The most surprising of changes made to Key Stage Three English subject teaching in recent years was the removal of Romeo and Juliet coursework from the syllabus. Whilst the provision for the teaching of Shakespeare was maintained by the introduction of Macbeth into the KS3 programme of Study, alongside the other texts by the bard offered as alternatives, the omission of Romeo and Juliet was surely misguided because that story is so popular with children of that age group.

Deciding to do a Masters is usually a monumental decision that has involved much vexation of mind to reach that decision. Taking on the burden of the ominous Masters dissertation is not an undertaking considered lightly for those also juggling numerous lifestyle demands. The student is always a mature one and their life may have progressed from their undergraduate days to include a job, a mortgage and a family.

Being students that have already settled into an established lifestyle, they will have to be creative in managing their time, planning and structuring their routine even more skilfully than they ever did their essay plans. As well as so many other lifestyle features that make up ordinary, everyday living, they will have to give up much of what has become familiar to them in order to concentrate on the demands imposed by doing a Masters. The dissertation is at the heart of the pressure that Masters students will face in taking on this challenge.

Of course, such students have already successfully passed through the various stages of coursework and examination obstacles: they are the ones who achieved in GCSE coursework and examinations and went on to greater success with ‘A’ level coursework, getting the exam grades they needed to go on to University. Presumably, they excelled at degree level and got what they needed to take the next step. Once upon a time, the next step was simply their chosen field of work and it was a given that graduates had set themselves up nicely to earn more and achieve more in the work place. However, times have changed, and increasingly, employers are ratcheting up the expectations to the point where first level degrees are no longer the guarantors of profitable remuneration.

A Masters Dissertation is a bold step forward in the land of Academia

To be competitive in the workplace, the Masters Degree is the qualification to aspire towards. That means knuckling down to the task of producing a quality dissertation. If you thought your first argument essay back in Year Dot was hard, then this defies all bounds of incredulity. Whilst those gearing themselves for this end may be well versed in producing anything from Macbeth essays to Process Analysis essays up to degree level, a Masters dissertation demands that little bit more from a student who probably has less time and more constraints than in previous stages of their educational life. The Masters dissertation involves a great deal of research since such works have to stand up to the highest standards of academic rigour. It is not unlikely that your dissertation may become a highly regarded research paper, published in appropriate journals, so the Masters graduate has to be inclined towards such lofty possibilities.

You certainly, therefore, have to be wholly committed. A half-heartedness will soon see you lose any motivation you had and these are the students that are more prone to dropping out, no matter how gifted they may be. Completing a Masters dissertation is a gruelling enterprise, whatever field of study it is in.

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Embarking on GCSE coursework can be a daunting, fearful prospect for the post Year Nine pupil wanting to make a good start at a vital time in their life. We should not be fooled by the bravado shown by many pupils at this stage when the pressure of beginning such an important juncture makes them appear nonchalant, or even disinterested.

There are well-behaved and hard-working pupils and there are those who just don’t seem to care. However, regardless of behaviour, pupils’ attitude towards their future is not so disparate. Whether the pupil is regarded as well-behaved or not, their reaction to their schooling is a symptom of the concern for how well they think they are going to do with their assignment writing.

Unfortunately, too many pupils have virtually given up facing the challenging demands of their essay questions even before they reach Year 10. Disillusioned by their failures in the now defunct SATs tests and put off by the demands of English coursework (Macbeth essays can be a crusher!), Maths coursework and Science coursework, they are not in the mood for more of the same. There is usually a concerted attempt to try harder once they begin Year 10, however, encumbered by the previous years of disaffection, these pupils too often usually lapse back into a malaise.

For the rest of the cohort that have managed to persevere and are striving, the GCSE timetable can be a galvanising incentive, as friends support each other in being conscientious and hard-working. This is an ideal situation for anyone wanting to achieve well. Having like-minded friends, hell-bent on success, makes enduring the hard slog of producing top quality coursework a more bi-lateral affair to be involved in. Usually, it is girls that have this support network and it is, then, no surprise that they are the ones that do well when it comes to top achievement in GCSEs.

The Door To GCSE Success Opens With the key Of Hard Work

Completing your GCSE in a way you can be satisfied with is totally achievable if you can apply yourself to listening and trying to complete all your coursework and, especially, the other subsidiary work that may not go into your final folder but is, nevertheless, part of the learning and understanding process. Whilst students are having to work harder than ever, there seems little doubt to this writer that getting good GCSE grades has got easier over the years but make no mistake, the pupil has still to put in the effort to get the rewards. No pupil who fails to try will get the grades but those who put in the work will find themselves rewarded, such is the nature of GCSEs these days. The corollary is that a good grade is still indicative of the hard work put in.

So basically, the fruits of GCSE Coursework are there to be plucked by any dedicated and conscientious pupil, driven by the motivation they cultivated through their lower school years and the need to carry that application through to the bountiful reward orchard of the upper school final exams.

Writing an essay takes skill and a certain aptitude that seldom flows naturally at first. For that reason, essay writing is a particularised skill and is not accomplished without a great deal of trial and error.

We are writing complex essays from the age of about 13, from Year 9 when coursework demands(until recently, incorporated within the framework of Key Stage 3 SATs coursework) insist that we develop an ability to analyse, evaluate and be critical of literature we have read or questions on general subjects we have learnt. Obviously, a child’s understanding of just what it takes to write a good essay with all the hallmarks of quality discourse is patchy and they are not going to recruit some essay writing service (that is available) to help them learn this art. By the time that child reaches A level coursework stage, their performance in essay writing must not be hindered by an inability to grasp what an essay’s form must be like. By that time, their understanding of essay structure should be more consummate.

Essays don’t write themselves, essay plans do, and even the laziest of students have to accept this. No matter how riveting the essay title (riveting is less likely the feeling, often the essay title is daunting and more than just a little perplexing), the words will rarely flow naturally from your pen onto the page, your brain feeling alive with every detail of the subject matter. On the contrary, producing an essay is all toil and intellectual and emotional self-harm. Yet, the one saviour for all this trauma is so often looked upon as the nemesis; that is the creation of an essay plan

Let’s face it, kids , there’s no getting out of it; Shakespeare and all his damned (or is that damnéd) plays are here to stay. Whether we like it or not, Shakespeare was a legend and his plays are brilliant works of literary genius.

Macbeth, the loyal warrior, whose head is turned round to treachery by greed, three witches and his ruthlessly ambitious wife, murders the king, Duncan (Regicide, that’s called). All sorts of other bloodbaths happen so that Macbeth, now king, can stay king. He even kills his best mate. By the time he sees the witches again, he’s in too deep. Eventually, he goes too far and the pressure sends him more mental. His wife goes off her head too and she dies. After that, he loses it and even though he fights his last battle like the brave warrior he was, he dies a traitor, losing everything his treachery gained him. The moral? Cheats never prosper, I guess.

As a student, eager to demonstrate a sophisticated, articulate competence in essay writing, one of the most important features of the essay that you must pay attention to is the essay structure. You cannot pay too much attention to this! All your salient and original perspectives and ideas are enhanced by excellent planning, giving your work cogency and academic worth.