Hello, everyone.

It's lovely to see so many of you here today.

Welcome to another lesson, from the world at war poetry unit.

My name is Dr.

Clayton and I'm here to guide you through your learning today.

Welcome to the fourth lesson from the world at war poetry unit.

This lesson is called, a writing about 'The soldier'.

We're going to explore an analytical question about Rupert Brooke's poem, 'The Soldier' and consider how you can really break down not only the question itself, but also the component parts of the essay itself and how this can help us to write a response.

We'll be focusing our examples and ideas on Brooke's, 'The Soldier', but all these techniques will be helpful to any analytical essay that you write.

The key words that we'll be using on our learning today are idealised, patriotic, exemplifying, conveys and utilises.

The definitions for our keywords are appearing on your screen now.

These words will help you to unlock the learning for today and you'll see them throughout the learning material.

If you can, try to use these words in your discussions and written work today.

So we have three learning cycles in our lesson today.

For the first learning cycle, we're gonna deconstruct the analytical question about 'The Soldier' and consider what each of the component parts is asking us to do.

Secondly, we're going to think about how we can plan our answer.

To do this, we're going to break down the process of writing an analytical essay into several of its component parts, the thesis statement, the topic sentence and embedding quotations.

We're going to consider the importance of each of these components, the success criteria and deconstruct an example of each to really help us understand what is expected of us in an analytical response.

We're also going to deconstruct a single paragraph outline and examine how you can successfully utilise this method in your planning process.

Finally, we're gonna take all of this knowledge and success criteria and finish on you having a go at writing an analytical essay about Brooke's 'The Soldier'.

So, the question we're going to be using in our lesson today is, how does Brooke present the concept of dying for one's country in 'The Soldier'? Firstly, we're gonna zoom in on the fragment, how.

What this is asking you to do, is analyse how the writer has used language, form and structure in order to create meaning.

By analyse, we mean how can we interpret the choice of words and devices that the writer has used? What feelings or emotions do they create in the reader? Secondly, we're going to zoom in on the fragment Brooke.

This is asking us to think about what Brooke's intentions were when he wrote the poem.

What did he want the reader to think and feel about a particular topic? Remember that a poem is a construction, everything has been chosen for a specific purpose.

In order to consider the writer's intentions, we need to think about what we know about their life, the personal context, as well as what was happening culturally, socially and politically at the time the poem was written and how the poet may have been responding to these aspects.

Finally, every analytical question gives you a theme to focus on and in this instance, the theme is dying for one's country.

What the question is asking you to do, is zoom in on this and examine what ideas about this concept are there in the poem.

It's very important to ensure you do focus your essay on this specific topic and don't allow yourself to be sidetracked.

Every quotation interpretation you talk about should be related to this theme, to ensure your crafting an argument in response to the question, rather than just a collection of interesting pieces of information about the poem.

Now for a quick check for understanding, what I'd like you to do, is match the phrase fragment from the question to the meaning.

So what did the fragment, how, mean? What did Brooke mean and what did dying for one's country mean? Your options are, what ideas about this concept are there in the poem? What were his intentions and analyse the language, form and structure.

Pause the video and make your selections now.

The correct answers are that how, is asking you to analyse the language, form and structure? Brooke is asking you to explore what his intentions were and dying for one's country is asking you what ideas there are about this concept in the poem.

So very well done if you selected those answers.

We're now onto our first task of the lesson.

What I'd like you to do is complete the table in order to create some notes around the question to help you in the planning process.

So the how part of the question is asking you to zoom in on your analysis of Brooke's use of language, form and structure.

So you might choose to make notes on Brooke's personification of England.

What effect does this create? Then you might think about the structure of the poem.

What is the effect of the regular rhyme scheme and what is the effect of ending the poem on the word heaven? Thinking about Brooke's intentions, what was Brooke's attitude to war? Remember, 'The Soldier' was written in the opening months of World War I.

Thinking about the poem as a whole, what did Brooke want the reader to feel towards England? And finally, how is the concept of dying for one's country presented in the poem? So what happens to the soldier's body and what happens to the soldier's soul? Pause the video and take a few minutes to collect your notes.

Remember to focus your ideas around the concept of dying for your country.

Amazing, some fantastic ideas there.

I really like the discussions, noting that Brooke's personal context is that he volunteered to fight for England and therefore had in a sense, personally accepted the idea of dying for his country.

Here are some of the things you might have said.

You might have said, "The personification of England creates the impression of England as a parental figure that raised and nurtured the soldier and therefore creates an emotional bond between the soldier and England." In terms of the structure, you might have said, "The regular rhyme scheme reflects the peace and contentment the soldier feels about the concept of dying for their country." And you might have said, "The final word being heaven implies the soldier's final destination is heaven, because they have died fighting for their country." Thinking about Brooke's intentions, we know that Brooke immediately volunteered for the war, which suggest an optimistic or hopeful attitude to the war and the notion of dying for one's country.

You might also have said, "That Brooke wanted the reader to feel patriotic," which means he wanted the reader to feel love and support for England, because this love would make people more likely to accept the concept of dying for England.

Thinking about the concept of dying for one's country, the soldier's body is said to be forever England, which suggests that even though the soldier's body might lie in a foreign land, they will always be a part of England.

Finally, you might have noted the poem implies that dying for one's country means that your soul will be cleansed of any evil, which feeds into the idea that there is something morally right about dying for one's country.

Amazing work so far everyone.

We're now onto our second learning cycle of the lesson, where we're gonna delve into the component parts of analytical essay writing, in order to not only consider how to achieve each of these parts, but also how they'll aid us in the planning process.

We're gonna begin by looking at what a thesis statement is.

A thesis essentially, is a statement or theory that we put forward and proved.

I think that's a really useful definition to keep in mind as it'll help you conceptualise the analytical essay as an argument about the poem rather than just a series of unconnected ideas.

A thesis statement then summarises the overarching argument from your introduction.

Essentially, it tells the reader what your argument is.

It also tells the reader why your argument is important.

You may hear this referred to as a so what question.

It's where you consider where your argument fits in with the bigger picture.

So what does your argument tell us about Brooke as a poet? Or what does it reveal to us about society at the time? Because this is your introduction to your argument, you also want to make sure you refer to the name of the writer and the title of the poem within the thesis statement.

An example of a thesis statement might be by presenting the prospect of dying for one's country in an optimistic and idealised light.

Rupert Brooke's 'The Soldier', conveys the privileged position that patriotism held in contemporary society.

As you can see, the statement states the title of the poem is 'The Soldier' and the name of the poet is Rupert Brooke.

As a general rule, once you've mentioned the first name of the writer in the introduction, you can then just refer to them by their surname for the rest of the essay.

You might also choose to abbreviate the title of the poem for the rest of the essay.

The topic of the essay is, 'Dying for one's country' and here, the thesis statement is telling the reader, the argument about the topic, is that the concept of dying for one's country is presented in optimistic and idealised light.

By then suggesting that this optimistic attitude shows the privileged position of patriotism.

The statement is giving you the bigger picture of what your argument says about contemporary societal attitudes.

Now for a quick check for understanding, what I'd like you to do, is complete or rewrite the following thesis statements by adding in the missing information.

The statements are, Rupert Brooke's 'The Soldier' conveys an optimistic view on dying for one's country and the poem conveys an idealised view on dying for one's country, which mirrored contemporary propaganda and may have encouraged men to volunteer for the war.

So have these statements given an argument about the poem? Have they thought about the bigger picture? And have they mentioned the name of the writer and text? Pause the video and make your edits to the statements.

Really well done everyone.

While the first statement gives an argument as well as the name of the poem, it doesn't address the bigger picture.

So you might have added, the optimistic view perhaps speaks the patriotism felt by the country at the start of the war.

The second statement does give an argument about the topic, by saying it's presented in idealised way and it also addresses the bigger picture by suggesting it may have encouraged men to volunteer for the war.

However, it doesn't state the name and title of the poem, so you might have rewritten the start of the sentence to say, "Rupert Brooke's 'The Soldier' conveys." We're now moving on to topic sentences.

A topic sentence is the first sentence of each paragraph.

What it should do is explain the specific focus of the paragraph while linking back to the overall argument about the text that you made in your thesis statement.

These are really important, because it helps to guide the reader through your argument.

They're also an incredibly useful planning tool, because they allow you to map out your argument and ensure you're building to your conclusion and not getting lost in unnecessary information.

So one example might be, "Whilst contemporary audiences responded positively to Brooke's optimistic views on dying for one's country, a modern audience may find Brooke's views to be idealistic and naive." Here, the sentence supports the thesis statement, since it references the same ideas around the optimism of 'The Soldier'.

But it explains the specific focus of the paragraph, by stating the focus will be on the differences between the reactions of contemporary society and the reactions of a modern audience to the poem.

Now for a quick check for understanding.

Which two of the following should a topic sentence do, should it A, use quotations, B, explain the focus of the paragraph, C, support the thesis statement, or D, offer a counter-argument to the thesis statement? Pause the video and make your selections now.

The correct answers are B, explain the focus of the paragraph and C, support the thesis statement.

So very well done if you selected those answers.

Our third focus for this learning cycle is the use of quotations.

In order to exemplify your argument, you need to use quotations from the poem, because it shows your drawing on the words from the page in order to form your argument.

Ideally, these quotations will be short, to make it easier to talk about them concisely and match them to your argument.

They need to be embedded into the sentence and by that, I mean the quote needs to be part of the sentence, rather than being added on as a standalone piece of information.

You also need to make sure you're selecting the best quote to prove the point you're making in the sentence, as this will give more weight to your argument.

So one example might be, "By suggesting that England bore the soldier, Brooke is conveying the idea that England served as a mother figure to the soldier." Here, the quote from the poem is bore, which is a short quote that proves that England acted as a mother figure to the soldier, since bore means to give birth to.

The quote is also embedded into the sentence, since it's part of the complete sentence and the sentence makes sense as a whole.

Now for a quick check for understanding.

Which two of the following are true of using quotations? Is it A, ideally they should be short.

B, ideally the quotations should be as long as possible to include more detail.

C, quotations should be embedded in the sentence, or D, quotations should be included in the first sentence of a paragraph.

Pause the video and make your selections.

The correct answers are A, ideally they should be short and C, quotations should be embedded in the sentence.

So very well done if you selected those two.

Now we're gonna look a particular planning device, called the 'single paragraph outline', which can also be abbreviated to SPO.

This is where you map out your paragraph in detail, so that you can have an idea, of what evidence you're using from the text, as well as how your argument will progress before you start writing.

The single paragraph outline asks you to include a topic sentence, which explains the specific focus of the paragraph.

You should write this as a full sentence.

It then asks you to include supporting detail.

By this, we mean evidence from your analysis of the language, form and structure of the poem that supports your argument.

You should write this in note form.

And finally, you should have a concluding sentence, which provides a summary of the paragraph with a clear focus on the writer's intentions.

This should also be written in full sentences.

Now for a quick check for understanding.

Which of the following are true for single paragraph outlines? Is it A, the topic sentence should be a note form.

B, the topic sentence should be a full sentence.

C, the supporting detail is evidence from language, form and structural analysis, or D, the supporting detail is your opinion on the text.

Pause the video and make your selections now.

The correct answers are B, the topic sentence should be a full sentence and C, the supporting detail is evidence from language, form and structural analysis.

So very well done if you selected those answers.

You're all doing amazingly well everyone.

We're now onto our second task of the lesson.

What I'd like you to do, is deconstruct this model paragraph into a single paragraph outline.

Deconstructions a particularly useful aspect of the planning process, because they show you how you can get from note form to the complete paragraph.

So, what I'd like you to do is find where topic sentence is and write that out in full, find the supporting detail from the analysis of language, form and structure and write that down in note form.

And finally, find the concluding sentence and write that out in full.

So, the model reads, "Throughout 'The Soldier', Brooke utilises the image of England as a parental figure to the soldier in order to convey the nurturing love between nation and citizen.

By suggesting that England 'bore' the soldier, Brooke is conveying the idea that England served as a mother figure to the soldier.

Furthermore, Brooke also suggests that England shaped the soldier and made them aware.

In doing so, Brooke is implying that England raised and nurtured the soldier.

By assigning these roles to England, Brooke is personifying England and giving England human qualities.

Furthermore, Brooke also tweaks the sonnet form to write the familial love rather than romantic love, which privileges the notion of familial love and suggests that a nurturing love between nation and citizen is just as important as a romantic connection.

By conveying the notion of England as a parental figure, Brooke writes, creates an emotional connection between the reader and England, which would make them more likely to die for England." Pause the video and take a few minutes to form your deconstruction.

Really well done everyone.

You might have written, the topic sentence is, "Throughout 'The Soldier', Brooke utilises the image of England as a parental figure to the soldier in order to convey the nurturing love between nation and citizen.

The supporting detail is that England bore or gave birth to the soldier.

That England shaped the soldier and made them aware, which means that England raised and nurtured them.

That England is personified and that Brooke changed the traditional theme of the sonnet form from romantic to familial love.

Then, your concluding sentence is by conveying the notion of England as a parental figure, Brooke creates an emotional connection between the reader and England and this would make them more likely to want to die for England.

You're all doing amazingly well everyone.

We're now into our final learning cycle, where you'll have a go at writing a response to the analytical question.

Remember, our checklist for writing a response is, having a thesis statement in your introduction that introduces your argument and considers the bigger picture.

To start each paragraph with a topic sentence that explains the focus of the paragraph.

To utilise analysis of language, form and structure to exemplify your points, to select and embed appropriate quotations and to conclude each paragraph with a summary sentence that focuses on Brooke's intentions.

Now for a quick check for understanding.

Which two things should you always do when writing an answer? Is it A, focus on the writer's intentions.

B, offer counter arguments to your points.

C, try to create an overview rather than an argument or D, try to think about the bigger picture.

Pause the video and make your selections.

The correct answers are, A, to focus on the writer's intentions and D, to try to think about the bigger picture.

So very well done if you selected those two.

Now for our final task of the lesson.

What I'd like you to do, is take all of your knowledge from this lesson and your knowledge of the poem, 'The Soldier' and write an answer to the question.

How does Brooke present the concept of dying for one's country in 'The Soldier'? Remember, to have a thesis statement in your introduction introduces your argument and considers the bigger picture.

To start each paragraph with a topic sentence that explains the focus of your paragraph.

To utilise analysis of language, form and structure to exemplify your points.

To select and embed appropriate quotations and to conclude each paragraph with a summary sentence that focuses on Brooke's intentions.

Pause the video and create your response.

You all did amazingly well everyone.

Now it's time to self-assess your work in response to the question.

How does Brooke present the concept of dying for one's country in 'The Soldier'? So, did your thesis statement provide an argument about 'The Soldier' and did it also explain why this argument is important? Did you start every paragraph with a topic sentence to explain the focus of the paragraph? Did you use your analysis of Brooke's language, form and structure to exemplify your argument and did you end each paragraph with a summary that focused on Brooke's intentions? You all did amazingly well today everyone.

Here's a summary of what we covered today.

Thesis statement should convey the argument about the text, along with why that argument is important.

Topic sentences convey the focus of the paragraph and answers should include an analysis of how Brooke used language, form and structure to present his viewpoint.

I really hope you enjoyed today's lesson and I hope to see you next time for our lesson on understanding 'In Flanders Fields'.

Goodbye everyone.