Observing Demetria with her Year 11 English Advanced student, Nickolas, provided valuable insight into her teaching approach and the student’s progress. They began by focusing on the ‘Reading to Write’ module, specifically highlighting the ‘show, don’t tell’ technique. The lesson emphasised sensory imagery and the distinction between interior and exterior expression, both crucial in developing compelling analytical and creative responses.
Nickolas had performed impressively in his recent examination, achieving 80%, which reflected his strong grasp of literary techniques and their application. However, his reflection component was comparatively weaker, suggesting a struggle with deeper analytical writing. This indicated that while he could effectively apply techniques in creative writing, articulating the broader implications and purpose behind them remained a challenge.
To bridge this gap, Demetria employed a structured approach using the PIE (Purpose, Impact, Effect) method to annotate extracts and poems. Her teaching technique was methodical: she first encouraged the identification of literary devices before guiding Nickolas to consider their intended effect and significance within the text. This step-by-step approach helped solidify his analytical skills, ensuring that he moved beyond surface-level identification to a more nuanced interpretation of meaning.
After completing their work on ‘Reading to Write,’ they transitioned to Module A: ‘Narratives that Shape Meaning.’ Here, Demetria encouraged Nickolas to explore how storytelling techniques influence the way meaning is conveyed and interpreted. They examined narrative perspective, structure, and thematic concerns, analysing how different texts engage with and reshape established ideas. This shift in focus allowed Nickolas to apply his understanding of literary techniques within a broader conceptual framework, further strengthening his analytical approach.
A key aspect of the lesson involved engaging Nickolas in discussion about the interplay between techniques and their impact. Through guided questioning, she encouraged him to think critically about how these elements contributed to the overall themes and messages of the texts they analysed.
Briana Vaz
