Summary: FOSSE: Form Opening Structure SOAPAIMS Ending Always talk about writer's intentions and purpose this will help you create an argument that you can prove. Do this in every paragraph. Learn what free verse, enjambment and caesura and link them to the writer's purpose you can use this in most of the unseen poems Name the methods in your essay and use the correct subject terminology. If you are in doubt use the word imagery. You can always find contrast.. You need to use tentative language, e.g. Could, perhaps Any poet is influenced by their society - they are trying to change something that they are not happy enough. Conculsion shows that you are being conceptualised and link it back to the purpose and inculde quotations.
Hiya sorry for the late reply! It was the English literature unseen poetry section and we had to compare how the writer presents....but I can’t remember
Mr Salles, this is for the challenge you gave us at the end. i am not sure if someone has already done it but i like to use the acronym called : FOSSEL (u say it like fossil) Focus (what the writer is focusing on) Opening Shifts (the writers shift of focus) Sentence structure (how the sentence may be structured) Ending Lengths(lengths of paragraphs/ sentences)
Mr Salles Teaches English no problem, it’s the least I can do! So the best way to revise from it is to watch the videos that go with it and make notes, then add to my notes all the grade 6,7,8 and 9 notes in the guide that forms the essay?
This really is good. I'm impressed. Often it feels like students are being verbose and trying to sound as if they think they know what they're talking about which makes them sound half baked and pretentious. Well done Sanjay!!
Writing in 2021 and currently CRYING I did a mock paper so that we can get evidence for our grades cuz covid 🤧 long story short I asked to do the exam again to up my grade but this video is literally about the poem that was in the exam. Omg. I wish I found this before that exam T^T
@@kevin-pu2lx that’s really good well done ! Keep it up and you can get to a grade 9 I struggled at school and only started revising in year 11 but I worked my socks off and had a sprinkle of natural talent for English hence why I scraped a grade 8 :) I’m at sixth form now but just ask if you need any help . Always happy to help !
Hi Mr Salles! Perhaps the mnemonic could be SCREECCH or CRECCES (although I couldn't fit in juxtaposition) so perhaps it could be "J-SCREECCH" or something along those lines! Enjoying your work thank you :)
Sir thanks so much for this i was never taught how to do it at school so watched this video quickly yesterday, day before lit paper 2 and this really helped, I remembered ti use fosse!! I’m hoping for a grade 7 at least
So just to clarify : To be convincing : write about the writers purpose and point of view using context and structure. For critical analysis : give 2 or more interpretations To be exploratory : use words like : could , perhaps or might be :) Correct me if I’m wrong please Appreciated x
Does anyone know if this method is also good for the anthology poem essays?? Also thank you to Mr Salles for all your help. You are literally the only person on my 'for you' youtube page lol.
How would one structure the 8 mark question which is after this? My teacher has taught me nothing about this assuming that e know how to do it. My mock is next week and it is the only part of the exam which I am worried about. Please help.
Another really helpful video, Sir. I just wanted to say thanks again for your guides, especially your Language one; It is unbelievably helpful and informative, truly teaching us skills that no other guide does (and some of the jokes are actually pretty funny). Having revised Q3 and 4 of Paper 1 using the guide, I have just done some practice on these questions (from the November 2017 Paper). I would be really grateful if you could tell me how to improve. Thanks again Mr Salles. Q3: This text is from the beginning of a novel. How has the writer structured the text to interest you as a reader? The writer has structured the text to give the reader and insight into the mind of Alice, adjusting the sentence length and shifting the focus to depict her boredom, her environment and her sudden interest in a potential artefact, as she thinks about many different things during the archaeological digging. In the beginning of the text, the writer uses one sentence to describe the protagonist Alice, then moving the focus to different areas using prepositions, such as “above” and “below.” This could represent Alice’s mind; we infer that she is thinking frantically, trying to decide whether or not she should continue digging, represented with the frantic tone of the writer. Furthermore, because the sentences used are much longer and complex when talking about the environment than when talking about Alice, it suggests that Alice would much rather be enjoying a beautiful day out, relaxing with friends, than be under the scorching heat of the sun, digging, creating a crisis in Alice’s mind. It could also represent how quickly she wants to stop digging, and how she wants to go to her friends; she is, after all, on a gap year from university, and so we as readers understand her desire to relax. This evokes a sense of impatience within the reader; we too want the tedious digging to stop. In the middle of the text, the sentences start to get shorter and shorter (for example: “the muscles in her shoulder are tense”), developing the crisis and building suspense in the reader. This could represent how her water, and patience, is running out, as she is not digging up anything interesting. This again illustrates Alice’s mind, as she wants to stop digging and take a break. The reader, therefore, also wants her to stop digging, as the reader is taking short break while reading the text, too (because of the short sentences). And, because the sentences are getting shorter, it could be building suspense for something to later happen. This may invite the reader to make the prediction that Alice is going to stop digging, which is later proven to be false, giving us respect for Alice and her determination. Alternatively, the sentence lengths could evoke sympathy for Alice, as the shortened sentence lengths perhaps represent her shortening patience, water or health, digging under the blazing, “warm” sun. These paragraphs have mainly been exposition, giving us an insight as to the challenges faced by Alice. But then, towards the end of the text, Alice sees “something glinting.” There is now a shift in focus from Alice’s punishing environment to the potentially life-changing artefact. This is represented by the longer, more complex sentences, now portraying how Alice’s mind is now fixed upon the artefact. The crisis, on whether Alice is going to continue or not, has been resolved; it has been overcome by her excitement, after finding something valuable after all of her hard work. This could also evoke a sense of relief, as the reader is aware that Alice has not gone through this immense challenge for nothing. Alice is also contrasted with her “best friend Shelagh,” in that she is no way near as hard working as Alice. This again gives us even more admiration for Alice as the protagonist of the novel, right at the beginning. Lastly, the text ends the way it started - with Alice digging, tired and thirsty. The author wishes to depict the determination of Alice through this cyclical structure; she is willing to constantly work so hard in such harsh conditions for an artefact, evoking a sense of admiration and hope for Alice in the reader. We would also hope that Alice finds what she has been working so hard for, and her determination to do so is conveyed by the ways that the writer manipulates structure, interesting the reader. This sets the protagonist as a character whom the reader respects and supports for the rest of the novel. .Q4 A reader said, ‘This part of the story, where Alice decides to continue digging for the object, is very mysterious, and suggests her discovery may be life-changing.’ To what extent do you agree? We agree with the fact that the writer makes it mysterious. The writer uses a lot of sibilance in line twenty-one to twenty-three. This creates a suspenseful, mysterious tone, as the sibilance emphasises the toil and labour she is going through, and the pain she is going through (as the sibilance emphasises words such as “muscles,” “calves,” “shoulders,” and “tense”). The register of these could depict the immense pain she is going through, making us wonder if it is worth it. It could also, therefore, imply that her determination is going to pay off. To reinforce this, the writer heavily uses third person within these three lines. The constant use of the pronouns “she” and “her” implies that something major is going to happen to her, and that Alice may be onto something, building suspense. By emphasising her hard work, and using this narrative voice, the writer creates a mysterious tone by evoking suspense in the reader, suggesting that her hard work will pay off and she will be rewarded, and that the crisis of whether to carry on working or not will be resolved. Then, Alice notices “something glinting.” There is now hope that Alice may discover something, and that her hard work may pay off. The suspense is increased, as the writer shifts the focus to the object. The narrative voice stays as third person, but the main focus is on the object, shown by the pronoun “it” instead of “she.” This implies that the object will have a huge impact on her, potentially changing her life. This resolves the crisis, as we now know that Alice will want to carry on digging. Furthermore, this is reinforced by the abstract noun “luck.” Instead of mentioning Alice’s hard work, this suggests that, very mysteriously, Alice will luckily find a valuable artefact. Additionally, the simile of the “glinting” object being placed there by a “giant hand” again suggests that something mysterious, powerful and out of control will change Alice’s life, creating suspense as to what it is. On the other hand, the cyclical ending of the introduction of the novel, depicting Alice’s hard work and determination, could reveal that it is Alice’s hard work which will get her the artefact and not anything out of her control. This gets rid of the mysterious tone, and confirms the fact that there is, at least for the moment, nothing mysterious.
Mr Salles Teaches English thanks a lot for your advice Sir. Do you have any tips on how I can go about reducing the length of my answer, without compromising on the quality of it? Thanks once more sir I can’t thank you enough honestly
Mohid hey sorry to ask but I am considering buying some of Mr Salles guides and was wondering what other ones you have? I bought mr Bruffs ones a while ago but they are just transcripts of his videos, I’m sure Mr Salles are amazing but was just curious. Thanks!
Ellie X okay firstly Mr Salles’ guides are amazing, not only because they teach you about the stuff you need to know, but also the skills which are specific to the exam. In his language guide, he says that up to 50% of the marks are based upon the artificiality of the exam alone, and how the examiner sees it. In science and maths, the answer is right or wrong. But in English it’s really subjective; the same response could get 4/8 from one examiner and 7/8 from another. So his guide teaches you how to get on the examiner’s side by employing a variety of tricks you will find nowhere else (such as handwriting styles). I really recommend the language guide, jekyll and Hyde and Macbeth guides. I bought them because I still find some of the themes quite complex, even after watching the videos. I didn’t buy a guide for AIC (assuming you’re doing AIC, that is) because, after watching Mr Salles’ videos, I understand the themes - I just struggle on writing essays. So I recommend you get the language one and the guide for any of the texts you find complex. One thing Mr Salles also brought my attention to is Kindle Unlimited. You can get a 30 day free trial, to read any book you want. So, 30 days before the exam, you can sign up and get a free trial, having access to all of Mr Salles’ guides (and any others you wanna read). But I recommend you buy the guides ASAP, because if you struggle with English like me, 30 days isn’t enough to learn it all. And Mr Salles knows best. Hope I helped 👍
Mohid thank you so much for the detailed reply! I will definitely buy those because an inspector calls for me is relatively easier to understand, most likely due to the fact I enjoy it. I’ve only just started Macbeth and already don’t feel as confident so I will be sure to get that one. I like Jekyll and Hyde but as you say it can be quite complex. I think the language guide would be great as i do tend to work at level 8, but I know the grade boundaries are quite high so always good to make sure I’m doing the best possible! Thank you so much ❤️
Hi Mr Salles is this a good method for unseen poetry i have been taught it in school. P- persona/perspective L- language S- structure F- form M- messgae of the poem/ purpose
Sir i am not just being critical but can you base most of your essay on stucture and form because Sanjay has mostly used 'free verse' and structural features but not much langauge. would that be ok to do to still get high marks
Is this the comparison video or its just talking about one poem? if its one poem, can you please do the other poem, i have my exam in 24 hours pleaseee???????
Hi sir, I’ve got my Unseen Poetry exam soon. Could you please tell me what the difference is between structure and form as well as some sources from which I can find other terminology used in poetry like assonance and juxtaposition? Thank you
Form is the style in which a poem is written, so like dramatic monologue, sonnet, and Structure is like how the poem's crafted for effect. For example, enjambment would be a structural device as it involves words continuing over lines and could be used to speed up the poem, or a Caesura, which is a sudden pause in the middle of a line to slow down the pace, or to make the reader think about the effects. Hope this helped a little bit?:)
Can you please help with this assignment question. ‘Poetry is a genre with internal variations' Explore the validity of this assertion using three poems by different poets and from different literary traditions. I don't understand where it says 'internal variations' can someone please explain what are internal variations of a poem is. Thank you.
Hi mr Salles, my problem with English lit is how I write out my ideas, therefore it’s limiting me at a grade 6 since I have good ideas but I don’t think I explain them well. Any tips you can give me sir?
You could read some really good essays on the texts and think about how they're written and actually study the words the essay writers use. Use a dictionary if you don't really understand the vocabulary because it sounds like you aren't confident about using high register vocabulary
@@ExploderDanTv use Rogets thesaurus. Read a serious newspaper every day like The Telegraph or The Times. Listen to Radio 4. And if you can afford it, get a good private tutor to help with your confidence and expressing your ideas in an academic way. I'd start by reading Why I Write by George Orwell
I got my english mock result back for english language i felt like I was undermarked on bot writing and redaing? i did everythin right and got only like 50?
the acronyms I learnt for my English Literature paper 1 are: A - Alliteration / Anecdotes F - Facts and Figures O - Opinion R - Rhetorical Devices E - Emotive Language S - Statistics T - Triplets
This is great by the way! But I'm just a little confused, when was the opening and structure mentioned? Like he never mentioned the word "opening" or "structure" so when did he actually link ideas to them?
Hi sir I watched ur vids for gcse they were great any chance you'll cover aqa a level literature? Specifically the love through ages poetry anthology!!!!!!!!!!!!!!!!!!!
do i need to compare the effect of a point on a contempory reader with like a reader around the time of the poem like english lit paper 1 for good marks as well?
Mr Salles could you please do videos on A merchant of Venice !! I cannot find videos of this play anywhere and I’m really struggling with it ! I wish I did Macbeth but sadly I don’t and there’s no time for me to switch to it :(
hi sir would you consider making videos on Much Ado About Nothing by Shakespeare? There's literally no resources and mr bruff only did it till act 3 so you'd have to buy his ebook which I'm not interested in investing in:(
dont we get no marks for using structure in this years gcse then why we include structure in our paragraphs (ofcourse if we are not trying to proove point through it)
It's like one main idea that's backed up and reinforced by multiple different points ygm like one idea that's backed up by different methods and structural features. Idk i suck at explaining but I hope that helps 😭
Thank you for all the helpful videos! You mentioned that you might do a video about the different poetic structures. I can't find it on your channel. Did you do one?
@@aisha5491 If you want to do medicine, just gamd biology and chemistry along with English. I've known a few friends that do that, and they got into medical school. :) Maths actually isn't required in most cases lol.
@@howard1beale Thank you. I will definetely give this a try. BTW is there a certain way of reading a dictionary or do I just start from the start. Thank you
@@heartblaze9738 what I suggest is, read a book called Why I Write, by George Orwell. As you're reading it you will need a dictionary. Look up every word you don't understand until you understand the whole book. This book will explain the whole point of studying literature and roll improve your vocabulary as well
I’m sitting the wjec exam board does this still apply and can you tell me the best revison method for me to get a grade 8 pls I am on a grade 5 currently🥺
Summary:
FOSSE:
Form
Opening
Structure
SOAPAIMS
Ending
Always talk about writer's intentions and purpose this will help you create an argument that you can prove. Do this in every paragraph.
Learn what free verse, enjambment and caesura and link them to the writer's purpose you can use this in most of the unseen poems
Name the methods in your essay and use the correct subject terminology.
If you are in doubt use the word imagery.
You can always find contrast..
You need to use tentative language, e.g. Could, perhaps
Any poet is influenced by their society - they are trying to change something that they are not happy enough.
Conculsion shows that you are being conceptualised and link it back to the purpose and inculde quotations.
Thank you very much!
Siham12345 Buule thnx for this , appriciate it x
I have a test on this tomorrow 😌 first one I have ever done on this. I have my mocks in a few weeks to!
@@unaestrella1876 How's mocks going, assuming u started today :)
@@yorkielover2676 they must be too busy revising lmao
other educational youtubers: how to pass english
Mr Salles: how to exploit the examiner
That's what I like to call a gamer moment...
this comment is top notch quality at its finest lmao
Sanjay is the goat
Agreed
Ong
😅
Oh my Lord these poems were just on my practice mocks!!!!!!
Maria Pilsworth the richest por rest man in the village ?????
Oh my god what was the question
Hiya sorry for the late reply! It was the English literature unseen poetry section and we had to compare how the writer presents....but I can’t remember
@@mariapilsworth7208 cmon bro i have an exam tmmr i need it
i did my lit paper 1 - the power and conflict was based on the prelude we had to compare it with another poem about nature
Mr Salles, I recently did an unseen poetry assessment and I scored 23/24! This is wholly down to your brilliant videos and advice, thank you so much.
Well done!
Cap
@@jackery5610 it is cap, I’m in her class and she didn’t get anywhere near 23
@@jackery5610 Why do you think so? It's not that hard to get 23 if English is your strong suit.
@@sambennett6671 what did she get
Thanks to you Mr Salles I scored 20/24 in my unseen poetry! I went up by 3/4 marks nearly into level 6 all down to you! :)
Mr Salles, this is for the challenge you gave us at the end. i am not sure if someone has already done it but i like to use the acronym called :
FOSSEL (u say it like fossil)
Focus (what the writer is focusing on)
Opening
Shifts (the writers shift of focus)
Sentence structure (how the sentence may be structured)
Ending
Lengths(lengths of paragraphs/ sentences)
nice :)
Hi sir my Macbeth, Jekyll and Hyde, and language guide has arrived today! So happy to get on with some better revison, and they are such good quality!
I am so pleased, and thank you for buying them!
Mr Salles Teaches English no problem, it’s the least I can do! So the best way to revise from it is to watch the videos that go with it and make notes, then add to my notes all the grade 6,7,8 and 9 notes in the guide that forms the essay?
This really is good. I'm impressed. Often it feels like students are being verbose and trying to sound as if they think they know what they're talking about which makes them sound half baked and pretentious. Well done Sanjay!!
Thank you, I know exactly what you mean.
Are you saying we sound like… Mr. Birling?? The horror.
Writing in 2021 and currently CRYING I did a mock paper so that we can get evidence for our grades cuz covid 🤧 long story short I asked to do the exam again to up my grade but this video is literally about the poem that was in the exam. Omg. I wish I found this before that exam T^T
What board?
@@sharon4737 AQA
@@connor2272 was this recent??
@@sharon4737 it was last month in march :)
@@connor2272 thank youuu
this has helped me so much! thank you
i just got my unseen poetry mock back and this got me 22/24 so thank you so much
Good lad
This is awesome !!!
The poem was in my y11 mocks 😂😭
I got 16/24 :(
At least you got more than 50%
Did u do aqa?
@@cassiopeiapar7088 yep
@@zikrahussain4434 I'm doing my English mock next Wednesday 30 marks on Inspector calls and 36 on unseen poetry. I'm at a grade 7, I revised a lot.
@@kevin-pu2lx that’s really good well done ! Keep it up and you can get to a grade 9 I struggled at school and only started revising in year 11 but I worked my socks off and had a sprinkle of natural talent for English hence why I scraped a grade 8 :) I’m at sixth form now but just ask if you need any help . Always happy to help !
Hi Mr Salles! Perhaps the mnemonic could be SCREECCH or CRECCES (although I couldn't fit in juxtaposition) so perhaps it could be "J-SCREECCH" or something along those lines! Enjoying your work thank you :)
Sir thanks so much for this i was never taught how to do it at school so watched this video quickly yesterday, day before lit paper 2 and this really helped, I remembered ti use fosse!! I’m hoping for a grade 7 at least
So just to clarify :
To be convincing : write about the writers purpose and point of view using context and structure.
For critical analysis : give 2 or more interpretations
To be exploratory : use words like : could , perhaps or might be :)
Correct me if I’m wrong please
Appreciated x
Excellent
Does anyone know if this method is also good for the anthology poem essays?? Also thank you to Mr Salles for all your help. You are literally the only person on my 'for you' youtube page lol.
How would one structure the 8 mark question which is after this? My teacher has taught me nothing about this assuming that e know how to do it. My mock is next week and it is the only part of the exam which I am worried about. Please help.
Another really helpful video, Sir. I just wanted to say thanks again for your guides, especially your Language one; It is unbelievably helpful and informative, truly teaching us skills that no other guide does (and some of the jokes are actually pretty funny). Having revised Q3 and 4 of Paper 1 using the guide, I have just done some practice on these questions (from the November 2017 Paper). I would be really grateful if you could tell me how to improve. Thanks again Mr Salles.
Q3: This text is from the beginning of a novel.
How has the writer structured the text to interest you as a reader?
The writer has structured the text to give the reader and insight into the mind of Alice, adjusting the sentence length and shifting the focus to depict her boredom, her environment and her sudden interest in a potential artefact, as she thinks about many different things during the archaeological digging. In the beginning of the text, the writer uses one sentence to describe the protagonist Alice, then moving the focus to different areas using prepositions, such as “above” and “below.” This could represent Alice’s mind; we infer that she is thinking frantically, trying to decide whether or not she should continue digging, represented with the frantic tone of the writer. Furthermore, because the sentences used are much longer and complex when talking about the environment than when talking about Alice, it suggests that Alice would much rather be enjoying a beautiful day out, relaxing with friends, than be under the scorching heat of the sun, digging, creating a crisis in Alice’s mind. It could also represent how quickly she wants to stop digging, and how she wants to go to her friends; she is, after all, on a gap year from university, and so we as readers understand her desire to relax. This evokes a sense of impatience within the reader; we too want the tedious digging to stop.
In the middle of the text, the sentences start to get shorter and shorter (for example: “the muscles in her shoulder are tense”), developing the crisis and building suspense in the reader. This could represent how her water, and patience, is running out, as she is not digging up anything interesting. This again illustrates Alice’s mind, as she wants to stop digging and take a break. The reader, therefore, also wants her to stop digging, as the reader is taking short break while reading the text, too (because of the short sentences). And, because the sentences are getting shorter, it could be building suspense for something to later happen. This may invite the reader to make the prediction that Alice is going to stop digging, which is later proven to be false, giving us respect for Alice and her determination. Alternatively, the sentence lengths could evoke sympathy for Alice, as the shortened sentence lengths perhaps represent her shortening patience, water or health, digging under the blazing, “warm” sun.
These paragraphs have mainly been exposition, giving us an insight as to the challenges faced by Alice. But then, towards the end of the text, Alice sees “something glinting.” There is now a shift in focus from Alice’s punishing environment to the potentially life-changing artefact. This is represented by the longer, more complex sentences, now portraying how Alice’s mind is now fixed upon the artefact. The crisis, on whether Alice is going to continue or not, has been resolved; it has been overcome by her excitement, after finding something valuable after all of her hard work. This could also evoke a sense of relief, as the reader is aware that Alice has not gone through this immense challenge for nothing.
Alice is also contrasted with her “best friend Shelagh,” in that she is no way near as hard working as Alice. This again gives us even more admiration for Alice as the protagonist of the novel, right at the beginning.
Lastly, the text ends the way it started - with Alice digging, tired and thirsty. The author wishes to depict the determination of Alice through this cyclical structure; she is willing to constantly work so hard in such harsh conditions for an artefact, evoking a sense of admiration and hope for Alice in the reader. We would also hope that Alice finds what she has been working so hard for, and her determination to do so is conveyed by the ways that the writer manipulates structure, interesting the reader. This sets the protagonist as a character whom the reader respects and supports for the rest of the novel.
.Q4 A reader said, ‘This part of the story, where Alice decides to continue digging for the object, is very mysterious, and suggests her discovery may be life-changing.’
To what extent do you agree?
We agree with the fact that the writer makes it mysterious. The writer uses a lot of sibilance in line twenty-one to twenty-three. This creates a suspenseful, mysterious tone, as the sibilance emphasises the toil and labour she is going through, and the pain she is going through (as the sibilance emphasises words such as “muscles,” “calves,” “shoulders,” and “tense”). The register of these could depict the immense pain she is going through, making us wonder if it is worth it. It could also, therefore, imply that her determination is going to pay off. To reinforce this, the writer heavily uses third person within these three lines. The constant use of the pronouns “she” and “her” implies that something major is going to happen to her, and that Alice may be onto something, building suspense. By emphasising her hard work, and using this narrative voice, the writer creates a mysterious tone by evoking suspense in the reader, suggesting that her hard work will pay off and she will be rewarded, and that the crisis of whether to carry on working or not will be resolved.
Then, Alice notices “something glinting.” There is now hope that Alice may discover something, and that her hard work may pay off. The suspense is increased, as the writer shifts the focus to the object. The narrative voice stays as third person, but the main focus is on the object, shown by the pronoun “it” instead of “she.” This implies that the object will have a huge impact on her, potentially changing her life. This resolves the crisis, as we now know that Alice will want to carry on digging. Furthermore, this is reinforced by the abstract noun “luck.” Instead of mentioning Alice’s hard work, this suggests that, very mysteriously, Alice will luckily find a valuable artefact. Additionally, the simile of the “glinting” object being placed there by a “giant hand” again suggests that something mysterious, powerful and out of control will change Alice’s life, creating suspense as to what it is.
On the other hand, the cyclical ending of the introduction of the novel, depicting Alice’s hard work and determination, could reveal that it is Alice’s hard work which will get her the artefact and not anything out of her control. This gets rid of the mysterious tone, and confirms the fact that there is, at least for the moment, nothing mysterious.
These are excellent. You write too much for Q3, but if you can replicate this in the exam, you will have no problems!
Mr Salles Teaches English thanks a lot for your advice Sir. Do you have any tips on how I can go about reducing the length of my answer, without compromising on the quality of it? Thanks once more sir I can’t thank you enough honestly
Mohid hey sorry to ask but I am considering buying some of Mr Salles guides and was wondering what other ones you have? I bought mr Bruffs ones a while ago but they are just transcripts of his videos, I’m sure Mr Salles are amazing but was just curious. Thanks!
Ellie X okay firstly Mr Salles’ guides are amazing, not only because they teach you about the stuff you need to know, but also the skills which are specific to the exam. In his language guide, he says that up to 50% of the marks are based upon the artificiality of the exam alone, and how the examiner sees it. In science and maths, the answer is right or wrong. But in English it’s really subjective; the same response could get 4/8 from one examiner and 7/8 from another. So his guide teaches you how to get on the examiner’s side by employing a variety of tricks you will find nowhere else (such as handwriting styles).
I really recommend the language guide, jekyll and Hyde and Macbeth guides. I bought them because I still find some of the themes quite complex, even after watching the videos. I didn’t buy a guide for AIC (assuming you’re doing AIC, that is) because, after watching Mr Salles’ videos, I understand the themes - I just struggle on writing essays. So I recommend you get the language one and the guide for any of the texts you find complex.
One thing Mr Salles also brought my attention to is Kindle Unlimited. You can get a 30 day free trial, to read any book you want. So, 30 days before the exam, you can sign up and get a free trial, having access to all of Mr Salles’ guides (and any others you wanna read). But I recommend you buy the guides ASAP, because if you struggle with English like me, 30 days isn’t enough to learn it all.
And Mr Salles knows best. Hope I helped 👍
Mohid thank you so much for the detailed reply! I will definitely buy those because an inspector calls for me is relatively easier to understand, most likely due to the fact I enjoy it. I’ve only just started Macbeth and already don’t feel as confident so I will be sure to get that one. I like Jekyll and Hyde but as you say it can be quite complex. I think the language guide would be great as i do tend to work at level 8, but I know the grade boundaries are quite high so always good to make sure I’m doing the best possible! Thank you so much ❤️
Hi Mr Salles is this a good method for unseen poetry i have been taught it in school.
P- persona/perspective
L- language
S- structure
F- form
M- messgae of the poem/ purpose
Thanks
ERHCOJS
Enjambment
Rhyme
Half rhyme
Contrast
end Of stopped lines
Juxtaposition
Stanza
Good luck everyone for tomorrow 🙏🙏🙏 praying Mr Salles carry my English grades
Thank you for helping me pass my exam !!!
Happy to help!
Sir i am not just being critical but can you base most of your essay on stucture and form because Sanjay has mostly used 'free verse' and structural features but not much langauge.
would that be ok to do to still get high marks
He probably mentioned it but make sure you read the unseen poem at least 2-3 times. Don’t do what I did last year and misread it😂
Lmaooo
Is this the comparison video or its just talking about one poem?
if its one poem, can you please do the other poem, i have my exam in 24 hours pleaseee???????
Hi sir,
I’ve got my Unseen Poetry exam soon.
Could you please tell me what the difference is between structure and form as well as some sources from which I can find other terminology used in poetry like assonance and juxtaposition?
Thank you
Form is the style in which a poem is written, so like dramatic monologue, sonnet, and Structure is like how the poem's crafted for effect. For example, enjambment would be a structural device as it involves words continuing over lines and could be used to speed up the poem, or a Caesura, which is a sudden pause in the middle of a line to slow down the pace, or to make the reader think about the effects.
Hope this helped a little bit?:)
@@emvxs8383 yes thanks a lot
What did u get bro
@@emvxs8383 Thank you this was really helpful :)
Can you please help with this assignment question. ‘Poetry is a genre with internal variations' Explore the validity of this assertion using three poems by different poets and from different literary traditions. I don't understand where it says 'internal variations' can someone please explain what are internal variations of a poem is. Thank you.
Hi mr Salles, my problem with English lit is how I write out my ideas, therefore it’s limiting me at a grade 6 since I have good ideas but I don’t think I explain them well. Any tips you can give me sir?
You could read some really good essays on the texts and think about how they're written and actually study the words the essay writers use. Use a dictionary if you don't really understand the vocabulary because it sounds like you aren't confident about using high register vocabulary
@@ExploderDanTv use Rogets thesaurus. Read a serious newspaper every day like The Telegraph or The Times. Listen to Radio 4. And if you can afford it, get a good private tutor to help with your confidence and expressing your ideas in an academic way.
I'd start by reading Why I Write by George Orwell
You are gonna hit 100k by the end of the year !!!! I can feel it
Not an outrageous statement lol, less than 2k away with 6 months left of the year
@@vidishapoudel2975 anything’s possible
This is amazing! Thank you
Sir, Can you do some more Lord of the files videos please?
Thanks for this- this has really help me!
I like your enthusiasm!
I got my english mock result back for english language i felt like I was undermarked on bot writing and redaing? i did everythin right and got only like 50?
15:39
So would you do 4 paragraphs and a conclusion? No introduction?
Is there this type of video for Christmas Carol?
the acronyms I learnt for my English Literature paper 1 are:
A - Alliteration / Anecdotes
F - Facts and Figures
O - Opinion
R - Rhetorical Devices
E - Emotive Language
S - Statistics
T - Triplets
um that's for english lang no?
@@yorkielover2676 ya
Hi sir, I just bought you’re guise for creative writing.
This is great by the way! But I'm just a little confused, when was the opening and structure mentioned? Like he never mentioned the word "opening" or "structure" so when did he actually link ideas to them?
He doesn't have to specifically say that to link the ideas.
Hi sir
I watched ur vids for gcse they were great
any chance you'll cover aqa a level literature? Specifically the love through ages poetry anthology!!!!!!!!!!!!!!!!!!!
Would this structure work for edexcel. It gives you 2 unseen poems and its a 20 mark question and how could i improve it to fit my question?
do i need to compare the effect of a point on a contempory reader with like a reader around the time of the poem like english lit paper 1 for good marks as well?
Mr Salles could you please do videos on A merchant of Venice !! I cannot find videos of this play anywhere and I’m really struggling with it ! I wish I did Macbeth but sadly I don’t and there’s no time for me to switch to it :(
Thanks 👍👍
Thank You
hi sir would you consider making videos on Much Ado About Nothing by Shakespeare? There's literally no resources and mr bruff only did it till act 3 so you'd have to buy his ebook which I'm not interested in investing in:(
Look, it's £3.99, it will still be worth the money even if you only get grade 7!
thanks for the video
dont we get no marks for using structure in this years gcse then why we include structure in our paragraphs (ofcourse if we are not trying to proove point through it)
Is our unseen poetry meant to have 1 overall point with the paragraphs supporting that one point? Or are we meant to have several different points?
It's like one main idea that's backed up and reinforced by multiple different points ygm like one idea that's backed up by different methods and structural features. Idk i suck at explaining but I hope that helps 😭
@@snow3905 no this makes sense! Thanks so much :)
My teacher mis mamood told me to watch you becsue your good LMAO
Hi I have 15 marks and 20 mins to do my unseen poem (eduqas) what would you suggest doing?
has anyone made an acronym for structure?
Hit Mr Salles, do you think this years Christmas carol GCSE exam will be on Tiny Tim?
Where/how do you find mark schemes?
dear mr salles
if i copy your words for AIC macbeth and poems word for word and if the exam board finds out will anything happen to me?
i do power and conflict
No, because you won't remember them word for word and will adapt them to your exam question. It is a great way to revise
Can you please do some essay videos on Animal Farm
✍️write ✍️like ✍️sanjay✍️
does it matter what method you use? can u just use simple methods (eg adjectives) and still get good grades
adjectives and other parts of speech are not really methods, and don't lead to good grades
please can you make an unseen poetry vid for 2022?
I want to meet the 3 people who disliked this. smh
Does this structure work for edexcel igcse too?
Thank you for all the helpful videos! You mentioned that you might do a video about the different poetic structures. I can't find it on your channel. Did you do one?
السلام عليكم
Sister apparently there isn’t any structure or form for unseen this year. Idk if this is for all specifications or not.
Maybe you could do some A Level videos? :)
I would rip my hair out if i took english for a levels😂
@@umr4h138 Everyone's interests are different. :)
I WANT TO DO ENGLISH SO BAD BUT I DON'T KNOW WHERE IT CAN HELP IN THE FUTURE
I want to do medicine :(
@@aisha5491 If you want to do medicine, just gamd biology and chemistry along with English. I've known a few friends that do that, and they got into medical school. :) Maths actually isn't required in most cases lol.
@@TheAwesomeTolga198 What a levels did you take?
Hi sir. I wanted to know what general advice would you give a yr10 student, either it is a revision, strategy etc.
Read a dictionary and read classic books. Think about what it means to be a writer
@@howard1beale Thank you. I will definetely give this a try. BTW is there a certain way of reading a dictionary or do I just start from the start. Thank you
enjoy your life while u can. Start revising at the start of year 11
@@heartblaze9738 what I suggest is, read a book called Why I Write, by George Orwell. As you're reading it you will need a dictionary. Look up every word you don't understand until you understand the whole book. This book will explain the whole point of studying literature and roll improve your vocabulary as well
ty
7:21
14:20
Was this poem from the aqa paper?
u missed out metaphor
Could you please do A level english literature
Did you tutor Sanjay?
No
the student does not know the difference between its and it's. how did he get full marks?
I don't think SPaG is assessed for that question
I actually hate english so much
7 10
what exam board was this?
I’m sitting the wjec exam board does this still apply and can you tell me the best revison method for me to get a grade 8 pls I am on a grade 5 currently🥺
Only if the writing was legible😕😞
What’s free verse??
No rhyme scheme, I think. Bit late tho.