Page 37 - Knowledge Organiser Yr9 24-25

Knowledge Base: English 19th Century Literature Year 9 | Autumn TYeeramr 92
Model example
Refer to the extract from ‘Oliver Twist’ by Charles Dickens. What impression does Dickens create of the conditions in
the workhouse?
Conditions in the workhouses for children were bleak. Oliver and his companions were often hungry and “suffered the tortures of slow starvation” which is reiterated by the fact that the “the bowls never wanted washing”. The sibilant line evokes the slow, creeping sensation of hunger and exaggerates the suffering these boys endured.
Here, Dickens seems to condemn and criticise the workhouses for the poor care and treatment given to these often abandoned children because they were forced to work long days and complete labourious and arduous physical labour. Overall, Dickens seemingly wanted
to provide a voice for these unheard orphans and how bleak their experiences were.
The topic sentence uses words from the question to begin the answer.
Accurate and correct use of literary terminology.
Quotations are intentionally short and have deliberately been selected to answer the question.
Use of causal connective “because” to extend and justify an initial point.
Uses analytical verbs “reiterated” and “evokes” to indicate that deeper thought is happening as the pupil explores the quotation in relation to the conditions of the workhouse.
The pupil uses phrasing such as “condemn” and “criticise” to show they are exploring the writer’s viewpoint and stance on the topic. There is evidence here of authorial intent.
The pupil includes one sentence
which demonstrates their contextual knowledge of the workhouses.
The pupil impassively refers to “the reader” rather than writing in the first person “I”.
Critical Writing: Some useful sentence starters
Writing a topic sentence Use words and phrases from the question or task to write your topic sentence. Remember to write using full sentences.
Introducing evidence
This can be seen...
We learn this when... This is demonstrated by...
Embedding quotations:
Put the quotation inside your own analysis or point rather than putting it separately and then commenting on it. The idea is that the quotation will “flow” within your sentence and you won’t “hear” the quotation marks.
Making inferences
implies suggests shows
conveys illustrates demonstrates
symbolises evokes reiterates
Extending and justifying points
because but
so
furthermore consequently in addition
The writer’s intention:
criticises, challenges, undermines, satirises, condemns, exaggerates
Writing an end sentence
The end sentence should refer back to the topic sentence of your answer. You should include similar vocabulary to ensure that you conclude your point.
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