Analytical Writing: A Character Paragraph

• 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 an analytical paragraph on character. As preparation for this task, 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 models, before writing an analytical paragraph. 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
• 4 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. Because the model paragraphs concern Mr Birling, we recommend that students have the option of choosing one of the other characters they have studied: Mrs Birling, Sheila Birling, or Gerald Croft.

• There are two models and both concern Mr Birling. One is suitable for intermediate-level students and the other is for advanced-level students. Plan to 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. 
• For Step Five: Read a Model Analytical Paragraph, you will need to print enough handouts for students to read in pairs, and then cut along the dotted lines to create statement strips, placing each set of strips in an envelope to distribute during class. Alternatively, as the paragraph is in a mixed order, you can give the handout directly to the students for them to cut up themselves. 
• If your students are working with different models in the same lesson, you will need to think about how you will show students the models with the components identified. You could hand the different versions out, or project one version and hand out printouts of the other.

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.