These are the unanswered questions I had:
- Do you have to use a lot of fancy words in your mod b essays?
- Would you suggest tracing a single concept across the poems or looking at a different concept in each poem?
- How do we go about adapting broad theses to essay questions addressing form?
- Is it a good idea to have a broader idea e.g. decay linking all your concepts in your thesis?
- What are some ways of actually embedding a personal judgement throughout my response?
- How would you approach textual integrity in relation to Eliot?
- Does every piece of evidence that I use have to have a direct contextual link?
Hey there! I'll deal with these questions one by one below:
1. No - it is more effective to use clear language that expresses your point concisely as markers have to go through these essays fairly quickly. Rather than use very complicated words, try to use specific verbs which communicate your point better (i.e. what I was saying in the lecture about replacing "shows/demonstrates" with words like highlights, accentuates, paints, conjures, queries, interrogates, embodies, epitomises, mocks etc). The most complicated language should just be terminology relevant to his social and literary context (e.g. objective correlative)
2. If you are structuring an essay by dealing with a poem in each paragraph I would suggest looking at a different concept in each poem. Otherwise, the essay runs the risk of becoming repetitive and running out of material. An alternative structure which would allow you to to trace concepts through different poems is by structuring your essay by thematic concern/idea and looking at 2 poems in each paragraph
3. Consider how Eliot's use of form (fragmentation, free verse, intertextuality, dramatic monologue, imagism) is reflective of and even embodies his key concerns and make that the basis of your thesis
4. Yes - but make sure to use precise language though (I know some teachers are not a fan of the word "decay" as it is very general so look at similar words like degeneration, stagnation etc.)
5. Two ways. Firstly, your thesis should be a summary of why you think Eliot has literary merit/significance (conceptually and with regard to language/form, you can also critique his work) and not simply repeat the language of the question. Some methods of exploring your opinion are outlined on the "Thesis Approaches" slide. Secondly, going through key quotes and doing textual analysis that is different from what you have done in class e.g. identifying new techniques, identifying a different purpose to those techniques, interpreting it the opposite way to your teachers, identifying metatextual elements. This allows your personal interpretation to be incorporated in analysis too.
6. Consider how form, language and ideas cohere to create Eliot's purpose (this purpose will be your personal interpretation which I've talked about above)
7. Nope! Weave in context where it is appropriate but if the quote has the same link to context as a previous quote or the influence of context is not very strong then there is not need to make a point of it. Also, when integrating context in analysis where it is relevant, try to distill it into key words that can be woven into the "Effect" part of analysis rather than requiring separate explanation where possible
Hope this helps