Analytical Writing: The GCSE Character Essay

• Analysis (Lit-AO2, Lang-AO2)
• Application of Contextual Information (Lit-AO3)
• Clear and Coherent Writing (Lit-AO4, Lang-AO5/AO6)
• Critical Reading (Lit-AO1/AO3, Lang-AO1/AO4)
• Evidence-Based Reasoning (Lit-AO1–3/Lang-AO1–4)
• Knowledge of Content (Lit-AO1/AO3)

Students prepare to write a GCSE essay on character. As preparation for the essay, students take a range of steps to boost their analytical skills, critically reading the text, applying their knowledge of context and using evidence-based reasoning. The range of analytical steps include: making claims, selecting relevant evidence, and annotating and analysing the evidence. Students also employ critical reading skills to rearrange, dissect and discuss a model essay, before writing their own. When teachers mark students’ work using Marking Criteria Codes, students are able to engage with the feedback and redraft, which helps students improve their writing skills. The models and sentence starters also help students develop as clear and coherent writers.

Learn more about this unit’s Alignment with GCSE Specification.

This GCSE Supplement includes:

• 7 steps
• 4 teaching strategies
• 5 handouts

We recommend giving students a choice on which character they write about. The reason being that if students are able to choose which character to focus on, then they are more likely to make a choice that feels relevant to them. Recent adolescent brain research reveals that students are more likely to retain information that makes sense to them and that they find relevant. Moreover, students will find their ability to choose their focus empowering. It might, however, be wise to remove the character featuring in the model essay from the students’ list of choices, to ensure that students do not just copy what is in the model.

• Teachers can choose from model essays based on two different characters: Mr Birling or Mrs Birling. There are two models for each of these characters. One model is suitable for intermediate-level students and the other, for advanced-level students. It is important that if students choose to write about one of these characters after studying the model essay that they generate an original claim and analyse evidence that they have gone through the process of choosing.
• Please select the appropriate model for your students. You may choose to use both intermediate and advanced models in the same class so that your students can access the content at a level appropriate for them. If you do so, you would need to decide how students read the model. You could group students according to level and have them read the models aloud or ask students to read the models independently. 
• Print enough handouts for students to read in groups of three or four.

We recommend that teachers use Marking Criteria Codes when reviewing students’ written work to help them develop the structure and content of their writing, and their written English. These marking criteria codes enable teachers to nurture their students as effective writers by giving them in-depth feedback, which requires proactive student engagement.