Demonstrate ability to read closely, analyse and evaluate unfamiliar literary texts.

Component 4 – Unseen (Cambridge IGCSE English Literature 0475)

1. Course Map & Assessment Overview

2. Learning Objective (aligned to AOs)

Demonstrate the ability to read closely, analyse and evaluate an unfamiliar literary text, using accurate literary terminology and well‑chosen textual evidence, thereby meeting AO1‑AO4 and achieving a high mark in Paper 4.

3. Mapping Skills to Assessment Objectives

4. Mark‑Scheme Snapshot & Targeting Levels (20‑mark scale)

5. Command‑Word Cheat‑Sheet (what each word asks you to do)

• Analyse – Break the text into parts; explain how language/structure creates meaning (AO3).
• Evaluate – Judge the effectiveness of techniques; support with evidence; give a balanced view (AO4).
• Compare – Identify similarities & differences, usually between two texts or two sections (AO3 + AO4).
• Discuss – Present a balanced argument, considering different viewpoints (AO4).
• Explain – Show cause/effect or reason behind a technique or meaning (AO2 + AO3).
• Describe – Provide a factual account (AO1).
• Explore – Investigate ideas or techniques in depth, often with personal response (AO4).

When you see a command‑word, underline it in the question and note which AO(s) it primarily targets. Your essay must address those AOs explicitly.

6. Genre‑Specific Guidance

6.1 Unseen Poetry – What to look for

• Form: stanza count, rhyme scheme, line length, enjambment/caesura.
• Sound: alliteration, assonance, consonance, onomatopoeia, internal rhyme.
• Imagery & symbolism (visual, auditory, tactile, gustatory, olfactory).
• Tone & mood – note any shifts across stanzas.
• Speaker & audience – who is speaking, to whom, and why?
• Conventional features: volta (sonnet), refrain (ballad), stanzaic pattern, use of couplets.

6.2 Unseen Prose – What to look for

• Paragraphing and overall structure (introduction, climax, resolution, cliff‑hanger).
• Narrative voice – first‑person, third‑person limited, omniscient, unreliable.
• Dialogue vs. narration – how speech reveals character, theme or tension.
• Temporal markers – flash‑back, foreshadowing, pacing, shifts in chronology.
• Descriptive language – adjectives, adverbs, metaphor, simile, personification.
• Structural devices – opening hook, climax, denouement, use of sections or chapters.

7. Balancing the Four AOs in a Paper 4 Essay

1. AO1 (Knowledge & Understanding) – Provide accurate plot/scene summary, identify speaker, setting and genre.
2. AO2 (Interpretation) – State the central theme or idea in a concise thesis‑statement.
3. AO3 (Analysis) – For each paragraph, analyse at least one language or structural feature and explain its effect.
4. AO4 (Evaluation) – Conclude each paragraph (or the whole essay) with a judgement about how effectively the technique contributes to the overall meaning or impact.

Target roughly 5 marks for each AO (total 20). This ensures a balanced response and maximises the mark‑scheme weighting.

8. Step‑by‑Step Approach (30‑minute writing window)

1. First Reading (2‑3 min) – Silent read for overall sense. Jot down genre, tone, and any striking images or narrative moments.
2. Second Reading & Annotation (5‑7 min)
   • Mark literary devices (colour‑code if helpful).
   • Note structural features (stanza breaks, paragraph shifts, dialogue tags).
   • Underline key words that reveal attitude, theme or context.
   • Identify any contextual clues (historical reference, setting, cultural hint).
3. Identify Central Idea (1 min) – Write a one‑sentence theme statement (AO2).
4. Craft a Thesis (1 min) – State what you will argue about the text’s meaning/effectiveness (AO4).
5. Plan Paragraphs (5 min) – Use the PEEL model (Point, Evidence, Explain/Analyse, Link). Aim for **three body paragraphs**, each covering a different focus (e.g., imagery, structure, context).
6. Write the Essay (15‑18 min)
   • Introduction (≈4‑5 lines): paraphrase the prompt, present the theme statement and thesis.
   • Body (≈3×90‑120 seconds): each paragraph follows PEEL, includes at least one quotation, and links back to the thesis.
   • Conclusion (≈4‑5 lines): summarise main points, restate the thesis in new wording, and give a brief personal judgement (AO4).
7. Proof‑read (2 min) – Check spelling, punctuation, and that each paragraph contains a clear point and evidence.

9. Techniques for Close Reading (quick tools)

• Colour‑coding – Use three colours: imagery, sound, structural features.
• Question‑Prompt Method – For each highlighted feature ask “What? How? Why?” to generate analysis.
• Paraphrase – Restate a line in plain language before analysing its effect.
• Contextual Guessing – Use any historical/cultural hint to infer authorial intent (AO2).
• Comparative Lens – Briefly note any similarity to texts studied; useful for AO4.

10. Evaluating the Text (AO4 focus)

Beyond description, ask yourself:

• How effective is the writer’s language in creating mood or meaning?
• Does the structure support or undermine the theme?
• What impact is likely on the intended audience?
• Are there ambiguities or contradictions that allow multiple interpretations?
• How does the text reflect its historical or cultural context?

11. Practice Activities (build AO mastery)

1. Choose an unseen poem from a past Paper 4. Follow the step‑by‑step approach, time yourself (30 min), then compare with a model response.
2. Swap essays with a peer. Using the mark‑scheme table, give feedback on AO1‑AO4 coverage, terminology, and evidence.
3. Create a “Literary Device Bank” – a two‑column table (device | definition + brief example from a studied text). Refer to it during practice.
4. Speed‑Annotation drill: set a 5‑minute timer, annotate as many lines as possible, then review for missed devices.
5. Write a 150‑word micro‑analysis of a single stanza or paragraph, focusing only on imagery and tone. This hones concise AO3 evaluation.

12. Exam‑Day Checklist

• Read the question carefully; underline command‑words and mark which AO(s) they target.
• Allocate time exactly as in the step‑by‑step plan.
• Use **at least three quotations**, each with a clear PEEL analysis.
• Include **four different pieces of literary terminology** (e.g., metaphor, enjambment, irony, tone).
• Maintain a single, clear thesis; every paragraph must link back to it.
• Write legibly; avoid excessive cross‑outs – if you need to change a point, start a new line.
• Conclude with a brief paragraph that restates the thesis in fresh wording and summarises your main arguments.

13. Visual Aid (suggested)