example of a level english essay

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How to Write an A-Level English Literature Essay

Writing an A-level English Literature essay is like creating a masterpiece. It’s a skill that can make a big difference in your academic adventure. 

In this article, we will explore the world of literary analysis in an easy-to-follow way. We’ll show you how to organise your thoughts, analyse texts, and make strong arguments. 

The Basics of Crafting A-Level English Literature Essays

Understanding the Assignment: Decoding Essay Prompts

Writing begins with understanding. When faced with an essay prompt, dissect it carefully. Identify keywords and phrases to grasp what’s expected. Pay attention to verbs like “analyse,” “discuss,” or “evaluate.” These guide your approach. For instance, if asked to analyse, delve into the how and why of a literary element.

Essay Structure: Building a Solid Foundation

The structure is the backbone of a great essay. Start with a clear introduction that introduces your topic and thesis. The body paragraphs should each focus on a specific aspect, supporting your thesis. Don’t forget topic sentences—they guide readers. Finally, wrap it up with a concise conclusion that reinforces your main points.

Thesis Statements: Crafting Clear and Powerful Arguments

Your thesis is your essay’s compass. Craft a brief statement conveying your main argument. It should be specific, not vague. Use it as a roadmap for your essay, ensuring every paragraph aligns with and supports it. A strong thesis sets the tone for an impactful essay, giving your reader a clear sense of what to expect.

Exploring PEDAL for Better A-Level English Essays

Going beyond PEE to PEDAL ensures a holistic approach, hitting the additional elements crucial for A-Level success. This structure delves into close analysis, explains both the device and the quote, and concludes with a contextual link. 

Below are some examples to illustrate how PEDAL can enhance your essay:

Clearly state your main idea.

Example: “In this paragraph, we explore the central theme of love in Shakespeare’s ‘Romeo and Juliet.'”

Pull relevant quotes from the text.

Example: “Citing Juliet’s line, ‘My only love sprung from my only hate,’ highlights the conflict between love and family loyalty.”

Identify a literary technique in the evidence.

Example: “Analysing the metaphor of ‘love sprung from hate,’ we unveil Shakespeare’s use of contrast to emphasise the intensity of emotions.”

Break down the meaning of the evidence.

Example: “Zooming in on the words ‘love’ and ‘hate,’ we dissect their individual meanings, emphasising the emotional complexity of the characters.”

Link to Context:

Connect your point to broader contexts.

Example: “Linking this theme to the societal norms of the Elizabethan era adds depth, revealing how Shakespeare challenges prevailing beliefs about love and family.”

Navigating the World of Literary Analysis

Breaking Down Literary Elements: Characters, Plot, and Themes

Literary analysis is about dissecting a text’s components. Characters, plot, and themes are key players. Explore how characters develop, influence the narrative, and represent broader ideas. Map out the plot’s structure—introduction, rising action, climax, and resolution. Themes, the underlying messages, offer insight into the author’s intent. Pinpointing these elements enriches your analysis.

Effective Text Analysis: Uncovering Hidden Meanings

Go beyond the surface. Effective analysis uncovers hidden layers. Consider symbolism, metaphors, and imagery. Ask questions: What does a symbol represent? How does a metaphor enhance meaning? Why was a particular image chosen? Context is crucial. Connect these literary devices to the broader narrative, revealing the author’s nuanced intentions.

Incorporating Critical Perspectives: Adding Depth to Your Essays

Elevate your analysis by considering various perspectives. Literary criticism opens new doors. Explore historical, cultural, or feminist viewpoints. Delve into how different critics interpret the text. This depth showcases a nuanced understanding, demonstrating your engagement with broader conversations in the literary realm. Incorporating these perspectives enriches your analysis, setting your essay apart.

Secrets to Compelling Essays

Structuring your ideas: creating coherent and flowing essays.

Structure is the roadmap readers follow. Start with a captivating introduction that sets the stage. Each paragraph should have a clear focus, connected by smooth transitions. Use topic sentences to guide readers through your ideas. Aim for coherence—each sentence should logically follow the previous one. This ensures your essay flows seamlessly, making it engaging and easy to follow.

Presenting Compelling Arguments: Backing Up Your Points

Compelling arguments rest on solid evidence. Support your ideas with examples from the text. Quote relevant passages to reinforce your points. Be specific—show how the evidence directly relates to your argument. Avoid generalisations. Strong arguments convince the reader of your perspective, making your essay persuasive and impactful.

The Power of Language: Writing with Clarity and Precision

Clarity is key in essay writing. Choose words carefully to convey your ideas precisely. Avoid unnecessary complexity—simple language is often more effective. Proofread to eliminate ambiguity and ensure clarity. Precision in language enhances the reader’s understanding and allows your ideas to shine. Crafting your essay with care elevates the overall quality, leaving a lasting impression.

Mastering A-level English Literature essays unlocks academic success. Armed with a solid structure, nuanced literary analysis, and compelling arguments, your essays will stand out. Transform your writing from good to exceptional. 

For personalised guidance, join Study Mind’s A-Level English Literature tutors . Elevate your understanding and excel in your literary pursuits. Enrich your learning journey today!

How long should my A-level English Literature essay be, and does word count matter?

While word count can vary, aim for quality over quantity. Typically, essays range from 1,200 to 1,500 words. Focus on expressing your ideas coherently rather than meeting a specific word count. Ensure each word contributes meaningfully to your analysis for a concise and impactful essay.

Is it acceptable to include personal opinions in my literature essay?

While it’s essential to express your viewpoint, prioritise textual evidence over personal opinions. Support your arguments with examples from the text to maintain objectivity. Balance your insights with the author’s intent, ensuring a nuanced and well-supported analysis.

Can I use quotes from literary critics in my essay, and how do I integrate them effectively?

Yes, incorporating quotes from critics can add depth. Introduce the critic’s perspective and relate it to your argument. Analyse the quote’s relevance and discuss its impact on your interpretation. This demonstrates a broader engagement with literary conversations.

How do I avoid sounding repetitive in my essay?

Vary your language and sentence structure. Instead of repeating phrases, use synonyms and explore different ways to express the same idea. Ensure each paragraph introduces new insights, contributing to the overall development of your analysis. This keeps your essay engaging and avoids monotony.

Is it necessary to memorise quotes, or can I refer to the text during exams?

While memorising key quotes is beneficial for a closed text exam, you can refer to the text during open text exams. However, it’s crucial to be selective. Memorise quotes that align with common themes and characters, allowing you to recall them quickly and use them effectively in your essay under time constraints.

How can I improve my essay writing under time pressure during exams?

Practise timed writing regularly to enhance your speed and efficiency. Prioritise planning—allocate a few minutes to outline your essay before starting. Focus on concise yet impactful analysis. Develop a systematic approach to time management to ensure each section of your essay receives adequate attention within the given timeframe.

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• How to Write a Great Essay for Different A-Level Subjects

In previous articles, we’ve given you lots of advice on how to write the perfect essay.

You should also read…

• 6 Practical Tips for Writing Better Essays
• How to Do Research for an Excellent Essay

However, the skills we’ve discussed up to now have been generic, and have not taken into account the fact that different subjects require different skills when it comes to writing excellent essays for them. In this article, we look at the particular skills needed to write great essays for individual A-level subjects, so that you can familiarise yourself with what you need to do to excel in whatever A-levels you happen to be studying.

Good English literature essays revolve around intelligent interpretation. The problem many students have with this is organising their interpretations into a tightly structured essay that flows well; many simply let their ideas run wild and flit aimlessly between one point and the next. To combat this problem, you need to consider the writer’s overall aims and then show how they have conveyed those aims, paragraph by paragraph, with each paragraph devoted to a particular technique or focus. A good structure to use is as follows:

• Point – make a statement, such as “Brontë uses the bleakness of the moorland setting to reflect Heathcliff’s temperament.”
• Explanation – elaborate on the statement in more detail. In this example, your explanation would involve explaining the parallels between Heathcliff and the moors – their unpredictability and wildness, for instance, and the violence of the weather mirroring Heathcliff’s violent personality.
• Evidence – now provide quotes from the text to back up what you mean. In the Heathcliff example, you could quote specific words and phrases that show similarities in the way Heathcliff is described and the way in which the moorland landscape and weather are described.
• Reiterate – close off the paragraph by reiterating the point, and perhaps developing it a little further or introducing the idea you’re going to carry into the next paragraph. For example, “This ties in with a wider theme running through the book as a whole, which is that nature parallels human emotions.”

Good English essays pay close attention to detail, noting specific words, phrases and literary devices a writer has used, and to what effect. They quote liberally from the text in order to support each point, deconstructing the writing and analysing the use of language; they look at different interpretations, seeing beyond the surface and picking up on possible deeper meanings and connotations. But they also consider the meaning of the piece as a whole, and the overall effect created by the specific details noted. All this should be considered within the framework of the genre and context of the piece of writing. For instance, a poem by William Wordsworth would be considered within the context of the Romantic poets, and might be compared with work by contemporary poets such as Shelley or Keats; the historical background might also be touched upon where relevant (such as the Industrial Revolution when discussing the poetry of William Blake).

Though it’s also a humanities subject, History requires its own very particular set of skills that differ to an appreciable degree from those expected of you in English. A history essay is unequivocal about its writer’s opinion, but this opinion must be based on a solid analysis of evidence that very often can’t be taken as fact. Evidence must be discussed in terms of its reliability, or lack thereof. The good historian considers what biases may be inherent in a source, what vested interest the source might have, and what viewpoint that source was written from. For instance, you might analyse a source by discussing whether or not the person was present at the events they are describing; how long after the events they were writing (and therefore whether they are remembering it accurately if they were there, or whether they are getting their information second or third hand from someone else; and if so, how reliable the original source is); whether they are trying to show evidence to support a particular political view; and so on. So, each time you make a point, back it up with evidence, and consider the strengths and weaknesses of that evidence. A good history essay makes connections between what’s been written about, considering how issues interrelate, so think about how what you’re writing about ties in with other things; what was the impact of the event you’re discussing, did it happen in isolation, and what were the events that led to it ?

It’s vital to look at both sides of the argument – or, where many possible viewpoints exist, to acknowledge these nuances. It’s fine to contradict yourself, provided you do so consciously; that is, you can build up an argument and then turn it on its head, observing that you are doing so (for example, “So far, so compelling; but what about the less well-known evidence from such and such?”). You can use quotes from historians you’ve read, but use these in the context of discussing scholarly opinion. Don’t quote a historian’s words as evidence of something, because this is only someone’s opinion – it’s not proof. Finally, where possible, use specialist terms to show that you know your stuff (“proletariat” instead of “workers”, for example).

The primary task that lies ahead of you in writing a French essay is, of course, to demonstrate your superior language skills. Keep the content itself very even-handed, sitting on the fence rather than presenting a forceful opinion that could distract attention away from the quality of your use of French. Focus on using as wide a variety of vocabulary and tenses as you can. It will help your essay if you can learn how to say more sophisticated phrases in French, of the sort you would use if you were writing an essay in English. This useful document from RealFrench.net, Writing Essays in French, will give you numerous useful French phrases to help you put together an impressive essay, including the vocabulary you need to present a balanced argument.

Geography is a subject that crosses the divide between the sciences and the humanities , considering both physical processes and human activities (and their effects on the world around us). Essays for Geography may differ depending on which of these focuses the essay is discussing, and the evidence you might include in your essay could vary from phenomena observed and data gathered in the natural world to the results of population censuses. To write a good Geography essay, you’ll need to include both theory and detailed, real-world case studies to support your answer. Mention specific places by name, and communicate the facts accurately. Your teacher will be assessing not just your knowledge, but your ability to support what you say with relevant information that proves it. You shouldn’t just rattle off everything you know about a particular case study; you should deploy relevant facts from the case study to support a specific point you’re trying to make. Keep linking each point back to the question, so that you’re always working towards answering it; this also helps you ensure that everything you include is actually relevant to the question. Showing that you’ve thought about an issue from multiple perspectives, and that you appreciate how they interrelate, is important in Geography. You can do this by organising the content of your essay into categories, considering different factors in turn, such as the scale of the issue, and the timeframe and environment involved. Discuss the various factors involved logically, one by one, such as the environmental impact of climate change or a natural disaster (such as a tsunami or volcanic eruption), followed by its physical, economic, social and political implications. Acknowledging the numerous nuances of the situation will demonstrate your appreciation of its complexity and show that you are thinking at a high level.

Classical Civilisations

As the study of the ancient world (primarily ancient Rome and Greece), Classical Civilisations combines archaeology and history, looking both at what survives materially (from small finds, to art and sculpture, to temples) and what survives in the way of texts by ancient authors. A good essay for this subject analyses, evaluates and interprets. The historical elements of the subject will require the same set of skills we discussed for History earlier, while the archaeological components of this subject require slightly different skills. With your archaeologist hat on, your job becomes similar to that of a detective, piecing together clues. Archaeology crosses over into science, and with that comes scientific considerations such as how archaeological evidence has been gathered – the methods used, their reliability, whether or not they could have been tampered with, how accurately they were recorded, and so on. You’ll look at a variety of different types of evidence, too, from the finds themselves to maps of the local topography. As with Geography, for which you’re required to learn lots of detailed case studies and names, you’ll need to learn plenty of examples of sites and finds to use as sources of evidence in building up a picture of the ancient world. And, as with any subject, looking at both sides of any argument is crucial to good grades. If the evidence you’re discussing could show one thing, but it could also show another, don’t just present one possibility – show that you’ve thought in depth about it and consider all the possible interpretations.

Science subjects

The sciences – Biology, Chemistry, Physics and Mathematics – are generally less essay-focused, so we’re grouping them together here because the essay skills required for each of these subjects are very similar. While the fundamentals of scientific essay writing are the same as any other subject – having a logical structure, well-developed argument, and so on – there are a few subject-specific considerations to bear in mind, and some common pitfalls to watch out for. The first is that there is no room for opinion in a scientific essay; unless you’re specifically asked for it, leave your own thoughts out of it and focus instead on a completely objective discussion of the evidence gathered through scientific research, which will most probably be quantitative data. Avoid vague language such as “it is thought that…”; be as precise as possible. Start with a hypothesis, and then discuss the research that supports or disproves it. Back up every statement you make with solid data; it’s not enough simply to drop in the name of the research, so briefly describe what the findings were and why they prove the statement you’ve just made. Another mistake many students make is to confuse cause and effect; this arises because of the tendency to assume that correlation implies causation, which is a common logical fallacy. Just because two things appear to be related, it doesn’t mean that one caused the other, and committing this error in an essay is a major faux pas that will lose you marks. It’s also a good idea to ensure that you’ve included every piece of research that could be relevant; if you don’t, you could be leaving out a crucial piece of evidence. Finally, mention any limitations there may have been with the methodology used to gather the data you discuss.

Psychology essays are best approached with a scientific mindset, but it’s far more difficult to prove anything in this subject – and this should be acknowledged in your essay. The task becomes one of assessing which theory is the more probable one, based on an analysis of the data from various studies. Make liberal reference to named and dated psychological experiments and research, but acknowledge the fact that there may be more than one theory that could account for the same set of results. When these experiments are quoted as evidence, this should be done with reference to any possible limitations of how the experiment was conducted (such as a small sample size). If you’ve reached the end of this article, you’re now equipped with the knowledge to write fantastic essays guaranteed to impress your teachers. You’re also well on the way to thinking in the right way for university-level essays, so keep working on these skills now and you’ll find it much easier to make the leap from sixth former to undergraduate.

Image credits: banner ; Wuthering Heights ; Diet of Worms ; factory workers ; Charioteer ; Hubble Space Telescope ; Psychology . 

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A Level English Lit - COMPLETE 12 A* EXEMPLAR ESSAYS

Last updated

22 January 2021

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Resources included (6)

Unseen Prose A Level-A* EXEMPLAR ESSAYS

Skirrid Hill/All My Sons A Level - A* EXEMPLAR ESSAY

Handmaid's Tale A Level - A* EXEMPLAR ESSAY

Unseen Poetry A Level-A* EXEMPLAR ESSAYS

The Great Gatsby/Love poetry through the ages pre-1900 - A* EXEMPLAR ESSAYS

Othello A Level - A* EXEMPLAR ESSAYS

I achieved an A* in AQA English Literature A Level - here are all my exemplar essays for different texts. There are 12 exemplar essays in total - 8 achieved 25/25, 3 achieved 24/25 and 1 achieved 23/25. These are all in Band 5 and high A* standard. An AQA Examiner marked these. Studying exemplar essays was the best and easiest way that got me to A* standard myself. Invaluable resource :)

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Derek Walcott — A-Grade A-Level Literature Essay Example

One of my students completed this essay on Walcott recently for the CIE / Cambridge A-Level Literature Exam Board.

It received a borderline A grade (80%, 20/25) — there are some absolutely brilliant parts of it, and also some aspects which have room for improvement, so I’ve put my mark breakdown and suggestions for how to improve next time at the end of the exemplar too for you to read through. Hope it’s useful!

If you find this resource helpful, you can take a look at the full Walcott poetry course .

I have a lot of Derek Walcott’s poetry analysis, so be sure to check it out too by clicking this link .

THE QUESTION:

Walcott has said that the process of poetry is ‘one of excavation and of self-discovery’. How far do you see this process in his work? In your answer, you should refer in detail to three poems.

Much of Walcott’s poetry displays excavation and self-discovery through the exploration of themes such as nature, the environment and politics. By holding up a mirror to the issues surrounding these themes, Walcott arguably recreates the past and present as a form of excavation. Within his examination he is able to ignite an awareness for the reader, around the issues of slavery, post-colonialism and urbanisation. This awareness arguably awakens the reader to self-discovery, through being informed on the aforementioned issues. Likewise, by speaking of these issues, Walcott himself is also examining his own frustrations and expressing these views through his poetry.

With reference to the poem, ‘Ebb’, Walcott sets out to explore the theme of urbanisation and its harmful effects. The environment takes centre stage and is heavily prominent throughout each stanza. For instance, the first verse of the poem describes the endless cycle of how the earth is scorched and ‘fretted’ upon, how the earth resembles a ‘frayed hide’. The verb, ‘fretted’ refers to how the land has been tampered with and spoiled, and the adjective of ‘frayed’ shows the violent extent to which this has happened. Lastly, the noun, ‘hide’ is used as a metaphor for a heavily lashed animal hide. The use of this visual imagery effectively connotes how human greed disrespects nature. This is arguably because Walcott strongly believed that since the Caribbean islands left the federation and became independent islands like Jamaica, and Trinidad and Tobago in 1962, and Walcott’s own native island, Saint Lucia in 1979, they all suffered a lack of unity among the Caribbean as a whole. In turn this led islands to be exploited for commercial greed. Another example of this can be found in the line, ‘rainbow-muck’, which again is a metaphor used to describe oil. Of all of the Caribbean Islands, Trinidad and Tobago is renowned for its copious oil supply, yet the island itself appears not to prosper from it. Rather, the wealth generated from it is passed directly into the pockets of other countries. Walcott further criticises the effects of urbanisation by portraying nature as victim with the image of an ‘oil-crippled gull’. Again ‘oil’ is used a symbol of urbanisation and greed, while the adjective of ‘crippled’ represents the damage caused. Through the use of powerful imagery denoting the destruction of nature, the reader is made to feel informed and aware of the issues raised.

In the poem ‘Veranda’ Walcott reconnects the reader to past and vividly turns his spotlight on the plight of slavery and colonialism, by vividly tying a link from past to present through language featuring ghosts and apparitions. From the second stanza a reference is made to slavery with ‘planters’ whose ‘tears’ are described as ‘marketable gum’. The noun, ‘tears’ laments the pain and suffering endured by the slaves to then be exploited as ‘marketable gum’ The noun, ‘gum’ is used as a triviality, something insignificant to be consumed by the masses, to then be spat out tasteless on the ground. This visual image strongly reflects the facelessness of greed and acknowledges the pain and toil to bring about such a triviality. Another ghost described is that of the ‘colonel’ whose heart is ‘hard’ as the ‘Commonwealth’s greenheart’. The colour ‘green’ with reference to the ‘greenheart’ could connote the colour of money and also represent envy for riches. Also the colonel himself, described as ‘hard’ is a fitting image of colonialism, for they enslaved the ‘planters’ without conscience. With this poem Walcott eerily describes the sins of history’s ugly past, presenting them as ghosts either in despair or still power-hungry. Walcott argued that British colonists took away Africa’s history and the colonisers themselves argued that they had no history before their presence there. This is why Walcott frequently opposes colonialism in his poetry, to raise awareness of the wrongs of the past and show that much African culture and history very much exists. Through painting a portrait of the past, Walcott arguably shows the reader the unflinching truth of what came before. This in-turn recreates the past and educates the reader on the former ills of slavery and colonialism.

With reference to the poem, ‘Parades, Parades, Walcott arguably demonstrates his use of excavation by hovering his lens over the theme of Caribbean politics. Consisting of two lengthy stanzas, the first, written in third-person, offers abstract imagery, such as a ‘wide desert’ that ‘no one marches’ and a vast ‘ocean’ of which ‘keels incise’. The adjective of ‘wide’ arguably paints an image of empty sparseness and the second person pronoun, ‘no one’ refers to loss of identity pertaining to the ills of post-colonialism. The verb, ‘marches’ could also symbolise a stagnant lack of progress for the Caribbean as a whole. The noun, ‘ocean’ refers to beautiful Caribbean beaches, only to then be ‘incise’(d) by the luxury liners filled with indulgent tourists. Walcott also cites the politicians who ‘plod’ devoid of ‘imagination’. Again, the active verb of ‘plod’ connotes the sluggish progress made to better the Caribbean and the abstract noun, ‘imagination’ paints the politician as dull and backward thinking. The second stanza then shifts tonally with a volta, and also to a first person plural, addressing the Caribbean locals, belonging to the parade. Walcott questions why they should have propaganda ‘drummed into their minds’ and why they should be made to feel ‘shy’ and ‘bewildered’. The stative verb of ‘drummed’ portrays the idea that people have been force-fed political ideas which do not hold their best interests in mind. The abstract noun ‘shy’ also connotes that they have been led astray and exploited. Walcott clearly demonstrates his ideas about ineffective politics by confronting the issues and in turn dismantling them in order to present them in a new light. This arguably informs the reader of the political injustice and also offers a sounding board for Walcott himself to air his frustrations.

While it could be argued that Walcott’s poetry doesn’t show evidence of the excavation process or self-discovery, owing to the sometimes abstract and esoteric manner in which he presents his work, there appears to be clear evidence pointing to the opposite. With the cynical and retrospective tone that seems to dominate his poetry, there appears to be compelling evidence that he is shedding light on the themes of politics, slavery and post-colonialism, by confronting the ills they caused, and in turn allowing the audience, and himself to re-discover the toil they have brought about.

GRADING (CIE Cambridge Mark Scheme)

Band 2 20/25 80% Borderline A Grade

Evidence of proficiency in selecting relevant knowledge to address the question with precise and integrated direct references to the text and supporting quotation. There may be evidence of awareness of the contexts in which the literary works studied were written and understood. U Evidence of intelligent understanding of ways in which writers’ choices of structure, form and language shape meanings, with analysis and appreciation of literary methods, effects and contexts.

P Evidence of personal response to the texts, relevant to the question, supported from the text, some originality of thought, straightforward and vigorously articulated, perhaps, rather than penetrating and subtle.

C Expression confident, with some complex ideas expressed with some fluency. Structure is sound. Literary arguments will be coherent, with progression of ideas through clearly linked paragraphs.

O Considers varying views and argues a case with support from the text. – This is the main one you’re lacking in, you don’t argue a case clearly or consider varying views .

HOW TO IMPROVE:

• Make sure to address the question argumentatively or discursively (depending on the type of question) — rather than each paragraph is about a poem, make it about a point that answers the question, all linked together with a clear thesis
• Alternative interpretations / critical theories — use these to develop your analysis further and achieve greater sensitivity of interpretation
• Needs more specific, detailed use of contextual ideas
• More structure/form points — good on language

Thanks for reading! If you found this resource helpful, you can take a look at the full Walcott poetry course .

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Specifications that use this resource:

• AS and A-level English Literature A 7711; 7712

Example student response and examiner commentary

Below you will find an exemplar student response to a Section B question in the specimen assessment materials, followed by an examiner commentary on the response.

Sample question

'Women characters are presented primarily as those who suffer and endure.'

By comparing two prose texts, explore the extent to which you agree with this statement.

Band 4 response

Stereotypically, women are portrayed as the weaker sex in pre-1900 literature and they often suffer and endure unhappy marriages because of the inequality of the sexes. In post-1900 literature, however, women are shown as more equal and so writers don't focus on their suffering alone but also on the suffering of male characters in relationships. This is true of The Great Gatsby and The Rotters' Club where women do suffer and endure but arguably men are presented as suffering even more.

The Great Gatsby focuses on the main character of Jay Gatsby and his unrequited love for Daisy whereas The Rotters' Club includes many relationships. There are, however, similarities between Gatsby's suffering and that of Benjamin Trotter and Sam Chase, although the outcomes are different, and so this essay will focus on those male characters.

Gatsby's suffering is emphasised by Fitzgerald because he withholds it from the reader to begin with. Fitzgerald suggests Gatsby is successful and popular before we meet him through his house parties where 'champagne was served in glasses bigger than finger bowls' so his lovesickness is a surprise to the reader. We learn, that 'Gatsby bought that house so that Daisy would be just across the bay' and Fitzgerald uses the symbolism of the green light Gatsby can see at the bottom of Daisy's land to show how he is pining for her: 'he stretched out his arms toward the dark water…I could have sworn he was trembling.'

Having loved Daisy from afar for five years, Gatsby engineers afternoon tea at Nick's to reacquaint himself with her and Fitzgerald presents Gatsby as so desperate to impress her that he becomes very nervous with 'trembling fingers' and 'a strained counterfeit of perfect ease'. In the same way, Benjamin is presented as 'anxious' to know whether Cicely still loved him after her stay in America and his 'yearning' and 'nervousness' is 'transparent.'  Where we see Gatsby's lovesickness through Nick's narration, Coe gives Benjamin a 36-page sentence to narrate his and his rambling style emphasises how he has suffered through loving Cicely from afar:  'I had tried not to doubt her during that time, but once or twice, it's inevitable I suppose, you find yourself wondering, not about other men, I was never worried about that, but feelings fade, it happens all the time, or so I'm told, or so I've read.'

Having been reunited with their loves, Gatsby and Benjamin are unable to relax and believe that everything will be alright. Although 'consumed with wonder at her presence' in his house, Gatsby is presented as 'running down like an over-wound clock' because 'he had been full of the idea so long, dreamed it right through to the end, waited with his teeth set…at an inconceivable pitch of intensity.' Where Gatsby is obsessed with turning back time to recapture the five years they lost, Benjamin has a 'fear of the past, fear of how the past might have turned out, because we came within a whisker, Cicely and I, of missing each other altogether…and the thought of that, the thought that we might never have reached this point at all, oh, it was almost unbearable, unsupportable.'

The outcomes for Gatsby and Benjamin are, however, very different. By the end of the novel, Cicely and Benjamin are together and Coe effectively expresses Benjamin's relief and joy: 'suddenly it's as if everything refers to me and Cicely, everything is a metaphor for the way we feel, somehow the entire city has become nothing less than a life-size diagram of our hearts'. Gatsby's dream, however, crumbles, Firstly Daisy doesn't enjoy Gatsby's party, which he believed would impress her, and this leads to 'his unutterable depression' where he stops the parties and sack his servants 'so the whole caravansary had fallen in like a card house at the disapproval of her eyes.' Undeterred, however, Gatsby continues to pursue Daisy to the point of humiliation. When Daisy admits to having loved Tom, 'the words seemed to bite physically into Gatsby' but he still takes the blame for Myrtle's death to protect Daisy and then pitifully sits outside Daisy's house until 4 a.m. in a misguided belief he is protecting her from Tom when he is 'watching over nothing.'

Like Gatsby, Sam Chase is humiliated in The Rotter's Club but by his wife's affair with their son's art teacher, Miles Plumb, who seduces Barbara with his academic language. As with Gatsby, this could be seen as a class issue where Plumb is educated and Sam believes he needs to enlarge his vocabulary to win his wife back. Coe amusingly sets Barbara's reading of Plumb's love note against Sam's attempts and failure to master the 'quick and easy crossword.' Barbara is struggling to understand Plumb's compliments such as ''callipygic enchantress, apogee of all that is pulchritudinous in this misbegotten, maculate world'. At the same time, Sam makes mistakes such as: 'It's not exactly Doctor Chicago is it?' and makes such a mess of the crossword that Barbara asks:  'Giving up again?' and 'with just a hint of a taunt in her voice.'

Unlike Gatsby, who loses his confrontation with Tom and so loses Daisy, Sam wins Barbara back after a humorous phone call to Miles Plumb. Coe shows the absurdity of the situation where, feeling that 'he had to meet this man on his own terms,' Sam practises insults to use such as 'you are a temerarious poltroon, a rebarbative mooncalf, a pixilated dunderhead' but when it comes to it Sam can't get the words out. Humiliated and angry with himself, he 'screwed his eyes tight shut, and instinctively, without thinking about it, blew the longest and loudest raspberry he had ever blown in his life', which had the desired effect on Miles Plum.

For Gatsby, however, the ending is more tragic not only because of his death but also because right before he is shot he still hopes he can win Daisy: 'I suppose Daisy'll call too. He looked at me anxiously, as if he hoped I'd corroborate this.'  In the end, 'he must have felt that he had…paid a high price for living too long with a single dream'.

Examiner commentary

This is a logical and thorough argument where ideas are presented coherently. There is appropriate use of concepts and terminology and expression is accurate.

The candidate shows a thorough understanding of a range of ways in which meanings are shaped although analysis is often implicit rather than explicit. Discussion is supported purposefully with relevant textual evidence.

The candidate makes the literary presentation of women characters as the primary sufferers relevant to the period in which these texts were written; the focus instead on the suffering of male characters is supported by well-chosen examples.

The candidate makes a number of logical comparisons between the texts and shows an awareness of the wider presentation of characters as suffering and enduring for love.

The candidate engages thoroughly with the debate set up in the question in the focus on the suffering of male characters in these texts and in the discussion of different forms of suffering.

Overall: Coherent and thorough: this response seems to fit the Band 4 descriptors.

This resource is part of the Love through the ages resource package .

Document URL https://www.aqa.org.uk/resources/english/as-and-a-level/english-literature-a/teach/love-through-the-ages-example-answer-and-commentary-3-as-b2

Last updated 16 Dec 2022

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"Hippolyta and Titania are consorts who defy their Lords, but ultimately submit to their lordship". Examine how Shakespeare treats the female characters and explores the role of women in the play "A Midsummer Night's Dream".

"Hippolyta and Titania are consorts who defy their Lords, but ultimately submit to their lordship". Examine how Shakespeare treats the female characters and explores the role of women in the play "A Midsummer Night's Dream". 'A Midsummer Night's Dream' is said to be written between 1594 and 1596. It is also thought it was written around the period 'Romeo & Juliet'. Similarities between the two do occur between the plays, for example the play of 'Pyramus and Thisbe' which is performed by Peter Quince's men has the same tragic ending as 'Romeo & Juliet'. William Shakespeare at this time was the play writer for Elizabeth I .Shakespeare therefore gave the female characters in his plays, some sort of power. By doing this Shakespeare could not irritate the Queen by creating a play which was based on male characters. During the time of Queen Elizabeth I's reign, there were religious tensions between Catholics and Protestants. The Queen tried to treat the two religions equally and by encouraging them to live in peace. (1). Despite her attempts to bring about peace within the religious community, she was ruling a country torn apart by religious tensions. Also during the time of Queen Elizabeth's life was in danger, her cousin, Mary Queen of Scots wanted to have her killed. Fortunately for Queen Elizabeth, her cousins' plot was uncovered and she was tried and sentenced to death in

• Word count: 1903
• Level: AS and A Level
• Subject: English

"His nature is not remorseless, but to escape from a trap he has to act without pity." Consider Tennessee Williams' presentation of Tom in the light of this statement

"His nature is not remorseless, but to escape from a trap he has to act without pity." Consider Tennessee Williams' presentation of Tom in the light of this statement The character of Tom in Tennessee Williams' The Glass Menagerie is perhaps the most interesting in the play, in that he is in some ways the most real character, even more so than Jim, in a world of memories. The main reason for this is that Tom is Williams' autobiographical character, which is especially evident in the narrative aspect. The early life of Williams was very much like that of Tom, with the same sort of domestic problems occurring, and so through Tom we have a window into Williams' life. Therefore Tom is going to be shown in a generally flattering life, as he is a reflection of Williams, and thus we see a character who is quiet, artistic, caring, tender and deeply regretful of having to abandon his mother and sister to their fate. Tom's actions throughout the play cement his quiet, caring nature, except for the odd argument, although even when he loses his temper completely he never strikes anyone, but does have some quite cutting things to say. However, at the end, he does the unexpected, leaving his mother and sister to fend for themselves. I do not believe this makes him remorseless, as he is within his rights to leave, and Laura isn't completely helpless - only in her mind (Jim's analysis

• Word count: 939

"How does Dickens' create mystery and suspense in his writing?"

"How does Dickens' create mystery and suspense in his writing?" Charles Dickens was born in Portsmouth in 1812. Most of his books were written in the mid-eighteen hundreds and some of them include Great Expectations, Hard Times, and Little Dorrit. The three I will be referring to are Oliver Twist, The Signalman and A Christmas Carol. Back in Dickens' time there was a lack of education, a huge wealth divide between the rich and the poor, and the environment was unpleasant compared to todays. Dickens' creates mystery and suspense in his books through techniques of writing language, the background, the characters, and the weather. Dickens often has moralistic themes to his books, in A Christmas Carol, Scrooge changed from being a horrible man who hated Christmas, into a nice, pleasant gentleman, who came to like Christmas. One of Dickens' main techniques is his use of language. He used elaborate descriptions, alliteration, repetition, listing and onomatopoeia. An example of his elaborate descriptive writing is shown in 'A Christmas Carol' - "A squeezing, wrenching, grasping, scraping, clutching, covetous old sinner." Another example of Dickens use of language is also in 'A Christmas Carol' -"The phantom slowly, gravely, silently approached." This is an example of tripling, and the word 'gravely' again refers to death. This piece of writing certainly does create mystery and

• Word count: 1147

"How far do you agree that we are moved to sympathy, even to admiration, by Richard's journey to awareness?"

"How far do you agree that we are moved to sympathy, even to admiration, by Richard's journey to awareness?" Because King Richard is the eponymous character of this play, it is his emotional journey which readers follow in details. Through the play, numerous traits of his personality are clearly exposed, giving readers plenty of evidence on which to form opinions. In the opening scene of the play, Richard at first comes across as an authoritative ruler, with full control over the situation and an evident sense of fairness and justice. This gives readers scope to feel admiration for him, because he is apparently displaying vital qualities in a good monarch. However, it is not long before Richard slips up and allows his weakness to be exposed. After regally announcing, "We were not born to serve, but to command", he immediately falters and adds "Which since we cannot do..." This shows from the beginning that Richard is not a king capable of impressing us with authority and strength of mind, which I found to weaken the chance of me admiring him. "Richard II", as well as being a play about history, can also be seen as an exploration of psychological depth. Richard is a character who always makes his emotions known, through introspective, lyrical and highly metaphorical poetry. This allows us to trace his journey to awareness far more empathetically. Personally, I agree at

• Word count: 871

"How is Brutus portrayed as a tragic hero?"

English Essay "How is Brutus portrayed as a tragic hero?" Throughout the works of Shakespeare, tragedy has always been a vital foundation and a key to his immense successes. His fine mastery of the art became legendary amongst the audiences that watched his various plays. Romeo and Juliet is a prime example of the tragedy he could combine into a stage performance. An Irish poet named Oscar Wilde who was a novelist, dramatist and critic in the late eighteen hundreds once wrote, "There are only two tragedies in life: one is not getting what one wants, and the other is getting it." This has an exact correlation to the play Julius Caesar where the tragedy lies in the greed of a man who wants too much. This particular play is based entirely upon dreadful choices leading to demise. The character Brutus in particular is a key personality to the structure of the play in his fall from honour. Being a man of utmost glory and loyalty becomes his biggest weakness. In Act 1 Scene 2 we are presented with the pressure that Cassius weighs upon Brutus' mind. In lines 79-80 the truth of Brutus' troubles become clear. In the heat of conversation he says "What means this shouting? I do fear the people choose Caesar for their king". This is the turning point in the play as the stepping stones begin to fall in place and Brutus reveals to the viewers his deep down uncertainty to the decision of

• Word count: 1269

"How is the theme of 'universal indifference' portrayed in The Outsider and Candide"?

Kirby Kruger "How is the theme of 'universal indifference' portrayed in The Outsider and Candide"? Albert Camus's thought-provoking story of The Outsider and Voltaire's whimsical satire Candide both question faith and mankind's tendency to explain away events through the mystical nature of spirituality. Both authors seem to consider the idea of evil as part of a Divine Plan, or as an ultimate cause of good, as weak, and on the whole, unsatisfactory. They respond differently to this, though; Camus rejects religion completely, while Voltaire approaches the notion more cautiously by mocking mankind's fickle justifications for evil and blind faith. The first section of The Outsider almost seems irrelevant to the philosophical climax that dramatically completes Meursault's simple character. Through the striking contrast of the initial structure and fallaciously predictable content of the earlier sections, Camus delivers the message unexpectedly and dramatically. As a first-person narrative, the reader expects to finish the book with Meursault sincerely narrating his unremarkable life as he grows accustomed to jail; yet the change of setting does not really bring upon any renewed interest. Instead, the subtle introduction of the Patrician, whose irrational and blatantly irritable beliefs eventually annoy Meursault to the point of an philosophical outburst, whereby he declares

• Word count: 1759

"I will put Chaos into 14 lines"

Edna St. Vincent Millay's "I will put Chaos into 14 lines" sonnet is very vague on the surface. If you dig deeper, there could be a variety of interpretations. One interpretation is that this sonnet could be about a man. 'Him' is referred to constantly throughout the sonnet. If you go with that theory, then the sonnet would be about a relationship with the man who seems chaotic to the narrator. The 'I' is trying desperately to make some sense of 'him'. Her goal is to 'make him good' (14). That is only one possible argument, which could be argued, based on textual clues. The more likely interpretation is that this sonnet is about writing a sonnet. What helps lead the reader to that conclusion is evidence from the first line: "I will put Chaos into fourteen lines" (1). 'Fourteen lines' is typically the length of a sonnet, and this particular sonnet is 14 lines. Now that we know what this particular sonnet is about, what does Millay have to say about writing sonnets and how does she say it? These questions will be explored in this paper. The first step is to look at the sonnet structure itself. This is a Petrarchan sonnet and follows the typical structure for this form. There is an octave, sestet and there is a rhyming scheme. The octave follows the typical rhyming scheme of ABBAABBA. The rhyme scheme in the sestet is CDCDCD and is a variation to the typical rhyme scheme. "What

• Word count: 1042

"In 'Antony and Cleopatra', Shakespeare is particularly interested in the psychological burdens that those in positions of power must endure". Examine the different representations of leadership in the play.

"In 'Antony and Cleopatra', Shakespeare is particularly interested in the psychological burdens that those in positions of power must endure". Examine the different representations of leadership in the play. As is often true of the study of history in general, the people who dominate Shakespeare's historical plays are those in positions of power and authority. This is simply because such people will be the ones to effect history in the most significant way. In 'Antony and Cleopatra' we see several different leadership figures, who show all of the range of burdens, strains and qualities that those in positions of power can have (such as Antony himself, Cleopatra, Caesar, Lepidus and Pompey). In terms of leadership, Classical Renaissance ideas can be very helpful when trying to approach Antony and Cleopatra for the first time. The traditional idea of heroism and leadership was summed up in the quality known as 'virtus', which describes the characteristics of a virile nature, military strength, and old ideas of chivalry and honour. Renaissance artists such as Machiavelli in 'The Prince', modified this to emphasise calm ruthlessness and intellectual power. As we shall see, these two opposing views of what a leader should be (the traditional and renaissance ideals) are reflected in the struggle between Antony and Caesar. Antony, representing the old 'virus' values, is defeated and

• Word count: 1948

"In Batiste's determination to continue the struggle lies the essence of Blasco Ibaez's optimism. La barraca is a novel of protest, not of hopelessness" (G. Cheyne). To what extent do you agree with this statement?

"In Batiste's determination to continue the struggle lies the essence of Blasco Ibañez's optimism. La barraca is a novel of protest, not of hopelessness" (G. Cheyne). To what extent do you agree with this statement? I do not fully agree with the above opinion given by Cheyne. I do think that what he says is partly true but to say that the novel is lacking the theme of hopelessness would be wrong. It is more apt to say that the novel displays both a sense of protest from its characters and also a sense of hopelessness. In this essay I intend to explore the themes of hopelessness and of protest, discussing how they interact and thereby provide a sense of fate in the novel. Furthermore I will talk about what devices Blasco uses to emphasise these themes to the reader. From the beginning of Batiste's arrival in the huerta, the fields in which he works and lives have a sense of doom attached to them. Pimentó assures the huertanos that Bastiste's farming of the fields will not be successful and his efforts to do so would be stopped: Él, lo único que podia asegurar es que el tal sujeto no cogería el trigo, ni las habas, ni todo lo que había plantado en los campos de Barret. Aquello sería para el demonio.1 I would say that the way in which the whole of the village side against Batiste is a negative value of society that Blasco wishes to display through the device of the

• Word count: 2896

"In Mrs. Tilscher's Class" by Carol Ann Duffy deals with one central theme. The theme of growing up is the main idea within the poem and is repeatedly imprinted throughout the poet's childhood

In Mrs. Tilscher's Class "In Mrs. Tilscher's Class" by Carol Ann Duffy deals with one central theme. The theme of growing up is the main idea within the poem and is repeatedly imprinted throughout the poet's childhood. This theme leads on to the more abstract idea of the child already maturing into a great poet. Her mind's eye is unbounded as she transforms her classroom into a place of riches and resides in her own world of imagination. Written improbably through the 2nd person viewpoint, the poem expresses these ideas personally to the reader, hence allowing us to empathise with the poet. The poet is able to recall several aspects of her primary school days, and is consequently able to paint a picture of her memories from the viewpoint of a young child. The writer not only conveys an inviting warm atmosphere of a 1960's classroom, but also unveils a liberal outlook to her childhood. A colourful classroom with numerous displays is made known to the reader: "The classroom glowed like a sweet shop." The classroom is made into a place of riches with this visual simile, used to radiate wonders of the child's mind. The word "glowed" in this line is a metaphor all on its own. The metaphor allows the reader to visualise the sweetshop gleaming due to the light refracting through the glass jars and translucent sweets. The poet can also bring to mind the teacher's

• Word count: 2352

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Poetry & Poets

Explore the beauty of poetry – discover the poet within

A Level English Literature Poetry Essay Example

Exploring a Level English Literature Poetry Essay Example

Writing a poetry essay for English Literature A Level assignments is a complex task that requires a unique set of strategies. Essentially the essay comes down to analysing language, structure and imagery of the poem and then exploring the various readings that can be drawn. For example, you might study a poem through the lens of a culture, gender or historical period. This article highlights important tips and strategies for writing an A-Level English Literature Essay.

Elements of a Poetry Essay

When analysing a poem, the first step should be to break it down into its component elements. These could include looking at the context of the poem, considering the poem’s genre and its figure of speech (metaphor, imagery, simile, etc), as well as its subject matter, form, and tone. It is important to look at how the poet’s craft their words to create a particular effect. Analyse the choice of language and how the meaning is created through puns, allusions and connotations.

Interpreting Poetry

Once you have a thorough understanding of the poem, you can move on to interpreting it. This is where you will determine the ways in which the poem speaks to larger themes of culture, religion, or personal experience. Look for how the poem carries a message or speaks to a particular interpretation of its meaning. Consider the social and historical context of the poem, taking into account any cultural references or allusions the poem might include.

Evaluating an A Level English Literature Poetry Essay Example

When evaluating an A-Level English Literature poetry essay example, consider the purpose of the essay and the techniques used. Does the essay have an argument or point of view? Are the examples provided by the writer relevant and sufficient to invalidate the argument? Is the interpretation of the poem valid? Does the essay include evidence of close reading, providing evidence of the author’s deep understanding of the poem? These are all important elements to consider when evaluating an A-Level English Literature poetry essay example.

Poetic Devices

Poetry is commonly filled with a variety of poetic devices, such as alliteration, assonance and repetition. Alliteration is when a series of words begin with the same sound and can help to create rhythm. Assonance is when two or more words close to each other have the same vowel sound, and repetition is repeating a word or phrase for emphasis. Analyse how the poet has used these devices to create effect and highlight the poem’s meaning.

Exploring Cultural and Historical Context

When writing your essay, it is important to explore the cultural and historical context of the poem. For example, if you are analysing a romantic poem, you will want to look at how it fits within the wider context of the Romanticism period, and how the cultural and historical events of the time may have influenced the poem. Consider how the poem ties into broader themes of culture, and why these connections are important for understanding its meaning.

Time Allocation and Drafting

Time allocation is an important part of the poetry essay writing process. When writing an A-level essay, it is helpful to set aside time for drafting, researching and revising. This will help to ensure that your ideas are well developed and that your essay will be up to the required standard. It is also important to remember to include academic references, to cite the sources that you have used correctly and to proofread your essay before submitting it.

Techniques for Making Analysis Accessible and Engaging

It is important that your essay is accessible and engaging for the reader. To do this, be sure to use a variety of different techniques such as anecdotes, metaphors, diagrams, quotes and analogies. This will help you to create interest and ensure your reader can follow your line of thought and argument. Additionally, use vivid and precise language to ensure that your writing is both precise and accurate.

Using Critical Analysis to Develop Your Argument

When writing your essay, remember to be critical and to offer meaningful arguments. For example, you might look at the role of the narrator in the poem or analyse how certain words have been repeated to have a certain effect. By using critical analysis to develop your argument, you will demonstrate your expertise and also advance your own views beyond what has been addressed previously.

Formattting the Poetry Essay

Formatting an A-Level English Literature Essay is important and is an important part of producing an outstanding essay. Use MLA or APA format to present an organised, clear and efficient essay. Make sure that all the sections of your essay are clearly laid out and use a standardised font and size for each body paragraph. Additionally, ensure that your essay has a clear introduction, body paragraphs and a concluding paragraph.

Maintaining Objectivity and Balance

It is also important to ensure that your essay does not contain unsupported opinions, and that all facts used are properly cited. Maintaining objectivity and balance in your essay is essential to ensure that the argument is able to hold up when put up against external criticism. This will ensure that your essay contains accurate information and that your assessment of the poem is fair.

Quoting and Referencing

Finally, make sure to use various quotations from the poem to demonstrate its distinct features, as well as to support your argument. Whenever quoting directly from the poem, make sure to use MLA or APA referencing. This will help to make your essay look professional and well organised. Quoting and referencing is a crucial part of any A-Level English Literature Essay and should not be ignored.

Minnie Walters

Minnie Walters is a passionate writer and lover of poetry. She has a deep knowledge and appreciation for the work of famous poets such as William Wordsworth, Emily Dickinson, Robert Frost, and many more. She hopes you will also fall in love with poetry!

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As and a level english literature - h072, h472.

Full assessment teaching materials, including secure assessment materials, are now only available on Teach Cambridge. Examples are shown below.

Question papers, mark schemes and reports

2022 - june series.

• Question paper - Drama and poetry pre-1900 H472/01 - PDF 2MB
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2021 - November series

• Question paper - Drama and poetry pre-1900 H472/01 - PDF 940KB
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• Examiners' report - Drama and poetry pre-1900 H472/01 - PDF 382KB
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2020 - November series

• Question papers H472 - interchange login required
• Question paper - Drama and poetry pre-1900 H472/01 - PDF 1MB
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• Examiners' report - Drama and poetry pre-1900 H472/01 - PDF 360KB
• Question paper - Comparative and contextual study H472/02 - PDF 649KB
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2019 - June series

• Question paper - Drama and poetry pre-1900 H472/01 - PDF 4MB
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• Examiners' report - Drama and poetry pre-1900 H472/01 - PDF 908KB
• Question paper - Comparative and contextual study H472/02 - PDF 2MB
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• Examiners' report - Comparative and contextual study H472/02 - PDF 1MB
• Examiners' report - Literature post-1900 H472/03 - PDF 469KB
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• Modified Papers H472/01-H472/02 - ZIP 38MB

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• Drama and poetry pre-1900 H472/01 - Sample question paper and mark scheme. PDF 488KB
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• Modified papers H072 - ZIP 1MB
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• Question paper - Shakespeare and poetry pre-1900 H072/01 - PDF 2MB
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• Question paper - Drama and prose post-1900 H072/02 - PDF 1MB
• Mark scheme - Drama and prose post-1900 H072/02 - PDF 504KB
• Examiners' report - Drama and prose post-1900 H072/02 - PDF 662KB
• Modified papers H072 - ZIP 16MB
• Shakespeare and poetry pre-1900 H072/01 - Sample question paper and mark scheme. PDF 458KB
• Drama and prose post-1900 H072/02 - Sample question paper and mark scheme. PDF 952KB
• Annotated sample assessment materials H072 - ZIP 651KB

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2018 - june series.

• Shakespeare and poetry pre-1900 H072/01 - PDF 12MB
• Drama and prose post-1900 H072/02 - PDF 10MB

2017 - June series

• Shakespeare and poetry pre-1900 H072/01 - Exemplar candidate work with commentary PDF 13MB

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Essay – examples & model answers | B2 First (FCE)

FCE Essay Examples:  Topic (Environment) 

Example exam task:, example answer (grade: 3), example answer:.

I think that my country has problems with pollution to the environment like all other countries. This problem is normal for Russia. We have big problems with transport because there are too much cars in our country. And because of that we have problems with atmospeer, air in my city and in all Russia is really dirty and sometimes I can’t make a sigh because it smells around me and of course around that cars on the road. I’ve heard about tradition of one country. They don’t go anywhere by car one day a month or a year, they just use bycicle or their feet. I think it could be very good if we had a tradition like that.

So, what about the rivers and the seas? Yeah, there are some really good and clean rivers and seas where you can go, but there are not many of them. Once I saw the river OB in my city, it was about two years ago but I stil remember that in some places it was not blue, it was green or purple I didn’t really understand because it had different colours.

I don’t know what should we do. Maybe we should just open our eyes and look what we did. But Russian people don’t care about the world around them many people care only about themselves an that’s all.

So, the best idea is look around and try to do something good for our planet and for us and our children.

FCE, CAE, CPE

Practice, write & improve, examiners comments & grade:, example answer (grade: 3-4).

To begin with pollution and damage to the environment is the most serious and difficult problem for countries of all over the world. Scientists of different countries predict a global ecocatastrophe if people won’t change their attitude to our planet.

First of all a huge damage to the environment brings a transport. People can’t imagine their living without cars, buses, trains, ships and planes. But it’s an open secret that one of disadvantage of these accustomed things is harmful exhaust. Needless to say that use of environment friendly engines helps us to save atmosphere from pollution.

In addition to this our rivers and seas are in not less danger situation. It’s a fact of common knowledge that numerous factories and plants pour off their waste to ponds. Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents.

Apart from this I’m inclined to believe that every person can and must contribute to solving this important problem. Doing a little steps for protection our environment every day we will be able to save our Earth. And it’s a task of each of us.

Model Answer (Grade: 5)

DEVELOPMENT VS ENVIRONMENT

If we surf the web looking for pollution and environmental catastrophes, we will find out that every country in the world suffers them. This is a natural consequence of the struggle between development and environment.

If a country decided to live isolated from the rest of the world, living on what it can naturally grow and produce, it surely wouldn’t be highly polluted. But we all want exotic food and technological items from all over the world, so we have to pay the price.

Investing on electrical transport would benefit the environment a lot. Even more if this electricity came from a natural source of energy like wind, rivers and solar boards. It’s difficult to achieve this because petrol companies will fight against these actions.

We also have to take care of our rivers and seas. We all have heard about factories throwing highly toxic substances to rivers, without minimizing their poisoning effects. A really strict law should be applied to fine these factories and make them change their policy.

But what about ourselves? We also can do a lot! If, when possible, we bought larger packs of food, we would be producing less rubbish. And this is only an example!

FCE Essay Examples: Topic (Fashion) 

In today’s world, the fashion industry has a strong importance in people’s lives. The fashion industry say to the society what to wear and creates new types of clothes all the time.

Some people claim that the fashion industry has a bad effect on people’s lives, they say that the fashion industry creates clothes that the society has to wear. Furthermore, the clothes’ price is extremely high and people, who can’t afford it, should not be in the society.

In the other hand, the fashion industry guide the people to be in a good appearance, because, nowadays, the appearance of the person is more important than the person itself.

In my opinion, the fashion industry doesn’t has a bad influence on people’s lives. It’s something which was created to help people what to wear.

Example Answer (Grade: 4)

Fashion industry is very a discussed subject nowadays: they create and design new clothes everyday in order to satisfy some people needs.

There are many people who claim that the fashion industry is important and good for society. According to them, this industry design beautiful clothes and thanks to that every person can wear shirts, trousers or any acessory which is on today’s fashion.

On the other hand, the fashion industry in some people opinion, controls the market of clothes and because of that they can’t wear what they want to. In addition, the industry can increase the price of clothes, forcing people who don’t want to be “oldfashioned” to buy and pay a large amount of money to keep “beautiful”.

In my opinion, we can’t let the fashion industry decide what we must or musn’t wear. We shouldn’t judge people for its appearance,because that is not important. We must wear whatever we like, want and feel confortable with.

The society we live today is characterised by technology in constant development, fast speed processes, information travelling and getting to people at a blink of an eye and a complex web of social networking. In this context, the fashion industry is becoming increasingly important and having a more and more paramount role in our lives.

On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world and generates millions of dollars every year. Furthermore, such profitable business is also believed to be able to spread and make known the culture of a people, encouraging and enhancing a better understanding of each other.

Nevertheless, for those who are neither impressed nor motivated by numbers and figures, the fashion industry is seen as one which segregates people, isolating those who not fit their laws and commands. It is stated that people place too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on such situation. Moreover, not only are the costs of fashion item unrealistically high, it is thought to be a money better spent on more pressing issues, such as poverty and hunger.

I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people in detriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives.

FCE Essay Examples: Topic (Languages) 

“There are more reasons to learn a foreign language than to pass a test”

Everything around us revolves around language(s), it is the most important thing in our lives. Society would just not function without it. They are It is our future and I would personaly love to learn as many as I possibly can.

Not everything in life is done because it is necessary. Learning a new language can be a lot of fun. Many people only do it as a hoby, or their knowledge is something that brings them pride and pleasure.

Secondly, we have people who do it simply to challenge themselves. Truly I believe that having a great outcome that stems from your hard work and dedication to learn something new is a wonderful way to challenge prove your ability to yourself and others. Then there is travelling. It is very important to be able to understand and have a conversation with someone abroad, unless you would like to get lost or worse.

To conclude, I think that learning a new language is an amazing thing no matter why you do it. It is always better to do things out of enjoyment, but even if you do it for a test, that knowledge will always be useful.

Learning a a foreign languages is very important nowadays. English, in particular, is essential because it allows is spoken all over the world. That’s the reason why we start studying it from the age of six years old. Going abroad and being able to speak to native people is very satisfying and that’s why I want to improve my knowledge about foreign languages.

I decided to take this exam to know how high my level of English is, but also because I need this certification to go abroad next summer. I really want to come back to Cornwall, an amazing region in the South-West of England. I’ve been there twice with my family, but now I want to go alone. Only being there to England I can really improve my English comprehension and speaking skills.

Fortunately I can will have some English lessons which taught in English at university and I can’t wait for it because it will be an interesting challenge for me. Studying foreign languages is essential to live and to travel. It isn’t simple and I surely have to challenge myself everyday, but the result is so satisfying that we I can’t do without it.

FCE Essay Example: Topic (History) 

A very common topic that is being discussed nowadays is wether schools should teach subjects that some may consider useless later in life. A clear example is history, since it is quite difficult to learn and does not help us in day-to-day activities.

However, many people do not realize the importance of it or that it affects our lives today. For example, our political system would not be this way if it weren’t for the Ancient Greeks, numerous politicians and wars who helped shape democracy and our constitution. Yet it is still thought that it’s useless.

In addition, it is very important that we never forget about our past since we must know where we were standing years ago. Moreover, there are some things, such as World War II, that we have to remember to prevent them from happening again. We should also know where we we were standing a century ago: our origins, our identity. The more you learn about your ethnicity, the better.

All in all, I think that it is extremely important to learn about one’s own country’s history. Anyone who gets the chance to do this should not waste it, since they are very fortunate to have this opportunity

What is your level of English?

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