National Secondary Schools use Malay as the main medium of instruction because Malay language is the National language of Malaysia while English is a compulsory subject in all schools. SinceScience and Mathematics had been taught in English, however in the government decided to revert to use Malay starting in year
This 'thesis statement' needs to be an idea you developed based on an interpretation of whatever aspect of the text is asked in the essay question.
Interpretation means considering how a text operates at different levels ; it is your interpretation of the text that will be at the heart of the essay: Choose aspects or quotations that you can analyse successfully for the methods used, effects created and purpose intended.
The purpose of your opening paragraph is to make clear your thesis statement - response to the essay question: Stated clearly at the opening to your essay, this shows how you intend to answer the essay question and what general direction your essay will take.
Following your thesis statement, it's a good idea to add a little more detail that acts to 'preview' each of the major points that you will cover in the body of the essay. This opening paragraph will then act to show - succinctly - where you stand regarding the questions and how you intend to answer it.
Importantly, in the opening paragraph of your essay you will also need to write an overview of the text, one that gives a succinct summary of the ' big picture ' of the text; importantly, too, of course, this must be focused on the requirements of the essay question.
Giving a succinct account of the big picture of the text in the opening paragraph will show that you have engaged with and digested the detail of three key aspects of the essay: Giving an overview suggests a confident approach and is a hallmark of the best essays.
It is always impressive to incorporate into your own sentences, using quotation marks of course, a short suitable quotation taken from the text. Some teachers call French gcse coursework phrases using embedded quotations. Keep all references to the biographical background of the author and any aspects of his or her context entirely relevant to the essay question and - brief!
Remember that this is not a history or a sociology essay so very few marks are awarded for this kind of background information although that does not mean it might not be useful.
The majority of marks in an English essay are awarded for the quality of analysis and interpretation you show - that is, an awareness of the author's uses of the English language and literary uses of this.
If your essay title does concern aspects of context try hard to discuss context by deriving your comments from quotations rather than by merely discussing aspects of context; in other words allow the text to introduce the context.
Saying that Shakespeare is 'a wonderful author' or that you think 'Of Mice and Men' is 'really good' will gain no marks whatsoever - this is no more than a kind of waffle that fills space with empty words that add nothing useful to your essay.
Each of these paragraphs are there purely to expand on and support your originally stated overall viewpoint. Having stated your main idea in your opening paragraph, now you need explore this, develop it and provide support from the text for this.
In the essay's body paragraphs your aim is to: For more on this see here ; work through the text's structure logically and, highlighting via the use of quotations, explain how these led you to develop your point of view; comment on how the language of each of these parts led you to form your interpretation: How does it help a the audience and b the writer's purpose or theme?
This is a sentence that clearly makes a point that is developing your argument - your answer to the essay question - and, because it is, therefore, clearly focused on the essay question, it will keep your writing on track; Always aim to provide support for each of the points you make by referring directly to the text this is the EXAMPLE part of P.
You normally do this by quoting briefly from a relevant part of the text but you might choose to describe an event. If you do you are merely 'retelling the story' - this loses many marks.
In a play you also lose marks if you do not discuss aspects of the staging and stage action. You will need to follow each quotation with an explanation of and a discussion on aspects of the language the author used in the quotation; this means discussing, for example, how aspects of the quotations literary, poetic or dramatic language works, including mentioning the method the writer used, the effect the language creates and the reasons this might have been done this is the EXPLAIN part of P.
Avoid starting your essay by discussing a point that occurs half way through your text: Many students begin discussing a text half way through or even near the end then go back to an earlier point.
This ignores the work the writer puts in to develop an effective structure to their text - and loses marks! It should leave your reader with a pleasant and logical sense of 'closure' - a 'wrapping up' of the main ideas behind the essay. Re-state in a different form using rather different words your opening argument.
Now bring together your main points again, avoiding simple repetition of the same words: End by identifying some of the wider implications and relevance that arise from what you have found and explored.is and in to a was not you i of it the be he his but for are this that by on at they with which she or from had we will have an what been one if would who has her.
MARK-GRABBING TIP No 2!
Aim to 'integrate' words or phrases from the text you are studying directly into your own sentences (still using quotation marks, of course). Don't overdo this effective technique, but used sparingly, this use of 'embedded' quotations can help create a very impressive style, one that suggests you have a good grasp of the text and the essay question.
A secondary school revision resource for GCSE Spanish. Before the Exam. Between now and the exam you need a clear idea of how to practise and improve.
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