Guide to Commentary Writing

Paper 1 is a test of your ability to respond to a previously unseen poem or prose passage. You should produce an essay response that develops an interpretation of the text, explaining through an argued analysis of literary features and their effects what you think the text means.

Your ability is judged by four related criteria:

A: Understanding and interpretationB: Appreciation of the writer’s choicesC: Organization and developmentD: Language

What it involves

SL Paper 1: Guided literary analysis (1 hour 30 minutes) 20% of Final Grade

The paper consists of two passages: one prose and one poetry.Students choose one and write a guided literary analysis in response to two questions. (20 marks)

HL Paper 1: Literary commentary (2 hours) 20% of Final Grade

The paper consists of two passages: one prose and one poetry. Students choose one and write a literary commentary. (20 marks)

Please note the difference in names for the paper for HL and SL. Guided literary analysis indicates that SL student will have two guiding questions to support their response. HL students simply have the phrase, ‘Write a commentary on one of the following:’ to work from.

What to expect :

Don’t expect to have read either the prose extract or poem before; they tend to be of sufficient merit or complexity to allow for a refined analysis. They will not be from the PLA. The most common prose passages are extracts from novels or short stories but other, such as journalism or biography. The syllabus cites plays in SL as a possibility but these have never come up. Expect about 40 lines for prose and 30 for poetry but don’t be surprised if it’s different.

Planning and Preparation

Before the exam:

There is no better preparation for demonstrating your skills as a reader than reading. The greater variety and challenge of texts you read, the more adept you will be.

More directly, the interpretive and analytical skills developed in other parts of the course should be of immense use to you.

In the Exam:

Time is limited but panic does not help thought. You will probably have a preference for prose or poetry. Bear that in mind but be prepared to choose the other if you are more responsive to that particular text. But, once you’ve decided, turn back at your peril!

Reading and Annotation

Be prepared to read the text several times and specific parts of it several times more. Both reading and annotation are very personal so it can be dangerous to be too prescriptive over how to do it. Past practice should be your best guide and as you develop your own approach and feel confident with it. With that qualification, here is a suggested sequence to consider as it aims to enable you to reach the highest levels in the criteria.

1. A ‘relaxed’ read. Go through the text to try to get a sense of the basics such as the narrative voice, the what, when, when why and who, and an impression of the line of argument or narrative. At the end, try to reflect for a minute or so to digest the piece as a whole. Try to establish for yourself some questions or things to look out for in the next reading.

2. A ‘focused’ read. You should have certain things that you are looking out for; either in terms of your interpretation or specific literary devices. This time you are likely to be reading with a pen, underlining parts you consider significant and writing brief ideas in the margin. SL students should use the bullet points at this stage.

3. A ‘close read’. This is where you are doing two distinct yet mutually dependent things; analysing and interpreting. Analysing involves picking out precise details, making connections, tracing arguments and transitions and trying to explain the effects of word choice, sound, rhetorical device, imagery, tone, structure and any other literary feature.

A Note on Annotation

Annotation is essential but also a very personal thing; everyone develops his or her own style. It’s the purpose of it that matters. It should help your selection of quotations, indicate specific literary features, show an interpretative response and possibly reveal a relationship or connection between parts of a text.

This example: Underlines the readers’ dominant ideas for the paragraph, putting the title in

the introduction and focusing on the child’s excitement and sense of power Circles imagery and connects with arrows Underlines key words and features of structure or sound Notes interpretative words like ‘violent’, ‘excitement’ and ‘disappointment’

next to the device

The secret is to see how it helps you when you get to write. Too much annotation confuses; too little suggests a lack of depth or precision.

Some people like colours, their own codes, do PEE across the text from left to write, or write a sequence of paragraphs in the corner of the page.

Develop a Structure

Introductions will be dealt with shortly; they depend on the ideas you’ve developed as you read and plan your structure.

You have three general ways to structure the response:

Type of Approach Topic Sentence Style Pros and ConsProgressively – working mostly from the start of the text to the end, but probably making cross-references where relevant.

The poet conveys the boy’s sense of excitement and power in the first stanza by…..

There’s an abrupt change of tone in the second stanza as…

StraightforwardCan ensure coverageCan ignore overall structure of textCan become ‘listy’ and plodding.Can be a tendency to describe rather than analyse.

According to literary features of the text. Standard Level has three bullet points that can assist with this; Higher Level doesn’t. This approach aims to look at aspects such as imagery, structure or tone in discreet but connected paragraphs.

The poet’s frequent use of personification in the poem creates …………

This variation is pace is depicted through the irregular sentence structures, unusual layout and erratic transitions between stanzas.

Ensures analytical focus and coverage of devices.

Helps good selection of quotations.

Can also be ‘listy’.May detract from ‘interpretation’.

According to a particular argument or development of a theme. This is likely to move around the text more freely and blend a range of features together

As an allegory of the perils of growing up, the poet explores the steadily increasing consciousness of the child.

Both the mother and narrator view the child’s emerging awareness with detachment.

Ensures argument and interpretation dominates.

Can be difficult to organise.Can lead to important features being omitted.More ‘risky’

There is no best way. It entirely depends on your response to the text. The structure depends upon the interpretation. The coherence of the argument is what matters.

Writing the Commentary

Introductions:

Introductions are arguably the most important part of the essay. You never get a second chance to make a first impression. Don’t start writing it until you are confident that your interpretation and argument is interesting and provable.

Standard Level Students receive 2 guided questions. They need to be followed and included in your introduction.

You don’t have to be formulaic but the basic structure of the introduction is:

Opening line: State what you think the text means. Developing lines: Explain directly and concisely why you think this.

‘Child and Insect’ is an allegory of the loss of innocence. The child undergoes a profound series of emotional transitions from naive excitement when he captures the insect, a brief period of mourning when he believes the insect has died, then a sense of shock and betrayal when the insect escapes, leaving him distanced from his mother, repressing emotions and feeling vulnerable. The poet conveys this emotional trauma through the rapid and varied structural adjustments in the rhythm and layout of the poem, the vivid sensory imagery used to depict the extremity of the child’s emotions and the narrative perspective that both focuses on the minute fluctuations in the child’s consciousness and the distant viewpoint of the adult that he could eventually become.

Also, it is likely that the structure of the response is suggested by the development of ideas in the introduction. Here there’s a focus on the emotional transitions. Try not to list devices but integrate them with your interpretation.

A good introduction should set up an assertive, engaging tone that should continue into the rest of the essay, making the reader think, “That’s an intriguing view of the text, I wonder how he or she is going to convince me of that.”

Below are two examples.

Poetry – Child and Insect:

Prose – ‘Waterland’

Middle Paragraphs:

Middle paragraphs attempt to do the convincing. They are where the detailed, precise analysis occurs. The aim is to explain why you think the text means what it does and explain how the writer achieves his or her effects. The aim is to integrate interpretation and analysis through the explanation of literary features. This often means doing Point>Quote>Explain. So the basic structure of the paragraph is:

Topic SentenceP>E>E - > P>E>E > P>E>E

How many P>E>Es you use depends on how many you need and how much you’ve written about each one.

The childish thrill of possessing an insect is covered in the opening stanza through the sense of immediate sensory impressions. The alliteration of ‘h’ sounds in “He cannot hold his hand huge enough’ serves to convey the breathless excitement and rush as he bring the insect to his mother. His desire to imprison and control the creature yet keep it alive is also indicated by his attempt to keep his grip large. The rhetorical question that follows effectively emulates the question of the child: How can he cage the sudden clockwork fizz he has snatched from the grassblades? The question is the one that the boy is asking as he is uncertain yet desirous to control the insect. The metaphor ‘clockwork fizz’ connotes the chaotic, movement and sound that the child feels in his hand but it also serves to objectify the animal as though it is merely a toy for him to play with. This implies that the boy does not yet have the level of maturity to empathise with another sentient being. The verb snatched also conveys the immediacy…..

Topic sentences:

1. Link to the question and your interpretation2. Follow from the previous paragraph3. Indicate what the rest of the paragraph will try to prove

(Using the bullet points can be a big help.)

Points – (technique and description of effect)

Suspense is created through ________

An atmosphere of ______

Alliteration intensifies the _________ tone

The metaphor of __________ creates a __________ effect

The hypocrisy of the character is depicted through___________

Evidence – (example or quotation)

Integrated - The word, ‘_____’ creates….

Indented - …….

For example:

QQQQQQQQQQQ

The use of …….

Explanation (the examples/device > effect words)

The (device), ‘_example__’ suggests__________

Demonstrates connotes creates contrasts

serves

contrasts

juxtaposes

parallels

is ironic because

conveys

portrays

infers

implies

ConclusionsConclusions not only sum up the argument but point out its significance or relevance.

Guided Literary Analysis - Planning Template

Aim to develop at least three linked topic sentences and outline the evidence you will use.

Topic sentences:1. Link to the question and your interpretation2. Follow from the previous paragraph3. Indicate what the rest of the paragraph will try to prove

(Using the bullet points can be a big help.)

Topic sentence > PEE> PEE

Conclusions not only sum up the argument but point out its significance or relevance.

A1 Literature - Paper 1: Guided Literary Analysis (SL) - Total 20

A: Understanding and interpretationHow well does the student’s interpretation reveal understanding of the thought and feeling of the passage? How well are ideas supported by references to the passage?

B: Appreciation of the writer’s choicesTo what extent does the analysis show appreciation of how the writer’s choices of language, structure, technique and style shape meaning?

Criterion C:OrganizationHow well organized and coherent is the presentation of ideas?

Criterion D: LanguageHow clear, varied and accurate is the language?How appropriate is the choice of register, style and terminology? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the commentary.)

0 The work does not reach a standard described by the descriptors below.1 There is very basic

understanding of the passage, with mainly irrelevant and/or insignificant interpretation.

1 There is virtually no reference to the ways in which language, structure, technique and style shape meaning.

1 Ideas have little organization and virtually no coherence.

1 Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style.

2 There is some understanding of the passage, with a superficial attempt at interpretation and some appropriate references to the passage.

2 There is some reference to, but no analysis of, the ways in which language, structure, technique and style shape meaning.

2 Ideas have some organization, but coherence is often lacking.

2 Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.

3 There is adequate understanding of the passage, demonstrated by an interpretation that is mostly supported by references to the passage.

3 There is adequate reference to, and some analysis and appreciation of, the ways in which language, structure, technique and style shape meaning.

3 Ideas are adequately organized, with some coherence.

3 Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the task.

4 There is good understanding of the passage, demonstrated by convincing interpretation that is fully supported by references to the passage.

4 There is good analysis and appreciation of the ways in which language, structure, technique and style shape meaning.

4 Ideas are well organized and coherent.

4 Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate to the task.

5 There is very good understanding of the passage, demonstrated by sustained and convincing interpretation that is supported by well-chosen references to the passage.

5 There is very good analysis and appreciation of the ways in which language, structure, technique and style shape meaning.

5 Ideas are effectively organized, with very good coherence.

5 Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate to the task.

A1 Literature - Paper 1: Literary commentary (HL) - Total 20 Marks

A: Understanding and interpretationHow well does the student’s interpretation reveal understanding of the thought and feeling of the passage? How well are ideas supported by references to the passage?

B: Appreciation of the writer’s choicesTo what extent does the analysis show appreciation of how the writer’s choices of language, structure, technique and style shape meaning?

Criterion C:Organization and developmentHow well organized, coherent and developed is the presentation of ideas?

Criterion D: LanguageHow clear, varied and accurate is the language?How appropriate is the choice of register, style and terminology? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the commentary.)

0 The work does not reach a standard described by the descriptors below.1 There is very basic

understanding of the passage, with mainly irrelevant and/or insignificant interpretation.

1 There are few references to, and no analysis or appreciation of, the ways in which language, structure, technique and style shape meaning.

1 Ideas have little organization; there may be a superficial structure, but coherence and development are lacking.

1 Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style.

2 There is some understanding of the passage, with a superficial attempt at interpretation and some appropriate references to the passage.

2 There is some mention, but little analysis or appreciation, of the ways in which language, structure, technique and style shape meaning.

2 Ideas have some organization, with a recognizable structure; coherence and development are often lacking.

2 Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the commentary.

3 There is adequate understanding of the passage, demonstrated by an interpretation that is supported by appropriate references to the passage.

3 There is adequate analysis and appreciation of the ways in which language, structure, technique and style shape meaning.

3 Ideas are adequately organized, with a suitable structure; some attention is paid to coherence and development.

3 Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the commentary.

4 There is very good understanding of the passage, demonstrated by sustained interpretation supported by well-chosen references to the passage.

4 There is very good analysis and appreciation of the ways in which language, structure, technique and style shape meaning.

4 Ideas are effectively organized, with very good structure, coherence and development.

4 Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate to the commentary.

5 There is excellent understanding of the passage, demonstrated by persuasive interpretation

5 There is excellent analysis and appreciation of the ways in which language, structure, technique and style

5 Ideas are persuasively organized, with excellent structure, coherence and

5 Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style

supported by effective references to the passage.

shape meaning. development. are effective and appropriate to the commentary.