I absolutely intend to. I've had to take a considerable break from RUclips, first because of getting Long Covid and then because of becoming pregnant with twins - but I will be back and I will get more videos up for the Edexcel course!
Hi Mrs Ware (I'm not sure if I'm spelling your name correctly, sorry...), Thank you for making these analysis videos, it's super helpful for me - and for lots of other students too, I'm sure :) I have a question about writing the analysis questions in the exam - sometimes teachers tell me that you will get better grades if you choose only a few quotes to discuss and explore multiple perspectives on each one, and really go deep into every quote.... but then sometimes I feel that I get better scores if I drop in many quotes and only explain each one with a sentence or two, but then tie them all in to some larger idea. Which do you think is the better approach? I don't really understand how much you should focus on individual quotes vs the bigger picture answer to the whole question. I'd really appreciate it if you could answer this - Thanks! 🙏 😊
That's no problem - I've just realised it isn't written down anywhere! It's spelt Wear. I am so glad you found this helpful. Your question is an excellent one, but it has quite a complex answer so please forgive the very long reply. When you are writing analysis, you are doing so in order to prove a point/argument that you are trying to make. In order to prove that argument, you are going to need to analyse in detail so that the reader of your essay can logically understand how you reached your idea. However, once you've proven that idea, you can stop analysing and move on to the next thing. The issue is that students struggle to know when they've analysed enough and then when they've perhaps gone too far. Imagine a student that makes a point and then provides no analysis to prove it. They won't do very well because they haven't convinced the examiner that their idea is accurate. Now imagine a student that makes a point and looks at 6 different quotes. They proved their ideas after the first quote, but then they just keep going and going and going. Now, the examiner is thinking 'Ok, I get it! Now tell me something else!' So there is a balance to be struck. Very much like 'Goldilocks and the Three Bears' - not too little, not too much, just right. The challenge is that there is no single answer to what 'just right' looks like. Sometimes, a student may be able to prove their idea by analysing a three word phrase in a text, Other times, they may need two different longer quotes and so on. Generally speaking, I have never seen a case where a student needed three language quotes or more. Typically, two language quotes plus a structural comment is the maximum needed for a single idea. To your point on multiple perspectives, that can be a great thing to do. However, if those multiple perspectives take you off the point of the question or mean that you do not cover a range of quotes, then it is not going to be as successful. Again, it is a fine balance. This is sometimes called 'overlabouring': when the amount of effort you put into analysing something in detail/multiple perspectives is not worth it considering the level of insightful comment you actually make about the text. Tying all quotes into a larger idea is also an excellent thing to do. This is known as analysing the inter-relationship between techniques and is a high-level analytical sill. This is rarely a bad thing to do. The only ways I can see this going wrong is if: 1. What you say when you bring all your quotes together is a really simple idea (e.g. all of these quotes together show that the sky is blue) 2. you just repeat something you already said about one of the quotes individually, so that you haven't actually developed your ideas by bringing the quotes together. 3. Your 'tying together' idea means that you are no longer being relevant to the question/your original point The question about the balance between looking at the bigger picture and the individual quotes is also a great one. You always want to look at the bigger picture as it shows much more insight on a text. However, a 'bigger picture' is made up of lots of smaller pieces, so you also have to show that you understand how individual smaller things combine to create that bigger picture. In this sense, you can think of an English essay paragraph like this: Point/topic sentence: the bigger picture Analysis one: one piece that contributes to the big picture Analysis two: a second piece that contributes to the big picture Inter-relationship analysis: how do piece one and piece two come together to create the overall big picture Hope that helps! Feel free to ask more if you need anything clarifying
hi mrs wear. at time stamp 28:00, is the hawk really overhwlmed because now they have removed the stuff covering her eyes. - or is it because shes finally out of the box. thanks.
Hi Mrs Ware, I absolutely love these videos - thank you so much I was just wondering what the difference is between a lexical field vs a semantic field
Thank you sooo much!
thanks a lot Mrs Wear , your explanation is amazing and powerful like the smaller bird .
Thank you! 😃
Hi Miss, your videos are really helpful. Can you please analyze the rest of the text in Edexcel IGCSE?
I absolutely intend to. I've had to take a considerable break from RUclips, first because of getting Long Covid and then because of becoming pregnant with twins - but I will be back and I will get more videos up for the Edexcel course!
Hi Mrs Ware (I'm not sure if I'm spelling your name correctly, sorry...),
Thank you for making these analysis videos, it's super helpful for me - and for lots of other students too, I'm sure :)
I have a question about writing the analysis questions in the exam - sometimes teachers tell me that you will get better grades if you choose only a few quotes to discuss and explore multiple perspectives on each one, and really go deep into every quote.... but then sometimes I feel that I get better scores if I drop in many quotes and only explain each one with a sentence or two, but then tie them all in to some larger idea. Which do you think is the better approach? I don't really understand how much you should focus on individual quotes vs the bigger picture answer to the whole question. I'd really appreciate it if you could answer this -
Thanks! 🙏 😊
That's no problem - I've just realised it isn't written down anywhere! It's spelt Wear.
I am so glad you found this helpful.
Your question is an excellent one, but it has quite a complex answer so please forgive the very long reply.
When you are writing analysis, you are doing so in order to prove a point/argument that you are trying to make. In order to prove that argument, you are going to need to analyse in detail so that the reader of your essay can logically understand how you reached your idea.
However, once you've proven that idea, you can stop analysing and move on to the next thing. The issue is that students struggle to know when they've analysed enough and then when they've perhaps gone too far.
Imagine a student that makes a point and then provides no analysis to prove it. They won't do very well because they haven't convinced the examiner that their idea is accurate.
Now imagine a student that makes a point and looks at 6 different quotes. They proved their ideas after the first quote, but then they just keep going and going and going. Now, the examiner is thinking 'Ok, I get it! Now tell me something else!'
So there is a balance to be struck. Very much like 'Goldilocks and the Three Bears' - not too little, not too much, just right. The challenge is that there is no single answer to what 'just right' looks like. Sometimes, a student may be able to prove their idea by analysing a three word phrase in a text, Other times, they may need two different longer quotes and so on. Generally speaking, I have never seen a case where a student needed three language quotes or more. Typically, two language quotes plus a structural comment is the maximum needed for a single idea.
To your point on multiple perspectives, that can be a great thing to do. However, if those multiple perspectives take you off the point of the question or mean that you do not cover a range of quotes, then it is not going to be as successful. Again, it is a fine balance. This is sometimes called 'overlabouring': when the amount of effort you put into analysing something in detail/multiple perspectives is not worth it considering the level of insightful comment you actually make about the text.
Tying all quotes into a larger idea is also an excellent thing to do. This is known as analysing the inter-relationship between techniques and is a high-level analytical sill. This is rarely a bad thing to do. The only ways I can see this going wrong is if:
1. What you say when you bring all your quotes together is a really simple idea (e.g. all of these quotes together show that the sky is blue)
2. you just repeat something you already said about one of the quotes individually, so that you haven't actually developed your ideas by bringing the quotes together.
3. Your 'tying together' idea means that you are no longer being relevant to the question/your original point
The question about the balance between looking at the bigger picture and the individual quotes is also a great one. You always want to look at the bigger picture as it shows much more insight on a text. However, a 'bigger picture' is made up of lots of smaller pieces, so you also have to show that you understand how individual smaller things combine to create that bigger picture.
In this sense, you can think of an English essay paragraph like this:
Point/topic sentence: the bigger picture
Analysis one: one piece that contributes to the big picture
Analysis two: a second piece that contributes to the big picture
Inter-relationship analysis: how do piece one and piece two come together to create the overall big picture
Hope that helps! Feel free to ask more if you need anything clarifying
thank you! this is very helpful to know!
hi mrs wear. at time stamp 28:00, is the hawk really overhwlmed because now they have removed the stuff covering her eyes. - or is it because shes finally out of the box. thanks.
It's mainly removing the cover from their eyes as they become overwhelmed by the scale of the world around them
Thank you for this video. Very useful.
Glad it was helpful!
Hi Mrs Ware, I absolutely love these videos - thank you so much
I was just wondering what the difference is between a lexical field vs a semantic field
search it up
Wear*