Friday 22 April 2016

Point... Evidence... Writing Analytical Responses

You might have been given a strategy for writing a paragraph in a reading response. 

The popular one ten years ago was PEE:

Point - make a point that answers the question
Evidence - include a quote that proves your point
Explain - explain what the quote means in your own words and what it shows the reader

Unfortunately, this doesn't really cut it at GCSE now.  There is a huge focus on demonstrating your understanding of how a writer uses language and structure in order to construct setting/theme/character.  To explain is simply not enough.

My preferred method is PEAL:

Point - make a point that answers the question
Evidence - include a quote that proves your point
Analyse - analyse how the writer has used language and/or structure with terminology and the effects that this creates on the reader/audience
Link - clearly link your analysis back to the question that you are answering

Essentials:

Remember that everything your are reading is a construct: it is your job to pick these constructs apart, seeking out layers of meaning and looking carefully at how language and structure have been used to create effects in the writing.  Never fall into the trap of writing about characters like they are real.  Keep referring to the author to show the examiner you are crystal clear that this is a text and the writer has used devices to construct this person.  

In your analysis, break down your quote and requote words and phrases to illustrate your analytical ideas.  This gives your analysis depth.

Discuss your ideas using tentative language.  Nothing is definite in literature, it is all personal interpretation.  Write that something might mean, could imply, perhaps shows rather than stating that something DOES mean what you think.  This also invites you to try and think of other ways that a text might be interpreted.

Example:

Explore how Wilfred Owen presents WW1 in his poem, 'Dulce Et Decorum Est'.

Point: In Dulce Et Decorum Est, Owen shows the consequences of fighting in WW1.

Evidence: "Men marched asleep.  Many had lost their boots,/ But limped on, blood-shod."

Explain: This suggests that the men felt exhausted as they marched and many no longer had boots.  Some had bleeding feet.  This implies to the audience that the conditions in the war were very harsh.

Okay?  Not really.

Point: In Dulce Et Decorum Est, Owen shows the consequences of fighting in WW1.

Evidence: "Men marched asleep.  Many had lost their boots,/ But limped on, blood-shod."

Analyse:  Owen uses a metaphor, "men marched asleep", that could imply that the soldiers were exhausted; it might also suggest that their abilities were impaired.  The enjambment on "boots/but limped on" extends the line, maybe reflecting that the journey was a difficult and arduous one.  Owen's use of the verb "limped" has connotations of injury, the men seem to have been damaged by the war; this is further indicated by the compound adjective "blood-shod" which creates a grim image of the reality of the war for the reader.  This could also signify the bravery of the soldiers, that they continued in their duty in spite of the horrific conditions that they were subjected to.

Link: Overall, Owen is exposing the reality of WW1 for his reader through his presentation of what the soldiers endured.

Better.

Tip: look for what you know.  You might not know all of the features, but you should know some.  If a quote uses a simile and you know it's a simile, say so!  You are demonstrating that you understand the writer's/poet's techniques.

Google is your friend.  If you feel unsure about key devices in poetry and prose, ask your teacher or, failing that, do some of your own research.  There is a wealth of information available online.  Don't remain passively ignorant, take action!





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