Post by: The-Cambridge-Student on March 15, 2015, 05:31:09 pm
I know half yearly exams are coming up for a lot of people, so for the next few weeks I’ll be posting about how to write essays for specific modules. First up on the agenda: English Advanced Module A: Comparative Study of Texts and Context.
To write a successful Mod A, essay you will have to show your marker that you are able to analyse nuanced interplay between the context of a text and the values that its author or characters engage with. In addition, you will have to make comparisons between two different texts by extrapolating points of similarity and difference. In order to receive top marks, you should keep in mind the value of a comparative study. Ask yourself, how can studying one particular text enrich your understanding of the context and values of another (and vice versa)?
When you are given a practice essay question, the best thing that you can do is to immediately identify the key words that have been put forward. From here, you need to develop a strong ‘thesis’ that you will be able to return to throughout the essay when you link your paragraphs and write your conclusion. Below, I have included an example of one such question and introduction for the texts Pride and Prejudice by Jane Austen and Letters to Alice by Fay Weldon:
Texts on their own are interesting but when you compare them to other texts they become illuminating and dynamic'. Discuss.
Texts read independently are interesting, nevertheless, when comparatively studied, Jane Austen’s 1813 regency social satire Pride and Prejudice and Fay Weldon’s 1984 postmodern epistolary work Letters to Alice on First Reading Jane Austen, become illuminating and dynamic. Weldon’s assertion that “writers create houses of Imagination, from which whose doors generations greet each other…by such discussion…we understand ourselves…our pasts and our futures” encapsulates the notion that interpretation of texts is not static. Imbued, according to academic D.G Myers, which “plurality of meaning”, both works engage with dominant and emerging discourses in their respective contexts. In light of shared authorial desire to examine relationships and the significance of education, comparative reappraisal mutually elucidates new insights.
I’ve put half of the last line of this introduction in bold, as the notion expressed here is representative of what you need to argue throughout your comparative essay. Even if texts are seemingly unrelated, by reading or watching them in conjunction with each other your study of them will be enhanced through the act of comparison.
From the copy of the BOS syllabus provide online, I have pulled out the two most essential chunks of information regarding Module A:
(1) This module requires students to compare texts in order to explore them in relation to their historical or cultural contexts. It develops students’ understanding of the effects of context and questions of value.
(2) Students examine ways in which social, cultural and historical context influences aspects of texts, or the ways in which changes in context lead to changed values being reflected in texts. This includes study and use of the language of texts, consideration of purposes and audiences, and analysis of the content, values and attitudes conveyed through a range of readings.
To give you an idea of what my own comparative essays looked like, I’ve included the next two paragraphs that follow the introduction above for you to take a look at:
Examination of relationships undertaken by Austen, in conjunction with Weldon’s scrutiny of Regency, feminist, and post-feminist concerns, enhances the reader’s understanding of contextual and authorial values regarding the function and experience of the institution of marriage. Influenced by the sentiment of Regency thinkers John Locke and David Hume who valued epistemological development, Austen’s exploration of various marriages in Pride and Prejudice promulgates the sentiment that a union between two people should progress towards a balance between love and rationality. Austen acknowledges the essentiality of mercenary unions for middle class women despite confining the content of her novel to a particular social milieu, marriage being “the only provision for well-educated young women of small fortune…however uncertain of giving happiness”. Circumscribed by expectation, Charlotte Lucas (a foil for Elizabeth Bennett who seeks to marry on her “own terms”) accepts Mr Collins’ marriage proposal and pragmatically states that she only desires a “comfortable home”. By capitalising Elizabeth’s emotive response, “in every view it is unaccountable!” Austen, the omniscient narrator, critiques the reality of marital opportunities in her world. Reflecting the concerns of contemporary thinker Mary Wollstonecraft, who warned that women “taught to please will soon find that (their) charms are oblique sunbeams”, Austen further characterises marriages such as that of Mr and Mrs Bennett or Lydia and Mr Wickham, in which participants are not mutually attuned, as unfavourable. Through use of balanced sentences, Austen places emphasis upon the moral, epistemological journey of both Elizabeth and Mr Darcy, who emphatically states “(Elizabeth) shewed me how insufficient were all my pretensions to please a woman worthy of being pleased”. Ultimately, by highlighting the essentiality of introspection to the success of this union, Austen is able to advocate for marriages ruled by reason and love, in which both parties have “excellent understanding” of each other and share a deep bond of friendship.
Fay Weldon utilises Letters to Alice to reappraise the fundamental significance placed upon marriage during the Regency Period, thus prompting the responder to reflect upon the reality of modern female emancipation and martial opportunities. Influenced by the writings Betty Freidan, whose novel “The Feminine Mystique” was adopted as a manifesto by many second wave feminists, Weldon notes that marital relationships are not the sole preoccupation of women in the 1980s. Examination of female freedom to travel, peruse a career and attend university fosters an enhanced appreciation of the restrictions placed upon Regency women. Nevertheless, via analogy, Weldon comments upon the trivialisation of marriage as “the stuff of women’s magazines” in Alice’s post-modern context. Illustrating the constraints of primogeniture and conditions under which women lived with factual detail that “only 30%...married”, the persona of Aunt Fay seeks to revise the responder’s understanding of Mrs Bennett’s “anxiety for her five unmarried daughters”. Though Aunt Fay admits that she is “looking at society from the outside in, not the inside out”, by taking a self professed “tender” view of this character she is able to effectively elicit pathos from the responder. Furthermore, Weldon encourages reconsideration of Charlotte Lucas’ entry into marriage (a metaphoric “prize”) by highlighting the position of disenfranchised women in contemporary society. Stating that “now the pretty girl from Java marries the rancher from Australia…to escape hunger and poverty” Weldon lays bare the paradox of having come so far and yet, in some parts of the world, having gained so little.
From reading these samples, here are a couple of essential points about Module A that I hope you take away and apply to your own writing:
1) A comparative study allows the responder to appreciate the contiguity of context and values and encourages the responder to reflect upon their own society’s preoccupations and concerns.
2) A comparative study of a text from a bygone era and a relatively modern text prompts the responder to consider the extent of societal progress and the importance of perspective when analysing texts (as well as the notion that the responder’s context becomes an important determiner of meaning.)
3) The act of comparison can deepen analysis.
4) Context and questions of value have a significant impact upon literary and authorial intentions.
Finally, as with all Modules, Mod A asks you to consider the language of a text and its impact upon an audience. What this means it that in order to write a band 6 essay you will need to include extensive close textual analysis and demonstrate your understanding of the ways in which literary techniques and authorial ideas are employed to elicit a response from the responder.
Although Mod A essays can be difficult, with a little bit of practice, you can master the act of comparison ;)
Good luck to everyone with half yearlies soon! Please feel free to ask as many questions as you like :)
Other Guides:
How to Write a Module C Essay
How to Write a Module B Essay
How to Write an Area of Study Essay
Creative Writing - Advice from a Cambridge Uni Student
How to Write an English Extension Ways of Thinking Essay
Post by: anishka on March 25, 2016, 02:40:27 pm
Post by: conic curve on July 06, 2016, 09:23:19 pm
Post by: elysepopplewell on July 06, 2016, 10:03:30 pm
What are some of the themes which surround Module A and it's rubric?
A little bit about Module A can be found on page 30 of this huge document written by BOSTES :)
The module is about comparing texts, so you'll find the themes in the next. Usually, themes cross over the two studied texts with some alterations :)
Post by: conic curve on July 07, 2016, 10:58:58 am
A little bit about Module A can be found on page 30 of this huge document written by BOSTES :)
The module is about comparing texts, so you'll find the themes in the next. Usually, themes cross over the two studied texts with some alterations :)
I meant what other themes can they assess you on in Module A? Historical, social and cultural context or what?
Post by: jamonwindeyer on July 07, 2016, 11:20:45 am
I meant what other themes can they assess you on in Module A? Historical, social and cultural context or what?
All of the above and many more; the options are really limitless in Module A because as Elyse said: The themes they assess you on in Module A come from the texts you are studying.
For example, look at the variety of questions asked last year for Module A:
- Does Looking for Richard offer new insights about deceit or simply affirm those offered in King Richard III?
- Does Tirra Lirra by the River offer new insights on isolation or simply affirm those
offered in Tennyson’s poetry? - Does the treatment of personal loss in Dubliners and Heaney’s poetry reveal similarities or reinforce the texts’ distinctive qualities?
You can see how the questions vary based on the texts and their main themes. They can and will blend in historical/social/cultural context stuff as you mentioned, and more stuff found in the syllabus. The number of combinations possible is really large, but as Elyse said, all will ask for a comparison between the texts' themes and/or how they are explored.
Post by: elysepopplewell on July 07, 2016, 11:26:59 am
I meant what other themes can they assess you on in Module A? Historical, social and cultural context or what?
Your knowledge of all of those contexts (historical, social and cultural) are extremely important in Module A, because you need to appreciate two texts in their respective contexts. However, this is only one aspect of your analysis! Your understanding of textual manipulation, as well as literary themes, will also be assessed.
Post by: conic curve on July 07, 2016, 01:38:50 pm
Post by: jamonwindeyer on July 07, 2016, 01:43:15 pm
If I were to talk about historical context in a film, would I have to talk about say like the music used and the background of the film and how it is related to its time frame it was made in?
It would definitely be worth including! In relation to the themes. EG:
The use of jazz music, typical of 1950's film noir, resonates with the contextual audience, thus accentuating audience interest in the exploration of _______.
Essentially, any historical detail is great as long as you can relate it to a theme or something else relevant to the essay :D
Post by: conic curve on July 07, 2016, 02:02:40 pm
It would definitely be worth including! In relation to the themes. EG:
The use of jazz music, typical of 1950's film noir, resonates with the contextual audience, thus accentuating audience interest in the exploration of _______.
Essentially, any historical detail is great as long as you can relate it to a theme or something else relevant to the essay :D
Great, if it was historical context in a book, would I have to talk about the language used in the book and how it reflected on the time frame in the story, e.g. the derogatory term "wog"
Post by: jamonwindeyer on July 07, 2016, 02:27:08 pm
Great, if it was historical context in a book, would I have to talk about the language used in the book and how it reflected on the time frame in the story, e.g. the derogatory term "wog"
Yeah absolutely! Definitely worth including, anything similar to that is a great thing to have ready to use :D
Post by: dreamdog10 on July 12, 2016, 03:20:13 pm
Post by: brenden on July 12, 2016, 10:19:37 pm
Hi! Im doing Richard III and Looking for Richard for my Module A essay and i wanted to do 3 integrated paragraphs but im finding it hard to have 3 separate ideas that don't completely overlap each other, any ideas?Hey, do you mean your difficulty is like...
a) you want to integrate the paragraphs
but
b) you want the paragraphs to be distinct from one another
and you're struggling to achieve a) and b) at the same time? is that the issue at the moment?
Post by: ssarahj on July 12, 2016, 10:30:44 pm
Hi! Im doing Richard III and Looking for Richard for my Module A essay and i wanted to do 3 integrated paragraphs but im finding it hard to have 3 separate ideas that don't completely overlap each other, any ideas?
just a lil side note for later when you've figured out your paragraphs:
the little connections and ideas that overlap can be helpful for when you're creating your thesis and making sure your essay has a clear trajectory/flow, so don't let that stuff go to waste!! :)
Post by: dreamdog10 on July 13, 2016, 07:55:10 pm
Hey, do you mean your difficulty is like...
a) you want to integrate the paragraphs
but
b) you want the paragraphs to be distinct from one another
and you're struggling to achieve a) and b) at the same time? is that the issue at the moment?
Yep! but im not even sure if integrated paragraphs is the way i should be going.
Post by: jamonwindeyer on July 13, 2016, 11:33:59 pm
Yep! but im not even sure if integrated paragraphs is the way i should be going.
Hey dream dog!
I'll start by saying that you should definitely go with integrated paragraphs if you think it suits your writing style, it makes it a lot easier to make comparisons between the two texts as you go, rather than trying to link to things you said in a previous paragraph ;D
I'd be keen to help you come up with a paragraph structure that is distinct, remember they can overlap slightly as long as the focus is different! For example, the positives of power, the negatives of power; both relate to power but with a different focus. Now I've not done too much with these texts, have you had any ideas for paragraph topics at all? I'll try and help you flesh something out ;D
Post by: elysepopplewell on July 14, 2016, 10:21:49 am
just a lil side note for later when you've figured out your paragraphs:
the little connections and ideas that overlap can be helpful for when you're creating your thesis and making sure your essay has a clear trajectory/flow, so don't let that stuff go to waste!! :)
Exactly right! Having a clear image of what direction your paragraphs will go in will become very helpful for making a thesis that is broad enough to give you scope for your essay, individual enough to please a marker, but also very clear :)
Post by: dreamdog10 on July 15, 2016, 06:49:09 pm
Hey dream dog!
I'll start by saying that you should definitely go with integrated paragraphs if you think it suits your writing style, it makes it a lot easier to make comparisons between the two texts as you go, rather than trying to link to things you said in a previous paragraph ;D
I'd be keen to help you come up with a paragraph structure that is distinct, remember they can overlap slightly as long as the focus is different! For example, the positives of power, the negatives of power; both relate to power but with a different focus. Now I've not done too much with these texts, have you had any ideas for paragraph topics at all? I'll try and help you flesh something out ;D
Hi Jamon!
I have a general essay right now but its not integrated so i have 4 paragraphs with
Idea 1: duplicity/pursuit of power
Idea 2: divine order and justice
And i didnt do too well in my actual Mod A assessment so im trying to recover in my trials hahaha
Post by: jamonwindeyer on July 15, 2016, 09:39:33 pm
Hi Jamon!
I have a general essay right now but its not integrated so i have 4 paragraphs with
Idea 1: duplicity/pursuit of power
Idea 2: divine order and justice
And i didnt do too well in my actual Mod A assessment so im trying to recover in my trials hahaha
I like it!! Probably something you should develop before the paragraphs even: Do you have any big over-arching Thesis in mind??
Post by: dreamdog10 on July 16, 2016, 12:55:54 am
I like it!! Probably something you should develop before the paragraphs even: Do you have any big over-arching Thesis in mind??
i wrote the essay to a pretty broad thesis.
"Through variations in context and textual form, Looking for Richard offers new insights into the deceitful ambition of King Richard III."
Post by: jamonwindeyer on July 16, 2016, 01:32:57 am
i wrote the essay to a pretty broad thesis.
"Through variations in context and textual form, Looking for Richard offers new insights into the deceitful ambition of King Richard III."
Cool! Okay, so let's work with that a little bit.
A Thesis should stand independent of the texts. Basically, your essay is saying: "Okay, this is my big Thesis/idea, and I'm going to talk about how the two texts represent this idea." The concept stands by itself and is actually more important than the texts; the texts are just your evidence. In this Module, you are also comparing how the idea has been represented in different contexts!
So, try to come up with a Thesis that stands independent of your texts. It looks like, based on what you have now, it will be based around deceitful ambition. Great! Think about what sorts of things you want to say, and form your Thesis. It might look something like:
Deceitful ambition is a fundamental part of the human condition, as it is the natural tendency to _________ etc.
This can then be followed with the sentence you had above as an amplification statement to introduce your texts!
PS - Feel free to start a new thread just to work on this Thesis!
Post by: studybuddy7777 on July 16, 2016, 08:41:34 am
For example, look at the variety of questions asked last year for Module A:
- Does Looking for Richard offer new insights about deceit or simply affirm those offered in King Richard III?
I managed to get this lovely in my half yearlies. Needless to say, the whole class performed below average, but I in particular performed poorly. How would you go about answering this question? We did not know the question, and had 40 minutes to come up with something half decent.
Thanks :D
Post by: jamonwindeyer on July 16, 2016, 10:12:01 am
I managed to get this lovely in my half yearlies. Needless to say, the whole class performed below average, but I in particular performed poorly. How would you go about answering this question? We did not know the question, and had 40 minutes to come up with something half decent.
Thanks :D
Tough one since I don't know the text (anyone want to tag in?), but basically you'd just need to be writing an essay about the theme of deceit and how it is represented in the two texts. You could define deceit cleverly, link it to power and ambition through deceitful means, etc. Remember, it is up to you to set the scope of the essay! If your introduction clearly links to the question, but clearly does it in a way that lets you use things you have studied, then it is fair game ;)
Post by: studybuddy7777 on July 16, 2016, 01:30:24 pm
Tough one since I don't know the text (anyone want to tag in?), but basically you'd just need to be writing an essay about the theme of deceit and how it is represented in the two texts. You could definedeceitpower cleverly, link it topowerdeceit and ambition through deceitful means, etc. Remember, it is up to you to set the scope of the essay! If your introduction clearly links to the question, but clearly does it in a way that lets you use things you have studied, then it is fair game ;)
EDIT: My exam question actually was Does Looking for Richard offer new insights about power
And yes I talked about Richard being manipulative, deceitful, schematic but also tackled the notion of a "good villain" ie Richard is so good at being so bad.. And how while he doesnt get his hands dirty throughout the whole play, he kills off everyone (bar richmond, but thats a given) he wants to kill off; any threat to his reign. Manipulative, unique, was once revered and now is the laughing stock of the play. Proves people not to mess with him, spreads rumours, all that kind of stuff.
Post by: skysailingaway on August 01, 2016, 09:33:37 pm
I have john donne and the play wit, the introduction seems to be laid out differently in this module, can someone claify it for me?
Post by: Essej on August 01, 2016, 09:51:46 pm
Module A is one of the more frustrating parts for me!
I have john donne and the play wit, the introduction seems to be laid out differently in this module, can someone claify it for me?
Hi Sky!
I'm also doing module A w;t and donne - introduction should revolve around conceptual ideas with allusions to context, as context shapes what Donne and Edson portray in their texts and how they do it.
In your intro you would, like in any module, start with a conceptual statement that gives an overview of the question e.g. Humanist spirituality offers the individual the opportunity to transcend the physical dimension through defiance of contextual authorities and ultimately achieve salvation.
Then address both texts - preferably Donne then W;t as the idea of the texts is to show reshaping of values (regarding human experience) through time - so you talk about Donne's Counter-Reformation context of religious tension and doctrinal incoherence regarding death etc. as contrasted to W;t's secularism and emphasis on academia.
Then as this is a comparative study try and forge a connection between the texts - main one being the importance of emotional and spiritual relationships and experiences to achieve salvation.
Hope this helps!
Post by: elysepopplewell on August 02, 2016, 01:45:44 pm
Hi Sky!
I'm also doing module A w;t and donne - introduction should revolve around conceptual ideas with allusions to context, as context shapes what Donne and Edson portray in their texts and how they do it.
In your intro you would, like in any module, start with a conceptual statement that gives an overview of the question e.g. Humanist spirituality offers the individual the opportunity to transcend the physical dimension through defiance of contextual authorities and ultimately achieve salvation.
Then address both texts - preferably Donne then W;t as the idea of the texts is to show reshaping of values (regarding human experience) through time - so you talk about Donne's Counter-Reformation context of religious tension and doctrinal incoherence regarding death etc. as contrasted to W;t's secularism and emphasis on academia.
Then as this is a comparative study try and forge a connection between the texts - main one being the importance of emotional and spiritual relationships and experiences to achieve salvation.
Hope this helps!
Thanks for helping out! I couldn't have said it better myself. Keep up the good work!
Post by: caninesandy on August 14, 2016, 03:05:54 pm
I am doing the comparative study between Metropolis and 1984 (so good!) but am really stuck on how to tackle the essay structure. I have trials in a couple of days (GASP) and we haven't been told anything on how to write Module essays for A, B or C...so I have no idea of what I am doing...
From what I have read through the forum is:
Intro: Overarching thesis > specify thesis > texts >link back to question
Paras: similar to AOS essays where you have different thesis statements (mother statements) before linking to the text.
and essays are easier to be integrated?
and everything needs to be related to all kinds of contexts?
I have no idea haha! Any asap help would be greatly appreciated!!
Thank you so much!
Sincerely,
Sara
Post by: ssarahj on August 14, 2016, 03:49:10 pm
Hey guys!
I am doing the comparative study between Metropolis and 1984 (so good!) but am really stuck on how to tackle the essay structure. I have trials in a couple of days (GASP) and we haven't been told anything on how to write Module essays for A, B or C...so I have no idea of what I am doing...
From what I have read through the forum is:
Intro: Overarching thesis > specify thesis > texts >link back to question
Paras: similar to AOS essays where you have different thesis statements (mother statements) before linking to the text.
and essays are easier to be integrated?
and everything needs to be related to all kinds of contexts?
I have no idea haha! Any asap help would be greatly appreciated!!
Thank you so much!
Sincerely,
Sara
Hey Sara!
You're right on the money with the outline you've got there!
Integrated paragraphs can sometimes be trickier but are ultimately a wise move for Mod A since you want to be able to show sophistication through comparing the texts in each paragraph. The composer's context is also a VERY IMPORTANT thing to have throughout your entire essay as this impacts on the form, language, audience and a whole stack of other things. Make sure you mention context in each paragraph, don't just superficially tag it into your introduction and conclusion.
If you have time to do a practise essay, and make it to 15 posts, feel free to post it up onto the Modules marking forum English Advanced Essay Marking (Modules Only)
Good luck! :)
Post by: jamonwindeyer on August 14, 2016, 04:40:00 pm
Hey guys!
...
I have no idea haha! Any asap help would be greatly appreciated!!
Thank you so much!
Sincerely,
Sara
Hey!! As Sarah said, it definitely sounds like you are on the money! ;D you might want to take a look at this 20/20 CSSA Module A Exemplar, to see what sort of structure I used and see if it helps you get your head around what is required ;D good luck!
Post by: znaser on August 16, 2016, 11:40:14 am
Post by: jamonwindeyer on August 16, 2016, 01:19:52 pm
Hi Jamon. I just read your module A essay and I noticed how you emphasised that your thesis has no reference to texts to establish that the essay is conceptually based. I'm just wondering why that's the case if the module addresses texts directly and how they are a product of their time? Thank you :)
Hey there! Module A: Texts in Time was my module and elective as well (as you've gathered), and I agree that it seems a little strange to be approaching it so conceptually.
I'll start by saying a conceptual approach isn't the only approach, for any of the Modules. The only time when conceptual is really your only choice is in the Area of Study. That said, approaching the modules conceptually can be extremely powerful, and in my view is the best way to do it.
In this case, the module refers to (two paragraphs from the syllabus):
This module requires students to compare texts in order to explore them in relation to their contexts. It develops students’ understanding of the effects of context and questions of value.
Students examine ways in which social, cultural and historical context influences aspects of texts, or the ways in which changes in context lead to changed values being reflected in texts. This includes study and use of the language of texts, consideration of purposes and audiences, and analysis of the content, values and attitudes conveyed through a range of readings.
Yes, the module requires an examination of how texts are impacted by their context. However, that impact takes the form of conceptual differences, a juxtaposition of how values are presented by each composer is required.
The concepts are WHY we are comparing the texts in the first place.
For this reason, it is sensible to make those concepts the focus of the essay. The concept is the catalyst for the comparison, it is why we are bothering to write the essay at all, and so it (in my opinion) makes sense to make it the focus of the essay. This conceptual approach has a heap of extra benefits too, like:
- Helps you avoid slipping into textual retell, which is easy to do with a text focused response
- Ensures you are comparing the texts, because the focus is never on one exclusively
- Easier for integrated responses
- Audience links are easier to present in many cases
Hope this helps ;D
Post by: znaser on August 16, 2016, 01:45:02 pm
Post by: jamonwindeyer on August 16, 2016, 03:09:44 pm
Thank you that helped a lot! I just have one more question though. Several past questions go something like 'In considering parallels between ... a deeper understanding of the composer’s values emerges.' Is this because in comparing two texts, we see similar core values explored in a new light or from another perspective and thus, the responder receives a more deeper and 'whole' understanding?
Spot on! Thesis quality material right there, that's exactly right. It's kind of like hearing the same concept explained by two different teachers. You'll learn more from both of them together than you would individually, because the way they explore it will be slightly different, and will reveal new things about the others content, or make something that the other teacher said more clear ;D in the same way, looking at how two composers explore the same issues will ultimately give us a more wholistic understanding of said issue! ;D
Post by: znaser on August 16, 2016, 03:59:54 pm
Post by: elysepopplewell on August 16, 2016, 04:00:40 pm
Hi Jamon. I just read your module A essay and I noticed how you emphasised that your thesis has no reference to texts to establish that the essay is conceptually based. I'm just wondering why that's the case if the module addresses texts directly and how they are a product of their time? Thank you :)
This is my perspective, which supports Jamon's in a lot of ways. I'm kind of putting this in order from "most conceptual to least conceptual" in terms of a thesis statement.
AOS - You don't have a choice, the best essays are conceptual because this is a study on discovery, not a study on texts. They support the discovery, not drive it.
Module C - Here you are talking about the representation of the relationship between people and landscapes, or people and politics. In my opinion, a leading statement about the relationship between people and landscapes/politics, subsequently followed by a statement about the author's representation, works best. There are variations of this, but this particularly worked for me.
Module A - As you and Jamon have discussed. I agree with Jamon here - conceptual approach to Module A seems to be best. My thesis statement was as much as talking about how contemporary viewers may think Shakespeare is locked away in an inaccessible realm - WRONG. Then I introduce how context impacts a text and its reception.
Module B - This was my most oeuvre-direct thesis statement. The reason being, you are literally talking about a perspective and response to texts. You add themes to discuss (or the question directs them) as opposed to the module identifying them.
As Jamon said, there are so many ways to do each of these. The above is kind of my "most concept directed to least" list haha :)
Post by: jamonwindeyer on August 16, 2016, 04:08:03 pm
Legend ;D Thanks a lot!
No worries! As Elyse hints at, my approach is just one of many. My writing style is definitely extremely conceptual, but it seemed to serve me pretty well :)
Post by: znaser on August 16, 2016, 04:17:35 pm
Post by: elysepopplewell on August 16, 2016, 05:08:57 pm
Thanks guys! You really helped put a lot of things into perspective ;D
If you're ever unsure of how to approach an argument, post your thesis statement here and identify the module, and we can give opinions :)
Post by: znaser on August 17, 2016, 02:25:10 pm
Society’s cyclical struggle against threats to its humanity entails interchangeable perspectives toward perennial human values, remodelled over time in response to prevailing contextual affairs. This impels composers to catastrophise looming socio-political matters to dissent archetypal values of their epochs and in essence, politicise their contemporaries. Fritz Lang’s film Metropolis (1927) and George Orwell’s novel Nineteen Eighty-Four (1949) epitomise this through their depiction of dystopian societies extrapolated from totalitarian regimes that hegemonised post world war one and two populaces respectively. In explicating the parallels between both texts, and ultimately evolution of the composers’ faiths in humanity’s future, universal responders are confronted with their human frailty in alternative lights. This necessitates a more wholistic interpretation of Lang and Orwell’s respective perspectives where the correlations between their contexts and values become more apparent.
Post by: elysepopplewell on August 17, 2016, 09:46:39 pm
Thanks Elise! Well this is my intro. It's a bit long though but do u reckon I'm on the right track?
Society’s cyclical struggle against threats to its humanity entails interchangeable interchangeable is the only word that I'm not 100% sold on. I love your use of "perennial" as opposed to talking about the human condition. But right now, interchangeable seems to just not be doing it for me? perspectives toward perennial human values, remodelled over time in response to
Awesome! You've done exactly as Jamon and I have suggested above, and with some style as well! I think this will really work for you! There are a lot of words in your introductory sentence, which works here because your idea is clear. But, if you did want to add anything to that original sentence, I suggest you split it in half to make sure that the ideas don't blend into each other too much. But right now, it works a charm! :)
Post by: znaser on August 18, 2016, 03:58:03 pm
Post by: jonkhalil99 on September 27, 2016, 09:51:23 pm
An exploration of intertextual connections between a pair of texts offers new insights and in turn, enhances our understanding of values, purpose and contexts. A comparative study of Shakespeare’s historical play-text, ‘Richard III’ (1592) and Al Pacino’s docudrama, ‘Looking for Richard’ (1996) undoubtedly illuminate the values of the rightful use of power, and of truth and integrity. The implicit and explicit relationships between the texts powerfully convey that as ways of thinking are regularly modified, the milieu of the contemporary text will inevitably shape and reshape the meaning of the older text we interpret, adapt and transform. The sustenance of content and common preoccupations in Pacino’s docudrama fundamentally displays that the values reflected in Shakespeare’s play-text remain relevant to a post modern society, although the texts were produced centuries apart, Pacino’s experimentation with form is essentially what makes the text accessible and relatable to a modern audience. Both playwright and director effectively employ acts of representations such as, figuration, rhetorical devices and cinematography, in order to … (elements of question).
Also, how do we write topic sentences for this module? HAHA
Thanks heaps :) :)
Post by: Emerald99 on September 29, 2016, 08:54:13 pm
Post by: jamonwindeyer on September 29, 2016, 09:19:31 pm
Hey guys I am so out of whack atm and not sure if this intro works for this module or even has a strong thesis?!?! I read the whole forum all about the conceptual approach, can someone please show me how I can make mine more conceptual?!?!
Also, how do we write topic sentences for this module? HAHA
Thanks heaps :) :)
Hey! Some quick feedback:
Spoiler
An exploration of intertextual connections between a pair of texts offers new insights and in turn, enhances our understanding of values, purpose and contexts. Good links to the Module! A comparative study of Shakespeare’s historical play-text, ‘Richard III’ (1592) and Al Pacino’s docudrama, ‘Looking for Richard’ (1996) undoubtedly illuminate the values of the rightful use of power, and of truth and integrity. I'd like some more detail HERE, on these concepts, perhaps start with something that ties these together, then say that a comparative study enhances our understanding of THESE things? The implicit and explicit relationships between the texts powerfully convey that as ways of thinking are regularly modified, the milieu of the contemporary text will inevitably shape and reshape the meaning of the older text we interpret, adapt and transform. Beautiful. The sustenance of content and common preoccupations in Pacino’s docudrama fundamentally displays that the values reflected in Shakespeare’s play-text remain relevant to a post modern society, although the texts were produced centuries apart, Pacino’s experimentation with form is essentially what makes the text accessible and relatable to a modern audience. Fabulous.Both playwright and director effectively employ acts of representations such as, figuration, rhetorical devices and cinematography, in order to … (elements of question).
Without seeing the question, I'd read this and go, "Yeah, this person is probably going to get a Band 6 range mark for this essay." You clearly understand the module really well! ;D I'd only say to add some detail to the START that relates to the ideas of power, truth and integrity; perhaps link them all together somehow and make your first sentence focusing on this?
To see what I mean (and for your topic sentences question), check out my Module A exemplar, you can download it here :) it might give you some ideas!!
Post by: jamonwindeyer on September 29, 2016, 09:26:49 pm
For an integrated essay is it okay to just do 2 body paragraphs?
Hey! No hard and fast rule here, but you do need to hit a certain level of detail for essays, integrated or not. If your paragraphs are on the longer side, then perhaps okay! But then you risk paragraphs being too long, so it's a tough balance.
I suppose my answer is, there is a reason that most essays use three paragraphs. It is tried and true :) but that doesn't mean you have to do it! It totally depends on the essay and the writer :)
Post by: jonkhalil99 on September 30, 2016, 09:57:28 pm
Hey! Some quick feedback:SpoilerAn exploration of intertextual connections between a pair of texts offers new insights and in turn, enhances our understanding of values, purpose and contexts. Good links to the Module! A comparative study of Shakespeare’s historical play-text, ‘Richard III’ (1592) and Al Pacino’s docudrama, ‘Looking for Richard’ (1996) undoubtedly illuminate the values of the rightful use of power, and of truth and integrity. I'd like some more detail HERE, on these concepts, perhaps start with something that ties these together, then say that a comparative study enhances our understanding of THESE things? The implicit and explicit relationships between the texts powerfully convey that as ways of thinking are regularly modified, the milieu of the contemporary text will inevitably shape and reshape the meaning of the older text we interpret, adapt and transform. Beautiful. The sustenance of content and common preoccupations in Pacino’s docudrama fundamentally displays that the values reflected in Shakespeare’s play-text remain relevant to a post modern society, although the texts were produced centuries apart, Pacino’s experimentation with form is essentially what makes the text accessible and relatable to a modern audience. Fabulous.Both playwright and director effectively employ acts of representations such as, figuration, rhetorical devices and cinematography, in order to … (elements of question).
Without seeing the question, I'd read this and go, "Yeah, this person is probably going to get a Band 6 range mark for this essay." You clearly understand the module really well! ;D I'd only say to add some detail to the START that relates to the ideas of power, truth and integrity; perhaps link them all together somehow and make your first sentence focusing on this?
To see what I mean (and for your topic sentences question), check out my Module A exemplar, you can download it here :) it might give you some ideas!!
Jamon thank you heaps!!! I really appreciate your help!!
I'll have a look through the guide and if i have any other questions I'll be sure to send them through!!
Post by: vyca on October 02, 2016, 10:26:08 pm
Post by: ssarahj on October 03, 2016, 06:59:05 pm
Should these paragraphs be organised thematically?
They definitely can!! But make sure you have a clear idea/argument regarding each theme, for example, if your theme is "power", your idea might be "abuse of power can make individuals act immorally.......". :)
Post by: elysepopplewell on October 04, 2016, 02:32:54 pm
Should these paragraphs be organised thematically?
I organised some of my paragraphs thematically, and then I had a paragraph on each text that was actually about manipulation of form/medium. You can read my essay here if it is any help! :)
Post by: lha on October 05, 2016, 08:55:48 am
Post by: jamonwindeyer on October 05, 2016, 12:14:31 pm
my texts are tennysons poetry and tirra lirra by the river by jessica anderson. I have two values that i am talking about in my essay, for the first value im analysing tirra lirra and "lady of shallot" (tennysons poem) and for the second value im doing tirra lirra and the other two poems by tennyson. I was wondering, do i have to talk about all three poems for each value or is what im doing okay?
What you are doing is definitely okay, as long as you have equal weighting between your two 'texts' then you are 100% sweet! ;D
Post by: lha on October 05, 2016, 01:36:37 pm
What you are doing is definitely okay, as long as you have equal weighting between your two 'texts' then you are 100% sweet! ;D
Alright thank you!
Post by: christopherk8 on October 05, 2016, 04:52:54 pm
Post by: elysepopplewell on October 05, 2016, 05:43:41 pm
can they ask us to compare/contrast the characterisations in both texts
Certainly can!
Post by: jamonwindeyer on October 05, 2016, 05:51:33 pm
can they ask us to compare/contrast the characterisations in both texts
Welcome to the forums Chris!! ;D as Elyse said, they could, and perhaps link it to representing the contexts of each text ;D
Post by: Emerald99 on October 06, 2016, 10:02:45 pm
Post by: elysepopplewell on October 06, 2016, 11:15:11 pm
If you can't think of anything to compare two texts on in an integrated paragraph, could you compare a technique+explanation in text 1, to the context of text 2 ?
I did this for one of my essays! Works just fine. I talked about how a motif was used in two of my texts and that was a connection I used to create an integrated approach :)
Post by: Ayyddaan on October 07, 2016, 01:16:09 pm
Post by: jamonwindeyer on October 07, 2016, 01:26:06 pm
Is there a difference between OPPRESSION and CONTROL?
By definition, yes:
oppression: prolonged cruel or unjust treatment or exercise of authority.
control: the power to influence or direct people's behaviour or the course of events.
But realistically the difference is minimal, so you can treat them equally or differently in an essay as you please!! Usually you can define key words like this to have the implications that you want them to ;D
Post by: zoe_rammie on October 07, 2016, 09:16:02 pm
If you don't mind, and if it's not too much of a hassle, could you please post the rest of this essay?
It's absolutely excellent, and I'm sure I'm not the only one who wants to see how the rest of it unfolds. ;D
(If you can't though, it's okay :D)
Thank you!
Post by: marynguyen18 on October 09, 2016, 09:08:20 pm
Post by: MCgunem on October 10, 2016, 11:25:30 am
Post by: elysepopplewell on October 10, 2016, 07:55:21 pm
Hey Elyse i was wondering if this was a better thesis statement for the introduction for P&P and LTA "Challenges have been explored in the texts to allow society to gain a better understanding of themselves and the way their lives have been shaped and reshaped over time."
Being picky: Society and themselves. It doesn't really make sense unless you're talking about several societies looking inwardly at themselves. Perhaps, "individuals in society" works better?
Post by: marynguyen18 on October 10, 2016, 08:35:26 pm
Being picky: Society and themselves. It doesn't really make sense unless you're talking about several societies looking inwardly at themselves. Perhaps, "individuals in society" works better?
thank you Elyse :)
Post by: imtrying on October 11, 2016, 09:38:29 am
Spoiler
A pivotal aspect of literature and media which transcends the decades of human society is its employment on behalf of composers in making a statement or issuing a warning relevant to the context and values of their audience. By means of drawing on concerns of their time in gaining insights in relation to perceived issues within their societal view, authors adeptly address similar topics, the treatment of which vary due to differing conflict and form. George Orwell’s Nineteen Eighty-Four (hereafter 1984) and Fritz Lang’s Metropolis are no exception, as both take advantage of distinct textual forms in presenting the nature and pitfalls of social control. Through analysis of Orwell’s use of dystopic novel and Lang’s utilization of the expressionist film genre, it is possible to examine these differing representations of social control.
Post by: jamonwindeyer on October 11, 2016, 01:23:57 pm
Just hoping for a bit of feedback on my thesis? Thanks:)
Sure!
A pivotal aspect of literature and media which transcends the decades of human society is its employment on behalf of composers in making a statement or issuing a warning relevant to the context and values of their audience. This is a great concept/idea, but the expression is a little long winded. In general, if you can do something in less words, you should. By means of drawing on concerns of their time in gaining insights in relation to perceived issues within their societal view, authors adeptly address similar topics, the treatment of which vary due to differing conflict and form. Good. George Orwell’s Nineteen Eighty-Four (hereafter 1984) and Fritz Lang’s Metropolis are no exception, as both take advantage of distinct textual forms in presenting the nature and pitfalls of social control. I'd like you to go into these ideas here a little more; set up a stronger conceptual basis. Through analysis of Orwell’s use of dystopic novel and Lang’s utilization of the expressionist film genre, it is possible to examine these differing representations of social control. What do we get by comparing them TOGETHER? Be sure to hit the comparative element :)
Post by: imtrying on October 11, 2016, 03:42:49 pm
Post by: MarkThor on October 13, 2016, 03:04:11 pm
Post by: elysepopplewell on October 13, 2016, 03:20:35 pm
Hi guys, do we need to split our 2 paragraphs on each of the two texts into 2 separate values/ideas that are present in both texts i.e. one paragraph for metropolis & 1984 on control, then another paragraph for each of them on oppression?
You totally can do that, and it sounds like a great idea! But it isn't "need"ed :)
Post by: MarkThor on October 13, 2016, 05:09:38 pm
Post by: Thebarman on November 29, 2016, 09:03:34 pm
Post by: jamonwindeyer on November 29, 2016, 09:17:18 pm
Hey guys, any tips for integrating context, and how often it should be addressed in an essay?
Hey! Context is most effective when you can spot something in the text that is reflective of the context. For example;
The composer's background in advertising is clearly evident in the complex mise en scenes of the world space he has manufactured, epitomised by ___________.
So I've taken an element of context, and linked it to a technique in the movie (for the record, this is Blade Runner). Another example for Shelley's Frankenstein:
Shelley appeals to her predominately Christian audience through quasi-religious imagery, as the protagonists quest to "obtain a niche in the temple" becomes representative of their own ambitions and desires, thus _________.
That time I specified how the technique appealed to the contextual audience. This is the sort of thing Band 6 responses do ;D
In terms of importance, it is extremely important for this Module. The whole idea of Module A is to compare texts across contexts, and how context shapes representation. So, it should play a pivotal role, probably mentioned multiple times within a paragraph (but it depends what you do with it) :) definitely though, a brief mention once per paragraph won't quite cut it for Module A :)
Post by: kb123 on January 06, 2017, 08:48:13 pm
I was wondering for 1984 and Metropolis, which theme would be better: Technology or lack of individuality? The other theme I am doing is rebellion.
Thanks :)
Post by: RuiAce on January 06, 2017, 08:50:52 pm
Hi!From a personal viewpoint, having studied the texts, it would be the latter. Simply because it looks like more convincing arguments could be put out for it.
I was wondering for 1984 and Metropolis, which theme would be better: Technology or lack of individuality? The other theme I am doing is rebellion.
Thanks :)
In reality, your actual points won't matter as much as the quality of your analysis. If you can analyse technology BETTER than lack of individuality, then that decides your answer immediately (go for the former).
Post by: kb123 on January 06, 2017, 09:11:20 pm
From a personal viewpoint, having studied the texts, it would be the latter. Simply because it looks like more convincing arguments could be put out for it.
In reality, your actual points won't matter as much as the quality of your analysis. If you can analyse technology BETTER than lack of individuality, then that decides your answer immediately (go for the former).
Thanks for your opinion :)
Post by: kb123 on February 07, 2017, 10:57:52 am
“not even the smallest deviation of opinion can be tolerated”
-from 1948 by George Orwell
Post by: bowiemily on February 07, 2017, 11:18:38 am
What would a technique for this quote be??
“not even the smallest deviation of opinion can be tolerated”
-from 1948 by George Orwell
Hey there,
I would go with high modality. However, depending on where it's coming from in the text, it could also be dialogue or a part of the mis-en-scene. Through this quote, are you trying to demonstrate the control of Ingsoc/ Orwell's comments on the totalitarian state? If so, there are some better quotes that could be used with much stronger techniques to communicate the same point.
Post by: kb123 on February 08, 2017, 10:43:06 am
Hey there,
I would go with high modality. However, depending on where it's coming from in the text, it could also be dialogue or a part of the mis-en-scene. Through this quote, are you trying to demonstrate the control of Ingsoc/ Orwell's comments on the totalitarian state? If so, there are some better quotes that could be used with much stronger techniques to communicate the same point.
Yes, I was trying to show the restriction of individuality in a totalitarian state
Post by: bowiemily on February 08, 2017, 10:57:28 am
Yes, I was trying to show the restriction of individuality in a totalitarian state
Okay, I think there are some stronger quotes that could be used to demonstrate your point. Of course, if this is only a quick reference to the quashing of individuality, then you could use this. However, I think this is a pretty major theme that you've tapped into. Perhaps it would be best to find a quote with stronger techniques in it.
One scene that springs to my mind is when Julia applies makeup in the hidden room. This may be an interesting reference to analyse, as it becomes a metaphor for her (and Winston) remaking themselves without the gaze of the state. I don't have the direct textual reference on me, but it wouldn't be too hard to find. You could then compare this to the end of the novel (the last line I believe) where it states 'He loved Big Brother'. Though they thought there was an escape through their individuality, in the end, even their most innate, human emotions are corrupted by Ingsoc. They are the citizen, no more and no less.
This is what I suggest you use for exploring this idea. Remember, Advanced English requires you show a deep understanding how text works to present an idea. As such, you should look for the strongest and most intriguing techniques.
Hope this helps ;D
Post by: Neilab on February 11, 2017, 06:40:55 pm
Post by: jamonwindeyer on February 11, 2017, 11:35:29 pm
oh whoops looks like I seem to have accidentally asked a question in the Adv English thread about Mod A! And its all been answered in this thread!
Awesome! Let us know if you needed anything clarified ;D
Post by: r4id3r on February 21, 2017, 05:15:48 pm
Post by: elysepopplewell on February 21, 2017, 08:53:30 pm
Awesome resource! :))
Glad you think so! Welcome to the forums :) It seems like you're finding your way around wonderfully, but let us know if you need anything! Happy to have you around :)
Post by: Kirri Rule on February 25, 2017, 05:45:53 pm
This is my question:
How has your comparative study of The Great Gatsby and EBB increased your understanding of the impact of roles and expectations on the individual?
This is the thesis i have created:
The restrictive expectations of society in relation to the role an individual should play within their context have a curtailing impact on an individual's discovery of their own values. Indeed, this necessitates a rebellion against the obstructive aspirations which society places on each person.
And i was wanting to do two main parragraph devisions and was wondering if anyone had any quotes or examples that could argue these to divisions:
CONSTRICTIVE NATURE OF THESE EXPECTATIONS (examples nuanced)
IMPACT OF MAKING US WANT TO REBEL
Thank you in advanced !!!
Post by: jamonwindeyer on February 25, 2017, 06:07:34 pm
Hi im currently preparing by mod A essay on The Great Gatsby and EBB sonnets.
This is my question:
How has your comparative study of The Great Gatsby and EBB increased your understanding of the impact of roles and expectations on the individual?
This is the thesis i have created:
The restrictive expectations of society in relation to the role an individual should play within their context have a curtailing impact on an individual's discovery of their own values. Indeed, this necessitates a rebellion against the obstructive aspirations which society places on each person.
And i was wanting to do two main parragraph devisions and was wondering if anyone had any quotes or examples that could argue these to divisions:
CONSTRICTIVE NATURE OF THESE EXPECTATIONS (examples nuanced)
IMPACT OF MAKING US WANT TO REBEL
Thank you in advanced !!!
Hi! I haven't studied those texts so I can't help specifically, but there are a heap of notes on them in the Notes section, they could be of some help to you! ;D
PS - I deleted the duplicate question you posted in the Advanced Question Thread - Try to keep the question in one spot so it is easier on anyone who might be helping out! ;D
Post by: asd987 on March 02, 2017, 10:49:46 pm
Thanks
Also any suggestions for questions for an interview between Shakespeare and Pacino?
Post by: jamonwindeyer on March 02, 2017, 11:48:15 pm
Hi, I'm studying King Richard for Module A. Just wanted to ask how you would approach the 2014 question. "The pursuit of individual recognition is an idea which connects King Richard III and Looking for Richard. What does "individual recognition" even mean and what themes would best suit this question?
Thanks
Also any suggestions for questions for an interview between Shakespeare and Pacino?
Hey! So I interpret individual recognition as meaning, like, fame. Glory. Praise. So you'd be looking at things connected to self driven actions - Ambition, greed, responsibility (or lack thereof). The truth is though that you can take it pretty much anywhere you like - If you can link your idea to something self driven for an individual. it will work. Even something like technology, "Technology can be used for the pursuit of self recognition." Very easy to link something unrelated to your main idea ;D
I'd have questions focus on representational choices. Shakespeare could as like, "Why did you do this for this scene? It changes the whole meaning of what I had intended!" Then Pacino could respond and explain how it links to his context. That sort of stuff ;D
Post by: aryak on March 04, 2017, 01:44:53 pm
Post by: jamonwindeyer on March 04, 2017, 02:03:34 pm
Are we supposed to do integrated paragraphs or do separate paragraphs and link in the second text?
Hey hey! Welcome to the forums! ;D
You can do whichever you are more comfortable with! In my experience, integrated responses tend to do a better job drawing comparisons between the two texts. It's just easier to compare if you are discussing both at the same time ;D that said, I've seen some killer essays that do them non-integrated, so it's really a matter of personal preference!! :)
Post by: J.B on March 10, 2017, 05:05:59 pm
Should I be changing my essay to have 3 themes? As I don't know how I would cut back my 2 themes to include a 3rd?
And my exam is on Monday.
Post by: jamonwindeyer on March 10, 2017, 08:11:18 pm
Hi, I have prepared an essay for my Module A exam, but I have only included 2 themes. My teacher has told the class to use 3 themes, but when we have been given example band 5/6 responses they have only used 2 themes.
Should I be changing my essay to have 3 themes? As I don't know how I would cut back my 2 themes to include a 3rd?
And my exam is on Monday.
Hey! I've seen killer responses for Module A with two themes, so there is no reason to change beyond the fact that you need to do it to meet your teacher's requirements. Was the 3 theme thing advice or was it a requirement? ;D
Post by: J.B on March 10, 2017, 08:45:58 pm
But thank you this gives more confidence in case I do continue to stick with two themes
Post by: jamonwindeyer on March 10, 2017, 08:56:04 pm
It was more advice, but suggesting that we should do 3 themes.
But thank you this gives more confidence in case I do continue to stick with two themes
I'd say stick with two - Especially this close, trying to change now would probably hurt you more than benefit you! ;D best of luck with the task!
Post by: Mary_a on March 12, 2017, 04:28:28 pm
Thank you,
Mary x
Post by: sudodds on March 12, 2017, 05:41:06 pm
Thank you so much! This was really helpful, in regards to the social and historical context of Pride and Prejudice, do you recommend discussing the Romantic elements within Austen's work of Pride and Prejudice?
Thank you,
Mary x
Hey Mary!
Within your Mod A P&P/LTW essays it's really important to establish the contexts in which they were written, and how this affects the ways they portray certain issues, and how said issues are received by the responder, so drawing upon the romantic elements of Austen's work (and how Weldon re-imagines/re-contextualises these to her more contemporary audience) would be definitely be a fantastic inclusion!
Susie
Post by: Mary_a on March 12, 2017, 05:50:09 pm
Hey Mary!
Within your Mod A P&P/LTW essays it's really important to establish the contexts in which they were written, and how this affects the ways they portray certain issues, and how said issues are received by the responder, so drawing upon the romantic elements of Austen's work (and how Weldon re-imagines/re-contextualises these to her more contemporary audience) would be definitely be a fantastic inclusion!
Susie
Hey Susie,
Thank you so much for that advice! I will definitely transcend this into my essay!
Mary x
Post by: bholenath125 on March 16, 2017, 12:30:45 am
Post by: elysepopplewell on March 16, 2017, 03:03:44 am
Would you happen to know a specific contextual link i could embed that is about how German population under Hitler's rule had a greater tolerance for the government's mistakes???
I'm not sure what you mean by contextual link? Is there a particular text you'd like to link to or are you just looking for a way to describe the situation? Perhaps passivity is the best word for this!
Post by: f_tan on March 18, 2017, 04:35:31 pm
Evaluate this statement with reference to the intertextual connections between The Hours and Mrs. Dalloway.
What does it mean by intertextual connections? I thought I got it but my teacher keeps saying that I need to weave in intertextual connections into my paragraphs. I'm doing separate paragraphs for Woolf's Mrs Dalloway and Daldry's The Hours, so not going to synthesise my paras. Where do I put in those intertextual connections? Into all my paragraphs, or just make connections in the Daldry paragraphs?
Thanks!
Post by: Snew on March 18, 2017, 04:54:42 pm
Discuss which one of these two texts you feel evokes a more sympathetic response to the human desire for meaningful relationships
Texts can be treated similarly in their interpretation of the desire and struggle for meaningful relationships, however the Sonnets of Elizabeth Barrett Browning that explore the attainment of love and it’s transcendence of physical and contextual constraints ultimately evoke the sympathetic response of a contemporary audience, in comparison to the destructive pursuit of love centred on hedonistic and material values in The Great Gatsby.
any feedback is deeply welcomed (I know its a very very long sentence! ::) and do you think I should include more stuff about context or can I just expand on that in body paragraphs?
Cheers! :D
Post by: elysepopplewell on March 19, 2017, 03:54:53 am
A composer’s context is the strongest influence on their creation of texts.
Evaluate this statement with reference to the intertextual connections between The Hours and Mrs. Dalloway.
What does it mean by intertextual connections? I thought I got it but my teacher keeps saying that I need to weave in intertextual connections into my paragraphs. I'm doing separate paragraphs for Woolf's Mrs Dalloway and Daldry's The Hours, so not going to synthesise my paras. Where do I put in those intertextual connections? Into all my paragraphs, or just make connections in the Daldry paragraphs?
Thanks!
Intertextual connections are essentially just things that connect two texts. It may be the treatment of themes, or the representation of ideas, or the manipulation of textual style. So, the representation of women in both texts could be an intertextual connection. Or, the treatment of the theme of love, or grief, or war, etc. You can still do separate paragraphs for your two texts, but I'd be making sure you're comparing the same themes (intertextual connections) for both :)
To give an example, the intertextual connection you'd like to focus on might be representation of gender. So, in your first text you might like to focus on the representation of men as powerful members of the patriarchy, as according to the context of the author. Then, in your second text, you might be focusing on women being liberated through education, as part of the context of that time. I have no idea what the themes of your two texts are, but hopefully this gives you an idea! :)
My thesis for my half yearly mod A question in response to:Heya! :)
Discuss which one of these two texts you feel evokes a more sympathetic response to the human desire for meaningful relationships
any feedback is deeply welcomed (I know its a very very long sentence! ::) and do you think I should include more stuff about context or can I just expand on that in body paragraphs?
Cheers! :D
Texts can be treated similarly I don't know what this means? Readers can treat texts similarly? Or are texts treating desire similarly? If its the former - I don't know what that adds to the overall sense of the question. in their interpretation of the desire and struggle for meaningful relationships, Perfect spot for a full stop :)
I think this is wonderful, but there's no rush for it to be one sentence. This can be two sentences quite suitably! In fact, I'd beef this up to become an introduction. So, I'd adjust your first sentence because it isn't very precise right now. Then I'd consider a sentence that talks about the importance of context of the reader and context of the text - something about the way time changes the way you perceive something. This introduces your marker to your understand of context (important for Mod A) and it ties into what is yet to come. Then I'd have your next sentence as you already have it, the comparison of both of the texts. Then you can finish your intro there or you can have another sentence if you feel it's necessary :)
What do you think? :)
Post by: sophiemacpherso on March 19, 2017, 09:06:53 am
Post by: theblackswan on March 19, 2017, 09:29:47 am
Post by: jamonwindeyer on March 19, 2017, 11:57:35 am
Hey!! For Module A, I'm finding it hard to balance the amount of discussion of context with the discussion of various techniques... Should I basically just link every technique to the context?? Ie. Fitzgerald uses the didactic nature of this metaphor to negatively connote the hedonistic values of the Jazz Age..? :)))
Hey Sophie! I never linked every technique to the context - Basically, you should do it wherever the link is clear and obvious. It is perfectly okay to have a technique that just conveys the theme - As long as the context is still appearing regularly! And the example you gave is exactly what you should be doing ;D
You can check out this exemplar to get a feel for the balance! I wrote it under exam conditions in my CSSA, and it got 20/20, so I think it's a good model of what the markers would expect in a HSC exam ;D
Post by: jamonwindeyer on March 19, 2017, 12:00:23 pm
Hi, when you're preparing an introduction and a conclusion, how do you do it if you don't know what the question is going to be? Thanks!
Hey Swan! Therein lies the issue - It's tough! Ultimately you have two choices:
- Prepare a super generic introduction/conclusion that you can adapt on the day
- Just write the intro on the day based on the question
Ultimately, my opinion is that it is probably going to be easier to write it on the spot, but Elyse prefers to memorise a broad Thesis and introduction. Very much your preference :)
Post by: Snew on March 19, 2017, 01:45:54 pm
A similar perspective of the desire and struggle of individuals to achieve idealised love is revealed through both F.Scott Fitzgerald’s The Great Gatsby and Elizabeth Barrett Browning’s (EBB) Sonnets from the Portuguese. The enduring relevance of this struggle across contexts is represented in both texts, however the response of a contemporary audience is largely drawn from the depiction of contextual influences. The Sonnets of EBB explore the attainment of love and its transcendence of physical and contextual constraints in a dynamic era hopeful of change, in comparison to the destructive pursuit of love centred on hedonistic, material values and corruption in The Great Gatsby. Ultimately, it is Browning’s sonnets that evoke a sympathetic response from a contemporary audience, further confirmed by her ultimate attainment of such love. EBB’s love, unshackled by worldly constraints, and Gatsby’s inability to achieve his romantic vision, reinforces the image of a disillusioned postwar society where ideal love has no value.
Cheers!
Post by: elysepopplewell on March 19, 2017, 09:01:01 pm
Thanks so much for the feedback Elyse!!! I've written a full intro now thanks to the awesome advice ;D ;D is this ok? I feel like my last sentence isn't very conclusive :P
A similar perspective of the desire and struggle of individuals to achieve idealised love is revealed through both F.Scott Fitzgerald’s The Great Gatsby and Elizabeth Barrett Browning’s (EBB) Sonnets from the Portuguese. The enduring relevance of this struggle across contexts is represented in both texts, however the response of a contemporary audience is largely drawn from the depiction of contextual influences. The Sonnets of EBB explore the attainment of love and its transcendence of physical and contextual constraints in a dynamic era hopeful of change, in comparison to the destructive pursuit of love centred on hedonistic, material values and corruption in The Great Gatsby. Ultimately, it is Browning’s sonnets that evoke a sympathetic response from a contemporary audience, further confirmed by her ultimate attainment of such love. EBB’s love, unshackled by worldly constraints, and Gatsby’s inability to achieve his romantic vision, reinforces the image of a disillusioned postwar society where ideal love has no value.
Cheers!
That's a perfect introduction in my opinion! I can't really fault that at all. Because your essay question actually prompts you to discuss the contemporary audience's perspective, you've done a wonderful job. But, if that weren't in the question, you wouldn't be required to talk about it, although you still could. I'm just letting you know for when you adapt this essay to future ideas. Looking at this introduction, it feels unique, fresh, and articulate. It genuinely makes me want to read the rest - you've brought up great ideas and I want to see where they'll go. So, in my opinion, that's exactly what you need from an intro! :)
Post by: Jessie9928 on March 26, 2017, 02:24:17 pm
I have a MOD A writing task based around themes of 'Rebellion + Resistance' explored in George Orwell's 1984 and Fritz Lang's Metropolis. I am currently struggling to come up with concise points and examples on resistance. Do you think you could help?
Thanks
Post by: bowiemily on March 26, 2017, 07:24:25 pm
Hello,
I have a MOD A writing task based around themes of 'Rebellion + Resistance' explored in George Orwell's 1984 and Fritz Lang's Metropolis. I am currently struggling to come up with concise points and examples on resistance. Do you think you could help?
Thanks
I think the main focus here would be how the two texts differ when considering resistance. Orwell suggests that resistance is ultimately futile, whereas resistance within Lang's text allows for the narrative resolution. However, the mindless workers of Metropolis also do not seem to have the ability to resist, rather, they work as one mass. This could be an interesting idea to explore as well.
If you're stuck, think of the various characters within the texts and whether they conform to power or reject it. The force/extent of this rejection qualifies whether they are resisting or completely rebelling
Post by: chloeannbarwick on May 03, 2017, 07:46:36 pm