Structuring Your Analysis
- Always use topic sentences making a clear point in relation to the set question and using its key words, followed by relevant details from the text(s) including integrated quotations and specific examples which prove the point, and finally a concluding sentence again showing how these details answer the question. If you do this in every paragraph you really can’t go too wrong and you will not slip into simply retelling the story.
- Putting your point at the beginning rather than at the end can be applied to sentences as well as paragraphs. You should ‘thematise’ them which makes your writing more formal and concise and ensures that you are focusing on making your point in response to the question, rather than just retelling the story.
- When you write your essay make your specific point at the beginning of each paragraph. It shouldn’t emerge finally at the end of the paragraph after you have given a whole lot of details about the text. Your details should be supporting your already established point.
- In your introduction get straight to the point of the question rather than philosophising in general about the subject. Having written a plan you should find your introduction easy to write as you have already worked out your argument and can now simply summarise it.
- There is no point in writing long biographical details about composers unless it is specifically relevant to the question.
‘Appropriate use of evidence from texts to support arguments developed in response to questions’ is a key criteria for demonstrating deep knowledge and understanding of both texts. It shows how they can use relevant and fluently integrated evidence to support specific examples or quotations.
Integrating the discussion of two or more texts within an essay
students should aim to integrate their discussion of the texts. Here is an example of how to do this:
In both Blade Runner and Frankenstein the abuse of science leads to the destruction of moral values. Tyrell’s creation of replicants in Blade Runner is not seemingly for the good of mankind but for his own profit. Openly admitting to Deckard that ‘Commerce is our goal here at Tyrell,’ Tyrell seems to have no value for the emotions of the replicants, coldly denying them life and subjecting them to what Bryant coolly explains is a ‘four year life span’. Similarly, Victor in Frankenstein, whilst setting out with good intentions for society’s gain, also suffers from moral degradation in the process of creating the monster. He ironically believes a ‘new species would bless me as its creator and source,’ but the truth is far different from his hopes. In rejecting the creature as soon as he gave it life, Victor earns its hatred, as it movingly exclaims ‘I am thy creature; I ought to be thy Adam, but I am rather the fallen angel, whom thou drivest from joy for no misdeed.’ The abuse of science in both texts is criticised for the questionable motives and lack of moral judgement behind the actions of the scientists themselves.
· In essays on paired texts, try to discuss both your texts in each paragraph, or at least in alternating paragraphs with linking comments. Don’t spend the first half of your essay on one text and then the second half on the other.
· Think about how your paired texts differ as well as how they are similar.
· Having explained the connection between the texts, use specific examples and details of each text to show their differences.
· Connections and contrasts could be made between the texts in areas such as: theme, setting – time and place, plot structure, ending or resolution, characters, text type and stylistic features. Draw up a table for your two texts using these headings so that you can note specific details in each column which display the texts’ similarities and differences. Use this in your revision so that you will take a clear understanding of how the texts connect and contrast.
· Comparative analysis requires selective aspects being compared across the paired texts.
Linking techniques to their effect
Student need to look closely at the text and work out what is being communicated, identify different techniques being used, find good examples of each, and work out the effect of each on the reader of the text. These 3 elements of technique, example and effect, should be incorporated into a conceptual/thesis/question framework.