How to Write a Poetry Analysis Essay | Nina Modak | Skillshare

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How to Write a Poetry Analysis Essay

teacher avatar Nina Modak

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Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

10 Lessons (45m)
    • 1. 1 Introduction & Questions to Think About When Writing About Poetry

    • 2. 2 How To Structure All The Information

    • 3. 3 About Non Linear Structure

    • 4. 4 What to Include and How to Structure the Introduction

    • 5. 5 How to Structure Body Paragraphs

    • 6. 6 How to Use Evidence Effectively

    • 7. 7 How to Quote From Poems Correctly

    • 8. 8 Body Paragraph Examples

    • 9. 9 What to Include in the Conclusion

    • 10. 10 Conclusion & Advice for AS A Level Students

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About This Class

In this course we will be covering how to structure an analytical essay about poetry.

Whether you are studying at school, university or for personal pleasure, the ability to write about the analysis you have done can be daunting or confusing when you have lot of ideas. As such this course is aimed at helping you determine how to organise your ideas, determine how to structure these ideas within a paragraph and how to use evidence effectively.

What You Will Learn:

  • Different essay structures (linear & non-linear)
  • How to structure an introduction
  • How to structure body paragraphs and the information needed to write a developed and analytical paragraph
  • How to structure a conclusion
  • How to use evidence effectively
  • How to quote poetry correctly
  • Examples: comments and critiques.

Who Is this Course For?

  • A Level English Literature students
  • IB English Literature students
  • University English Literature students
  • Anyone interested in developing their writing skills


This course is designed to work together with the other poetry courses already published on my profile.

Meet Your Teacher

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Nina Modak


Hello, I'm Nina.

 I have been a private tutor since graduating from university in 2014. My academic career began at an international secondary school, I took the International Baccalaureate with Higher Level English, History and Visual Arts and my extended essay discussed whether the church is a building or it’s people.

After a gap year, during which I worked for a charity and travelled in India and Europe, I attended the University of Manchester. Upon completion I was awarded a 2:1 in the Study of Religions & Theology.

Tutoring is a personal passion. I enjoy teaching; diving into academic study and showing students how rich it can be. We tackle challenging material unravelling its intricacies then analysing its ideas. The techniques I teach my students... See full profile

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1. 1 Introduction & Questions to Think About When Writing About Poetry: How to write about poetry. So when we're analyzing poems, it's all well and good during all the notes, the annotations, looking at the language. But when we actually want to put our thoughts and ideas into something, a coherent piece of writing. Often that may be an essay, homework, or maybe you've got the exam, we have to write poetry analysis. I say, how do you go about doing that? Well, the main ideas is we need a thesis, we need evidence, and we need analysis. So let's look how to write about poetry. So there are some questions to think about before you begin writing about poetry. Now in the poetry courses that I have, if you've watched any of them. We will be covering these questions when we're going through the poem specifically. But they're also worth thinking about when you're going to start compiling your analysis into a written piece of writing. So let's have a look. Now we need to think about, well, what is the poem saying? And could you paraphrase the poem? Could you summarize it in your own words and explain what the poet is saying in each stanza. You need to think about, well, what is the surface meaning? Meaning literally what is denoted, what is said, and what are the underlying meanings? So what are the connotations? What is suggested? What are the inferences that you can draw from the word used? From here, we need to think what do the surface or overt an underlying inferred meaning, how do they work together? Do they work together? And the idea of this is we want to understand how is meaning shaped through language, through the context, through how the poets of structured these poems. And we also want to do the multiple layers of meaning. The ovary and the invert complement contradict each other or both? Do they create tension or harmony? And again, these questions, one, to help us understand what is the meaning and how is it shaped? 2. 2 How To Structure All The Information: Now when we have an analytical essay, we need to be able to organize it. So how do we do that? Well, in basic principle, we have three parts of an essay, and this is the same for any essay, whether it's a short 100 word piece or whether you're writing a dissertation. We need an introduction, we need body paragraphs, and we need a conclusion. But we are going to be really focusing on how do you actually organize your essay as in the argument. And this is going to be focusing a lot more on the body paragraphs in this next few slides. But we'll look at how do we introduce that. How do we connect that to our introduction and conclusion as well? So how could we possibly organize an essay? Well, the organization depends on the argument that you're making. Now your thesis statement is very important here because they will help you determine what, how, how to organize it in what order to put these body paragraphs. So let's look at some options. And you can keep this in mind when you're thinking, well, what is the question and how his best to answer it? So first up, chronologically starting with stanza 1, line 1, and going through the poem, stanza by stanza or line by line, is one of The simple, easy ways to organize an essay. In some ways. This will be the simplest and best way to organize your essay so it makes dense and help support the thesis. But this doesn't always work. Sometimes we need nonlinear. So you could organize your essay thematically, meaning each body paragraph discusses one theme present in the poem separately, and evidence from across the poem is used as evidence. So what does this mean? That could mean if you're looking at a poem and it has multiple ideas, maybe it's talking about love, maybe it's talking about death, maybe it's talking about life. You would have three body paragraphs wanted to occur at loved ones, took about death on one to talk about life, for example. And in those poems, you could use the same piece of evidence twice. And you could also use pieces of evidence from stanza 1, from stanza 5, some trans or two in each paragraph, because as the themes run through the poem, you will need to pick out those relevant quotes to support your points in these paragraphs. Third, you could follow a passion or cycle present in the present. Now this obviously will depend on the poem. If there is no passion or cycle, you obviously won't use it. However, if there is a pattern or a cycle in the poem, each paragraph could discuss a different pattern or cycle or different parts of the patent or cycle. Next, different techniques. So you could decide to discuss different poetic techniques in each paragraph. If you were writing a much more technical poet, poetry analysis essay, for example, you, or you're looking at a specific aspect of the poem and how meanings are shaped through the technical aspects will also carry a message. Message you could, for example, body paragraph one, we'll talk about metaphors. Body paragraph 2 could talk about oral fats. Paragraph three can talk about imagery, for example. And in this evidence from across the PRM could and will be used. So you're not limited to just talking about stanza one in paragraph one, body paragraph one, you would need to look at the metaphors that are present in stanza 1, 2, 3, 4, 5, 6, etc. Then the last one, you could choose a specific line to be this subject of each body paragraph. Now when you would use this is usually if you're talking about a specific aspect of a poem or you want to investigate as, yeah, you want to investigate a specific aspect of the Permian. Perhaps you've only got a few specific lines that are relevant. Now this won't stop you from using evidence from the rest of the poem, actually, no, you need to, you need to show how the meaning is shaped within the poem and how those lines interact. But those specific lines of the poem will be the subject. The point you're making in each body paragraph. 3. 3 About Non Linear Structure: So here's some important points that we need to discuss with regarding if you are following a non-linear personal organization. So that is the not the chronological organization of your body paragraphs, but maybe if you're talking about patterns are cycles, techniques, themes, etc. Most specific lines. As I've mentioned already, you might feel that you need to use the same piece of evidence twice. This is absolutely fine. So long as within those body paragraphs you emphasize the relationship to the other aspects of techniques in a way that supports the point you're making in that paragraph. So for example, let's, I've actually written an example on the board for you to say how this is different. So, for example, if I were discussing the effect of poetic techniques in Sonnet 1 16 by William Shakespeare. I could organize my essay in a non-linear way, taking each poetic technique and discussing it in each paragraph. So for example, paragraph one can talk about the use of r9. Paragraph two, talk about the use of imagery. Now, Sonnet 1 16 uses a lot of nautical imagery through out the poem. And one such example is the word Bach, which actually refers to what the full word is sooner Bach and Tino, Bach and dean, which is a large three or more mastered boat. So if you think about a pirate ship, for example, or the ships of war that we used during Nelson and, and Napoleon's time, those huge ships. So for example, if I'm going to use the lines about this Bach in paragraph 1, I could use the evidence to talk about how it rhymes with the word mock and how the Rhine affects the reading of the poem, the flow, and what emphasis this has on meaning. So perhaps I would want to talk about how now in insulin at 11, 6, he took Shakespeare talks about love is an ever fixed mark. And how the Tempest, the storms, and the bog is okay. The ethics mark is there to guide the bog. And we can think, well, the rhyme scheme and makes it regular it, because it's a loved permanent rolls off the tongue. It is quite pleasing to say. And this supports and emphasizes this exploration into this idea love. In paragraph 2, if I'm thinking about the use of imagery and I want to talk about bog. I would talk with specific reference to the nautical imagery and how it helps build a picture of what love is, that it can brave a storm, a tempest, and stay true. Um, I would not need to reference the rhyme in this paragraph. It's not important to the point, unless it specifically supports the point I'm making. Part cuff tube, usually the Crimea, it might be a mentioned it's not a specific analysis. So here I would want to use while the other fixed mark is a source, a guide, a light for the ship in storms. And it helps it stay on course. It still helps it know where it's going. So that's what I do with paragraph two. So I'm separating rhyme and imagery in my analysis, but I could, if I wanted to use the same quote, but you need to make sure that they used in different ways, these the same evidence. So when you organize an essay and you need to remember, you can organize an essay in anyway, so long as you make your argument clear and everything you write supports your thesis. This is incredibly important. If, if your points you make in your body paragraphs does not support your thesis, your argument is going to be weak and it's going to fall down. Which is not good for Marx. Kate, the organization simple. The essay content is complicated enough. So when you are thinking about your essay writing, you actually need to make the organization is simple so that a five or a 10 year old can follow the broad subjects. Obviously they wouldn't follow that an analytical details as much, but they need to be able to point out this paragraph is about this, this paragraph is about this in this paragraph is, is it about this? Don't try and be used really a complicated language and try and be really sophisticated. It is better to get sense first, then develop your language later. 4. 4 What to Include and How to Structure the Introduction: So what to include in each paragraph is worth mentioning again, your analysis in your essay mass center around and support your argument. I eat your thesis statement that is incredibly important. So your introduction, your introduction is where you introduce what you are going to talk to your reader about. You introduce the poet, the poem. You offer a brief in general description of the permits justi, tell the poem, the reader what you're going to talk about. And then you get more specific at the paragraph goes on about the topic you will be discussing. And this leads the reader to your thesis statement. So you want to start general and then go to detail. And then your thesis statement. You need to avoid general abstract statement or descriptions of the personal contexts because that's not your argument. You want to be incredibly specific. You don't need to elaborate the details of your argument. This is what you're going to do in the essay. But you do want to show the relationship between the perm in your thesis, but gives you, give your point of view of the question because your thesis is your answer to the question in one sentence. So here I actually have an example introduction from a article that I've put the link of the reference at the bottom by Lawrence purine, where he's analyzing some of John Duns poems. So here let's look at the different features. So John Donne's poem, the apparition and the flay have many features in common. Here we've already got an introduction of what he is going to talk about. We know we're going to talk about the operation and the flay, two poems by John Donne to know who, what, and which ones. And we've also got a broad introductions. He's gonna look at similarities and differences. Okay, both a dramatic monologues in which a male speaker attempts to seduce a female virgin. Both speakers have tried many times before to choose the woman, but without success. Both speakers use ingenious but bizarre seductive strategies. Both poems give new twist to the conventional cliche in which the cruel mistress is calling her suitors death by her refusal to satisfy his desires. Both poems and without resolving the conflict. They do not say whether seduction attempt was successful or unsuccessful. Finally, both poems, especially the operation, have been madly, badly misread by an astonishing number of scholars and critics. So here we have a small summary about the poems. He's introduced some challenges to the poems. Sums, differences that HE, we expect him to talk about. And then it may therefore be of value to examine the toes. Her poems side-by-side. The, each self-contained, each may throw light upon the other. So here we've got, don't exactly have a thesis statement in this is actually a much longer article, but we do know that his aim is to investigate these poems. Side-by-side and see whether we can draw any more information or understanding through that comparison. So that's his aim in this article and he has told us his aim. Now, the next example I have an introduction is one from an online website, good literature essay examples. And I actually thought this was quite good and this has to do Andrew marbles, Coy Mistress. So obviously this, when you say marvel, you should have Andrew marvel when he first mentioned his name. Sir Andrew marvels to His Coy Mistress was written when Chrome whiles Calvinism constrained liberty and three, freewill. And the poem exemplifies an unconventional assertion of love and sexual propositioning while validating their request to yield in sexual activity with three arguments structured into stanzas. Here, we have much longer opening sentence, but it introduces who we're talking about, what we're talking about, and gives us a little bit of a brief explanation of the poem. Tells us a little bit about what he might talk about. So these segments of the poem consider what would happen if the speaker and his beloved and eternity. Oh, beloved had eternity. The reality of lives, brevity, and the potential joy of the sexual union. Again, we've got a further expansion on the details, but not too much because we expect him to talk more detailed, more analytically in the rest of the essay. Marvel employed arrange of religious, linguistic, stylistic devices to sustain his central argument, a central method of sexual imagery. Here, he's starting to introduce some of the things we'll talk about, again, details. So we know we're going to talk about linguistic stylistic devices in its essay and how it relates to sexual imagery and leave. And he's already this writer asserting that it is a set, a central method of the imagery. And now the enhancement of the PRM caused by his use of enigmatic metaphors and rhymed couplets within an iambic tetrameter makes us question whether Marvel is condemning deceitful male chauvinism or the coin is a female. So here is The thesis statement. And as you can see, this introduction isn't very long, but it's given us an understanding of the poem. In general. It's given us a few more details so we know where we're going with it. And it led us to the thesis statement. We know what this author, this writer is going to be investigating what he believes is the answer. So he thinks that the authorial methods, the poetic techniques of metaphors, which are in a specific structure of rhymed couplets and poetic meter of iambic tetrameter makes us question whether what he's talking about is it about to speak for men and chauvinism is wrong? Or is the coyness a female? So this is showing p doesn't know which one's which. The whole idea is to make us question. 5. 5 How to Structure Body Paragraphs: Now, analytical paragraphs must have a credible point. Use evidence from the poem and explain and analyze the evidence to show how it links to your thesis and why it is significant. So when you were studying at GCSE is for example, or when you're young, you teachers might have used the P appeal paragraph structure. So point evidence explaining, yes, you're doing this. However, when you're using the evidence next, explanations you want to analyze, not just explain. And you will need to do this two or three or four times with a one paragraph SEO during the P e, e, e, e whole paragraph. Rather than just one piece of evidence. You will also need to show how it links to your thesis of this allele, one of the last sentences of your fat paragraph, you need to link back. And within your analysis and explanation needed to show well, why is this evidence significant? Why have you even bother to use it? Because within analytical paragraphs you need to lead your audiences. So how you do that is you start from the general and then you get more detailed and specific. You need to give context to your quote. Then tell the y it means something's, let's look at this more in depth. So paragraph structure. So first you need a topic sentence. You need to tell the reader the focus of your argument in body paragraph. And that's the point you'll be making in the paragraph. Also really important, only 1 is discussed in each paragraph, otherwise, it gets incredibly confusing. Now once you introduced your topics, your topic for this paragraph, then we need to start giving evidence. But to give evidence in a more sophisticated way, we can't just say, here's the evidence. Sometimes it's relevant, but often we need to actually give some contextual information to introduce the evidence. For example, you could say, where the evidence is located in the PRM. Is it part of a pattern you want to let the reader know what he or she should be looking for in this evidence. And then once you've done this, you give the evidence and then you offer your analysis. So when you offering your analysis, you're explaining. So first remember we still explain things. You explain any problematic language or vocabulary because you don't want to assume that the reader knows what you're talking about. In order to give a full and complete argument, we actually need to get the reader on the same pages you and show the reader why. This problematic language or vocabulary is important to note. Maybe it has multiple interpretations, maybe it has multiple definitions, and some meanings that are denoted by some connoted. So some are overt surface-level meanings, others are suggested. You need to tell the rate of why this evidence supports your thesis statement. And also the point you're making in this paragraph. So you're going to leave the region on this journey with you. So you're going to explain anything that's problematic and then tell them why is it significant to the point you're making in the paragraph? You need to make your interpretation clear to the reader. And this is one of the most, or the most important part of your writing because if you don't make your analysis and your interpretation clear to the reader, they won't understand why on Earth you're using this piece of evidence. And lastly, you will need linking sentence. So the last and the final sentence of your paragraph offers in a way and overall conclusion to the paragraph and links back to your thesis. These linking sentences are very useful when you're writing your overall conclusion as well. Because you can just go back to each paragraph at the end and then think, okay, linking sentences, these are the main points have, this is how it links. I just need to use that in my conclusion. 6. 6 How to Use Evidence Effectively: So don't ever assume evidence speaks for itself. That is your job. So always make sure you give more detailed, develop your argument until develop your argument. You explain and analyze your evidence more. You spell out as if you're talking to a 10-year-old. So using evidence effectively. So here are some dumps. So don't use a quote or line of home without providing contexts. Whether that's location in the berm, relation to the pattern, imagery, etc. All the historical context. Don't throw in a quote in a sentence of its own, because then it's a floating pin, floating quote, not linked to anything. And it's like why is it there? Don't provide an opinion without giving evidence to show why it is valid and opinion is just opinion. Without evidence, you need to give evidence to show the reader why your opinion is worth listening to. And again, don't assume the quote speaks for itself. You need to do that. You need to leave the reader on a journey. And here are some do's. So using evidence effectively, do Samad your evidence between contextual information and analysis, do tell your reader why the evidence is significant to your argument, your thesis statement. It's very important to tell the reader what they should be looking for or to be aware of from the evidence, because you can't assume that they know what they're looking for. That's your job. By writing and analytical or an argumentative essay is to persuade your reader so you can't assume they know what's in your head. You need to tell them. Do you explain any difficult or troubling vocabulary or syntax? Because this will help you read, understand what we're trying to get at and any possible interpretations of a poem. And limit the length of your quotation to a workable size. And what this means is, use only the most relevant part of the quote. Don't take a whole long line. For example, it is too long. 7. 7 How to Quote From Poems Correctly: That said, let's look at how we quote from poems correctly. Because as we know, perms are written on lines and stanzas is not like prose, where we have whole sentences, so it's a bit different. Okay? Poems run across lines and the punctuation doesn't correspond to the end of line, as we mentioned. As such. When we want to quote a longer line, or you want to quote a couple lines or 1.5 lines. We use a forward slash to indicate the end of a line. Say for example here I've got 1.5 line from Sonnet 1 16. So love is not love, which alters when it alteration finds that forward slash tells me that love is not love is on one line and which alters when it alteration finds is on the next line. But if we want to, That's easy. If we just have a shorter quotes. If we want to quote more than three lines, we need to do something a little bit different with formatting of in RSA. And you can do this when your handwriting in essay as well as when you're typing an essay. So from three or three lines will more than three lines. We have to actually go to a new line in your paragraph, indent and present it as it appears in the poem. So here I've got an example of an animal or a sentence from a body paragraph, and then a quote. So use of rhetorical questions in stanza three of John Duns the flea, emphasize the tone of the speaker a shocked at the woman's killing of the flea and seemingly chastising her for her behavior when say, and here I've got a comma because I want to quote four lines. Now, as you can see from the formatting, I have indented meaning there is a space between where the paragon of the line of paragraph starts and where I've actually put the quote from the PRM, Then I have given four lines from the poem. It is pumped or punctuated and formatted as it is in the poem. And I've put it in quotation marks because my whole paragraph here is italicized. You could also use italics if you are not using quotation marks, for example. And then I follow on the rest of the paragraph underneath and I go back to normal formatting. But as you can see, I have left of the second line of the paragraph empty. And then I start again to these questions. Accused the addressee, the woman of wrong action with further emphasis adding, added as they are at the beginning of the third sounds of the use of cattle x's and harsh consonant sounds of the sea, of cruel father cries out this accusation of this woman's action. So here I am. I have quoted the text. Then I've gone on to analyze. And if I were to carry on this paragraph, I'd probably relate back and quote smaller parts of these lines. 8. 8 Body Paragraph Examples: So let's look at some examples of body, of a body paragraph. Okay, so here is, is a body paragraph for Sony or 16 by a woman called Jane rosner and the references at the top there. So if you wanted to go and have look at the whole essay, you are more than welcome. You can get it on J store. So even here though there are complications, the sentence let me not to the marriage of true minds admit impediments. So here you can see the use of quotations. And she's used a forward slash because we know that these lines, there is more than one line, two lines. It's forceful, complete. It is an heroic oath. You strength defies the strictures of iambic pentameter or the end-stopped line. So here she's included a quote, and then she has gone on to analyze it. And I think I've got this paragraph from very, very much in the middle of the essay. The speaker has borrowed from the marriage chamfer need, yet he has changed its language in significant ways. First of all, what Speak guards is the marriage of true minds. The marriage ceremony speaks of two people, lovers who are being joined not only spiritually but also physically, each pledges. So here in this sentence I want to draw your attention to specifically is the marriage than when he speaks of two people, lovers who had been joined only spiritually but also physically. So this is a little bit of an introduction into what we need to look for. In the quote, gonna come next. Each pledges with my body IV worship. So here it's already, you're already primed that two people joined together physically and spiritually. So when we then look at this quote, with my body IV Worship, you're thinking literally, I'm physically literally and spiritually. It's not just something that we might think, oh, it's just metaphorical. And then she contrasts this and carries on introducing quotes and then analyzing them. So I would critique her actually because she doesn't have sentences are quite short. But when you are writing your essays just long as it's clear, the most important. So if you understand, if the reader understand you, that is the most important. So here let's look at a little further down. This disturbingly suggest that impediment do exist, but either that the speaker will protect the marriage from them by keeping them out, or that T has knowledge of them, which he will not confess, or that he will willfully refuses to acknowledge them. Say here she's expanding on the previous quotes by Dear of admitting impediments. This is her analysis on once you've given these quotes, you do need analysis sentences to tell the reader what they need to be aware of. Then the speakers reveal to admit impediments with suggestions of willful denial of his knowledge of impediments to a married which he has deliberately made this embodied, begins to clarify the nature of an reasons for the resistance and vigilance we sent in the perm. So this is actually a good summary sentence where you start to get the idea of what she's getting at and she's drawings argument to a close. So let's look at one other paragraph. So this is from literature and S examples which links at the bottom and about Mob andrew marvels perm again. So let's look at this. Is, I quite like this example. It's a more structured example. And something if you rising a level, this is the kind of level that you need to be aiming for in the structure you need to be aiming for. So the pre-charge in languages by model fundamentally determines the structure of the two. His Coy Mistress, as a speaker commences the PRM by suggesting the consequences of acquiring eternity to pursue their courtship. Had we but world enough and time is coyness lady were no crime. So here he's given us his topic sentence of the paragraph and after his the right is used quote at the same time. Now I wouldn't always use quote here. You could put that quote in a line of its own. But then he goes on to analyze this by applying hyperbole, so dramatic language, metaphors and the conditional tense to this devious speculation, he implies that the speaker lacks boundless amounts of time to wait for their sexual union. However, he attains such a persuasive trade through metaphor that unlocks the emotional barrier of doubt in the mistress. So this analysis sentences telling us what we need to look for in this quote. We need to look for the application of these authorial methods, these poetic technique. And that it implies that speaker has lots of time to wait. But then, and here we're seeing some tension within the Permian by the analysis. It's, he's going much orange psychological analysis that through the metaphor is persuasive. And it starts to break down these emotional barrier, doubt in the mistress. And then he expands on this a bit more. He says Marvel recognizes that metaphor is pervasive in language. As a listener is thrown into a state of momentary uncertainty which create an alternate dimension to our view of reality. Now here he's actually incorporating quotes analysis from other thinkers to expand on his point. And he's giving evidence for the evidence, for evidence for his analysis. Which is good because when we're doing, when we want to build a more sophisticated argument, we actually need to draw on the works of other scholars. Because you could have an opinion, but you need to prove it as well. You use prove your opinion, you with use of the poem. And if you want to go up to an a or a star grade, you need to incorporate other interpretations. Now, he suggests that this woman's coyness is always criminal through the imagery fabricated by the use of the word crime. This implies that rejecting sex automatically makes her a law breaker, alluding to the religious and moral expectations of the 17th century, where fornication was seen as a crime, as the church morality dominated social behavior. So in this, I think the beginning of this body paragraph is really good. I think it could use a bit of help at the end because it can be developed more. How, um, we could build in, we could actually develop this paragraph a bit more to link together the context as well as this analysis. Because we don't want to use in contexts. We don't want to just throw in the context sentence at the end of a paragraph because it doesn't actually show how it shapes meaning, not fully. Here I have a few more questions that I have answers. But on the whole, this is a well-structured paragraph. Apart from that, I just want more development later. And then because you would want him to also develop on this idea that we talked about in the beginning. That the protraction language used fundamentally determines the structure of the His Coy Mistress and that suggesting the consequences of acquiring eternity to pursue their courtship. So we would want him to look at this a little bit more. This idea of time. 9. 9 What to Include in the Conclusion: The conclusion. So the conclusion is a final summary of everything you have argued in the essay already. It's where you offer your overall conclusion and show the reader why you have proved your thesis. You do not need to add anything new in a conclusion. You should not add anything new in a conclusion. Why is this? Well, because it's very confusing if you randomly put in information that they should have put in the body paragraphs in the conclusion, it will make your argument weaker if you have not included it in the body paragraphs in an exam setting, then it probably wasn't useful. I'm leave it out. If you're doing coursework, you need to think, well, why have I included it in the conclusion is actually relevant enough that I should go and find where it should go in the body paragraph. So to structure your conclusion, you structure your conclusion in the same order as your essay because remember, we want to keep the structure simple. You restate your argument, your thesis statement. You restate what you've argued in body paragraphs one to three or four or five in order. And the conclusions you have drawn, don't do it in a different order because that's just completely confusing. You organize your paragraphs in a logical way to support your thesis statement and to develop what you want to argue. So keep it in the same in the conclusion. And then show how these conclusions previous thesis and offer your overall conclusion. So let's look at an example conclusion. Here, the pain. And finally the heroism of sonnet 11 six derived from the speakers assumption that the work of time is destruction and that a person's truth deteriorate just as surely as does his beauty. Now you can, this is actually the conclusion. I believe we looked maybe an introduction of this same article. So here this first sentence is drawing us to a close. It's saying what has been argued and what the thesis was. In this essay. It seems that the friend, even in Sonnet 1, 16, is for the speak of a pattern for all living things. The speaker sees no possibility that the friends corruption was single, limited him. Consequently, there is no safe place and no ordinary language for love on this earth. We might hope that although time makes men grow old physically, the process need not be seen as one of corruption, but only one of natural and proper change and more important, it need not be linked with the deterioration of truth, but there is no such solids available to the speaker. So here in this, these few lines, we've got a summary of what has been talked about in the body of the essay. We've seen that they're looking at the speaker and the idea or pattern for all living things. And love the earth. We hope that although time makes mangrove physically the process need not be seen as corruption, but something proper and natural. So here we're seeing the conclusions of the essay following through logically from one to the other. And then this last line, instead he sees love on its journey. Vigilant having renounced or with only terrible knowledge of time and heroic determination to pursue love, love from it, ruined. Now is the concluding sentence is drawing everything together. And it's telling you what the reader, the writer, the scholars main conclusion is. 10. 10 Conclusion & Advice for AS A Level Students: So for those of you studying and the AQA system for a level, you can have a look at some examples and have put the links on for you some example answers. I also recommend just keep reading. Challenge yourself to read academic articles from university professors because this will develop your understanding of more sophisticated language. Use books from the library, from renowned scholars and keep challenging yourself to be more clear, more precise in your language. And that's how you can develop, makes sure the structure is simple, really simple, so that the complicated argument you're writing in your essay can come through and be understandable.