GCSE English Coursework
GCSE English Coursework
GCSE English coursework is almost the same as essay writing. You should open your coursework with a general introduction of the topic and a very specific thesis statement. Further, you should proceed with the body of your coursework – the main part of your paper, and finally summarize your points in the conclusion. Below is a concise sample of GCSE English coursework on Egyptian Ma’at:
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GCSE English Coursework Excerpt
The equipoise of the Egyptian world was ma'at, which may have the meaning of 'order', 'truth', 'justice', according to its context. It was achieved whenever the natural harmony of the cosmos existing at the moment of its creation, was restored after a period of discord. Such disorder, or falsehood, or injustice, occurred most notably during the First Intermediate Period when the times got out of joint, the established order was destroyed by anarchy, and life no longer had meaning. Similar chaos or anti-ma'at occurred between the death of the god-ruler and the coronation of his successor. Such crises were only dispelled with the re-establishment of ma'at, and it is significant that in coronation-scenes the Pharaoh is frequently shown accompanied by the goddess who personifies Ma'at. Thus the joy and release from tension on the accession of Merenptah is expressed by one poet in the following words: Ma'at has overcome falsehood, the transgressors are overthrown, the greedy are repulsed. The water stands and fails not, and the Nile carries a high flood. The days are long, the nights have hours and the months come aright. The gods are content and light of heart, and life is spent in laughter and wonder.
For the Egyptian, the good life consisted in achieving ma'at. 'Truth is good and its worth is lasting and it has not been disturbed since the day of its creator', wrote Ptah-hotep for his son. 'He who transgresses its ordinances is punished. It lies as a right path in front of even the ignorant.' This ignorance could be dispelled by knowledge, for the Egyptian believed that though a proper attitude to life was not easy to attain, it could be taught like any branch of his learning, and the books of instruction that have come down to us, nearly all garbled as school exercises, hold up the ideals to be achieved. A number of prayers written by men who believed they had offended a god, but in which they confess that they had been ignorant, not wicked, have also survived. 'Punish me not for my many misdeed s', wrote one. 'I am one who knows not himself. I am a witless man. All day long I follow my mouth like an ox after fodder.' Such men are described in the 'teachings' as 'passionate' men who are doomed to unhappiness and ultimate failure because they are arrogant, greedy, and contentious. Such men are unlucky and best avoided.
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