meaningful quotation (from the work or another source)
Ex. “To be, or not to be, that is the question” {3.1.57}. This familiar statement expresses the
young prince’s moral dilemma in William Shakespeare’s tragedy Hamlet, Prince of Denmark.
4) A universal idea.
Ex. The terrifying scenes a soldier experiences on the front probably follow him throughout his
life—if he manages to survive the war.
5) A rich, vivid description of the setting
Ex. Sleepy Maycomb, like other Southern towns, suffers considerably during the Great
Depression. Poverty reaches from the privileged families, like the Finches, to the Negroes and
“white trash” Ewells, who live on the outskirts of town. Harper Lee paints a vivid picture of life
in this humid Alabama town where tempers and bigotry explode into conflict.
2
6) An analogy or metaphor
Ex. Life is like a box of chocolates: we never know what we’re going to get. This element of
uncertainty plays a major role in many dramas. For example, in Shakespeare’s play, Romeo and
Juliet have no idea what tragedies lie ahead when they fall so passionately and impetuously in
love.
7) MAJOR THESIS: a statement that provides the subject and overall opinion of your
essay. For a literary analysis your major thesis must (1) relate to the theme of the
work and (2) suggest how this theme is revealed by the author. A good thesis may ...
Ticking Mind’s new edition of 'Macbeth' takes a revolutionary approach to presenting this staple of High School English classrooms. Unlike conventional 'Macbeth' textbooks which only support students to understand that ‘gist’ of a scene or the whole play, Ticking Mind’s textbook breaks each scene into digestible 30 line chunks which scaffold students to actively understand the language and imagery at work in Shakespeare’s play. In addition to this, the textbook provides explicit instruction to students on how to annotate text, and on the counter side of each page of Shakespeare’s text, features short thinking activities which can create the framework for powerful class discussions about each part of each scene. To teach students to ultimately write about this text, Ticking Mind’s textbook does not include boring comprehension questions at the end of each scene, but scaffolded analytic writing procedures which improve students vocabulary, sentence structure skills and capacity to analyse the text. Important illustrations of themes and images in the text of the play are also signposted with icons that students can easily use to search for evidence when they are writing an essay on the text – a procedure which is explicitly taught at the end of the textbook.
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A.S. Byatt in Conversation with Tobias Döring" is a captivating dialogue between the renowned author A.S. Byatt and Tobias Döring, offering readers a unique opportunity to delve into Byatt's thoughts, insights, and experiences.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. What will pupils be asked to do?
Pupils will write an essay up to 2000 words
comparing a Shakespeare play with another text.
It is worth 25% of GCSE English Literature.
3. Here are the Assessment Objectives
(specified by AQA)
AO1 Respond to texts critically and imaginatively, select and
evaluate textual detail to illustrate and support
interpretations
AO2 Explain how language, structure and form contribute to
writers’ presentation of ideas, themes and settings
AO3 Make comparisons and explain links between
texts, evaluating writers’ different ways of expressing
meaning and achieving effects
AO4 Relate texts to their social, cultural and historical
contexts; explain how texts have been influential and
significant to self and other readers in different contexts at
different times
4. Put more simply, this means:
AO1: Write well with PEE+
AO2: explore how layers of meaning
impact upon reader and relevance
AO3: Compare how it’s similar or different
to your other text
AO4: Comment on the time it was written
and how it links to other books, plays etc.
6. Success Criteria
Skilled Writing 1. Identify, comment and compare the
will writers’ use of language, structure and
form contribute to effect.
2. Identify and comment on the historical
context.
3. Commentary embeds appropriate
quotations to support main idea
Excellent 1. Have an increasingly detailed explanation,
Writing with appropriate terminology, of how
language, structure and form create layers
will
of meaning
2. Comments develop increasingly precise,
perceptive comparison between texts
3. Commentary incorporates detailed
reference to the historical context
7. How does this look?
Pupils are familiar with PEE+
Point
Evidence
Explanation
+ Further Explanation (context in this case).
This is a structure we use in English to ensure that writing
remains analytical.
The most common error it storytelling. Pupils should not
tell the story; writing should analyse the quotations
selected.
8. Here is an example of PEE+ taken from
a lesson. It tells pupils what to include
and models how it should look.
It is not relevant to all the tasks pupils
cover, but gives detailed information
on how to use PEE+.
9. How does Shakespeare present the character of
Macbeth?
Introduce your line of argument
P Point that is relevant to the
question.
A skilled 1. Put forward a simple answer to the question that
point will… deals generally with how the character comes
across to the reader
e.g. Shakespeare presents Macbeth as regretful.
An excellent 1. Pick out a specific aspect of the way the
point will… character is presented
2. Identify the language used to create this
presentation
e.g. Shakespeare presents Macbeth as regretful by
portraying his desire to be King as damaging from the
start.
10. How does Shakespeare present the character of
Macbeth?
Select a short quotation from
E Evidence the text that supports your
argument.
Skilled 1. Pick out a quotation from the text that acts as an
evidence example of the point you have made
will…
e.g. ‘Will all great Neptune's ocean wash this blood//Clean from
my hand?’
Excellent 1. Introduce the quotation to show the link to the
evidence point
will…
e.g. As soon as Macbeth has murdered Duncan, his language is
regretful: ‘Will all great Neptune's ocean wash this blood //Clean
from my hand?’
11. How does Shakespeare present the character of
Macbeth?
Directly analyse your
E Explanation quotation to demonstrate how
it supports your argument.
A skilled 1. Give an overview of why your quotation proves your
explanation point
will…
e.g. Lots of bad things then go on to happen to Macbeth, proving that he was wrong to
kill the King as he was going against the Divine Right of Kings , which James the I (the
King at the time), believed in.
An excellent 1. Put forward more than one idea – and those ideas will be
explanation increasingly original (not the obvious ones)
will… 2. Refer to specific words within the quotation and explain
their impact on the reader (connotations)
e.g. Macbeth’s reference to ‘Neptune’ makes conveys a sense of prayer to the language
and the question mark suggests doubt at his actions. Neptune is the God of the sea, this
would have been known to the Jacobean audience. However, as this is not the Christian
god, the audience would have also viewed this with suspicion; Macbeth has also gone
12. How does Shakespeare present the character of
Macbeth?
Link your analysis to other ideas and
Further
+
quotations from the rest of the book
or its social/ historical context to
explanation conclude your argument.
Skilled further 1. Link the explanation very briefly to another part of the text, but without
reference to the text
explanation 2. Comment very briefly on what was going on in the world when the book
will… was written
e.g. This also shows that he is feels regretful because it suggests that this is something
that will not go away easily; all the water in the ocean will not make his hands clean.
Excellent 1. Bring in short quotations from elsewhere in the book to show how the
same idea is explored in different places
further 2. Put forward original alternative interpretations of the context
explanation 3. Explain in detail why the writer wrote in this way
will… immediacy of Macbeth’s guilt and regret is made apparent with a direct link to
e.g. The
the metaphor of having blood on your hands. The metaphor is used throughout the
play as Lady Macbeth sees an immovable ‘spot’ on her hand and, at the end of the play
when Macbeth’s downfall is imminent, it is said that ‘His secret murders [are]sticking
on his hands’. The tragic outcome is inevitable because Macbeth will not be able to
wash his hands clean and the audience know that this will end in his own death.
13. An Skilled PEE+ paragraph
Shakespeare presents Macbeth as regretful: ‘Will
all great Neptune's ocean wash this blood Clean
from my hand?’ Lots of bad things then go on to
happen to Macbeth, proving that he was wrong
to kill the King as he was going against the
Divine Right of Kings, which James the I (the
King at the time), believed in. This also shows
that he is feels regretful because it suggests that
this is something that will not go away easily;
all the water in the ocean will not make his
hands clean so his actions will have bad
consequences. This shows skill and is a quality paragraph.
14. An excellent PEE+ paragraph
Shakespeare presents Macbeth as regretful by portraying his desire to
be King as damaging from the start. As soon as Macbeth has murdered
Duncan, his language is regretful: ‘Will all great Neptune's ocean wash
this blood Clean from my hand?’ Macbeth’s reference to ‘Neptune’ makes
conveys a sense of prayer to the language and the question mark
suggests doubt at his actions. Neptune is the God of the sea, this would
have been known to the Jacobean audience. However, as this is not the
Christian god the audience would have also viewed this with suspicion;
Macbeth has also gone against the Christian god by going against the
Divine Right of Kings. The immediacy of Macbeth’s guilt and regret is
made apparent with a link to the metaphor of having blood on your
hands. The metaphor is used throughout the play as Lady Macbeth sees
an immovable ‘spot’ on her hand and, at the end of the play when
Macbeth’s downfall is imminent, it is said that ‘His secret murders
[are]sticking on his hands’. The tragic outcome is inevitable because
Macbeth will not be able to wash his hands clean and the audience know
that this will end in his own death creating drama and tension.
15. The essentials
Include quotes.
Do not tell the story.
Make links and compare with other text.
Comment on the historical context.