1. Differences between a C and a D grade
AQA Literature exam

2. Differences between a C and a D
17-20
some focus on the task
Explained responses
Range of comments supporting details
Awareness of meaning/ feelings/ attitudes/ idea notification of effects of devices / language
Selection of relevant material for comparison
Structured comments on similarities/ differences
marks
Sustained response to the task
Effective use of detail to support answers
Effective comment on meanings
Explanations of how effects devices / language are achieved
Selection of appropriate material
Sustained focus on similarities and differences
Read through the grades – pick out the key differences – D – awareness C = understanding. Students could jot down 1 bullet point that they will use to help them achieve.

3. Sample essays
Read these sample essays and think about the writing shown.
What grade are the pieces? C or a D?
What do you think are the strengths of each pieces?
Think about what the examiner is looking for.

4. Essay questions
How do Seamus Heaney and Gillian Clarke explore family and relationships within in their poetry?

5. Sample essays
‘Digging’ by Seamus Heaney is about his memory of his father and grandfather. The poem shows that Heaney has great respect for his father and grandfather. He has not followed the family tradition of farming and he therefore admires his father and grandfather because they could do something he couldn’t. His admiration is shown where he writes ‘but I’ve no spade to follow men like them.’ The way that he has written ‘men like them’, clearly shows his great respect for them.
Read through and ask for comments – is this C or D? look for reasons

6. Sample essays
Seamus Heaney wrote the story ‘Digging’ Heaney describes his respect and regret for his father and grandfather. Digging uses similes to emphasises words for example ‘snug as a gun’. Digging does not have a regular rhyme schemes.
The stanzas are of regular length and enjambment is used. Digging has an effective ending and it links with the first stanzas. I’ll dig with it is symbolic and creates a good ending.
Read through and ask for comments – is this C or D?

7. Clear, quick and focused analysis
Compare how attitudes towards other people are shown in four poems you have studied.
Direct opening 
Clear, quick and focused analysis
‘Digging’ by Seamus Heaney is about his memory of his father and grandfather. The poem shows that Heaney has great respect for his father and grandfather. He has not followed the family tradition of farming and he therefore respects his father and grandfather because they could do something he couldn’t. His admiration is shown where he writes ‘but I’ve no spade to follow men like them.’ The way that he has written ‘men like them’, clearly shows his great respect for them. P E
= C grade skill
Personal ideas 
Share annotations and comments – why is this a C?
Effective use of detail to support answers

8. Sample essays
Wrong –  this will cost marks
Clear ideas 
Seamus Heaney wrote the story ‘Digging’. Heaney describes his respect and regret for his father and grandfather. Digging uses similes to emphasises words for example ‘snug as a gun’. Digging does not have a regular rhyme schemes.
The stanzas are of regular length and enjambment is used. Digging has an effective ending and it links with the first stanzas. ‘I’ll dig with it’ is symbolic and creates a good ending.
Not helpful and dull – make a point.
Share annotations and comments – why is this a C?
Share annotations and comments – why is this a D?
Why? What does this show or represent? EXPLAIN your point to get the marks.

9. Sample essay - Gillian Clarke
In ‘Catrin’, Clarke uses metaphorical language to emphasise her passion for the subject. ‘Red rope of love’ creates powerful image of an umbilical cord. Catrin does not have a rhyming scheme and consist of two stanzas.
Clarke also uses harsh words for example ‘fierce confrontation’ emphasis her feelings with harsh sounding letters and a symbolic meaning. She uses alliteration to emphasise her angry feelings ‘coloured them clean’

10. Sample essay - Gillian Clarke
‘Catrin’,
Clarke uses metaphorical language. ‘Red rope of love’ is powerful. There is not a rhyming scheme but there are two stanzas.
Clarke uses harsh words. She has symbolic meanings. She uses alliteration to emphasise her angry feelings ‘coloured them clean’.

11. Sample essay - Gillian Clarke Babysitting
Clarke reveals in ‘Babysitting’ that she has a negative attitude towards the child. This is shown when she writes: ‘she will shout her hot midnight rage, her nose with stream disgustingly’. The negative language impacts on the reader and helps to justify Clarke’s distaste.
The baby in Babysitting is not Clarke’s baby so she does not therefore bond with it. At the beginning of the poem Clarke explains that ‘the baby is perfectly acceptable’ but her language is ambivalent and shows how distant she is from the baby because it is not hers.
At the end of the poem, Clarke says ‘it will not come, it will not come’, this is referring to milk as it is not her child but also it is referring to love – she cannot love this child. The repetition emphasises the finality and sadness of it all.

12. Sample essay - Gillian Clarke
In ‘Catrin’, Clarke uses metaphorical language to emphasise her passion for the subject. ‘Red rope of love’ creates powerful image of an umbilical cord. Catrin does not have a rhyming scheme and consist of two stanzas.
Clarke also uses words that sound violent, for example ‘fierce confrontation’ emphasis her feelings with harsh sounding letters and a symbolic meaning. She uses alliteration to emphasise her angry feelings ‘coloured them clean’
Clear, quick and focused analysis
Need to expand key point
Make a point here – don’t just list features P
E E
= C grade skill

13. Sample essay - Gillian Clarke
‘Catrin’,
Clarke uses metaphorical language. ‘Red rope of love’ is powerful. There is not a rhyming scheme but there are two stanzas.
Clarke uses harsh words. She has symbolic meanings. She uses alliteration to emphasise her angry feelings ‘coloured them clean’.
Why? What does this show or represent? EXPLAIN your point to get the marks.
Not helpful and dull – make a point explaining the effect on readers
Why?
Add in your ideas.
Overall, this reads like a list of features not an analysis of the poem and will not achieve a C
This is better as it is trying to analyse an effect and the impact on the reader.

14. Sample essay - Gillian Clarke Babysitting
= C grade and higher skill
Clarke reveals in ‘Babysitting’ that she has a negative attitude towards the child. This is shown when she writes: ‘she will shout her hot midnight rage, her nose with stream disgustingly’. The negative language impacts on the reader and helps to justify Clarke’s distaste.
The baby in Babysitting is not Clarke’s baby so she does not therefore bond with it. At the beginning of the poem Clarke explains that ‘the baby is perfectly acceptable’ but her language is ambivalent and shows how distant she is from the baby because it is not hers.
At the end of the poem, Clarke says ‘it will not come, it will not come’, this is referring to milk as it is not her child but also it is referring to love – she cannot love this child. The repetition emphasises the finality and sadness of it all.
Direct and focused analysis
Effective use of detail to support answers
Explanations of how effects devices / language are achieved
Overall, a sustained response to the task

15. Conclusions? Don’t just retell
Think about the effect and WHY the poet has done this or achieved the effect.
Consider choice of language – and what the effect is on the reader
Add in thoughtful detail – your ideas not just a list of points
Impress the examiner with YOUR ideas – not the teacher’s notes.

16. Revision Practice timed essay – 40 min quick plan and have a go
Read over your work – are you just mindlessly listing all the features? = this will only achieve a D or lower
Read over your work – are you drawing together ideas and making thoughtful comments? = this will help you gain a C or higher
Use technical terms and the right words – but think about the effect – why did the poet choose to use those terms?