The noun ‘moon’ implies that night has fallen and light is being emitted from the sky to illuminate his journey across the lake. The calm presentation is shown in the way the lake moves quietly and idyllically ‘Small circles glittering idly in the moon’ with the visual imagery creating a sense that as he rows the motion creates lovely looking ripples in the still waters of the lake that glisten and glimmer and look inviting in the evening light. Nature’s power is shown in The Prelude first through the relaxed and peaceful presentation which means he isn’t suffering or intimidated at first in the poem. In ‘the Prelude’ we see the suffering of the persona as a result of his experiences with nature, while in ‘Storm on the Island’ the collective suffering is shown through the negative experiences nature presents Irish people with. Question: Compare the presentation of nature’s power in Extract from the Prelude and one other poem from the Anthology.Įxtract from the Prelude by Wordsworth and Storm on the Island by Heaney are both focused on the immense power that nature can have over people. Main paragraphs- Question focus, method, meaning, evidence, effect, context/intentions Linking phrase and comparison point Poem 2 repeat analysis focus. Structure 1: One idea being compared and contrasted together throughout the paragraphs I’ll complete a chart like this with them to scaffold the prep before they write. They will then be encouraged to practice using both structures with lots of scaffolding to remove the cognitive load of thinking about the content and give them the best possible chance of being able to use the structure. The examples below were written to be shared once we have finished working on Storm on the Island to show students the difference. The danger with structure 2 might be timing and not exploring the second poem as much as needed. We went over both structures and I’ve created two examples for this with the same content in the essay to show the students what this might look like. I think for the higher level students structure 1 is better. I’ve already addressed this with my Year 11 class and explained to them that I want them to do less but better, so that they can still reach the highest levels. The example was a top level 6 and showed me that how I have been teaching the essay skills might have been too complicated. This was useful as we all were able to consider different elements of the exam and look at how students were structuring their essays.įor the Anthology the top response was structured like this: Both poems were introduced in the introduction and a clear focus on what the student thought about both poems was written, the focus on poem 1 that was printed was detailed with reasons why, methods and context included across two paragraphs, then the poem 2 focus was one paragraph that explicitly made links back to poem 1 in the paragraph. Why I love…Comparison Collection Power & Conflict AQAįirst, we did a CPD exercise in our last faculty meeting where we looked at the secure AQA GCSE examples for literature in the team and gave feedback to each other about what we noticed about the different levels and how to move students up the levels in our teaching. I’ve done loads of examples that use this format in the past and I will still use the examples but when I’m teaching essay skills for this, I’m a lot more pared down than in the past. Then, there is little to no time to finish the essay. Then, to be able to write well for 45 minutes to cover the three ideas means that essentially you are looking at 5mins planning, 5 mins intro and 35 minutes divided by 3 for the main paragraphs, which is not a lot of time to really do the ideas justice. For a start coming up with three ways to compare linked to the question is really quite challenging. However, I’ve been mulling this over and think it is too much to ask. Traditionally, I have taught the poem and then taught the following essay structure: Intro with 3 ideas linked to the question, Main Paragraphs linking to each main idea in the introduction that compares meaning, effect, context, connotations, intentions with multiple evidence, a comparative point and then the same again in the same paragraph, then a conclusion that briefly summarises the main similarities and differences. Dual-essay-structure-extract-storm-1 Downloadįor some time now, I’ve been thinking about the way that I approach the Anthology essay writing and wondering if I have over complicated it.
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