7 Essay Mistakes That Are Costing GCSE English Students

Isabel is an English Tutor with experience supporting students from Year 1 to Year 13 across GCSE and A-Level English Language and Literature, Sociology and Religious Education. With a degree in Theology and a student-centred approach focused on critical thinking and essay technique, she works with students across a range of exam boards and abilities.

Here, she shares the seven most common GCSE English essay mistakes she sees most often and exactly how to fix them.

The Most Common Mistakes Students Make in English Essays

By Isabel | GCSE and A-Level English Tutor | Sherpa Tutor

GCSE English essays can feel difficult, particularly when you know the text well but still aren't getting the marks you hoped for. 

One of the biggest misconceptions I see is that students simply need to know more about the book or play. In reality, a lot of marks are lost because of how students use what they know.

The good news is that many of these mistakes are very easy to fix. 

Here are some of the most common problems I see in GCSE English essays and, more importantly, what you can do about them.

1. Retelling the story instead of analysing it

This is probably one of the most common mistakes.

A student might write:

“Macbeth kills Duncan because he wants to become king.”

This shows that they understand what happens, but it doesn't really analyse Shakespeare's writing.

Instead, think about why Shakespeare has presented Macbeth in this way and what the audience is encouraged to think about him.

For example, you could explore Macbeth's ambition, the influence of Lady Macbeth, the language Shakespeare gives him, or how his character changes throughout the play.

A useful question to ask yourself is:

“So what?”

If you've explained what happens, ask yourself why it matters.

2. Using a quotation without analysing it

Knowing lots of quotations is useful, but simply putting a quotation into your essay isn't enough.

For example:

“Macbeth describes Duncan as ‘his kinsman’.”

You then need to explain why that particular word matters.

What does “kinsman” suggest about Macbeth and Duncan's relationship? Why is it significant that Macbeth is considering murdering someone who is not only his king but also a relative?

In GCSE English Literature, the strongest essays don't just use quotations as evidence. They zoom in on individual words and explore their implications.

You don't need to analyse every single word. Choose the words that give you something interesting to say.

3. Not answering the actual question

This is an easy mistake to make, particularly when you've revised a topic really well.

You might know everything about Lady Macbeth, for example, but if the question asks how Shakespeare presents guilt, you need to keep bringing your discussion back to guilt.

Before you start writing, underline the key words in the question.

Then ask yourself:

“What exactly am I being asked to prove?”

Every paragraph should contribute something towards answering that question.

If you find yourself writing something interesting but unrelated to the question, it probably doesn't belong in that particular essay.

4. Writing the same point repeatedly

Another common problem is making the same point several times using different quotations.

For example, an essay about Macbeth's ambition might repeatedly say that Macbeth “wants power” without developing the argument.

Instead, try to develop your argument. You could explore:

1. How Macbeth's ambition initially appears as a temptation 
2. How it becomes increasingly destructive
3. How Shakespeare ultimately presents ambition as something that leads to Macbeth's downfall

This gives your essay a sense of direction, rather than making it feel like a collection of separate points.

5. Forgetting about the writer

GCSE English isn't just about the characters and events in a text. You are studying the choices made by the writer.

Try using phrases such as:

• “Shakespeare presents…”
• “The writer deliberately uses…”
• “This could suggest…”
• “The audience may interpret this as…”
• “This is significant because…”

You don't need to force the writer's name into every sentence, but you should show that you understand that the text has been constructed deliberately.

Ask yourself:

“Why has the writer chosen this particular word, image, character or event?”

That question can take your analysis much further.

6. Trying to sound too complicated

This is something I often see students worry about unnecessarily.

Whether it's GCSE English Language or GCSE English Literature, a Grade 9 essay doesn't have to use enormous words or complicated sentences.

In fact, trying too hard to sound academic can sometimes make your argument less clear.

It's much better to make a precise point in clear English than to use sophisticated vocabulary without actually saying anything meaningful.

Focus on having a clear argument, relevant evidence, and thoughtful analysis.

If your idea is good, you don't need to hide it behind complicated language.

7. Not having a clear argument

A strong essay should feel like it is going somewhere.

Rather than treating each paragraph as a completely separate point, think about the argument you are building across the whole essay.

For example, if you're answering a question about Lady Macbeth, you might argue that Shakespeare initially presents her as powerful and manipulative, but gradually reveals the psychological consequences of her actions.

Then each paragraph can help prove or develop that argument.

This is what makes an essay feel conceptual, rather than simply descriptive.

So, how can you improve?

The best way to improve your English essays isn't necessarily to write more and more essays.

Instead, look carefully at the essays you have already written.

Ask yourself:

1. Did I answer the question?
2. Did I analyse my quotations?
3. Did I explain the writer's choices?
4. Did I develop my argument?
5. Did I avoid simply retelling the story?

You can also take one paragraph you've already written and try rewriting it. Keep the same quotation, but see how much further you can take your analysis.

Remember This Statement

“Good analysis comes from asking questions”

When you're stuck, don't panic. Go back to the quotation and start asking questions:

• Why this word?
• Why this image?
• Why here?
• Why has the writer presented the character this way?
• What might the audience think?
• How does this connect to the wider text?

Those questions are often where the best analysis begins.

And ultimately, GCSE English isn't about having the “perfect” vocabulary or memorising hundreds of quotations. It's about being able to think critically about a text and communicate your ideas clearly.