2.  It is a well-structured investigation  to a response  towards a piece of literature  that expresses differing points of view  using supported analysis from the text  in order to substantiate a point of view

3.  There is a clear introduction  Each paragraph supports an idea / argument  A range of sound arguments are developed  An effective conclusion is evident

4.  “Boxer, rather than Napoleon, is to blame for the downfall of Animal Farm.”  “Othello is the true villain of the play.”  “Abigail is a girl without a conscience.”  “Despite Gatsby’s idealising Daisy, it is Myrtle who in fact is closer to Gatsby than Daisy.”  “Pride and Prejudice does little justice to women in contemporary times.”

5.  Abigail = victim of male oppression  Abigail = lies and manipulates  Othello = manipulated by Iago  Othello = destroys in all ways Desdemona through jealous rage  Boxer = hard-working devotee to the cause / working-class hero  Boxer = unwavering support legitimises and gives strength to Napoleon’s position

6.  NOT to be confused with retelling of the story / plot summary  Evidence in support of main points / main reasons for agreeing / disagreeing with a point of view

8.  Introduction: 5 lines long; signposting and definition of the topic; provide an overview of main points to be covered  Each paragraph should show a direct engagement with the topic  Topic sentence; evidence; explanation; connect back to topic  Conclusion must harmonise with introduction  Use present tense  Correct language use counts in your favour  Tone: authoritative  Register: Formal

9.  An ‘argument’ refers to a logical development of arriving at a conclusion through well-founded reasons (premises)  E.g. Othello at the beginning of the play displays dignity. He is pure in his intentions towards Desdemona... Therefore...  However, Othello calls Desdemona a ‘harlot’; strikes her; strangles her... Therefore...  Aim to prepare a range of arguments  Note the connection between good structure and good arguments!

10. Character Characters are complex entities (develop character files) Ensure you engage fully with your response to your characters Action How do character’s actions affect our response to the point of the story? How do character’s actions affect our response to them? Theme What themes are evident and how are they developed? Situation The complexity and inter-relationship of characters in a setting which display broader truths (through irony, satire, dramatic conflict) Motifs The development of symbols, image patterns; any figurative dimension

11.  Evaluate: weigh up, looking at both good and bad sides  Critically discuss / evaluate: considering the various sides to a point of view with a side ultimately chosen and offering a direct evaluative response (e.g. “I think that...”)  Explain: provide meaning  Account for: state reasons for or why  Describe: give a detailed account  Compare and contrast: similarities and difference

12.  READ  THE  BOOK!