Most students who underperform in IGCSE English Literature aren’t doing so because they don’t understand the texts. They’re doing so because of a handful of avoidable essay-writing habits. Here are the five most common — and how to break them.
Mistake 1: Retelling the Story Instead of Analysing It
This is the most common mistake of all, and examiners flag it in virtually every mark scheme report. Students write: “In this scene, Macbeth decides to kill Duncan, and then he feels guilty afterwards.” That’s narration — it describes what happens. Analysis asks why it’s significant, how Shakespeare (or the writer) creates that effect, and what it tells us about character, theme, or the text’s wider meaning.
Fix it: Every time you’re tempted to say “and then…”, stop. Ask instead: “What does this reveal? What effect does this create? What does the writer want the reader to feel here?”
Mistake 2: Embedding Quotes Without Commenting on Them
Students are often taught to use the PEE or PEEL structure (Point, Evidence, Explanation, Link). The problem is that many students do the P and the E — then move straight on. The explanation (the comment on the quote) is where the marks live. A quote alone proves nothing; your analysis of it is what demonstrates understanding.
Fix it: After every quote, ask: “What specific word or phrase matters most here? Why did the writer choose that word? What connotations does it carry? What effect does it have on the reader?” Aim for at least two or three sentences of analysis per quotation.
Mistake 3: Ignoring the Question and Writing a General Essay
A student might write an excellent essay about the theme of ambition in Macbeth — but if the question asked about how Shakespeare presents Lady Macbeth as a powerful character, that excellent essay on ambition will score poorly. IGCSE Literature rewards relevance, not just knowledge.
Fix it: Underline the key words in the question. Write them at the top of your plan. Refer back to those words at the end of every paragraph. If you can’t connect a paragraph to the question, cut it.
Mistake 4: Writing About Language Without Naming Techniques
There’s a difference between saying “the writer uses a lot of dark words here” and saying “the writer uses the semantic field of darkness and decay to create an atmosphere of moral corruption.” The second response uses accurate literary terminology — and it scores more marks. Examiners aren’t looking for terminology for its own sake, but accurate use of it signals analytical precision.
Fix it: Build a toolkit of literary terms you’re confident using: metaphor, simile, personification, semantic field, connotation, juxtaposition, irony, tone, imagery, symbolism. Learn what each one does, not just what it is.
Mistake 5: Spending Too Long on the Introduction
Long introductions that summarise the plot or give extensive historical context before getting to the analysis cost students time — and they don’t earn marks. An introduction should be two or three sentences: a clear response to the question and a brief indication of how you’ll structure your argument. Then get into the analysis.
Fix it: Write your introduction last. Seriously — once you know what you’ve argued in the body of the essay, you can write a sharper, more accurate introduction in sixty seconds. Many top-scoring students do exactly this.
One More Thing
All five of these mistakes have the same root cause: students haven’t had enough practice writing and receiving specific feedback. It’s very hard to spot your own patterns. A teacher or tutor who can read your essays and tell you precisely what you’re doing — and why — makes an enormous difference.
Thorogood English offers IGCSE English Literature tuition in small groups from January 2027. Register your interest here.
Leave a Reply