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

[kandinsky]

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?

You don't really need to describe an adjective with an adjective. Classifying something with a word doesn't necessarily demonstrate understanding. You want to demonstrate how the adjective is working and what it is doing.  Likewise, just throwing around terms for literary devices doesn't make an essay good. You have to show that you understand what the language is doing. Avoid Greek and Latin terms wherever possible - they show nothing and give you no extra marks.

It is not sufficient to say that hendiadys is just for emphasis. You have to explain what it is doing in the passage and how it links to any particular idea.

I think you mean 16/20 and 18/20 essays - they're marked out of 20. There is a big difference between the two. The main factor is originality, clarity, and quality of writing. Also, you MUST focus on the passages given on the exam. The best essays are always HIGHLY relevant to the passages on the exam - if the examiners suspect for a moment that you are going off topic / are recycling memorised stuff, they will give you a lower mark. So staying on topic is vital.  Also, people who get 18/20 or over usually write a LOT more than people who get 16/20. The difference is about 400 words. (I wrote 1500 for each essay - but that's for getting 20/20)

I hope that gives you some idea.

[kandinsky]

Hi all,

Since exams are looming, I thought I would take the opportunity to offer advice in Literature to whosoever needs it.

In 2013, I got 50 and a Premier's Award in Literature, and have been tutoring Literature and English all through this year. I know the course extremely well and, because of my experience writing my own essays and correcting the essays of my students, I feel that I can give valuable and thorough help both to people who are struggling to get a decent mark and to those who want to move from a 40 to a 45 or a 45 to a 50.

In my opinion, this stage of the year - the start of September - is really crunch time. You should be doing all you can to work out your interpretations and hand in practice essays to your teachers. It is all about refining your ideas and eliminating mistakes - things that cannot be done in the week or so before the exam.

If you are confused about structure, interpretations of texts, how to discuss language, how to use all three passages, or even about what pen to use and how much to write in the exam, please throw me a question on the thread below! [or PM me if you would rather keep it private]

Best wishes,

Kandinsky

*Everyone is always asking me about how to incorporate language in a paragraph and how to tie it to the bigger ideas in the text. I thought I would put up an example here to show everyone how it works*

"But even such an understanding has its limits. Mrs Smith throughout Passage Three refers to the importance of “acquaintance” not only in the sense of it being between individuals, but also between social groups and classes. And the centrality in her dialogue of Bath – “coming to Bath”, “came to Bath” – reflects the importance of social gatherings in a Georgian world where one’s acquaintances are the only modus by which to acquire news. And the repetition of vocabulary denoting social obligation throughout the first and second passages – “domestic habits”, “maintaining the engagement”, “he had distinguished himself” – connotes the authorial approbation of those who pursue lives with a dual commitment to the necessities of selfhood and the obligations of society. In Persuasion as a whole, Austen suggests that existence must be crafted not only by duty to the self, as is evident in Elizabeth’s self-centred dialogue in the Passage One, but also a duty to the community and by extent the nation. Much of the novel revolves around the notion of service to others, and Anne in Passage Three rejects her father’s desire that she attend the Dalrymples’ function in favour of her visit to the socially inferior Mr Smith. Austen moves then to capture how it is not mere duty that gives an individual worth, but the underlying values which give that duty substance; truthfulness and reason such as that of Mrs Smith and Nurse Rooke are required to ensure not only the integrity of the individual, but also the reliability of civilization itself. We can easily renounce our obligations to others, but Austen suggests that in so doing we would lose touch with reality – our lives would become as meaningless as our own social irrelevance."

Underlined Section: The sentence that links this paragraph to the previous paragraph. Note its brevity. You don't want/need long and plodding links to the previous idea.

Bold Section: In-depth close analysis of language, incorporating evidence from ALL three passages.

Italicised Section: Link to the BIGGER IDEA suggested BY THE LANGUAGE; it is NOT IMPOSED ON THE LANGUAGE - that is, it flows naturally from my analysis of the linguistic features of the passages. Note that continued EXTRA-BRIEF (no more than 3 word) references to the passages are advisable here. I end on a big idea that interprets the whole of the novel, not just what is happening in a particular scene. This is the most important thing to do in Lit. If you can ace this, you will do well.


P.S - Some advice on Structure

The Essay Structure

Ideally: 6-8 paragraphs, each discussing language, each focussing on a separate idea.

N.B THERE MUST BE NO REPETITION OF ANY IDEAS IN THE ESSAY. If you have one paragraph talking about love, you cannot talk about love again anywhere else in the essay. AIM FOR 6 DIFFERENT IDEAS IN THE ESSAY. 6 PARAGRAPHS = 6 DIFFERENT IDEAS

Para 1
* Go straight into first passage -> language devices (The [lang device] at the outset of Passage One depicts…). Make comments on the effect of each device and its significance within the text. Also comment on setting and characterization.
* Name the text or author within first few lines.
* Quote 4-5 times
* 3 language devices
* Finish with an interpretation of the language you have analysed.

(Note: Either in para 1 or para two there should be a pan out to passages 2 and 3)

Para 2
*Linking sentence - give the essay fluidity.
* Start with a language device
* Keep using a large number of short quotes (no more than 5 words)
* Small pan out to broader ideas in the text. 'In Hamlet as a whole, madness is thus a result of the entropic decline of the universal values of society'
 
Para 3
*Link
* 1-2 Language devices – in this paragraph focus on one passage, rather than all three.
* references to other passages necessary
* Big argued reading/interpretation. Must impress examiner.

Para 4
* Link
 * Try and find a language device or something original in both passages and show how they convey different messages to the audience in the two different passages
* Try and make the bigger pan out in this passage by also naming the text again

Para 5
* Link
* Quote 4-5 times
* 2-3 language devices
* Little pan at end of para

Para 6
* Language device
* Mini pans where possible
END WITH A BIG IDEA – Try to make your idea conclusive, substantial and meaningful! MUST impress examiner.

Notes:
- 1000 words or more (about four pages of your handwriting). If you want to get a really top mark, aim for 1400-1500 word per essay.
- 4-5 references each to the audience / reader and author
- At least three allusions to the whole text often introduced with phrases like ‘In a more profound sense”, “At a deeper level” or “At another level” (watch out for repetition) (ideally one of these should be used in para one to show the marker that you are dealing with the entire text)
- Use of the title by name at least twice.
- If you decide to write an 8 paragraph essay, put big ideas/interpretations in both paragraph 6 AND paragraph 8. But always finish the essay with what YOU think is your best interpretation of the text!

Just added an example paragraph. I hope it will clarify for everyone how to incorporate the discussion of language and show the different things each paragraph needs to cover!

[cute]

Hi

I was wondering how you would suggest managing the time constraint. In my trial exam I spent 5 minutes annotating the first text, then 55 minutes writing then the same for the second text. I found that 5 minutes annotation was not enough, I didn't have time to get my ideas out and I ended up with a 12/20 for one of my essays, paling in comparison to my previous work.

Your template includes 6 paragraphs at least, so how do you manage to write them all in the time given when I can only write 3 sloppy ones?

Thank you!!

[kandinsky]

Hi

I was wondering how you would suggest managing the time constraint. In my trial exam I spent 5 minutes annotating the first text, then 55 minutes writing then the same for the second text. I found that 5 minutes annotation was not enough, I didn't have time to get my ideas out and I ended up with a 12/20 for one of my essays, paling in comparison to my previous work.

Your template includes 6 paragraphs at least, so how do you manage to write them all in the time given when I can only write 3 sloppy ones?

Thank you!!

Time is an issue in the exam. And don't be worried because it is extremely difficult for everyone - I could only manage writing half of what I wrote on the exam at this stage of the year! So there is a lot of room for improvement in these crucial weeks.

My main advice is to know your interpretations of the text REALLY, REALLY WELL. Know them so well that you can recite them on the tram going to school each morning! This is what I did.

Something that helps this process is to clearly define each idea and make sure there is no repetition in your essay. Then you can start delineating your essay as 1 paragraph = 1 idea. Then you can almost know for sure the things you are going to talk about; this makes it easier to look for the relevant linguistic features. Of course, discussing the passages is the most difficult aspect of the Lit exam. Overall, don't try to quote too much. In fact, I think I only used about 8-9 quotes on each of my essays on the exam. The key is HOW you use the quotes. There are other ways to discuss the passages too, like referring to landscape/setting/scene construction. Don't feel like you have to say everything there is to say. Quote the minimum amount you need to quote to get across your ideas; make the most of everything you quote, too. If all your paragraphs are quite short but you analyse and link the language clearly to each of your ideas, then you will do well. If you ramble through language discussion and tenuously link the quotes to the ideas, then you will do badly, no matter how much you write.  So you get to writing 6 paragraphs (i.e 6 different ideas) by clearly delineating each separate idea and concisely moving through your analysis. Remember, your paragraphs don't have to be long.

[SLionsCricket]

Thank god for this post!

I guess its best to start off by saying that I'm doing "Jane Eyre" by Charlotte Bronte and "The Bacchae" by Euripides for Literature this year. Although I feel relatively confident with the story and themes to "The Bacchae", I was wondering if there were any specific tips that you could generously offer to me at this time period. Any tips on fluent and precise quoting and structure and coherence of essay would greatly help me at this time. I've done reasonably well this year but I want to make a big difference for the exam.

Thank you.

[kandinsky]

Thank god for this post!

I guess its best to start off by saying that I'm doing "Jane Eyre" by Charlotte Bronte and "The Bacchae" by Euripides for Literature this year. Although I feel relatively confident with the story and themes to "The Bacchae", I was wondering if there were any specific tips that you could generously offer to me at this time period. Any tips on fluent and precise quoting and structure and coherence of essay would greatly help me at this time. I've done reasonably well this year but I want to make a big difference for the exam.

Thank you.

At this stage of the year:

(i) Make sure you don't repeat ideas in your essays (i.e don't have an essay that is just one single long interpretation looking at love in a text)

(ii) Know your interpretations 'par coeur'.

(iii) Fluent and Precise quoting: well unfortunately that comes down to how well you can write. The example I provide above should give you some idea of how you can quote/refer to the passages in different ways. One of my main gripes is people who use lots of Greek/Latin terms because they think it looks more impressive. These terms do not demonstrate understanding. Terminology does not equal understanding; to classify a thing is not to gain a deeper understanding of that thing. It merely separates or joins it to other similar things. Discuss language in your own words.

(iv) Structure and coherence of essay: again, read through some previous posts. The main thing is to link your ideas fluently and logically with linking sentences. This is difficult and requires lots of practice/corrections. The other main thing is DON'T REPEAT IDEAS> this is basically my Lit Mantra. However many paragraphs you choose to write on the exam, each must be a clearly delineated separate idea. Oh look I've repeated my point on repetition. That's how important it is.

(v) What mark you get depends a great deal on how you perform in the exam. No matter how much preparation and practice you do, it only provides a basis and perhaps a sense of confidence for the exam. But you still need to write it on the day. The best way to be calm is to know your interpretations by heart, have a clear sense of your limitations, and be confident about your ideas. Teachers can help you with all this. But then it's up to you on the day!


 

[bennytk]

Hey Kandinsky, I was just wondering if you had any tips for shortening paragraphs. I often find that, in order to discuss a particular point on character in light of the author's views on values while also referencing other passages, I end up writing up to a page or more for a given paragraph, often preventing me from addressing all of my points in the allocated time. Cheers.

[Blondie21]

Hey kandinsky,
I have a question in regards to your essay structure.
How do you avoid writing 6 "mini essays" while exploring 6 different ideas in each of the paragraphs?
This was something that the examiners noted was an issue in the 2013 report.

Also, in your essays, how often did you explore the similarities between the 3 passages?

[kandinsky]

Here's my last paragraph for an essay on Hamlet I wrote:

In contrast to the quandaries of Passage One and Two, Passage Three depicts a distilled clarity within the figure of Hamlet. It is in the apogee of self-affirmation that Hamlet transcends the rotten state of Denmark - the self-imposed epithet, “I, Hamlet the Dane.” In this verbally metonymic association, Hamlet is not only presented to emerge from the rotten state of Denmark and take ownership of his kingship, but also reconcile and redeem his own identity and soul. Alongside the stage direction, “leaps into grave”, Hamlet is seen to have surpassed his father’s will, revealing a liberation from self-confinement, the confinement of Denmark, and essentially, the confinement of death. In Hamlet’s humble acceptance that “The cat will mew, and dog will have his day,” a subsumed recognition of man’s impotency against the great indomitableness of the transcendental is elucidated. No longer does self-castigation form the foundations of his prose; rather, in the declarative nature of his dialogue, stripped of all embellishments, he avers the heart of potent passion. Through the development of Hamlet, Shakespeare invites the audience to review the concordance of ephemeral matter and eternal authenticity. Purity of will and acknowledgement of truth form the new cornerstones of Hamlet’s disposition; the audience recognises that through the conflation of identity and truth, the poisoned corruption of Elsinor becomes a mere backwash of soft discord, as Hamlet’s newly embodied frame is manifested in a single unadulterated melody.

Any feedback would be welcome

Hi,

Really good for Year 11! I can't really see anything wrong with the paragraph. The only question is whether you manage to keep up the standard for the entire essay!

The only thing: I hate the metaphor in the final sentence. Avoid such metaphors.  'A single unadulterated melody' sounds really cheesy. End with an idea. Metaphors don't necessarily make ideas more profound.

[kandinsky]

Hey Kandinsky, I was just wondering if you had any tips for shortening paragraphs. I often find that, in order to discuss a particular point on character in light of the author's views on values while also referencing other passages, I end up writing up to a page or more for a given paragraph, often preventing me from addressing all of my points in the allocated time. Cheers.

Shortening paragraphs is a difficult thing to do. It will be hard for me to answer your question since paragraph length is often tied to how much a student can write. Most of my paragraphs on the exam ended up being longer than a page in length, but only because I could write a lot. It many ways I would need to see an example to provide you a proper answer.

But in general - use just enough passage discussion to make your idea conclusive/seem fully substantiated. The key is to avoid unecessary narration of events / quotes that are too long. I usually suggest that quotes should be no longer than 4 words - any longer and it means you are not being analytical enough. Quotes of 1-2 words are usually ideal - it means you are being exact in your analysis. Any references to the passage should be absolutely specific to the idea you are talking about in your paragraph.

So to avoid running out of time, work out how what evidence your ideas need to be seen as conclusive in the eyes of the examiner. Then work out how you can make your IDEAS more concise as well.

Hope that helps a little.

[kandinsky]

Hey kandinsky,
I have a question in regards to your essay structure.
How do you avoid writing 6 "mini essays" while exploring 6 different ideas in each of the paragraphs?
This was something that the examiners noted was an issue in the 2013 report.

Also, in your essays, how often did you explore the similarities between the 3 passages?

(i) By being really concise and focused on putting across your argument! I understand that there is a temptation to go into a lot of detail in each idea. But this should be avoided. The examiners want to see originality. Giving them 6 different ideas in a focused, clear, concise manner. So each paragraph = link from previous paragraph -> swift analysis of language/ interpretations across passages = link things discussed here into the idea you have for the paragraph -> finish with the interpretation -> start next paragraph link to previous idea. It's possible to do this in 150 words. I've seen it done by people who got 46 and up. And their essays weren't hugely long. Just concise and clearly structured. Get to the point quickly - that's a good idea.

(i) Try to refer to all three passages in your introduction. Apparently examiners really look for this as an indicator of a good essay. But it's also important HOW you do this. You need to link them all together through an interpretation of the text you have - best of all through your first main idea. I would really suggest doing the same in your final paragraph - arguably the most important paragraph in the Literature exam. In the other paragraphs, try to reference two passages in each paragraph. It sounds difficult but don't forget references can be really short - like 'in contrast to the imagery in Passage One, the third passage presents...' or 'the subversive language of Passage Two is subsumed in the third passage by vocabulary of domestic civility'. Something like that. IF you practice this a lot, you will find that it becomes quite easy to slip in little references to all three passages in every paragraph.

[Jazza12396]

When you say to have 6 different ideas- do you 6 different interpretation or do you mean looking at 6 ideas in the passages to express a few of your interpretation of the novel/ play/ poetry etc.

[kandinsky]

When you say to have 6 different ideas- do you 6 different interpretation or do you mean looking at 6 ideas in the passages to express a few of your interpretation of the novel/ play/ poetry etc.

I mean 6 different interpretations. And in each interpretation a few ideas are usually raised - ideas around a single problem like 'knowledge' or 'religion' which comes up in your language analysis.

For instance check out the paragraph I put on the first post of this topic - the interpretation in the paragraph is about social relevance/individuals need to existence in some sort of harmony with society. But in the paragraph I also talk about the class system and the link between geography and society.

Best,
kandinsky

[rosieee]

Hi Kandinsky,
I know sac marks will affect the study scores you receive, but around what mark for both lit essays would you need to get to get a 35?!

[walkec]

Hi Kandinsky,

I am studying Adrienne Rich poetry for one of my exam texts. We haven't really focused that much on poetry techniques. Like I know a few basic  poetic techniques, but not really anything that would separate me from the pack so to speak. I've noticed that higher scoring pieces on poetry in the examiner's reports over the years have quite a few poetic techniques and I'm starting to wonder whether that's the difference between me getting say a 16/20 and an 18/20.

So I was wondering, to what extent do we need to know and be able to use poetic techniques in a passage analysis for Rich? I don't want my essay sounding like a language analysis.

Thanks