[50 & Premier’s Award for Literature] Offering Advice and Answering Questions!

[zeiinaaa]

Thankyou heaps! that makes more sense now! So if I'm discussing a theme in one of my paragraphs, how can I mention language as well? That's the only part I'm confused about!

[walkec]

Thankyou heaps! that makes more sense now! So if I'm discussing a theme in one of my paragraphs, how can I mention language as well? That's the only part I'm confused about!

You're looking at the language of the passage and the text as a whole to make comments about the concerns/themes/views+values in the text. So to break it down, take a line, language device etc in the passage and make a comment on what this suggests about the text as a whole/how it reflects the views and values of the author etc

[kandinsky]

Something like this:

A lexicon of miscomprehension – “folly” and “ignorance” - pervades the dialogue of Anne at the opening of Passage Three, striking the reader for its bluntness in telling of the difficulty of “having much truth left” when in Regency Society facts pass through the hands of so many. This forms a powerful contrast against Elizabeth’s personification of the Baronetage as “an evil” in the first passage, where indications of body movement – “with averted eyes…pushed it away” are inserted by Austen to convey how the book is itself a physical emblem of the social restrictions of women. This same feeling of societal confinement is carried across into Passage Two; in the hyperbole of Anne that the breaking off of her engagement with Wentworth “clouded every enjoyment of youth”, and the repeated stress on time indicated by the constant use of the pluperfect tense – “had seen”, “had softened down much” - the reader notes how curbing inner desires to the dictums of common decorum results in an endearing turmoil within. Though civility is essential to human dignity, Austen admonishes that we must never allowed it to subdue the irrepressibility of individual human sentiments.

I start with the focus on language. I analyse the language to show how certain ideas are working in the passages. Then, at the end of the paragraph (final two sentences) I link it to a bigger idea about society/values/ human character. But note how important the language discussion is to my whole argument. Language discussion should be the centrepiece of your essay.

[zeiinaaa]

You're looking at the language of the passage and the text as a whole to make comments about the concerns/themes/views+values in the text. So to break it down, take a line, language device etc in the passage and make a comment on what this suggests about the text as a whole/how it reflects the views and values of the author etc

Oh alright; that makes allot of sense! Thankyou!

[zeiinaaa]

Something like this:

A lexicon of miscomprehension – “folly” and “ignorance” - pervades the dialogue of Anne at the opening of Passage Three, striking the reader for its bluntness in telling of the difficulty of “having much truth left” when in Regency Society facts pass through the hands of so many. This forms a powerful contrast against Elizabeth’s personification of the Baronetage as “an evil” in the first passage, where indications of body movement – “with averted eyes…pushed it away” are inserted by Austen to convey how the book is itself a physical emblem of the social restrictions of women. This same feeling of societal confinement is carried across into Passage Two; in the hyperbole of Anne that the breaking off of her engagement with Wentworth “clouded every enjoyment of youth”, and the repeated stress on time indicated by the constant use of the pluperfect tense – “had seen”, “had softened down much” - the reader notes how curbing inner desires to the dictums of common decorum results in an endearing turmoil within. Though civility is essential to human dignity, Austen admonishes that we must never allowed it to subdue the irrepressibility of individual human sentiments.

I start with the focus on language. I analyse the language to show how certain ideas are working in the passages. Then, at the end of the paragraph (final two sentences) I link it to a bigger idea about society/values/ human character. But note how important the language discussion is to my whole argument. Language discussion should be the centrepiece of your essay.

Thankyou for putting in an example! That helped heaps and I now understand more of how I have to incorporate language into all of my paragraphs! (:

[Blondie21]

One of my chosen texts for the Lit exam is the play Two Brothers.

Would I be penalised for discussing the use of lighting during the performance, as it is not mentioned in the play's script?

[kandinsky]

One of my chosen texts for the Lit exam is the play Two Brothers.

Would I be penalised for discussing the use of lighting during the performance, as it is not mentioned in the play script?

If it is not in the play's script, then you should avoid it.

You wouldn't lose marks per se for doing it - it just wouldn't add anything. I guess it would be a risk.

Best be on the safe side and focus on the language / staging / setting of the passages - the point of the passages is that you make them and their contents the focus - it gives the whole state a more equal playing field. But you need to stay on the field to win the game, so to speak - hmm...I really hate using sporting metaphors...sorry!

If you really want to use it, say 'in some productions the [lighting etc.] is used to...' and so on.

But I do advise against it.

[scandin9]

Will examiners take marks off if we utilise  interpretations from respected literary critics? Or are examiners more impressed by unique and idiosyncratic interpretations?

[walkec]

Will examiners take marks off if we utilise  interpretations from respected literary critics? Or are examiners more impressed by unique and idiosyncratic interpretations?

I'd go with unique interpretations  Nothing like making a poor examiner who has read the same thing on Jane Eyre or T.S Eilot smile at 3am with what you've written.

[kandinsky]

Will examiners take marks off if we utilise  interpretations from respected literary critics? Or are examiners more impressed by unique and idiosyncratic interpretations?

Definitely aim for unique interpretations.

However, examiners will not take off marks if you use interpretations from 'respected literary critics' - they will likely realise that you are not being original and therefore not give you a mark as high as you might get if you were being original. Try to avoid what critics say anyway. Literary critics can always be challenged - some of them say absurd things.

[misguided_ghost]

Hi all

I would just like to thank Kandinsky for making this thread. I have found it really helpful my lit teacher is really bad and when I say really bad I mean so bad that she doesn't even teach us!

[Sunshine98]

^ AGREED- this thread is sooo helpful
I would like to thank Kandinsky as well, so 'Thank you !' 

[brightsky]

kandinsky is love. kandinsky is life.

[kandinsky]

kandinsky is love. kandinsky is life.

^it's the king himself. Hallo!

[scandin9]

Hi Kandinsky,
When commenting on literary techniques, is it better to encoporate them as adjectives. For example, proleptic or prolepsis; hyperbolic or hyperbole;pejoratively or pejorative. What about techniques without an adjective;for example, polysendeton. When analysing language devices like hendiadys is it sufficient just to say it is for emphasis? Also, what is the main factor which seperate 8/10 essays with 9/10 essays?