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Author Topic: English Advanced Essay Marking (Modules Only)  (Read 603495 times)

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Hebah

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1125 on: June 21, 2017, 04:22:01 am »
Hi    :D can i please ask if this forum is still open for submitting essays?  Ireally like your work and struggle on my own feedback

Wales

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1126 on: June 21, 2017, 08:52:32 am »
Hi    :D can i please ask if this forum is still open for submitting essays?  Ireally like your work and struggle on my own feedback

Of course! You just need 15 posts for an essay marked.

Post around and ask questions :D You'll love this place. Come for the essay and stay for the banter.
Heavy Things :(

bethr

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1127 on: June 21, 2017, 11:27:57 am »
Hey beth! We'll get this marked soon for you, just to clarify, were those comments from your teacher or your tutor? ;D

Feedback from my teacher :)

Hebah

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1128 on: June 22, 2017, 12:26:21 am »
Of course! You just need 15 posts for an essay marked.

Post around and ask questions :D You'll love this place. Come for the essay and stay for the banter.

Thank you for your reply! And yeah, I'm already loving it, wish I found out about this sooner :P

Wales

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1129 on: June 22, 2017, 12:35:11 am »
Thank you for your reply! And yeah, I'm already loving it, wish I found out about this sooner :P

Never too late :) Glad you're enjoying the community. You'll get to love it the more you immerse yourself :D
Heavy Things :(

elysepopplewell

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1130 on: June 22, 2017, 02:03:57 pm »
Hey :D I've finished the draft for my essay now.

It would be great if you can get me feedback before Friday :) I'm looking for specific feedback on the conceptual structure and the way I've embedded the concepts. If there are breakdowns in reasoning etc. I'll edit this with questions I have if I come across anything.

Politics illustrates the ultimate powerlessness of ordinary people.
To what extent is this view represented in your prescribed text and ONE other related text of your own choosing?


Hey Wales! I'll have a look at this one for you :)

Spoiler
Politics illustrates the ultimate powerlessness of ordinary people.
To what extent is this view represented in your prescribed text and ONE other related text of your own choosing?


Dystopian texts are an hyperbolic representation of the state of political affairs in contemporary society. Nice! Although, in order to be more true, I would say "societies" instead of society, because usually dystopic authors draw on aspects of various societies at the present time to blend a new setting. Small change, but I think it makes a difference. Composers of such texts utilise the conflicting human ethics of a dystopic society with the goal of exposing the disturbing ideas of human manipulation in order to depict the underlying powerlessness of the citizens. By ascribing the ideology of power and control to an applicable medium, composers can creates a world space that allows the audience to understand the concealed truths behind political actions. By ascribing the ideology of power and control to an applicable medium, composers are able to invite audiences to understand the concealed truths behind political actions, as represented in a dystopian, literary world. (I'm suggesting a new wording for you that puts forward the idea of "representation" in a subtle way. Also, I'm not sure about the word "applicable" before medium - I don't know what we gain from adding that word. What do you think?) Aldous Huxley’s Brave New World  (1932) deeply investigates the dystopian themes of inculcation, dehumanisation and totalitarianism while Oliver Stone’s biographical political thriller Snowden (2016) depicts represents the modern political agenda of being omnipotent and manipulative. Both texts explore the effect of advancing technology and exercises the similar themes of power and manipulation to create a totalitarian and dystopic society where individuals are stripped of their intrinsic autonomy. I'd take this last chance as an opportunity to highlight the "relationship" between politics and people. It's not about rewriting the sentence, but just adjusting the wording. "Both texts explore the effect of advancing technology on the relationship between people and politics, as well as exercising the similar themes..." Something like this. In Module C there are two key things to remember: representation and relationships. Obviously just dropping the words down here there and everywhere won't get you marks, but because (based on your introduction) your work is at a high level already, it's just about going back and manipulating the wording to sound original, sophisticated, yet explicitly responsive to the module's demands.
 
Politicians endeavour to deprive the intrinsic individuality of the citizens in order to create a conformist state as a response for their insatiable desire for power. The World States thirst for power to control and manipulate the population is revealed through hyperbole of the production line which represents the relationship between technological advancements and politics. Huxley exaggerates the impact of consumerism on society with the religious parody “Sign of the T” and the recurring substitutes for profanity “Oh Ford”. The satirical remarks signify the quixotic nature of the populace by juxtaposing the divine with a consumerist parody which resonates with the dystopic nature of a totalitarianistic society whereby individuals are uneducated about true divine beliefs. I think this last sentence is a bit too long for me to digest everything in its entirety. I read it a few times and I've underlined the words where I was like "oh, it's still going!" I think if you split this up you offer yourself more room for a better analysis.   Huxley appeals to the audience by challenging the ethos of the 1930’s through the complete inversion of values in the New World such as the  ubiquitous encouragement of promiscuity. Huxley’s jargon when describing children “ Barring a little surreptitious auto-erotism and homo-sexuality -- absolutely nothing” contrasts the dissolution of values and diminishes the intrinsic innocent nature of children in order to create an atmosphere that exemplifies the World State’s idealistic visions of control and autocratic rule to create a capitalist consumerist world space where predetermination and powerlessness amongst who? is promoted. By capitalising on the ethos of the 20th century Huxley unveils the ultimate power of the conditioning process in the technocratic paradigm of the World State and accentuates on the limited freedoms of it’s citizens. Nice! Although you've used synonyms here for "people and politics" in this last sentence, it still works :)
 
Individuals are often deluded into trusting the word of politicians but in a society where political collusion is prominent it is crucial to distinguish between the phantasmic political ideology of security and actions taken to meet said ideologies. The only thing I don't like about this sentence is "crucial" - crucial for who? crucial for what? So, is it crucial for the individuals to make this differentiation, or crucial for the audience? Perhaps you could invert the sentence, by saying there are two interpretations of politics, the phantasmic or the actions. Then in a new sentence, say, "The powerlessness nature of individuals means they are often deluded..." or something to this effect. At the moment the sentence isn't too long, but by shuffling and reorganising the words I think it could work better. Snowden captures the central ideas of manipulation, dramatising them to demonstrate the abuse of power in intergovernmental organisations, evoking a conscientious understanding of the ineffectual position of citizens. Oliver Stone depicts the impunity of the Government through the extreme closeup shot of the CIA Director telling Edward “your girlfriend isn’t sleeping with that photographer friend of hers” which portrays an abuse of authority and a clear invasion of privacy clearly contradicting the quintessential American Civil Liberty of the right to be secure, promoting the autocratic power of the state in order to construct a conformist society. The subsequent low light closeup of Edwards despairful expression is an aesthetic representation of his powerlessness after having his human rights violated and reiterates his ethical conflict of data collection with the state’s actions. Yes! Loveeee this sentence. Flawless. Stellar. Perfection.Stone capitalises upon the innocence of citizens through Edwards dialogue “ which people?, the whole kingdom is? Snow White”. The intertextual reference and closeup shot of Edwards conflicted expression alludes to the intrinsic innocence of Edward and reinforces the supremacy of the state through their phantasmic promotion of national security as a service to the people. Stone appeals to the ethos of the 21st century by meticulously exposing the duplicitous dichotomy of national security and privacy uncovering the States ubiquitous manipulation of the people.    Really, really good analysis here. Just enough representation and relationships to be Module C without taking it too far.
 
As society slowly regresses into a nihilistic perspective, the fundamental humanist values of life dissipate. In a society regressing into a nihilistic perspective... I'd use this wording instead because "as society" assumes too much of the reader to understand the specific society you discuss. Because I assumed you are talking about our contemporary society, but I don't necessarily think we are regressing into that, and then Huxley's text wasn't written in these few recent years either, so it can't be that society... but if you say "in a society" then your statement becomes more true, and also implies it is true of the society in the text specifically. Huxley inverts the values society clings heavily upon I think this is too airey, I'd like to know specifically the values,
 or at least what they pertain to. The values of democracy? equality?
and explores the twisted nature of the lust for axiomatic rule over the people and desensitises the actions to which the world state executes to obtain power. Huxley furthers the inversion of the value human life through the idiosyncratic imagery “ where the Alpha’s and Beta’s remained bottled” completely disregarding the intrinsic worth of an individual by associating inanimate objects with the sacred rite of birth. The world leaders further emphasise the lack of inherent value of their citizens through blunt phrasing “ you might decondition…” highlighting objectification of human life illustrating the loss of human values. Similarly Stone’s use of sinister music while Edward is shown the capabilities of PRISM, (a government spyware) depicts the inherent evil nature of illicit data collection and the relationship between the government's ideology of security and the clandestine actions taken accentuated through the dark lighting in the computer room alluding to the implicit violation of the rights of citizens. Both composers utlise typo, utilise :) appropriate thematic mediums to convey the nihilistic ideals which determine the states actions and illustrate the ways the people have their human rights violated.
 
In order to achieve the ultimate goal of a dystopic society where the government yearns for axiomatic rule over the people, clandestine actions are taken in order to acquire the desired result. Sorry, I keep picking apart your concept statements! What I want to adjust here is "dystopic society." "In order to achieve the ultimate goal of a dystopic society.." recognise that if the goal is to be dystopian, then it probably is far more utopian than dystopian to the person who has that goal. Also, "in order" is used twice in the sentence. I'm being picky, but I think clarity at the start of your paragraph has a lot to do with the way the rest of the paragraph is received by a marker. The first sentence shows the marker what to expect, it sets the direction, it wets the apetite,
 so to say. So ultimate clarity here is important in order to guarantee the rest of your paragraph is received as intended.
Huxley opposes the traditional approach of oppression to obtain control by exploiting the happiness of the citizens by subverting the connatural structure of human life through scientific means such as embryonic conditioning and bokanovsky process leaving the citizens in a vulnerable state, whereby the state inculcates capital consumerist ideologies such as the cliche “ignorance is bliss” implying if one is not educated they are unable to be troubled. We have ourselves another very long sentence  ;) It doesn't help that there are big words/jargon in here that makes it all the more to chew on. Instead of sacrificing these good words for more digestible ones, I'd change up the sentence structure, even if it means splitting it in two. The ideology of ignorance is reflected in the hypnopaedic conditioning phrase “a gramme is better than a damn” furthering the consumerist ideals of the state. Stone proposes the Government exercises similar ideology of ignorance through the extreme closeup of Edward's distraught face when saying “ what’s keeping you safe is that you don’t know anything” which contrasts the Huxleyan idea of exploiting the innocent. Stone further displays the Governement dogmas of control and manipulation through the cameo appearance of Obama juxtaposed with the political satire poster “Big brother is watching you” which seeks to exemplify the sensationalist nature of political journalism. The intertextual relation to Orwell’s 1984 alludes to the Government’s oppressive nature and its approach to attaining control through fear which Stone reiterates in the low angle shots of Edward when he converses with his superiors signifying his state of powerlessness whilst under the government’s control. By understanding the differing evocative mediums of representation and contrasting the Huxleyan approach to control of ignorance against Stone’s technological crisis the audience is able understand the oppressive nature politics.  Until the second last sentence in this paragraph, we haven't talked about powerlessness. Somewhat unusually, your essay question isn't double barrelled, it only requests you talk about one thing and that is powerlessness in relation to powerful. I'd make it more of a priority in this one to attack this more head on, especially coming towards the end of your essay where we want to leave the best impression possible.
 
By acknowledging the complex nature one’s approach to representation individuals are enlightened to the differing perspectives offered by the composer. When comparing both the Stone and Huxleyan interpretations of political control, one is exposed to the dark thematics of a dystopian society where a lack of autonomous desire overrides the populace. Both composers share effective an authorial desire to evoke the audience in order to explore the conflicting perspectives of an dystopic a dystopian* world space.There are differing opinions about the importance of a conclusion, but I tend to think they are the last taste you give a marker so make it good. For this reason, I'd be using the words of the question a bit more. Synonyms are great, but one last sentence to tie the idea of ordinary citizens with powerlessness, as a direct result of politics, will really bring it home. 


Okay...most comments are in the spoiler as they've been pretty specific. Reason being, the structure of your work is fine in my opinion. Each paragraph has a clear direction, although the concept statements need a little refining just to bring it up to perfection (of course this is your draft so there is room for you to adjust things). There are a few times where the sentences are a little too long and it doesn't help the subject matter reflects a lot of jargon. Again, simple grooming will improve this and I've specifically suggested where.

On the whole the structure works, although I know you're wondering if you should take a more integrated approach. The benefit of integration is that it feels like you're having more of a comparative discussion about a singular topic, rather than applying a topic to two different situations/texts. But, although the paragraphs are dominated by a single text for the most part, it doesn't feel disjointed, non-cohesive (I always thought the word was uncohesive or incohesive  but it's giving me a squiggly error line for both of them lol), or anything like that. So, if you choose to take on that more integrated approach you do so as experimentation for a more suitable structure, rather than a desperate way for you to achieve better marks. Let me know what you think! Does it all make sense? Happy to help more where I can.


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Wales

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1131 on: June 23, 2017, 05:24:13 pm »
Hey Wales! I'll have a look at this one for you :)

Spoiler
Politics illustrates the ultimate powerlessness of ordinary people.
To what extent is this view represented in your prescribed text and ONE other related text of your own choosing?


Dystopian texts are an hyperbolic representation of the state of political affairs in contemporary society. Nice! Although, in order to be more true, I would say "societies" instead of society, because usually dystopic authors draw on aspects of various societies at the present time to blend a new setting. Small change, but I think it makes a difference. Composers of such texts utilise the conflicting human ethics of a dystopic society with the goal of exposing the disturbing ideas of human manipulation in order to depict the underlying powerlessness of the citizens. By ascribing the ideology of power and control to an applicable medium, composers can creates a world space that allows the audience to understand the concealed truths behind political actions. By ascribing the ideology of power and control to an applicable medium, composers are able to invite audiences to understand the concealed truths behind political actions, as represented in a dystopian, literary world. (I'm suggesting a new wording for you that puts forward the idea of "representation" in a subtle way. Also, I'm not sure about the word "applicable" before medium - I don't know what we gain from adding that word. What do you think?) Aldous Huxley’s Brave New World  (1932) deeply investigates the dystopian themes of inculcation, dehumanisation and totalitarianism while Oliver Stone’s biographical political thriller Snowden (2016) depicts represents the modern political agenda of being omnipotent and manipulative. Both texts explore the effect of advancing technology and exercises the similar themes of power and manipulation to create a totalitarian and dystopic society where individuals are stripped of their intrinsic autonomy. I'd take this last chance as an opportunity to highlight the "relationship" between politics and people. It's not about rewriting the sentence, but just adjusting the wording. "Both texts explore the effect of advancing technology on the relationship between people and politics, as well as exercising the similar themes..." Something like this. In Module C there are two key things to remember: representation and relationships. Obviously just dropping the words down here there and everywhere won't get you marks, but because (based on your introduction) your work is at a high level already, it's just about going back and manipulating the wording to sound original, sophisticated, yet explicitly responsive to the module's demands.
 
Politicians endeavour to deprive the intrinsic individuality of the citizens in order to create a conformist state as a response for their insatiable desire for power. The World States thirst for power to control and manipulate the population is revealed through hyperbole of the production line which represents the relationship between technological advancements and politics. Huxley exaggerates the impact of consumerism on society with the religious parody “Sign of the T” and the recurring substitutes for profanity “Oh Ford”. The satirical remarks signify the quixotic nature of the populace by juxtaposing the divine with a consumerist parody which resonates with the dystopic nature of a totalitarianistic society whereby individuals are uneducated about true divine beliefs. I think this last sentence is a bit too long for me to digest everything in its entirety. I read it a few times and I've underlined the words where I was like "oh, it's still going!" I think if you split this up you offer yourself more room for a better analysis.   Huxley appeals to the audience by challenging the ethos of the 1930’s through the complete inversion of values in the New World such as the  ubiquitous encouragement of promiscuity. Huxley’s jargon when describing children “ Barring a little surreptitious auto-erotism and homo-sexuality -- absolutely nothing” contrasts the dissolution of values and diminishes the intrinsic innocent nature of children in order to create an atmosphere that exemplifies the World State’s idealistic visions of control and autocratic rule to create a capitalist consumerist world space where predetermination and powerlessness amongst who? is promoted. By capitalising on the ethos of the 20th century Huxley unveils the ultimate power of the conditioning process in the technocratic paradigm of the World State and accentuates on the limited freedoms of it’s citizens. Nice! Although you've used synonyms here for "people and politics" in this last sentence, it still works :)
 
Individuals are often deluded into trusting the word of politicians but in a society where political collusion is prominent it is crucial to distinguish between the phantasmic political ideology of security and actions taken to meet said ideologies. The only thing I don't like about this sentence is "crucial" - crucial for who? crucial for what? So, is it crucial for the individuals to make this differentiation, or crucial for the audience? Perhaps you could invert the sentence, by saying there are two interpretations of politics, the phantasmic or the actions. Then in a new sentence, say, "The powerlessness nature of individuals means they are often deluded..." or something to this effect. At the moment the sentence isn't too long, but by shuffling and reorganising the words I think it could work better. Snowden captures the central ideas of manipulation, dramatising them to demonstrate the abuse of power in intergovernmental organisations, evoking a conscientious understanding of the ineffectual position of citizens. Oliver Stone depicts the impunity of the Government through the extreme closeup shot of the CIA Director telling Edward “your girlfriend isn’t sleeping with that photographer friend of hers” which portrays an abuse of authority and a clear invasion of privacy clearly contradicting the quintessential American Civil Liberty of the right to be secure, promoting the autocratic power of the state in order to construct a conformist society. The subsequent low light closeup of Edwards despairful expression is an aesthetic representation of his powerlessness after having his human rights violated and reiterates his ethical conflict of data collection with the state’s actions. Yes! Loveeee this sentence. Flawless. Stellar. Perfection.Stone capitalises upon the innocence of citizens through Edwards dialogue “ which people?, the whole kingdom is? Snow White”. The intertextual reference and closeup shot of Edwards conflicted expression alludes to the intrinsic innocence of Edward and reinforces the supremacy of the state through their phantasmic promotion of national security as a service to the people. Stone appeals to the ethos of the 21st century by meticulously exposing the duplicitous dichotomy of national security and privacy uncovering the States ubiquitous manipulation of the people.    Really, really good analysis here. Just enough representation and relationships to be Module C without taking it too far.
 
As society slowly regresses into a nihilistic perspective, the fundamental humanist values of life dissipate. In a society regressing into a nihilistic perspective... I'd use this wording instead because "as society" assumes too much of the reader to understand the specific society you discuss. Because I assumed you are talking about our contemporary society, but I don't necessarily think we are regressing into that, and then Huxley's text wasn't written in these few recent years either, so it can't be that society... but if you say "in a society" then your statement becomes more true, and also implies it is true of the society in the text specifically. Huxley inverts the values society clings heavily upon I think this is too airey, I'd like to know specifically the values,
 or at least what they pertain to. The values of democracy? equality?
and explores the twisted nature of the lust for axiomatic rule over the people and desensitises the actions to which the world state executes to obtain power. Huxley furthers the inversion of the value human life through the idiosyncratic imagery “ where the Alpha’s and Beta’s remained bottled” completely disregarding the intrinsic worth of an individual by associating inanimate objects with the sacred rite of birth. The world leaders further emphasise the lack of inherent value of their citizens through blunt phrasing “ you might decondition…” highlighting objectification of human life illustrating the loss of human values. Similarly Stone’s use of sinister music while Edward is shown the capabilities of PRISM, (a government spyware) depicts the inherent evil nature of illicit data collection and the relationship between the government's ideology of security and the clandestine actions taken accentuated through the dark lighting in the computer room alluding to the implicit violation of the rights of citizens. Both composers utlise typo, utilise :) appropriate thematic mediums to convey the nihilistic ideals which determine the states actions and illustrate the ways the people have their human rights violated.
 
In order to achieve the ultimate goal of a dystopic society where the government yearns for axiomatic rule over the people, clandestine actions are taken in order to acquire the desired result. Sorry, I keep picking apart your concept statements! What I want to adjust here is "dystopic society." "In order to achieve the ultimate goal of a dystopic society.." recognise that if the goal is to be dystopian, then it probably is far more utopian than dystopian to the person who has that goal. Also, "in order" is used twice in the sentence. I'm being picky, but I think clarity at the start of your paragraph has a lot to do with the way the rest of the paragraph is received by a marker. The first sentence shows the marker what to expect, it sets the direction, it wets the apetite,
 so to say. So ultimate clarity here is important in order to guarantee the rest of your paragraph is received as intended.
Huxley opposes the traditional approach of oppression to obtain control by exploiting the happiness of the citizens by subverting the connatural structure of human life through scientific means such as embryonic conditioning and bokanovsky process leaving the citizens in a vulnerable state, whereby the state inculcates capital consumerist ideologies such as the cliche “ignorance is bliss” implying if one is not educated they are unable to be troubled. We have ourselves another very long sentence  ;) It doesn't help that there are big words/jargon in here that makes it all the more to chew on. Instead of sacrificing these good words for more digestible ones, I'd change up the sentence structure, even if it means splitting it in two. The ideology of ignorance is reflected in the hypnopaedic conditioning phrase “a gramme is better than a damn” furthering the consumerist ideals of the state. Stone proposes the Government exercises similar ideology of ignorance through the extreme closeup of Edward's distraught face when saying “ what’s keeping you safe is that you don’t know anything” which contrasts the Huxleyan idea of exploiting the innocent. Stone further displays the Governement dogmas of control and manipulation through the cameo appearance of Obama juxtaposed with the political satire poster “Big brother is watching you” which seeks to exemplify the sensationalist nature of political journalism. The intertextual relation to Orwell’s 1984 alludes to the Government’s oppressive nature and its approach to attaining control through fear which Stone reiterates in the low angle shots of Edward when he converses with his superiors signifying his state of powerlessness whilst under the government’s control. By understanding the differing evocative mediums of representation and contrasting the Huxleyan approach to control of ignorance against Stone’s technological crisis the audience is able understand the oppressive nature politics.  Until the second last sentence in this paragraph, we haven't talked about powerlessness. Somewhat unusually, your essay question isn't double barrelled, it only requests you talk about one thing and that is powerlessness in relation to powerful. I'd make it more of a priority in this one to attack this more head on, especially coming towards the end of your essay where we want to leave the best impression possible.
 
By acknowledging the complex nature one’s approach to representation individuals are enlightened to the differing perspectives offered by the composer. When comparing both the Stone and Huxleyan interpretations of political control, one is exposed to the dark thematics of a dystopian society where a lack of autonomous desire overrides the populace. Both composers share effective an authorial desire to evoke the audience in order to explore the conflicting perspectives of an dystopic a dystopian* world space.There are differing opinions about the importance of a conclusion, but I tend to think they are the last taste you give a marker so make it good. For this reason, I'd be using the words of the question a bit more. Synonyms are great, but one last sentence to tie the idea of ordinary citizens with powerlessness, as a direct result of politics, will really bring it home. 


Okay...most comments are in the spoiler as they've been pretty specific. Reason being, the structure of your work is fine in my opinion. Each paragraph has a clear direction, although the concept statements need a little refining just to bring it up to perfection (of course this is your draft so there is room for you to adjust things). There are a few times where the sentences are a little too long and it doesn't help the subject matter reflects a lot of jargon. Again, simple grooming will improve this and I've specifically suggested where.

On the whole the structure works, although I know you're wondering if you should take a more integrated approach. The benefit of integration is that it feels like you're having more of a comparative discussion about a singular topic, rather than applying a topic to two different situations/texts. But, although the paragraphs are dominated by a single text for the most part, it doesn't feel disjointed, non-cohesive (I always thought the word was uncohesive or incohesive  but it's giving me a squiggly error line for both of them lol), or anything like that. So, if you choose to take on that more integrated approach you do so as experimentation for a more suitable structure, rather than a desperate way for you to achieve better marks. Let me know what you think! Does it all make sense? Happy to help more where I can.




Thanks loads for the feedback :) 

I would have replied earlier but I wanted to finish fixing it up then reply. I've actually changed a fair bit including removing an entire paragraph (thought it was irrelevant and I was 200 words overlimit anyway)

I've asked my teacher about the structure and she's said it's fine. I like the integrated approach because I can contrast the texts. I need to work on the comparison though.

I know it's a lot to ask and I only want you to accept if you're willing but would you mind giving it another read through? I want to perfect it to the point where most sentences leave you with a "wow that was good" idea and it flows well.

If you're busy I completely understand, there's the Western Sydney Expo going on. You're somewhere not in Australia and it's Uni exams time :)

Regards, Wales
Heavy Things :(

elysepopplewell

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1132 on: June 24, 2017, 07:01:51 am »
Thanks loads for the feedback :) 

I would have replied earlier but I wanted to finish fixing it up then reply. I've actually changed a fair bit including removing an entire paragraph (thought it was irrelevant and I was 200 words overlimit anyway)

I've asked my teacher about the structure and she's said it's fine. I like the integrated approach because I can contrast the texts. I need to work on the comparison though.

I know it's a lot to ask and I only want you to accept if you're willing but would you mind giving it another read through? I want to perfect it to the point where most sentences leave you with a "wow that was good" idea and it flows well.

If you're busy I completely understand, there's the Western Sydney Expo going on. You're somewhere not in Australia and it's Uni exams time :)

Regards, Wales

Absolutely! Not a worry at all Wales :)
Hello!

About 3 weeks ago we had to do a speech for Mod B. I'd thought I'd done well in it. I worked on it really hard with my tutor, I asked for multiple people's opinions,and they all thought that it was a solid response. Or so they thought. I did really poorly in it. When I went to go see the teacher who marked my speech for extra feedback, she simply regurgitated to me what I already knew. So could you guys tell me your opinion of it and where I went wrong? And what mark you would've given it? I don't want to give you any preconceived ideas in telling you my mark but this was my feedback: A very good speech Beth with a powerful opening thesis statement. You had great links to values and beliefs in your Sadat analysis, less so in Atwood. Your topic sentences linked quite well to the question for Sadat; again, less so for Atwood. It was pleasing to hear your attempt at synthesis. Your delivery was very good and you maintained very good eye contact with the examiners. (I'm in absolutely no rush to get feedback for this anytime soon) Thank you so much!!


I will get to this first thing Saturday morning (I'm not in Australian time at the moment) - sorry to keep you waiting I didn't see your response or else I wouldn't have done Wales first just to keep it in order! Apologies, but feedback is on the way.
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elysepopplewell

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1133 on: June 24, 2017, 09:32:28 pm »
Hello!

About 3 weeks ago we had to do a speech for Mod B. I'd thought I'd done well in it. I worked on it really hard with my tutor, I asked for multiple people's opinions,and they all thought that it was a solid response. Or so they thought. I did really poorly in it. When I went to go see the teacher who marked my speech for extra feedback, she simply regurgitated to me what I already knew. So could you guys tell me your opinion of it and where I went wrong? And what mark you would've given it? I don't want to give you any preconceived ideas in telling you my mark but this was my feedback: A very good speech Beth with a powerful opening thesis statement. You had great links to values and beliefs in your Sadat analysis, less so in Atwood. Your topic sentences linked quite well to the question for Sadat; again, less so for Atwood. It was pleasing to hear your attempt at synthesis. Your delivery was very good and you maintained very good eye contact with the examiners. (I'm in absolutely no rush to get feedback for this anytime soon) Thank you so much!!

Hey there! So when you said you spoke to your teacher who just regurgitated what you already know: what was that pertaining to? Was she giving you advice on areas you've already worked on and are continuing to improve, or was it nothing really to do with improvement? I'll look specifically at the analysis of Atwood as it seems your teacher was unimpressed by that part!
Spoiler
How have the composers of the speeches used rhetoric to respond to the dominant values and beliefs of their contexts?

Speeches are a medium through which the composer challenges society’s beliefs and highlight how these beliefs may be compromising common human values. In situations where a political dichotomy prevails, rhetoric can be used to persuade responders to a point of view. Anwar Sadat’s 1977, ‘Statement to the Israeli Knesset’ argues for a renewed pursuit of peace and unity between the Arabs and Israelis, where for generations, there had been cyclical warfare. Comparatively, Margaret Atwood’s 1994 ‘Spotty-Handed Villainesses’ advocates for female characterisation that is bold and nasty and multi-dimensional in the name of feminism. The rhetoric employed by these texts differs in how they appeal to pathos and logos, but converge with their appeal to ethos in the name of justice. In studying these speeches, I have learnt that despite their differing contexts, rhetoric manipulates speeches to forward positive political agendas.

Sadat challenges the societal value of power by appealing to pathos to unite his audience of Egyptians and Israelis by reminding them of shared losses incurred through war. Despite their divisions, Sadat focuses on the common family unit, describing “the families” as “still moaning,” under “the cruel pains of widowhood and bereavement”. The auditory imagery of ‘moaning’ elucidates an image of the tangible pain endured by both sides of the conflict. Sadat exploits the subsequent suffering to unite his audience. Sadat uses the imperative, instructing his audience to “tell them we are in for a new beginning to a new life”. The personal pronoun ‘we’, coupled with the high modality, reinforces the textual integrity of his inclusive ‘sacred message’ revealing the importance of his hope for interstate harmony. The tautological ‘new beginning’ and repetition of ‘new’ is representative of their fresh relationship, evidenced in 2015 when the Israeli Embassy reopened in Cairo. These recent events reveal the success of Sadat’s rhetoric. Despite tentative peace between Egypt and Israel, the continuing conflict in the Middle East requires us to reflect again on the relevance of Sadat’s speech today. 

In contrast to Sadat, Atwood’s speech is an appeal to logos, a critical evaluation of the integrity of female literary characters regarding real women. I like the comparative nature of logos and pathos between the texts - a very unique link, it works well.She echoes the values of third-wave feminism, which finds itself dismayed that women can only be simplistically represented. She infers that our censorship of women is outdated. At this point, we are three sentences in without analysis yet, more just observations. In the Sadat paragraph above, it took one sentence less to get to the analysis. This isn't a huge deal, I'm just pointing out your own structure to you in new light. She uses logos when she asks, “Were all heroines to be essentially spotless of soul?”. The rhetorical question uses sibilance to create a scathing and ironic tone, revealing the juxtaposition between her values and society’s beliefs. She exemplifies, through anaphora, how ‘novels are not’ a reflection of real life, educating the audience of the irrationality of their fear of what fictional villainesses, ‘divorced from real life’ could do. But, will her warning be heeded? Atwood mourns “a tendency to cookie-cut… and to write a pattern… and to over-sugar on one side”. Through polysyndeton and an ironic analogy of baking, Atwood strongly affirms her textual integrity by furthering her argument that women have been unfairly stereotyped and boxed in by literature that attempted to liberate them through representation. As a feminist myself, Atwood’s speech has not only enhanced my understanding of how third-wave feminism re-thought the definition of empowerment but enlightened me on an aspect of gender inequality I had never noticed. I hate to not be able to provide more help - but I have carefully looked between both of these two paragraphs and I honestly don't feel that the analysis of Atwood lacks behind Sadat's analysis. Onwards...

In a point of convergence, Sadat and Atwood similarly use ethos to tap into our humanity. I'm majorly impressed by the ethos, pathos, and logos links.
 
Sadat conclusively states, ‘I will go to the end of the world; I will go to Israel.’ The metaphor and hyperbolic statement of Israel being the ‘end of the world’ is a departure from his consistent characterisation of the states as unified. However, the high modality repetition of ‘I will,’ appeals to ethos by revealing his dedication to his role as an advocate for peace. Further, he states, ‘I have chosen […] to come to you with an open heart and an open mind.’ The metaphor of “heart” is emblematic of Sadat’s desire to forge a new partnership with Israel through their shared compassion. In contrast to Sadat, Atwood fiercely advocates for change, never straying from her feminist values.  She exclaims, “Women characters, arise! Take back the night!” a powerful appeal to ethos, establishing her role as simultaneously an author and social commentator. The accumulation of exclamatory statements creates an empowering tone to illustrate how, in contrast to Sadat, these ideas are pre-existing – they need only be ignited. She discusses these prevailing values in the metaphor, ‘Many doors stand ajar;’ by which villainess ‘act as keys’ to open. Unlike Sadat, she appeals to ethos consistently, in her simile which recognises the emergence of equality in society.

To conclude, Sadat and Atwood manipulate rhetoric, particularly pathos and logos and ethos to achieve political justice and progress against dominant discourse.

I'm flawed...I don't know what advice to give you. I actually disagree in that I think your Atwood and Sadat analysis is equally spectacular. I can tell you worked hard on this. I think the conclusion can be a place for you to rake in your essay, and it's always been my personal style to give conclusions more room than you have. BUT, I know this isn't for everyone, AND, it's not in the feedback your teacher has given you in terms of what you lost marks for - so I've decided that the conclusion doesn't have a whole lot to do with anything. I'm really bummed for you that you haven't been given the marks you desire, and although you'd be able to dissect more if this was an essay instead of a speech, I can imagine how powerfully you would have delivered this in a short time. Perhaps you could ask your teacher what the difference was between your response and the response of someone who got higher marks. If the other student is willing to share their work, even better. Because just looking at this, I don't think it deserves poor marks. But, looking at someone who gained higher marks might be what you need to work out the gap for yourself! Write back with any thoughts, or if you make any progress.. :)
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Wales

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1134 on: June 24, 2017, 09:55:48 pm »
Absolutely! Not a worry at all Wales :)


Thanks! Here's the repost. It would be greatly appreciated if this could be marked by monday as my exams wendsday :) If that is not manageable then I completely understand. Again, thanks for the incredible help! Please critique anything you see fit. Don't be afraid of being harsh :P

I've actually cut out an entire body paragraph and tuned the rest as it was too long and my teacher noted it was my weakest link/redundant. Let me know if I've made anything worse as well.

Spoiler
Politics illustrates the ultimate powerlessness of ordinary people.
To what extent is this view represented in your prescribed text and ONE other related text of your own choosing?
Dystopian texts are an hyperbolic representation of the state of political affairs in contemporary societies. Composers of such texts utilise the conflicting human ethics of a dystopic society with the goal of exposing the disturbing ideas of human manipulation in order to depict the underlying powerlessness of the citizens. By ascribing the ideology of power and control to an applicable medium, composers invite audiences to understand the concealed truths behind political actions, as represented in a dystopian, literary world. Aldous Huxley’s Brave New World (1932) investigates the dystopian themes of inculcation, dehumanisation and totalitarianism while Oliver Stone’s biographical political thriller Snowden (2016) represents the modern political agenda of being omnipotent and manipulative. Both texts explore the effect of advancing technology on the relationship between people and politics, as well as exercising the similar themes of power and manipulation to create a totalitarian and dystopic society where individuals are stripped of their intrinsic autonomy.
 
Politicians endeavour to deprive the intrinsic individuality of the citizens in order to create a conformist state as a response for their insatiable desire for power. The World States thirst for power to control and manipulate the population is revealed through satire of the production line which represents the relationship between technological advancements and politics. Huxley exaggerates the impact of a society founded consumerism with the religious parody “Sign of the T” and substitute for profanity “Oh Ford” signifying the quixotic nature of the populace by juxtaposing the divine with a consumerist parody. The nihilistic nature of a totalitarianistic society is illustrated by the desire to control the spiritual elements of humanity representing the lacking autonomous desire of individuals. Huxley appeals to the audience by challenging the ethos of the 1930’s through the inversion of values epitomised in the hypnopaedia and conditioning process with the end objective of a conformist state. The intellectual conformity characterised through the high modal phrase “I’m really awfully glad I’m not a beta” results in a diminishment of the intrinsic autonomous nature of children in order to create an atmosphere that exemplifies the World State’s idealistic visions of autocratic rule and capitalist consumerist world space where a loss of individuality is imminent. Huxley’s italicised text “But these suggestions are our suggestions” is a deceptive representation of the World State’s ethos due to the assertive nature of the leaders and their forcing of ideologies upon individuals. By capitalising on the ethos of the 20th century Huxley represents the ultimate power of the conditioning process in the technocratic paradigm of the World State and accentuates the limited intellectual freedoms of the citizens.   
 
 
 
 
 
 
Snowden captures the phantasmic political ideology of security and manipulation, dramatising them to demonstrate the abuse of power in intergovernmental organisations, evoking a conscientious understanding of the ineffectual position of citizens. Stone depicts the impunity of the Government with the extreme closeup shot of the CIA Director telling Edward “your girlfriend isn’t sleeping with that photographer friend of hers” portraying an abuse of authority and invasion of privacy by prying into the personal life of a citizen, contradicting the Civil Liberty of the right to be secure hence promoting the autocratic power of the state in order to construct a conformist society. The subsequent low light closeup of Edwards despairful expression is an aesthetic representation of his powerlessness after having his human rights violated and reiterates his ethical conflict of data collection with the state’s actions. Stone capitalises upon the innocence of citizens through Edwards dialogue “ which people?, the whole kingdom Snow White”. The intertextual reference and closeup shot of Edwards conflicted expression alludes to the intrinsic innocence of Edward and reinforces the supremacy of the state through their phantasmic promotion of national security as a service to the people. Stone appeals to the ethos of the 21st century by meticulously exposing the duplicitous dichotomy of national security and privacy uncovering the States ubiquitous manipulation of the people.   
 
To achieve the ultimate goal of a utopian society clandestine actions are taken in order to acquire the desired result of happiness where the government yearns for axiomatic rule over the people in order to manipulate them. Huxley opposes the traditional approach to oppression by exploiting the happiness of citizens and subverting the connatural structure of human life with scientific means evident in the satire of the mass production line. Huxley leaves the citizens in a vulnerable state whereby the state inculcates capital consumerist ideologies such as the cliche “ignorance is bliss” implying that if one is not educated they cannot be troubled. The ideology of ignorance is reflected in the hypnopaedic conditioning phrase “a gramme is better than a damn” furthering the consumerist ideals of “Community, Identity and Stability” and instant gratification as a prerequisite to achieve happiness. Stone proposes the US Government exercises the similar ideology of ignorance through the extreme closeup of Edward's distraught face when saying “what’s keeping you safe is that you don’t know anything” which contrasts the Huxleyan idea of keeping the populace ignorant and deprived of autonomy. Further displays of the Government dogmas of control and manipulation through the cameo appearance of Obama juxtaposed with the political satire poster “Big brother is watching you” which seeks to exemplify the sensationalist nature of journalism suggesting the oppressive disposition of modern political agendas. The intertextual allusion to Orwell’s 1984 represents the Government’s oppressive approach to attaining control through fear and parallels the similar dystopian notion of power which Stone reiterates in the low angle shots of Edward conversing with his superiors signifying his state of powerlessness whilst under the government’s jurisdiction. By understanding the evocative mediums of representation and contrasting the Huxleyan approach to control of ignorance against Stone’s technological crisis the audience is able understand the oppressive nature of politics on the citizens.
 
 
               
As composers are inevitably influenced by their social and political contexts, the representation of the relationship between people and politics is inherently subjective. Both the Stone and Huxleyan interpretations of political control represents the dark thematics of a dystopian world space where a lack of autonomous desire and powerlessness overrides the populace.

Mod Edit: Added spoiler :)
« Last Edit: June 27, 2017, 07:13:20 pm by jamonwindeyer »
Heavy Things :(

winstondarmawan

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1135 on: June 25, 2017, 03:04:52 pm »
Hello! Can someone please have a look at my Mod A Essay for KRIII and LFR.
Q: The connections between King Richard III and Looking for Richard illuminate mankind’s endless struggle with the ambitious pursuit of power. To what extent is this true of the comparative study of William Shakespeare’s King Richard III and Al Pacino’s Looking for Richard?
Individuals embarking upon the ambitious pursuit of power will inevitably become entrapped in the machinations of corruption, often comprising their integrity and humility in the endless struggle for this sublime objective. A comparative study of Shakespeare’s historical tragedy King Richard III and Pacino’s meta-documentary Looking For Richard illuminates the extent of Richard’s aggressive pursuit of power as a direct consequence of the absence of the aforementioned values of integrity and humility, and the necessity of maintaining these values in cross-contextual societies in order to maintain one’s humanity.
 
The timeless struggle for the grasp of power has led society to question the importance and necessity of integrity, allowing for a duplicitous representation of King Richard III across several contexts. The value of integrity is intrinsic to the theocentric society of Shakespeare’s milieu as it enforces the Christian mindset of staying true to oneself in their thoughts and actions. Hence, Shakespeare’s characterisation of Richard’s as duplicitous and manipulative illuminates the detriments to one’s humanity when integrity is dismissed, through Richard’s downfall. Richard’s absence of integrity in his pursuit to achieve the crown of England is accentuated through Shakespeare's deliberate use of soliloquies to reveal Richard’s inner most thoughts. This is epitomised within the opening soliloquy where Shakespeare reveals to the audiences Richard’s “determination to prove a villain” in turn revealing his “subtle, false and treacherous” nature. Thus, Shakespeare characterises Richard as a symbol for the absolute absence of integrity, and through his desires oppose God’s will, is immediately charted to struggle with the ambitious pursuit of power. Moreover, Richard’s utmost willingness to sacrifice his integrity is elucidated through his manipulation of Lady Anne. The guise of affection displayed to Anne is shattered when Richard reveals through soliloquy that “[he] will not keep her long”, the absence of integrity further shaping his duplicitous facade through the deliberate use of dramatic irony. Capitalising on the duplicitous characterisation of Richard, Shakespeare introduces the virtuous foil character of Richmond to exemplify that the dismissal of one’s integrity in the pursuit of power will lead to unavoidable defeat. Richmond aligns himself with the goodness of God, and prays “that we may praise thee (God) in thy victory”, indicative that Richard will struggle against the power of God. Conversely, the 20th century notion secularism has allowed Pacino to portray Richard as the result of the desire of the self-made man, who in a world filled with corruption must concede their integrity to fulfill selfish motivations. Perpetuating the need for integrity in a postmodern context, Pacino adopts the dual role of both director and actor, emulating the potential for duplicity in the “everyday” man and hence to potential to engage in the pursuit of power. Hence, Pacino recognises the deprecation to one’s human psyche when integrity is absent, emphasising its relevance in his society. This duplicitous identity shaped by the absence of integrity is evident in Pacino’s remodelling of the opening soliloquy. The chiaroscuro lighting, accompanied by a close-up shot of Pacino’s livid facial expression as he spits out the phrase “son of York”, utilises shadow and light as a metaphor for duplicity. Pacino then expounds this metaphor and likens Richard’s duplicity to 20th century “politicians, complete with their innuendos and lies”, allowing modern audiences to understand the endless struggle for power through a medium which they are familiar with. Pacino, continues to use film techniques to portray Richard’s lack of integrity - in particular - the adaptation of the Lady Anne scene. Here, the costuming of Richard, in a black princely robe - connoting evil - is contrasted with the weeping Lady Anne in white. The deliberate colour scheme demonstrates the oblivion of Anne towards Richard’s intentions for power, infusing a sense of dramatic irony. In doing so, Pacino reflects on the 20th century, a society revolving around the power plays involved in Machiavellian politics, and draws parallels to Richard’s character. Despite this, Pacino still aims to forward the relevance of integrity in his context, evidenced through the closing sequence. Prospero metaphorically describes the world as an “insubstantial pageant”, reducing all the aspects of humanity down to the ambitious pursuit of power, resulting in a world where we “no longer feel”. As such, the parallels Pacino draws to King Richard III allow for a clear understanding of the everlasting importance of integrity and the detriments of its absence.
 
The unrestrained pursuit of power will inevitably cause individuals to concede their humility, and hence struggle with maintaining a sense of humanity and conscience. A sense of humility allows individuals to be content with themselves, resisting the temptations of power. The zeitgeist of Shakespeare’s theocentric Elizabethan Era was greatly defined by the notion of providentialism, a belief that one’s fate is tied to the will of God. Shakespeare accentuates Richard’s unrelenting desire for power, driven by the absence of humility through his betrayal of Hastings, a man characterised to exhibit the Christian virtues. Richard’s threatening tone as he accuses Hastings of being a  “ protector of this damned strumpet … a traitor” reinforces his callous behaviour as he eliminates threats to his usurpation of the throne. It is clear that Richard will readily discard relations with others - a fundamental aspect of humanity - in order to achieve power, indicative of the absence of humility and a clear violation of the Christian construct of providentialism as he disregards his preordained position in society. Redemption, which is fundamental to the Christian doctrine in allowing one to regain their humility, is forwarded by Shakespeare through the dream sequence, where Richard is given one last chance to repent during the foreshadowing of his demise. The repetition and alliteration of “despair and die” between several ghosts stimulates an ominous and treacherous picture of Richard’s fate, and despite this, he dismisses “O coward conscience” and any chance of embracing humility. As such, Richard’s inevitable defeat arises from an absence of humility, a clear reflection of the dogma of providentialism existent in the 14th century. Conversely, Pacino recontextualises Richard’s motives as the product of postmodern emphasis on the unbridled search for power, ultimately to the detriment of one’s conscience. To crystallise the importance of humility in a postmodern context, Pacino employs academic Emry Jones, who draws intertextual parallels between the betrayal of Hastings to the events which unfold in The Godfather, referring to Richard and Buckingham as “gangsters”. By likening these characters to a well-known American film trope, Pacino allows modern audiences to understand that the desire for power is truly timeless, and the inevitable struggles to maintain one’s humanity. Moreover, the sequence of Richard’s coronation extensively demonstrates Richard’s struggle to maintain his humanity, as he recognises the destruction to his psyche wrought by the absence of humility. The voiceover of “The emptiness of it…” delves directly into Richard’s thoughts as he recognises he has become completely absolved of his conscience. This prompts the audience to consider the struggles to maintain one’s sanity tied to the pursuit of power, reaffirming the importance of a sense of humility. Furthermore, the conviction of ghosts as a religious trope had largely eroded in the secular 20th century, with Pacino focusing more on the action of the Battle of Bosworth. The zoomorphic depiction of Richard as “a kind of boar” by an academic symbolises his deteriorating sense of humanity and sanity. This is intertwined with scenes of the battle to reinforce the association of Richard’s physical downfall to the diminishing of his humanity, portraying a more secularist perspective on the importance of humility and it’s role in satiating the ambitious desire for power. Hence, despite a drastic shift in social prospects between Shakespeare’s Richard III and Pacino’s Looking for Richard, the emphasis on the static nature of humility and it’s importance is exemplified.

This may be too long, so if I should cut it down in areas please advise me to do so. TIA

QC

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1136 on: June 25, 2017, 03:57:59 pm »
Hi, I have linked my hamlet essay. I got 16/20 for task 3 and I'm looking to improve it. This one is to quite a straightforward question. Thanks in advance!

mohanedibrahim1

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1137 on: June 25, 2017, 06:23:30 pm »
Hi there, i just like to ask what if your essay writing is perfect, but not your memorization skills are terrible. 

sophiegmaher

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1138 on: June 25, 2017, 08:40:34 pm »
Hey! I'm writing an essay for Module B speeches, and I was hoping to get some feedback regarding the clarity of my introduction in response to the question: "It has been suggested that we value those speeches which examine the flaws and the potential in human societies.To what extent does your personal understanding agree with this view?"
My introduction is: "Forceful and memorable speeches combine several elements to, in the words of George Campbell’s “Philosophy of Rhetoric”, “enlighten the understanding, please the imagination, move the passion and influence the will” to persuade responders to the worldview of
their composers. Influential speeches also demonstrate the quality of Kairos
through an insightful response to, and timely reflection of, the context from which they
came. In this respect, speeches that confront the injustices of their time are valued for their political, social and historical significance, establishing milestones that are appreciated regardless of context. Both Anwar Sadat’s 1977 “Speech to the Israeli Knesset” and Paul Keating’s 1992 “Redfern Speech” draw on the flaws of their respective societies to accentuate the potential to overcome them. Sadat’s Egypt and Keating’s Australia have both endured historic societal divisions due to ideological conflict and colonisation, where this dichotomy continues to catalyse detrimental consequences into the present day. However, the composer’s appeal to the primitive desires for peace and equality addresses the fundamental positive potential of human society, establishing an exigence that motivates these past injustices to be overcome."
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elysepopplewell

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Re: English Advanced Essay Marking (Modules Only)
« Reply #1139 on: June 26, 2017, 08:12:24 am »
Hi there, i just like to ask what if your essay writing is perfect, but not your memorization skills are terrible. 
Hey there :)
Remember - memorisation is not the only way to success in English! Understanding key concepts is really important, and if your essay writing is perfect I can imagine that your grasp on key concepts is strong. Nonetheless, I was in a similar position as you in terms of confidence with my essay writing. I wrote this guide on ways that I managed to memorise parts of my essays. Hopefully this helps :)
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