how to write comparative essay leaving cert

• Leaving Cert. English (Higher) 2021: Paper 2 Section II The Comparative Study B
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Smart Tips!

Keep a reading response journal for all of your comparative texts. Write down your responses to the texts and what you have learned about each mode of comparison.

Talk about your texts with your fellow classmates — this will give you new and fresh ideas.

Practise writing comparative essays — it is a skill that does not come easily. You must have experience of writing about your texts.

Make a comparative table in your revision notes where you list the differences and similarities of each text.

Try to learn a few short quotations from each text — it will really impress your examiner.

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Guide to answering English comparative questions for Leaving Cert

Shane O'Brien

There are three sections to the comparative study: Cultural Context, Theme/Issue and Literary Genre.

Cultural Context

This is the setting and society of the text. You are expected to discuss aspects of Cultural Context such as: Family Structures, Political Structures, Gender Roles, Race & Religion, Love & Marriage. Few useful questions to ask yourself:

• What is valued; money or status?
• Who has power, why?
• How does society view those who resist social expectations?
• How do members of the community relate?
• Is work viewed as necessary drudgery or a worth while pursuit?
• Are material possessions important?
• Attitudes towards the wealthy; Admiration? Envy? Respect?
• Attitudes towards the poor; Scorn? Compassion? Pity?
• Is love valued as love or as a necessary prelude to marriage?
• Is marriage seen as a social advancement?

Theme/Issue

Choose a theme that is relevant across all three texts. In my case, my themes are Change, Oppression, Hope, and Wealth. In your answer you will discuss one of the following:

• Aspects of the theme (+ a tail end question, e.g. how they affected you). E.g. How oppression thrives, how it is defeated, and the effects oppression can have on a character.
• OR trace the development of the theme through the texts.

Literary Genre

Essentially Literary Genre is about how the story is told. Discuss things such as:

• Camera angles
• Narrative voice (Who is telling the story?)
• Written chronologically?
• Twists in the plot
• Characterisation

How To Answer

Every answer you do will essentially be the same, except manipulated the tiniest bit for relevance to your answer. For this reason, practice is essential, and mind maps are fantastic. Timing is an issue you may have to practice, making answers as clear and concise as possible. Quality, not quantity.

For clarity and relevance I will be basing this layout on the 2011 question:

“A reader’s view of a theme or issue can be either changed or reinforced through interaction with texts.” Compare the extent to which your understanding of the theme or issue was changed or reinforced through your interaction with the texts on your course.

Introduction

Name the texts you’ve studied, give them abbreviations. Explain the definition of theme/issue. Explain how you will structure your answer.

The theme of a text is essentially the fundamental message and backbone of the text. The texts I have studied are Purple Hibiscus by Chimamande Ngozi Adichie, “PH”, Children of Men by Alfonso Cuaron, “CoM”, and Sive, by John Keane, “S”. There are a range of themes which are strikingly relevant across each of the texts such as _______. However, the theme which stood out to me due to its dynamic principles and varying interaction levels was wealth. My understanding of wealth was changed frequently throughout my interaction with the texts, and I learned several valuable lessons in this regard. In this essay, I intend to discuss how wealth can influence a character, the means in which the wealthy express their wealth, the stark inequality in terms of distribution of wealth, the evil connotations wealth often holds, and how my interactions with the text influenced my view of these aspects of the theme.

As a rule of thumb, you should aim for three points in the main body. Three long paragraphs. Within each paragraph you should be discussing all texts at the same time. (See keywords to use at the bottom of this post). Topic sentences are extremelyimportant.

My view of wealth was greatly influenced when I witnessed the startling differences in affluence between characters. In “P.H”, I was stunned similarly to Kambili when she visits her cousins who live in poverty stricken conditions. At home, she had become accustomed to “persian rugs on stretches of gleaming marble”, “large compound walls” and “frangipani trees”. It is no surprise, therefore, that she is shocked by the poverty her cousins live in. *Insert relevant quotes about her shock and the conditions.* Immediately shattered my previous view of wealth; that of an equal and fair aspect in everyday life. “P.H” was mirrored by “C.o.M” in this regard. Similarly to Kambili and Amaka, Theo and Nigel are both cousins. Despite this fact, they too differ substantially in terms of wealth. Due to his cynical nature, Theo, in contrast to Kambili, is not quite as taken aback. Theo’s poverty is highlighted when *key moment* . From my previous interaction with “PH”, I expected a similar response to that of Kambili’s when he witnessed the *quote about Nigel’s wealth* .

Theo’s calm and slightly mocking approach aroused my interest and changed my view of wealth once again. Not only did it reinforce my outrage at the infuriating inequality of wealth, it also conveyed to me that there are more important things than wealth in one’s life. Thankfully “S” does not display such inequality. Perhaps not preferable, there exists a shared poverty among the community, with the exception of Seán Dóta. This is revealed when *key moment* .

As you can see I try to stick to the question as much as possible, and also refer to the three texts, weaving them into one discussion.

Length is not important in a conclusion. It is important that you give a brief summary of what you did, as this is the last part the corrector reads before marking you. Short and sweet is the trick.

In conclusion, I can honestly say that my view and understanding of wealth was significantly influenced by my interaction with each of my texts, especially when viewed side by side. I understand now that despite the influence wealth can have on people, there are still people with the integrity and self respect to overcome this.  *Reiterate points*

• Topic Sentences are essential.
• Use keywords for comparisons: Similarly, in contrast to, this is mirrored, reflected, reinforced, despite, alternatively.
• The number of comparisons is irrelevant. It is about the quality of your points and your relevance to the question.
• Be consistent: If you answer on three texts in the first point, do so in all three.
• Refer to the question.

Cultural Context example – 2009 paper

“The main characters in texts are often in conflict with the world or culture they inhabit” In the light of the above statement, compare how the main characters interact with the cultural contexts of the texts you have studied.

The cultural context of a text is the world and society of the texts. The texts I have studied are Purple Hibiscus by Chimamande Ngozi Adichie, “PH”, Children of Men by Alfonso Cuaron, “CoM”, and Sive, by John Keane, “S”. It is fascinating to me that, despite the vast contrast in cultural contexts between 1960’s Nigeria, 1950’s Ireland and 2037’s London, there are still some striking similarities in the characters’ interactions with their respective cultural contexts. There are several aspects of cultural context that are relevant across all of the texts, including wealth, gender roles, family structures, political structures, and love. In this essay, I intend to compare how the characters of my studied texts interact with their cultural context, in particular the issues of wealth, gender roles, and family structures.

I was intrigued by the family structures in each of the texts, especially when viewed in relation to one another. “PH” presents us with a nuclear family – Eugene, Beatrice, Jaja and Kambili. “S” and “C.o.M” contrast this strongly – Sive having a fractured family unit with her grandmother, uncle and aunt, while Theo, with no immediate family, forms a family unit with Miriam and Kee. One would assume that Kambili is the advantaged one in this respect, but this is not the case. It is revealed that her family, although appearing close from the outside, is in fact distant than the two makeshift families. This distance is conveyed in the key moment when *key moment* . Kambili is a ware of this distance, and acts accordingly. When she visits her cousins, who have a happier and closer family unit, she is very eager to stay. She was very much in conflict with her own cultural context. Adversely, Sive is very close to her grandmother. Their relationship is similar to that between Theo and Kee; Theo and Nana are protectors of the vulnerable – Sive and Kee. Her closeness with her grandmother is formed through their shared hatred of Mena, conveyed in *key moment* . It can be argued that Nana and Theo, due to their conflict with their lack of family, have resolved to protect those they care for, and form family units.

In conclusion, I believe the interactions of the characters were to a large extent very similar and predictable. The cultural contexts imposed on them was not ideal, and they were often in conflict with the limitations of their cultures. *Short summary of points*

• Structure: Say what you’re going to say, say it, say what you’ve said.
• Use topic sentences.
• N.B. Try and figure out the coding system the corrector will use. In this case it would have been “C” (Compare) and “I” (interact). In each paragraph, the corrector will look for these, and you will be penalised if your answer is not relevant to these codes.

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Cracking the comparative ;-)

If this is how you feel when you think of the comparative, you are not alone, so don’t panic. I’ll try my best to simplify what is actually the most complex essay structure on the course.

There are two fundamental errors you’re in danger of making when writing your comparative answers.

1. You fail to answer the question.

2. Your links are weak and superficial.

It’s impossible to know what the question will be until you open the paper, but if you want to see what type of questions generally come up, click here on ‘ Theme or Issue questions ‘, ‘ Literary Genre questions ‘ and ‘ General Vision and Viewpoint questions ‘ (note: these are the modes for 2012, they’ll be different if you’re doing the leaving in 2013).

So let’s imagine the question is “What did you enjoy about exploring the general vision & viewpoint of the texts you studied?”

This is the kind of answer that will get you a D2:

“I really enjoyed studying the general vision and viewpoint of my three texts. The opening scene of DAL is quite nostalgic as Michael looks back on his childhood in Donegal but it’s also pessimistic because he says things weren’t really what they seemed and he mentions Fr. Jack coming home but not being nearly as impressive as they expected. We then see the Mundy sisters together, they are a close family but Kate tends to boss them around and the others resent this, particularly Agnes. When she decides they can’t go to the harvest dance the sisters are pissed off but Kate thinks it wouldn’t be right. Similarly the opening scene of IID is quite pessimistic. Michael sits on his own in Carrigmore home for the disabled and he can’t communicate because he is handicapped and can’t speak properly. He tries to warn one of the workers that there’s a cable that might get snagged and someone will trip but they don’t understand what he’s trying to say. He seems really frustrated and I would hate to be in his situation. The first scene in HMB is also pessimistic. Alec is waiting to die and he won’t get in touch with anybody in his family to tell them what’s happening. He doesn’t seem to even care and when the priest comes in he sends him away after making jokes about his own death. So I enjoyed seeing how awful some people’s lives can be because mine is way better and that made me happy”

Before you read on, I made up this answer. So no I’m not slagging off a real student’s work.

What’s wrong with this answer? Let me count the ways:

• Question is thrown in at the beginning and end of the paragraph but no effort is made to actually engage with the question.
• Sentences go on – and on – and on. The writer clearly has no control over what they’re trying to say. It comes out as a stream of consciousness ‘vomit’ onto the page.
• Informal conversational language and slang “she bosses them around” “pissed off” “he doesn’t even care” “mine is way better”
• Inaccurate and vague details: “handicapped” instead of “cerebral palsy”, “can’t speak properly” instead of “has a speech impediment”, “he says things weren’t as they seemed” instead of including the quote “I had an awareness of a widening breech between what seemed to be and what was”, reference to the “priest” instead of the “padre”.
• Texts dealt with separately with superficial links barely established “similarly” “also”.

Each colour is knitted separately. They only touch briefly.

Now let’s say white represents the times when you’re talking about all three texts.

Dark grey represents DAL.

Light grey represents HMB.

Purple represents IID.

Each section exists on its own, never mingling with the other colors, only briefly linking with them, perhaps for a line or sometimes just for a single stitch (or ‘link’). All of the ingredients are there but they never get mixed up together. In fact you could just take out each color and knit four separate jumpers if you wanted to.

Now let’s have a look at how to do it properly:

“Studying the general vision and viewpoint of my three texts offered me a fascinating insight into the quiet lives of desperation many people lead and I found myself on tenterhooks, rooting for the central characters as they attempted to create a better life for themselves. The opening scene of DAL is full of nostalgia as Michael the narrator launches into a flashback of the summer when Fr. Jack returned from the missions. Despite the closeness of the family unit (Michael remembers his aunts dancing wildly to the music from the wireless) there is an aura of mystery and foreboding, an awareness “of a widening breach between what seemed to be and what was”. This aura makes DAL in many ways similar to HMB (from the beginning of both texts the reader feels something bad is about to happen) but the atmosphere of fear and foreboding are much more pronounced in HMB. The opening scene fills us with unease as Alec waits to die. Unlike the Mundy sisters (DAL) we have no sense that he feels close to his family – in fact he bluntly admits “I love no living person, I am committed to no cause…I have not communicated with either my father or mother”. I found his indifference to his plight deeply unsettling. Thus although I felt compelled to read on, I cannot say I ‘enjoyed’ watching him suffer. The same is true of IID, where the central character’s difficulties fill the reader with sympathy. Michael’s cerebral palsy and speech impediment isolate him from the other residents but what makes this film subtly (yet significantly) different to HMB is that in IID we can see Michael’s frustration, through a series of close-ups of his face as he tries to communicate with Eileen and warn her of the impending accident (he has seen a vacuum cable snag and knows it will trip someone up). By contrast Alec (HMB) expresses no desire to escape the awful situation he finds himself in. Yet there are also interesting similarities between HMB and IID , for example the complete lack of family support and in some ways this makes DAL the most positive of the three – no matter what their difficulties at least the Mundy sisters have each other.  Thus I can honestly say that all three texts captured my imagination, roused my curiousity and engaged my sympathy for the central characters in the opening scene, thus adding to my enjoyment and compelling me to read (or watch!) on.

Why is this so good by comparison?

• The question is fully engaged with throughout by the writer.
• Sentences are complex but highly controlled (writer uses brackets if adding something significant that would make the sentence unwieldy).
• Formal language of critical analysis is used at all times.
• Details are accurate and specific, including occasional use of quotes (perhaps four or five in total in your essay is more than sufficient).
• Texts are interwoven; links are complex, recognising obvious similarities and differences but also going further to establish subtle distinctions.

Again the knitting analogy is useful.

This pattern also has all of the ingredients necessary but if you look at the body of the jumper (ignore the sleeves) you’ll see that the person knitting this jumper begins a line with one color but then switches to another – or sometimes switches to a different colour for one line but then switches back again.

In your essay the texts need to be interwoven in this way. You need to establish complex links. You can keep your basic pattern – I’ll mostly discuss DAL, then HMB, then IID – but you must be willing to link them in subtle and meaningful ways. If the examiner feels like they could easily separate your essay out into three separate essays (unravelling this jumper would be a lot more complicated than unravelling the one above) then you have a problem.

With ONE NOTABLE EXCEPTION.

If you chose to answer a 30 / 40 mark split you will deal with one text entirely on it’s own.

You completely ignore the other two and just discuss DAL on its own.

Then when you move on to the 40 mark discussion of your other two texts (HMB and IID in this example) you weave the two texts together. In this example, the charcoal can be HMB and the light grey can be IID. You can occasionally refer back to DAL (cream) but not in any great detail.

Pay attention to how the question is phrased. If it says “in the light of your discussion above” then you must deal with the same ideas, issues etc.. If it doesn’t you don’t have to – but it’s probably easier.

I have no idea if that makes things any clearer but I don’t know any other way to make you aware of how important it is to have interwoven your texts together, rather than simply treating them as three separate entities. Ultimately, answering the question asked and having in-depth quality comparisons (both similarities and differences) make the difference in doing well or doing badly in comparative studies.

19 responses to “ Cracking the comparative ;-) ”

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Comparative Studies In Leaving Cert English

The comparative study appears on paper two in the leaving cert English exam. Paper two is known as the literature paper and is broken down into three main sections:

• The Single Text ( King Lear, Hamlet etc.)
• Comparative Studies ( Three different texts usually a film, novel and a play. )
• Poetry ( Unseen and studied )

This blog post will be focused on attempting the comparative studies question. The section requires students to read texts with different contexts and look at the various ways there are of examining a text. The main thing to remember with the comparative study is that the texts chosen to study must be in relation to each other, NOT individually.

So if you are for example studying Foster, The Kings Speech and The Plough and the Stars, answers must be written about how the three texts relate to each other not about the texts individually.

The texts for 2016 higher level will be examined under the following headings:

• Cultural Context
• General Vision and Viewpoint
• Literary Genre.

(Ordinary Level (i) Relationships (ii) Social Setting (iii) Hero, Heroine, Villain)

Cultural Context refers to the backdrop to the story. It refers to the ” world” in which the text is set in.

General Vision or Viewpoint relates to the authors/directors outlook on life. Such a viewpoint influences our perspective of the text and setting.

Literary Genre looks at the ways in which the story is told.

Tips on tackling the comparative:

• Remember that comparison means both similarities and differences, so ensure that you can write about the texts you have studied in that manner.
• Identify the links or lack of links that are associated with your texts. Write about the texts in relation to each other and not as single texts.
• Avoid summarising or telling the plot of the texts you have studied. This is the comparative so you must analyse the texts by there difference and similarities and not just the story they tell individually.
• Two questions exist on the comparative – the single essay – type question and the two-part question. ( Decide what question works for you but the essay type question allows you the scope and depth needed to explore the texts properly)
• Build your paragraphs based on comparison between the texts and aim to compare and contrast the texts in each paragraph.
• As always back up your points with accurate referencing to the texts.
• Refer back to the question asked.
• As well as comparing the texts ensure that you can show personal engagement with the texts and give your thoughts on how the texts relate to the question being asked.
• Use comparative language ( Contrastingly, similarly, comparatively etc.) Ensure prior to the exam that you have built up a stock of comparative phrases to use on the day.

Here is a link to the fantastic Leaving Cert English blog , the particular blog post I was looking at highlights the importance of linking words in the comparative study.

The main points to remember are as follows:

Ensure that you know your texts, know how they compare and contrast to one another. There is no avoiding this, you must know your texts and the points of comparison before the day. So take the time to develop those points under the modes of comparison.

Remember that learning off essays can be quite counter productive in English, take the time to learn references, points but not actual essays. Depending solely on one type of essay to come up may not pay off.

Before writing, ensure you plan sufficiently. Every question is different so take the time to read the question and plan your answer and use of points accordingly.

Remember that you do not have to produce ten pages of an essay to get a good grade, ensure that you have planned correctly, compared throughout and backed up your points with references to the texts. It is certainly a case of quality over quantity, this is an English exam so think and write critically, know your texts and all will be fine.

Happy Studying/Teaching.

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How to get a H1 in Leaving Cert English

In this guide, Eimear gives her tips and tricks for getting a H1 in Leaving Cert English.

Introduction

Many would have you believe that being good at English is a talent that you either have or you don’t. I personally don’t believe this one bit. I used to despise English and thought I was rubbish at it but with the help of a good teacher and my own personal effort and perseverance, I saw an improvement in my work. Slowly but surely, I brought myself up to a H1 grade. If I can do it, so can you!

Paper 1 has three sections to complete (more on these later):

Composing (100 marks)

Question A of the comprehension (50 marks)

Question B of the comprehension (50 marks)

Unless you’re magic, you will be under time pressure for English in both Paper 1 and Paper 2. Writing an average of 10/11 pages in 2 hours and 50 minutes is hard and it does take practice.

I think it’s a good idea to learn off by heart the times at which you should be finished each section before the exam. Here's a draft breakdown of how you could approach this paper timewise:

• your exam will start at 9:30 a.m (you’ll need time to read through the paper first as well as plan questions);
• ideally, you should be done with your composition at 11:00 (I recommend doing the composition first as it’s worth the most marks);
• then, you should hope to be done with Question A (or B) by 11:40 and Question B (or A) by 12:30.

Obviously, it won’t work out this way for everyone and you might need more or less time for a particular section. Time at the end to read over your work can be very helpful as you might spot any mistakes you may have made.

You needn’t write out a 5-page essay every night within the time limit to practice this paper. Instead, you could write out one page of an essay within 10/15 minutes to ensure you can do it in the exam.

As mentioned earlier, you’ll probably be short on time for the exam so although planning is essential, you’ll have to be quick. For each piece I had to write, I jotted down some keywords for what I would include in each paragraph. It just helps you keep on track when you’re writing instead of forgetting your train of thought in the middle of your essay.

This section is worth 25% of your overall mark. There are 7 options for you to choose from including articles, speeches, personal/descriptive essays or short stories.

The short story

If you’re imaginative and creative, I would recommend you do the short story. The handy thing about them is you can go into the exam with an idea (or two) for a story that you’ve already practiced and then just manipulate the story during the exam to suit the prompt. You must adhere to the question though so don’t just write out a memorised answer that has nothing to do with what they want in the story.

Stick to your strengths

If short stories are not your thing, try to go into the exam with some idea of what you’ll be doing for the composition. In my case, I knew speeches were my strong point so I went into the exam with my head buzzing with every speech technique I knew. I think it’s important to know what you want to do so that you won’t waste time in the exam deciding over which option you’ll choose and what way you should do it.

Know what the examiner is looking for

Make sure you know what the examiner is looking for from each option. For example, if you’re doing a personal essay, the examiner will be expecting a very personal piece about the chosen subject, rife with memories, anecdotes and personal thoughts and opinions. You’ll also need descriptive and reflective paragraphs. This shows that you know what is being asked of you and it will get you those extra marks. If you’re doing a short story, the examiner will expect to see dialogue, character descriptions, a twist at the end, etc. Know the traits and aspects of each option.

Read as much as you can in preparation

Good practice for this exam would be to read as much as you can. Read a newspaper, a book, online articles, etc. This will, unknowingly to you, improve your vocabulary and your writing.

Question breakdown

There are three comprehensions in the exam, each with separate Question As and Question Bs. You need only do one Question A and one Question B from a choice of three. Question A asks you about the comprehension at hand and Question B is a short composition that is mildly connected to it.

Question A, for me, is the easiest part. Mostly, all you have to do is find information in the comprehension and put it into your own words to suit the question. Let's break it down a little more:

Question on the author's style of writing

Usually, in the third part of Question A (if the comprehension is text-only), the question will have something to do with the author's style of writing and you have to show samples of this or prove it in some way. Therefore, it’s important to be able to know the traits of certain styles of writing, e.g. descriptive, persuasive, emphatic, personal, etc.

Image questions

Sometimes, the comprehension will be images only. There might be 4 or 5 images which you have to discuss or perhaps one on its own. In this case, you need to be able to discuss the image in depth, describing lighting, body language, colours, etc. and how they portray the message of the image.

Mixed questions

Other times, a comprehension may be a mix of both text and images. In this case, put your skills and knowledge towards answering both types of questions to use. As always, make sure you have all aspects of the course covered.

Choosing which question to answer first

You cannot do Question A and Question B from the same comprehension so because Question B tends to be harder and perhaps only one option might appeal to you, it might make more sense to choose it first. For example, I loved letters and speeches so when a letter came up on our exam, I chose it straight away and chose my Question A after.

Be prepared

Question B is quite similar to the composition, only that it is shorter (usually you only need to write about 2 ½ pages) and things such as interviews, memos and reports can come up too. Like with the composition, I recommend having a fair idea of what you’ll be writing and knowing how to write it. In my case, I was hoping for and expecting a letter so I made sure I knew the layout of a letter and how best to write one. It’s important to have more than one option prepared though, as your preferred prompt may not come up.

Practice, practice, practice

This is the only way to improve your work. Question B should only take 35-40 minutes so if you get the chance in the evenings or at weekends, I really recommend doing out some questions and getting your teacher to correct them so you can see where you can earn more marks and also to ensure you have all bases covered.

Paper two has three parts to it:

The single text

The comparative study.

Poetry (prescribed and unseen)

If you’re anything like me, the prospect of completing all of these within 200 minutes on the day of the exam is quite daunting but don’t worry! I’m confident it will work out on the day for you. Exam conditions really help you concentrate and focus on the task at hand and in the end, you’ll have no bother with finishing each section and finishing it well.

Unfortunately, you’ll have even less time to finish each section in this paper than in Paper 1 but don’t let this freak you out. If you plan your timing out the same way you did for Paper 1, finishing the paper in time is possible. As I’ve said, practice is the key to success and the more you practice, the more prepared you’ll be.

There are 5 options to choose from here but in reality, you’ll only have studied one. Within these options, there is a further choice of two questions and the question you choose is worth 60 marks. In my experience, the Shakespeare option is the most popular one for Leaving Cert students to do as doing a Shakespeare play is mandatory (either in this section or in the comparative study).

Generally (and I believe it’s the same for the other options) there are 3 different types of questions that can come up, just in alternate ways. For example, with ‘Othello’, our class was expecting a question on characters, a question on themes or a question on techniques. Therefore, my advice for this section would be to cover all bases and ensure that you could answer a question well on any character, any theme or any technique. Here's some advice on this section (I have used Othello as an example but you can apply the below points to the text you are studying):

Imagery and symbolism

A common question for Othello was to give a response to the imagery and symbolism used by Shakespeare. I used to avoid this question like the plague, thinking I would just answer whatever other question came up. Unfortunately for me, this question came up in the mocks with a horrendous character question that I didn’t fully understand. After that, I forced myself to learn imagery and symbolism, quotes to back up my points and I also did out a question for my teacher to mark. Turns out, that kind of question was my forte so never underestimate yourself.

Know the plot

Make sure you know the plot of the play (or novel), the order of events and the characters. If you don’t know these well, it will become clear in your answer that you didn’t study well enough and that you don’t really understand the play. This will lose you marks.

Quotes are important for this section as they help reinforce the point you’re trying to make. If you’re having trouble remembering them all, there are a couple of things to try. You could record yourself saying the quotes out loud and listen back to them as if they were a song (you can remember song lyrics when you listen to them, so why not quotes?). You could write them out and read over them several times and then recite them to someone else without looking. Finally, I recommend categorising quotes. For Othello, for example, the main themes were jealousy, love, irony and appearance versus reality so we categorised our quotes under these headings and learned them off category by category.

Answer layout

Laying out your answer correctly can help you gain a lot of marks. I found that an introduction, three well-detailed paragraphs and a conclusion is the best layout. It’s clear and it’s to the point. For example, if the question was about Othello’s character traits, you could have a paragraph on his loving nature, his jealous nature and finally, his noble nature. Within these paragraphs, however, you need to discuss in depth what point you’re making as this shows the examiner that you know your stuff. There’s no point in making a bold statement and having nothing to back it up with. I find that backing up your statement with a quote and then an explanation of that quote is a good idea. 

Don’t just tell the story

Don’t just tell the story as you will get docked lots of marks for this. Remember, the examiner is an English teacher so they will know the plot. They want to read about your opinion so make it personal. Use phrases like, “I believe that Othello…” or “In my eyes, Othello was…”.

Make sure you understand the question

Make sure you understand the question and answer it accordingly. Another thing that will lose you marks is answering a question that you’ve learnt off but has nothing to do with the question. When you’re starting off a new paragraph, start with a topic sentence that includes the keywords of the question (but rephrased). For example, if the question was ‘The characters in Othello have both virtues and vices’, you could start off a paragraph about Othello like this: “I found the character of Othello undoubtedly loving in this captivating drama, however, he also showed terrifyingly jealous and murderous traits”. This will show you’re focused on the question. Try to slip in the question throughout the paragraph and at the end, reinforce your point again.

Make your answer stand out

Finally, remember that the examiner will be correcting a lot of similar-looking answers so try to make yours stand out. Start your essay off with a captivating statement about your opinion of the play or with a quote from the play if appropriate.

Worth 70 marks overall, this section is definitely one to put effort into and make sure you can do well in. It involves comparing and contrasting 3 different texts; usually a film, a play and a novel. You can either do one 70-mark question or a question split into 30 marks and 40 marks.

Personally, I found the 30/40 mark questions easier because that way, you can discuss one text on its own in part (a) and then compare the other two in part (b). With the 70-mark question, however, you usually have to discuss all 3 texts together, constantly comparing them whilst trying to adhere to the question too so it can get messy. The 70-mark question could save you time in the exam though so if you feel confident with it, go for it.

Aspects of study

Each year, there are different aspects of the texts to study: theme or issue, literary genre, general vision and viewpoint or cultural context. Usually, you study two and either one or two of those will come up in the exam (there are only three on the syllabus for each year). Like everything in English, it’s important that you understand what all of these are and their importance in the text. For example, if you were studying general vision and viewpoint (GV+V), you need to know the GV+V of the text at different moments, what changes the GV+V, what the GV+V relates to (family life, relationships, war, etc.) and what the GV +V tells you about the author’s outlook on the subject.

Key moments

Key moments are a major part of the comparative study and they often appear in exam questions. It’s essential you know the key moments of each text, why the moment is important and how it changes the text.

Quotes are very important for backing up your points. Make sure you know different ones to suit the aspects of the texts you are studying. 

Comparing and contrasting

It’s called the comparative for a reason so it’s imperative that you compare the texts at all times (apart from in the 30-mark question). Use terms such as ‘similarly’, ‘much like in...’, ‘in both texts...’, etc. to link the texts and show how they are similar. Equally, you could show how they are different. I used to freak out in the middle of a question if I couldn’t compare texts because of their differences but I learned that contrasting the texts shows your understanding of the texts just as well so don’t be afraid to do that if you feel that the question is difficult in terms of comparison.

Personal opinion

Personal opinion, as always, is of extreme importance. You should let the examiner know the effect the texts had on you and how they made you feel.

I like to conclude my essays with an insight I gained from reading the texts. For example, one I often used for theme or issue was, "the capability violence has to bring out the best or worst in human beings". This shows the examiner you fully comprehended the texts and that they had an effect on you.

Poetry (prescribed)

The prescribed poetry is worth 50 marks and there are 4 poets to choose from. There is always at least one woman and one Irish poet in the mix. Each school is different but generally, you will study 5/6 poets and 5/6 of their poems. There is a lot of speculation about how many poems are actually needed for a Leaving Cert response but the most common answer seems to be 5. From my own experience however, doing everything else on that paper along with 5 poems is a difficult task so if you only get around to 4 on the day, don't beat yourself up over it.

It's all about personal interpretation

If you’re one of those people who ‘doesn’t get’ poetry then think again. Anyone can do poetry because it’s all about your personal interpretation of the poems. As long as you can back up your point, you’re on the road to success.

In terms of length, I wouldn’t write more than 5 pages because you probably will not have time for more.

Poetic techniques

When learning poetry, you really have to know poetic techniques and what they do such as alliteration, onomatopoeia, sibilance, erratic punctuation, etc. Some poets have their own personal style that makes their poetry stand out, like Dickinson’s punctuation or Montague’s intimate style of writing. It’s not enough just to mention the technique, you must say what effect it has, for example, “Dickinson’s use of dashes in the poem ‘I heard a Fly buzz when I died’ slows down the pace of the poem and mimics one’s short-breaths during their dying moments”.

Themes are very important too and often, they are a good topic on which to base each paragraph in your response. You should know each poet’s main themes and which themes apply to which poems.

Focus on the question

As always, you must focus on the question. You will not get high marks if you merely dissect the poems without reference to the question being asked but try not to repeat the question word for word throughout your answer. My advice would be to use a thesaurus when you are practicing essays and find synonyms for the keywords used in the question.

Personal opinion 

Again, make it personal. How did the poem make you feel? How did the poet’s emotions portrayed throughout the poem affect you? Also, ensure you explain each point you make. It’s not good enough to make a bold statement and then not discuss it in detail. The examiner needs to know why you have that opinion or how the poet achieved a certain effect, etc.

Quotes are essential. Pick out lines from each poem that you find most appropriate and that you feel you would use in the exam. Try using the same techniques as I gave above for remembering them. Writing them out is what I found most effective so what I did was write out the quotes without looking and then write underneath them the techniques used, what the techniques do and also the theme of the poem.

Poetry (unseen)

As this section is worth only 20 marks, I would recommend doing it last. You most likely won’t have seen the poem before so it’s hard to prepare for. There’s a choice of two questions which you can answer; one worth 20 marks and one with two sub-questions worth 10 marks each.

Look back on past examples

Luckily, the questions are quite similar each year so you can have a good idea of what you’ll need to answer. The 20-mark question is usually something about your personal response to the poem so to gain the most marks, be extremely personal. How did it make you feel? Why? How?

Show off what you know

Other questions may ask you to comment on the appropriateness of the title, the language used or your favourite images and why. Again, talk about the techniques used because it shows your knowledge of poetry. Finally, don’t forget to quote and reference the poem.

Best of luck in the exam! You will be great.

Having spent previous years contributing to content creation, sales and communications, Eimear now manages the customer support and communication teams. Her enthusiasm for culture, travel and languages means she's lived in France, Germany and Scotland to date, and her favourite thing to do is try new food.

• [email protected]
• 085-148-1252
• 🎉 Now enrolling! Primary and secondary school grinds, online & in-person.

Online Essay Writing Course

About course.

This self-paced online Essay Writing Course will teach Higher and Ordinary level Leaving Cert students how to write EVERY essay in the 2022 Leaving Cert English exam.

Check out our course outline below. The first lesson is free! 

Don’t Lose Valuable Marks

Essay writing is the single most important skill that is required for the Leaving Cert English exam but it’s one that very few students have learned to perfect.

In fact, poor essay writing skills is very often the difference between a passing grade and an honours one.

If you’re putting 100% effort into doing your homework and preparing for your exams but still not seeing the results that you’re capable of achieving then this course is for you!

This course teaches Leaving Cert students how to write every essay required for papers 1 and 2 of the 2022 Leaving Cert English exam.

It also teaches students how to write introductions and conclusions and structure paragraphs – the basics which often cost students valuable marks in the exam.

Still undecided? Try the first lesson for free!

Anywhere, Anytime, Any Device

This online Essay Writing Course consists of 9 on-demand classes which can be accessed anywhere, anytime and on any device.

Each class is approximately 20-30 minutes long and students can pause and rewind the classes as many times as they’d like.

At the end of each class, students are given a writing task to practice the tips and techniques that they learned for that specific genre/essay question.

Students also have access to an online forum where they can ask the teacher questions they about the course or their own writing material. 

Expert Teacher

Helena is a fully qualified and experienced English and History teacher. She holds a First Class Honours Bachelor of Arts degree from Mary Immaculate College where she received the Excellence in English Language & Literature award, having obtained first place in the subject amongst her graduating B.A. class. She completed her Professional Master of Education (PME) degree in Trinity College Dublin.

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What will you learn.

• How to write each essay required in papers 1 & 2 (poetry/comparative/single text/composition)
• How to write an introduction
• How to write a conclusion
• How to structure paragraphs
• How to structure essays
• How to use quotes effectively
• How to recognise and utilise the features of the five genres of language

Course Content

How to write an introduction this lesson will teach you how to write clear, concise and well written introductions for essays in papers 1 and 2 of the english leaving cert exam. it will identify the features of a good introduction, show you examples of good introductions and give you the task of writing an introduction for a single text essay., understanding paragraphs this lesson will help you to understand the importance of paragraphs. it will identify the main features of a paragraph and show you how to construct a paragraph. you will also be given the task of writing a paragraph for a prescribed poetry essay. , how to write a conclusion this lesson will teach you how to write clear, concise and well written conclusions for essays in papers 1 and 2 of the english leaving cert exam. it will identify the features of a good conclusion, show you examples of good conclusions and give you the task of writing a conclusion for a single text essay., paper 1 – composition (part 1) this lesson will teach you how to write a personal essay, a short story and a speech. it will identify the main features of each of these 3 essay types, show you samples of each essay type and teach you how to structure each essay type. this lesson will also help you to use and understand three of the five language genres: the language of narration, aesthetic language and the language of persuasion., paper 1 – composition (part 2) this lesson will teach you how to write feature articles, debates and diary entries. it will identify the main features of each of these 3 essay types, show you samples of each essay type and teach you how to structure each essay type. this lesson will also help you to use and understand two of the five languages genres: the language of information and the language of argument., paper 2 – single text this lesson will teach you how to write an essay for the single text. using king lear as an example, it will identify areas that you should focus on when studying your single text, such as characters and themes. this lesson will show you how to structure a single text essay, give you an example of a good single text essay and give you a writing task based on your single text., paper 2 – comparative (part 1) this lesson will teach you how to write an introduction and conclusion for the comparative essay. it will teach you how to structure paragraphs for the comparative essay and show you a sample paragraph for this type of essay. this lesson will also go through the different types of questions asked for this particular essay at both higher and ordinary levels. the mode of theme or issue will be focused on for higher level students while the mode of theme will be focused on for ordinary level students., paper 2 – comparative (part 2) this lesson will revisit the simple structure of a paragraph in the comparative essay. the modes of general vision and viewpoint and cultural context will be focused on for higher level students. the modes of social settings and relationships will be focused on for ordinary level students. samples will be shown and a writing task is given at the end., paper 2 – prescribed poetry this lesson will teach you how to write an essay for the prescribed poetry question for both higher and ordinary levels. it will go through the structure of this type of essay, show you a sample paragraph to help you identify the main features and provide you with a writing task at the end. .

Enrolment validity: Lifetime

• 4 hours 15 minutes Duration

Requirements

• Internet access
• Mobile phone, tablet, laptop or desktop computer
• Exam papers
• Writing materials
• Leaving Cert
• 4th, 5th and 6th year students who want to perfect their essay writing skills
• Higher and Ordinary levels

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Subreddit for Leaving Cert students and teachers to request and share resources for all exam subjects. Request resources you need, share files others might need. A link to the shared drive can be found in the stickied post.

Tips for all Sections of English Exams.

First of all, good luck to everyone. I have no idea if this subreddit has actually helped anyone but I hope it has and will in the future once it's had a little time to grow.

Below are the tips I gave my class for the English exams this week. Of course there is much more that could be added but in my experience this is what matters most.

For anyone looking for notes, there are tonnes of English notes in the shared drive for this subreddit also: https://drive.google.com/drive/folders/1Vfd5iQi5ddgE7rxfYb8Oj6cGwR3Ip_Io?usp=share_link

(TLDR: Answer the Question at all Times! Plan responses before writing. Pay attention to timing)

*Make sure to choose Q.A and Q.B tasks from different texts*

Section 1: Q.A: Comprehension

-Understand the Question(s ): Don’t just read the Qs, analyse them. If you misinterpret the questions your answers are worth nothing. Take the time to figure out exactly what they’re asking you before you start writing.

-Answer the Question!: Everything your write needs to work towards the same goal. Anything you write that isn’t linked to the task won’t earn marks so stay on topic and keep everything relevant.

-Timing and Structure: Short intro with one paragraph for every 5 marks (unless Q states otherwise), and one minute spent writing per mark. Answer the Q by getting straight to the point, provide evidence, explain how it supports your point, move on.

-Last Minute Revision: Be familiar with the features of the different language genre; Aesthetic, Narrative, Argumentative, Persuasive, Informative.

Section 1: Q.B: Functional Writing

-GAP: What matters most here is meeting GAP; Genre, Audience, and Purpose.

Genre is about matching the format of the task you are completing. If it’s a speech, introduce yourself and speak to the audience. If it’s an article include a headline/byline. If it’s a letter, make sure you include address/date etc.

Audience links to who the intended reader/listener of your writing might be. If it’s a formal letter you tone would be more serious and stiff. A diary entry would be more informal and personal etc.

Purpose means you have completed ALL of the tasks asked of you. Is your writing achieving it’s intended function? Is your speech persuasive or informative? Is your diary entry reflective and personal? Read the Q and answer it!

-Timing and Structure: You will have about 30-40 minutes to write this. Plan your response carefully and aim to write between 2-4 pages. Focus on GAP above all else and leave plenty of time for the 100 mark composition task coming up.

-Last minute Revision: Look over the layout of different genres like a Diary Entry, Speech, Letter (Formal and Informal), Article.

Section 2: Composition

-Structure and Length: Pay attention to GAP, but put more emphasis on planning here since this essay is so long. You are aiming for somewhere between 4-8 pages here so PLAN your response carefully. Even if you use extra time on the comprehension tasks you need at least an hour for this section. It is worth 25% of your entire Eng result so make it count!

At the start establish GAP , introduce a hook to grab attention, and create a flow by including a thread you’ll use to tie sections together.

Each section needs a clear focus that is fully explored before moving on. Try to use connectives to make your essay follow a logical path as it develops.

Your Conclusion would ideally link back to your opening in some way to create a sense of completion. No cliff-hangers, waking up from dreams, to be continued, or random twists.

-Content: For this section GAP definitely matters, but HOW you write becomes increasingly important. Find opportunities to show off your writing ability by hitting the examiner with a barrage of techniques and devices, descriptive details, personal reflection, use of the senses etc. GAP will get you a good grade, showing off at opportune moments will get you a great grade.

-Last Minute Revision: Look over samples of H1-level Personal/Discursive Essays and Descriptive Essays as they are historically the more dependable options.

*Do not just summarise your texts!*

Section 1: The Single Text (Macbeth)

-Answer the Q: Any moment your refer to, and quote you include, and character you summarise, it all needs to be linked to what the question is asking you. Use the key words from the Q often, but make sure you actually discuss them !

-Likely Topics: There is a lot they can ask, but the most likely topics are on the main Characters (Macbeth, Lady Macbeth, Duncan, Banquo, Macduff, Witches), the main Themes (Ambition, Guilt, Power, Good Vs. Evil), and Style (Symbols/Images, Soliloquies).

- Last Minute Revision: Focus on the key scenes in the play paying attention to how they link to the characters’ development, the play’s main themes, and common symbols/images.

1:3, 1:7, 2:2, 3:4, 4:1, 5:1, 5:5, 5:8. (Not really a “last minute” task…)

Section 2: The Comparative

-2023 Changes:

Texts: Remember that this year you do not NEED to know all 3 of these texts. You can choose to tackle the 70 mark Q on just 2 of your studied comparative texts. If you have studied all three texts I STRONGLY suggest you take the route of answering the 30 mark Q on one of your texts, and the remaining 40 mark Q on the other 2. Statistically, this is the way you are most likely to get the highest marks; It eliminates the complexity of comparing 3 texts at once and it makes your comparative response much shorter/easier.

Modes: Also remember that all 3 of your studied modes will appear. You can use information from the other 2 modes, but keep the focus on the mode you choose to respond to.

-Comparative Essentials: As always, answer the Q. But make sure you are comparing as frequently as possible. Sections should start and end with comparisons at the very least!

-Last Minute Revision: If you’re in a tight spot then pick two texts, and just one mode. Know your key moments (beginning, climax, ending) and choose the 70 mark Q on 2 texts.

Section 3: Poetry

-Biggest Mistake: The biggest mistake is that students often just summarise what each poem is about and throw some random quotes in to prove you’ve learned them. This will lose you massive marks. Answer the Q! Use your knowledge of the poems and the quotes you’ve learned to support a clear argument. Do no fall into the trap of just summarising poems.

-Structure: Aim to discuss 4 poems in detail, 5 if you're good with timing. One paragraph per poem with around 3-7 quotes to support points.

-Last Minute Revision: 4 Quotes from 4 Poems by 4 Poets -Unseen Poetry: This is worth the least amount of marks so leave it until last. If you have time, tackle the 2x 10 mark Qs. If you're short then tackle the 20 marker. This will be somewhat similar to the comprehension Qs from Paper 1; Focus on the Q, support your points with evidence, and move fast.

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Really Useful Links for Writers: Leaving Cert Essay Writing

Paul FitzSimons

• 29 May 2014

I have good news – the weather will be beautiful next Wednesday. The sun will shine, the skies will be clear, the temperature will be in the twenties. How do I know that? Because it’s the first day of the Leaving Cert Exams.

Besides being the unofficial start of summer, Day 1 of the Leaving is also English Paper 1, the culmination of two years’ work for around fifty thousand English language students.

The Leaving Cert English exam is divided into two papers – Paper 1, which is all about comprehension and composition and Paper 2, which covers The Single Text , The Comparative Study and Poetry. Like the other two-part exams Maths and Irish, English 1 and 2 happen on two different days – the first Wednesday and Thursday mornings of the schedule. Maybe this is to give brains and hands a chance to recover from a hectic morning of essay-writing.

Besides having the aptitude to tell a good story, writing essays at Leaving Cert level requires certain acquired skills, most of which we learn over the years of study prior to the exam. However, there are some aspects of writing the perfect essay that we don’t necessarily pick up or, with the deluge of knowledge that we’re trying to take in, have slipped from our memories. Thankfully, there are plenty of online resources that will fill in those gaps and also offer some additional advice on writing, organisational and time-saving that will prove invaluable on the day.

On the ever useful website LeavingCertEnglish.net – seriously, I wish this had been around in my day – we are given an invaluable guide to preparing for and then sitting down to English Paper 1. Their pages include advice on approaching each essay, what needs to be covered to achieve a passing mark and what flourishes will help to get that all-important A.

After sitting his Leaving Cert in 2011, student and blogger Aidan Curran decided to take the lessons he learned during that traumatic year and share them on his website. His post How To Get An A In English Essay Writing takes us through everything we need to remember coming up to and during the exam. He reminds us that, as essay-writing is not something we can memorize, it makes it both the easiest and most difficult part of the exam.

Most of the above applies to Paper 1 of the exam. Of course, there are also some essays to be written for Paper 2, which deals with curriculum’s prescribed texts, such as the play, novels and poetry. The Clevernotes website offers us some invaluable advice on tackling the second English paper compositions, suggesting that, in order to form a cogent and coherent response to the question asked, an essay must always contain an introduction, a number of well-focused body paragraphs and a conclusion.

For some slightly more tongue-in-cheek advice on essay writing, we can watch video blogger Clisare’s video on Entertainment.ie. She takes us through her unique thoughts on writing both English and Irish essays. She does offer some interesting insight but the fact that she advises us to remind the teacher that ‘Irish is a dead language’ suggests that we should probably take most of her tips with a grán salainn.

If you feel an online tutor will be able to help, check out TutorHunt .

“The whole purpose of education is to turn mirrors into windows.” – Sydney J. Harris

A Whole Website Dedicated To It.

LeavingCertEnglish.net has all the advice, information and sample exams we need to tackle the Paper 1 essay.

“”Stick to the topic. Have plenty of ideas. Identify problems but also offer solutions.”

http://leavingcertenglish.net/2012/03/inspiration/ .

Them’s The Rules.

LeavingCertEnglish.net takes us through six important rules for writing the perfect essay.

“It’s really important to grab the reader’s attention. Use a quote, or a series of rhetorical questions, a list, or a vivid description.”

http://leavingcertenglish.net/2011/05/six-rules-of-essay-writing/

From The Horse’s Mouth.

Recent Leaving Cert student Aidan Curran takes us his advice on Essay-writing, based on his own experience.

“Obviously, when you get the essay titles first you say “That’s it, I’m screwed, we’ll call it a day”. But if you just look at them, you’ll realise that they can be changed to your strengths.”

http://aidancurran.com/how-to-get-an-a1-in-english-essay-writing-aidan-curran/

It’s Not All About Paper 1, You Know.

English Paper 2, which deals with the subject’s prescribed texts and poetry, also involves some essay writing. Clevernotes tells us how to tackle it.

“The most basic principal of essay writing is that it should be structured. Your essay must form a cogent and coherent response to the question asked.”

https://www.clevernotes.ie/english/hl/leaving-cert/how-to-write-a-paper-two-essay/

And Lastly, Some Proper Serious Advice (Or Maybe Not)

Vlogger Clisare gives us her unique take on Essay Writing.

“Always end English Language essays with ‘…and then I woke up.’ Teachers love that.”

http://entertainment.ie/wtf/WATCH-How-to-write-a-leaving-cert-essay/191520.htm

(c) Paul FitzSimons

About the author

Paul FitzSimons is a screenwriter and novelist and has written the novel ‘Burning Matches’ and a number of scripts for film and TV. He has worked as a storyline writer on RTE’s ‘Fair City’. His short stories are published in ‘Who Brought The Biscuits’ by The Naas Harbour Writers. Paul likes crime thrillers, good coffee and Cadbury’s chocolate. He doesn’t like country-and-western music or people who don’t indicate on roundabouts.

Paul also runs the  Script Editing service Paul | The | Editor .  paulfitzsimons.com

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