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Author Topic: English Advanced Essay Marking (Modules Only)  (Read 732927 times)

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kmorritt

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Re: English Advanced Essay Marking (Modules Only)
« Reply #465 on: July 28, 2016, 01:25:02 pm »
Hi could I please get some feedback for my module c essay? Thanks :)

Spencerr

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Re: English Advanced Essay Marking (Modules Only)
« Reply #466 on: July 28, 2016, 08:53:20 pm »
Happy to help!! Good luck for your Trials, I bet you'll smash it!  ;D

Hey Jamon, after spending all of today rewriting my Mod B essay with your advice, I checked up on my paper for a previous assessment (for mod B) and I discovered that the main piece of feedback and thus where I lost my marks was because I wasn't analysing the why and how of cinematic techniques. This matches 100% with the advice you gave me and I am so grateful because I have managed to cut down my essay to only 1020 words, and on reading it, it is so much better. I couldn't have done this without the examples you provided which really helped. I'm just sitting here in shock at how grateful i am, with the newfound confidence you have given me in relation to the upcoming trials. You are actually an English messiah. :) :) :)
1st in HSC Eco 2016

jamonwindeyer

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Re: English Advanced Essay Marking (Modules Only)
« Reply #467 on: July 28, 2016, 09:01:07 pm »
Hi could I please get some feedback for my module c essay? Thanks :)
Hey guys can anyone please give me feedback on my comparative module a essay? Thank you :)

Hey there! Thanks for posting your essays, welcome to the forums btw!! Be sure to let me know if you need anything ;D

Unfortunately you have not met the posting requirements to receive feedback. We have a post exchange policy in place to make sure the service doesn't get too clogged (essay marking rules available here). It is 15 posts per essay,  so to get both of these marked you'll need to get up to 30 ATAR Notes posts! Hang around the site for a bit, ask questions, have a chat, 30 posts comes surprisingly quickly  ;) thanks in advance!
« Last Edit: July 29, 2016, 09:58:55 pm by jamonwindeyer »

jamonwindeyer

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Re: English Advanced Essay Marking (Modules Only)
« Reply #468 on: July 28, 2016, 09:19:27 pm »
Hey Jamon, after spending all of today rewriting my Mod B essay with your advice, I checked up on my paper for a previous assessment (for mod B) and I discovered that the main piece of feedback and thus where I lost my marks was because I wasn't analysing the why and how of cinematic techniques. This matches 100% with the advice you gave me and I am so grateful because I have managed to cut down my essay to only 1020 words, and on reading it, it is so much better. I couldn't have done this without the examples you provided which really helped. I'm just sitting here in shock at how grateful i am, with the newfound confidence you have given me in relation to the upcoming trials. You are actually an English messiah. :) :) :)

So so happy to hear that diiii!! Seriously, thank you for saying so  :) I like getting feedback like this, positive or negative, I'm always aiming to improve how I provide my feedback so knowing that I've really helped you (and that it matches with expectation) is really uplifting for me, so thank you! ;D  super excited to hear that you are confident heading into Trials, I bet you will absolutely smash it!  ;D

jamonwindeyer

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Re: English Advanced Essay Marking (Modules Only)
« Reply #469 on: July 28, 2016, 10:17:24 pm »
Hello again,

Would you be able to have a look at my Module A essay? I would love it if you could mark harshly and give me lots of feedback :) One of my concerns is that my paragraphs don't deal with the theme in the same way (for e.g., in my paragraph on integrity, i talk about the integrity of the characters in KRIII but the integrity of the process in LFR) Is this ok?

Thanks so much!

Hey Angie!! Happy to mark your essay and give you some feedback!

Before I do though, in case I forget, that is absolutely fine. That's actually a good thing, because you are saying, "Okay, this text also explores the idea of integrity, but it does it in a different way." It's a good comparison to make  ;)

Okay, here we go  ;D

Spoiler
“In what ways does a comparative study of Richard III and Looking for Richard enhance your appreciation of how context affects form and values?

Despite differing contextual influences and audiences, some inherent values are universally embedded within humanity. I think this Thesis could do with being a little more definite in how it is expressed, bringing in audiences doesn't quite make sense, because you aren't talking about texts, rather, the nature of humanity. Shakespeare’s play King Richard III (1592) examines the upholding of moral integrity and the consequences of an individual’s unwavering pursuit for personal power, reinforcing the theocentric worldview held by the Elizabethan society. Good contextual info with the introduction.Similarly, Pacino’s postmodern docudrama ‘Looking for Richard’ (1996) explores the concepts of integrity and power through a focus on the value of interpretation to connect Shakespeare’s powerful language and moral values to his contemporary, secular audience. Through a study of the intertextual connections of both texts, a responder is able to extract humanity’s values that are influenced by the differing social paradigms and forms. A solid introduction! A more definite Thesis would be beneficial, but besides this it works well!

An individual’s unwavering pursuit for power is a universal value despite differing contexts and forms. I'd add 'for composers' to specify that you are talking about it being a universal value in texts, a little clearer here as well. In Shakespeare’s play, Richard’s Machiavellian political discourse and abdication of his conscience is revealed in the opening soliloquy “Since I cannot prove a lover… I am determined to prove a villain.” This melodramatic signpost definitively proclaims his purpose as villain, representing the societal shift towards the emerging Renaissance humanism and self-determination. Fantastic! This is reinforced by the visual imagery of his “rudely stamped” external deformity metaphorically symbolising his internal duplicity, allowing the theocentric Elizabethan audience to recognize the transgression of moral and providential boundaries. Great connection to contextual audience. As a Machiavellian demagogue, Richard derives power from skilful oration enabling him to gain sovereignty and exert power over others. Retell, careful! This is highlighted through his successful persuasion of Anne to marry him, using antithetical and manipulative language “I did kill King Henry, but twas thy beauty that provoked me.” Anne’s vulnerability and Richard’s dominance over her is contextually supported by Anne’s need for status in the patriarchal world that Shakespeare was writing in. Careful we've slipped into retell here, don't tell me what happens in the text, keep the focus on techniques! Contrasting Shakespeare’s exploration of the power of language, Pacino uses cinematic techniques to effectively portray Richard’s power in this scene to his egalitarian society. Love this linking sentence: The difference in technique is a great thing to accentuate! Pacino positions the camera to swirl around the couple, visually symbolising Anne’s confusion and entrapment by Richard, who is portrayed in chiaroscuro and dark costume to represent his Machiavellian treachery. Retell. Furthermore, the docudrama focuses on the power of the actors to reveal Richard’s Machilvellian political discourse. Pacino’s suggestion to ask the experts is refuted by Kimball: “You are making the documentary to show that actors truly are the possessors of tradition.” The editorial cut to a scholar who responds “I don’t know” humorously challenges academia’s traditional reverence, empowering Pacino and his actors to undertake the role of connecting Shakespeare to modern society. Thus, the different approaches to the portrayal of Richard’s pursuit for power is a result of contextual differences. However, the humanistic value of power remains relevant. Fantastic conclusion! The start of this paragraph was fantastic and very technique driven, and you bring it back towards the end, but the middle slips a bit into retell. You start telling me about things happening in the text and how they relate to your concept. Ensure the focus stays on techniques!

An examination of the transience of power is based on a text’s political and social context.I like how you are blending your concepts with aspects of the module, it's very effective! Shakespeare’s morality play cautions the Elizabethan audience of the detrimental consequences of suppressing humanity to blindly usurp power through Richard’s eventual downfall during the Battle of Bosworth. The recurring animal motif “The bloody dog is dead” metaphorically characterises Richard’s inhumanity and reinforces divine retribution. Excellent analysis here. Shakespeare affirms the nobility of the Tudor’s legitimate power to the throne through Richmond’s defeat of the Vice character. Retell. The religious reference “The true succeeders of each royal house, By God’s fair ordinance conjoin together” reinforces to the theocentric audience that providentialism will ultimately triumph. Much better! Pacino similarly conveys the immorality of insatiable ambition through the examination of Richard’s downfall. However, due to his secular audience, Pacino investigates the psychological factors leading to Richard’s death. Good links to the audience again here! A scholar describes Richard as “A person who finally… knows that he does not have his own humanity.” The docudrama’s use of method acting and the fluidity of the interspersing combinations of performance, rehearsal and discussions in the final scene, empowers the audience to understand the psychological motivations of Richard, departing from Shakespeare’s religious focus. Fantastic! However, I'm not seeing the connection to your paragraph topic here? Pacino also places less emphasis on Richmond’s victory, eliminating his final speech due to his differing purpose from Shakespeare who had to appeal to Queen Elizabeth. Therefore, the transience of power is a factor of both contexts and it is the form of both texts through which the meaning is forged. Some FANTASTIC analysis here and excellent connection to audience, bloody brilliant! You do slip into retell in some areas though, be very careful that you aren't giving me unnecessary plot details! Also be sure that your paragraph concept carries through the paragraph itself, you slip out of focus in the latter half.

The inherent value of integrity is conveyed through differing forms due to a change in context. Shakespeare focusses on the integrity of the characters such as Hastings, who functions as a symbolic matyr to the contextual belief in the divine right of kings. His naïve loyalty to King Richard who “holds me dear…I don’t think there’s a man under the sun who’s worse at hiding his love or hate than Richard” is hyperbolic and ironic as it occurs immediately before Richard orders Hastings’ excecution. Retell. Similarly, the Nemesis figure of Margaret whose prophesies come true, function as a choric voice. Retell. She curses “Hie thee to hell for shame…there thy kingdom is”, referencing religious imagery to maintain a position of divine justice and foreshadow the consequences of Richard’s Machiavellian duplicity. What is the importance of this for the audience? What does it show us about integrity? Due to the 20th century departure from Elizabethan providentialism, Pacino focusses on the integrity of his dramatic interpretation of the original text. I think a more comparative way of expressing that is possible, add a joining word, it feels like a whole new paragraph otherwise.  The stream of consciousness docudrama form empowers Pacino to imbue his work with his own contemporary values in order to “make Shakespeare accessible to…people in the street,” This is evident in the intertextual reference to ‘The Tempest,’: ‘Our revels now are ended. These our actors…’ Great. The accompanying panning shot of a Renaissance cathedral cutting to an establishing shot of urban New York foreshadows Pacino’s interpretation of the original play in his contemporary, postmodern world. Furthermore, his use of cinema veritae and impromptu vox populi display the scepticism about the relevance of Shakespeare’s plays from the secular society describing Shakespeare as “boring”. I think you need to be linking more specifically to integrity here. The different approach is absolutely great, but the link needs to be more obvious. However, Pacino returns to the African- American man because his values counter the negative responses and align with Pacino’s belief that “We should speak like Shakespeare …He did more than help us. He instructs us.’ The low angle, close up shot of his face emphasises the significance of his message in conveying the moral legacy of Shakespeare’s works that have been lost in the modern world. Thus, integrity is central to both the characterisation in ‘Richard III’ as well as the editorial process in the docudrama ‘Looking for Richard’. I like this paragraph!! I think your links to integrity need to be more obvious in the latter half, and on the whole, the analysis here wasn't as powerful as in the initial paragraphs!

Shakespeare’s play ‘King Richard III’ didactically reinforces to his theocentric audience, the consequences of challenging the divine order and providentialism. Try to start your conclusions conceptually just like your Thesis! Similarly, Pacino’s docudrama ‘Looking for Richard’ extends these inherent ideals of Shakespeare’s legacy to engage his secular and postmodern society. A comparative study of both texts against their respective time periods allows the responder to gain a deeper insight into how different social paradigms influences the form and the universal values of integrity, the pursuit and transience of power. Excellent conclusion! A more conceptual start would make it shine  ;D

This is a really powerful essay Angie, absolutely stellar stuff. You have some incredible analysis here, some wonderful concepts, excellent structure and wonderful links to the module, fantastic work!  ;D

I would say your issue is consistency! You have some amazing analysis, but then some places it turns into retell. Some wonderful concepts that are well structured, but in some places the concept doesn't carry through the paragraph. Essentially, there are parts of this essay that are 20/20 awesome, then others that aren't so much!

Some things to look at:
- Ensure that all analysis is technique focused: How does the technique communicate a concept? Don't tell me what happens in the text, that's retell and not as powerful as the more analytical approach
- Ensure that you are linking to the audience consistently (you only miss this on a couple of occasions)
- Ensure that your Thesis/topic statements make sense, your first two are a little messy expression wise (the Thesis, for example, you take a conceptual approach but link to the audience, doesn't quite make sense)
- Ensure your topics resonate through your paragraphs (are you still discussing what you said you'd discuss?)
- In general, ensure all points are expressed clearly and succinctly, which you already do really really well  :)

Of course, let me know if you need any of this clarified, but you can already do all of these things! It's all there! I'm just looking for it to be done more consistently. The retell thing is the most prominent issue, and I've tried to mark as many places as I could where I spotted it. Remember, if you are giving me a plot detail, then there is a good chance it is retell  ;D

Super amazing work here Angie, you should be super happy with this essay  ;D
« Last Edit: July 28, 2016, 11:45:07 pm by jamonwindeyer »

brontem

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Re: English Advanced Essay Marking (Modules Only)
« Reply #470 on: July 28, 2016, 10:55:21 pm »
Hey!!  :) :) I handed in the Module A to my teacher that you guys helped me with (thanks btw) and this is probably going to be very annoying but there was one part that was pointed out that needed to be changed - but I'm worried the way that I was told to rephrase is kinda confusing and I'm worried that its not going to fit in with the paragraph. The comments I was given by my teacher are in red, and the new opening is at the bottom. I was just wondering if you could look at the new opening to my paragraph just to double check it makes sense?? Sorry its a bit confusing  :-\
Thanks!! ;D

jamonwindeyer

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Re: English Advanced Essay Marking (Modules Only)
« Reply #471 on: July 28, 2016, 11:53:49 pm »
Hey!!  :) :) I handed in the Module A to my teacher that you guys helped me with (thanks btw) and this is probably going to be very annoying but there was one part that was pointed out that needed to be changed - but I'm worried the way that I was told to rephrase is kinda confusing and I'm worried that its not going to fit in with the paragraph. The comments I was given by my teacher are in red, and the new opening is at the bottom. I was just wondering if you could look at the new opening to my paragraph just to double check it makes sense?? Sorry its a bit confusing  :-\
Thanks!! ;D

Hey Brontem!!

First of all, I love that your teacher is giving you text specific feedback like this, super cool  ;D

The new introduction works really well. However, I think the first sentence should still be more conceptual. You could blend the first sentence of your old intro with the first sentence of your new one to create:

A leader who decides to act within societal confines and respects morality will have difficulty in the acquisition of power. Whilst it is evident that Machiavelli and Shakespeare both believe pragmatism is required in the pursuit of power, the ultimate difference is that Shakespeare endorses that only the lawful should rule.

The first sentence might need a bit of a tweak, but something conceptual like that to start would work better in my opinion!! Besides that, love your work, I think it works really well  ;D be sure to go through your paragraph and tweak your concepts ever so slightly to incorporate that "Divine Right of Kings" stuff that your teacher is mentioning; If they want it, hammer it home  ;) and if your teacher has picked you up on it, then clearly that is an important aspect of the context of your text, and you'll want to make sure you give it proper attention  ;D

Beyond all that, if you've rewritten the start, the remainder of the paragraph will have to change slightly to make sure it suits. Slight changes of wording will definitely suffice  ;D

angiezhang9

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Re: English Advanced Essay Marking (Modules Only)
« Reply #472 on: July 29, 2016, 08:59:05 pm »
Hey Angie!! Happy to mark your essay and give you some feedback!

Before I do though, in case I forget, that is absolutely fine. That's actually a good thing, because you are saying, "Okay, this text also explores the idea of integrity, but it does it in a different way." It's a good comparison to make  ;)

Okay, here we go  ;D

Spoiler
“In what ways does a comparative study of Richard III and Looking for Richard enhance your appreciation of how context affects form and values?

Despite differing contextual influences and audiences, some inherent values are universally embedded within humanity. I think this Thesis could do with being a little more definite in how it is expressed, bringing in audiences doesn't quite make sense, because you aren't talking about texts, rather, the nature of humanity. Shakespeare’s play King Richard III (1592) examines the upholding of moral integrity and the consequences of an individual’s unwavering pursuit for personal power, reinforcing the theocentric worldview held by the Elizabethan society. Good contextual info with the introduction.Similarly, Pacino’s postmodern docudrama ‘Looking for Richard’ (1996) explores the concepts of integrity and power through a focus on the value of interpretation to connect Shakespeare’s powerful language and moral values to his contemporary, secular audience. Through a study of the intertextual connections of both texts, a responder is able to extract humanity’s values that are influenced by the differing social paradigms and forms. A solid introduction! A more definite Thesis would be beneficial, but besides this it works well!

An individual’s unwavering pursuit for power is a universal value despite differing contexts and forms. I'd add 'for composers' to specify that you are talking about it being a universal value in texts, a little clearer here as well. In Shakespeare’s play, Richard’s Machiavellian political discourse and abdication of his conscience is revealed in the opening soliloquy “Since I cannot prove a lover… I am determined to prove a villain.” This melodramatic signpost definitively proclaims his purpose as villain, representing the societal shift towards the emerging Renaissance humanism and self-determination. Fantastic! This is reinforced by the visual imagery of his “rudely stamped” external deformity metaphorically symbolising his internal duplicity, allowing the theocentric Elizabethan audience to recognize the transgression of moral and providential boundaries. Great connection to contextual audience. As a Machiavellian demagogue, Richard derives power from skilful oration enabling him to gain sovereignty and exert power over others. Retell, careful! This is highlighted through his successful persuasion of Anne to marry him, using antithetical and manipulative language “I did kill King Henry, but twas thy beauty that provoked me.” Anne’s vulnerability and Richard’s dominance over her is contextually supported by Anne’s need for status in the patriarchal world that Shakespeare was writing in. Careful we've slipped into retell here, don't tell me what happens in the text, keep the focus on techniques! Contrasting Shakespeare’s exploration of the power of language, Pacino uses cinematic techniques to effectively portray Richard’s power in this scene to his egalitarian society. Love this linking sentence: The difference in technique is a great thing to accentuate! Pacino positions the camera to swirl around the couple, visually symbolising Anne’s confusion and entrapment by Richard, who is portrayed in chiaroscuro and dark costume to represent his Machiavellian treachery. Retell. Furthermore, the docudrama focuses on the power of the actors to reveal Richard’s Machilvellian political discourse. Pacino’s suggestion to ask the experts is refuted by Kimball: “You are making the documentary to show that actors truly are the possessors of tradition.” The editorial cut to a scholar who responds “I don’t know” humorously challenges academia’s traditional reverence, empowering Pacino and his actors to undertake the role of connecting Shakespeare to modern society. Thus, the different approaches to the portrayal of Richard’s pursuit for power is a result of contextual differences. However, the humanistic value of power remains relevant. Fantastic conclusion! The start of this paragraph was fantastic and very technique driven, and you bring it back towards the end, but the middle slips a bit into retell. You start telling me about things happening in the text and how they relate to your concept. Ensure the focus stays on techniques!

An examination of the transience of power is based on a text’s political and social context.I like how you are blending your concepts with aspects of the module, it's very effective! Shakespeare’s morality play cautions the Elizabethan audience of the detrimental consequences of suppressing humanity to blindly usurp power through Richard’s eventual downfall during the Battle of Bosworth. The recurring animal motif “The bloody dog is dead” metaphorically characterises Richard’s inhumanity and reinforces divine retribution. Excellent analysis here. Shakespeare affirms the nobility of the Tudor’s legitimate power to the throne through Richmond’s defeat of the Vice character. Retell. The religious reference “The true succeeders of each royal house, By God’s fair ordinance conjoin together” reinforces to the theocentric audience that providentialism will ultimately triumph. Much better! Pacino similarly conveys the immorality of insatiable ambition through the examination of Richard’s downfall. However, due to his secular audience, Pacino investigates the psychological factors leading to Richard’s death. Good links to the audience again here! A scholar describes Richard as “A person who finally… knows that he does not have his own humanity.” The docudrama’s use of method acting and the fluidity of the interspersing combinations of performance, rehearsal and discussions in the final scene, empowers the audience to understand the psychological motivations of Richard, departing from Shakespeare’s religious focus. Fantastic! However, I'm not seeing the connection to your paragraph topic here? Pacino also places less emphasis on Richmond’s victory, eliminating his final speech due to his differing purpose from Shakespeare who had to appeal to Queen Elizabeth. Therefore, the transience of power is a factor of both contexts and it is the form of both texts through which the meaning is forged. Some FANTASTIC analysis here and excellent connection to audience, bloody brilliant! You do slip into retell in some areas though, be very careful that you aren't giving me unnecessary plot details! Also be sure that your paragraph concept carries through the paragraph itself, you slip out of focus in the latter half.

The inherent value of integrity is conveyed through differing forms due to a change in context. Shakespeare focusses on the integrity of the characters such as Hastings, who functions as a symbolic matyr to the contextual belief in the divine right of kings. His naïve loyalty to King Richard who “holds me dear…I don’t think there’s a man under the sun who’s worse at hiding his love or hate than Richard” is hyperbolic and ironic as it occurs immediately before Richard orders Hastings’ excecution. Retell. Similarly, the Nemesis figure of Margaret whose prophesies come true, function as a choric voice. Retell. She curses “Hie thee to hell for shame…there thy kingdom is”, referencing religious imagery to maintain a position of divine justice and foreshadow the consequences of Richard’s Machiavellian duplicity. What is the importance of this for the audience? What does it show us about integrity? Due to the 20th century departure from Elizabethan providentialism, Pacino focusses on the integrity of his dramatic interpretation of the original text. I think a more comparative way of expressing that is possible, add a joining word, it feels like a whole new paragraph otherwise.  The stream of consciousness docudrama form empowers Pacino to imbue his work with his own contemporary values in order to “make Shakespeare accessible to…people in the street,” This is evident in the intertextual reference to ‘The Tempest,’: ‘Our revels now are ended. These our actors…’ Great. The accompanying panning shot of a Renaissance cathedral cutting to an establishing shot of urban New York foreshadows Pacino’s interpretation of the original play in his contemporary, postmodern world. Furthermore, his use of cinema veritae and impromptu vox populi display the scepticism about the relevance of Shakespeare’s plays from the secular society describing Shakespeare as “boring”. I think you need to be linking more specifically to integrity here. The different approach is absolutely great, but the link needs to be more obvious. However, Pacino returns to the African- American man because his values counter the negative responses and align with Pacino’s belief that “We should speak like Shakespeare …He did more than help us. He instructs us.’ The low angle, close up shot of his face emphasises the significance of his message in conveying the moral legacy of Shakespeare’s works that have been lost in the modern world. Thus, integrity is central to both the characterisation in ‘Richard III’ as well as the editorial process in the docudrama ‘Looking for Richard’. I like this paragraph!! I think your links to integrity need to be more obvious in the latter half, and on the whole, the analysis here wasn't as powerful as in the initial paragraphs!

Shakespeare’s play ‘King Richard III’ didactically reinforces to his theocentric audience, the consequences of challenging the divine order and providentialism. Try to start your conclusions conceptually just like your Thesis! Similarly, Pacino’s docudrama ‘Looking for Richard’ extends these inherent ideals of Shakespeare’s legacy to engage his secular and postmodern society. A comparative study of both texts against their respective time periods allows the responder to gain a deeper insight into how different social paradigms influences the form and the universal values of integrity, the pursuit and transience of power. Excellent conclusion! A more conceptual start would make it shine  ;D

This is a really powerful essay Angie, absolutely stellar stuff. You have some incredible analysis here, some wonderful concepts, excellent structure and wonderful links to the module, fantastic work!  ;D

I would say your issue is consistency! You have some amazing analysis, but then some places it turns into retell. Some wonderful concepts that are well structured, but in some places the concept doesn't carry through the paragraph. Essentially, there are parts of this essay that are 20/20 awesome, then others that aren't so much!

Some things to look at:
- Ensure that all analysis is technique focused: How does the technique communicate a concept? Don't tell me what happens in the text, that's retell and not as powerful as the more analytical approach
- Ensure that you are linking to the audience consistently (you only miss this on a couple of occasions)
- Ensure that your Thesis/topic statements make sense, your first two are a little messy expression wise (the Thesis, for example, you take a conceptual approach but link to the audience, doesn't quite make sense)
- Ensure your topics resonate through your paragraphs (are you still discussing what you said you'd discuss?)
- In general, ensure all points are expressed clearly and succinctly, which you already do really really well  :)

Of course, let me know if you need any of this clarified, but you can already do all of these things! It's all there! I'm just looking for it to be done more consistently. The retell thing is the most prominent issue, and I've tried to mark as many places as I could where I spotted it. Remember, if you are giving me a plot detail, then there is a good chance it is retell  ;D

Super amazing work here Angie, you should be super happy with this essay  ;D

THANK YOU SO MUCH JAMON!! :) You are incredible and i am so grateful for all your help. This gives me much more confidence going into trials on monday

kassidyfisher

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Re: English Advanced Essay Marking (Modules Only)
« Reply #473 on: July 29, 2016, 09:45:26 pm »
Hello!
I am struggling to lift my Module B Essay to the A range (recently did it in an in class and got 16/20)
I was hoping for someone to give me some advice on how to improve it?
It is a general essay, it was written for a specific question but now i am making it slightly more general to adapt it to more questions. I also need help with cutting the wordcount down a bit  8)
Thankyou for any advice :)

****
Spoiler
The art of persuasion is a force that can inspire, spark change and invigorate an audience's inner humanity through hope and compassion.The movement from apathy to compassion through a reinvigorated hope for social unity and new conceptions of humanity underscores the speeches of both Paul Keating, ‘Redfern Speech’  and Doris Lessing’ “On Not Winning The Nobel Prize’, who both similarly confront vast discrepancies in opportunity and justice in different societies through potent rhetoric to appeal to their audiences’ inner humanity. Both Keating and Lessing have been inspired by cultural injustices they have witnessed, Keating by Aboriginal assimilation and Lessing by the horrible conditions of poverty in the third world, utilising rhetoric to evoke deeper insight into humanity.

Orators employ politically driven rhetoric to overcome social division and inspire an emotional shift in the movement towards a more hopeful vision of unity. Within the opening of Keating’s 1992 speech, he attempts to unify a divided Australian audience, offering a hopeful vision of reconciliation to the indigenous population of Redfern, through encouraging them to accept collective responsibility for past injustices of the derisive agenda’s of cultural assimilation. Keating addresses the division in his immediate audience in relation to issues of reconciliation, anticipating and addressing it by evoking a shared responsibility before offering his proleptic hopeful vision.  Critic Tom Clark conveys the resonating importance of Keating’s speech as it “invokes a curiously empowering version of the 'us-and-them' narrative framework underpinning the Indigenous reconciliation project in Australia.”  Keating utilises unifying high modality language in the exordium of his speech, “we have committed ourselves to succeeding in the test which so far we have failed.” This admission of failure by Keating appeals to the emotions of his audience, and establishes pathos, as the binary opposition of success and failure provokes consideration of the importance of needing hope in order to attain his vision. Keating utilises rhetorical questions to challenge the audience to consider the horrid treatment of the Indigenous Australians, “We failed to ask-how would I feel if this was done to me?”, to evoke empathy and compassion within his indigenous audience, something that is still relevant to today’s divided political climate, where there is still a division between Indigenous and Non-Indigenous Australians. Through Keating’s use of rhetoric, he offers a unified future to a segregated nation, highlighting the importance of hope in order to attain reconciliation.

Keating creates a sense of unity to move his audience towards compassion to achieve his hopeful vision of new reconciled relationship with Indigenous Australians, and attain an equitable future, through powerful, emotive rhetoric. Keating’s hope for a renewed partnership with Aboriginals still resonates with a contemporary australian audience, as the values of unity, compassion and justice remain heavily ingrained within our natural culture.Through the high modality language, “Mabo is an historic decision – we can make it an historic turning point, the basis of a new relationship between indigenous and non-Aboriginal Australians,” Keating attempts to utilise the High Court Mabo decision to create momentum in the reconciliation movement and act as a catalyst for a hopeful unified future .Keating inspires his listeners to empathise with the injustice of Aboriginals to promote compassion and appeal to pathos, with the use of anaphora, “Imagine if non-Aboriginal Australians had served their country in peace and war and were then ignored in history books.”The first person subjective voice, “Guilt is not a very constructive emotion. I think what we need to do is open our hearts a bit. All of us.”, persuades his audience through the personal response to inspire a movement from guilt to compassion in order to move towards reconciliation.  Keating provokes a need for hope within his audience in order to transition from apathy and animosity towards inspired compassion, reinforcing that acceptance of Indigenous Australians remained important to the Australian government.

Similar to Keating, Lessing inspires hope within her educated audience in order to provoke a broadened conception of humanity that encompassess the identities of the opressed. Lessing speech ‘on not winning the nobel prize’ delivered at the Nobel lecture in 2007 to a highly educated audience, explores the limited understanding that individuals possess about the injustices of people living in the third world, attempting to inspire appreciation of the privileges of western civilisation. Lessing's metaphor, “I am standing in a doorway looking through clouds of blowing dust,”  metaphorically highlighting the western world's moral blindness and ignorance about the lack of opportunities and education that is taken for granted by Lessing’s audience. Lessing uses an ironic tone, “I do not think many of the pupils of this school will get prizes,” to highlight the injustice of those living in poverty and to evoke empathy for those who don’t possess the educational opportunities of the west, inspiring an emotional transition. Lessing uses the rhetorical question, “Is it really so impossible for these privileged students to imagine such bare poverty?” to incite a shift in perspective within her audience and align her audiences privileged values to Lessing’s more compassionate and understanding one's, inspiring hope for a more understanding definition of humanity.

Lessing attempts to inspire hope through her use of rhetoric in order to advocate for a more globalised perspective of the world, and provoke a deeper understanding of the underlying truths of humanity, thus shaping her optimistic vision as a force for social awakening and equalising opportunities. Lessing uses her role as a storyteller and writer of fiction to reinvigorate compassion and inspire individuals to appreciate repressed voices of those in the third world, employing high modality, “It is the storyteller, the dream-maker, the myth-maker, that is our phoenix, that represents us at our best, at our most creative”. Here, Lessing metaphorically portrays fiction as a vehicle for social rebirth, attempting to engender a strong sense of hope in the audience. Lessing utilises collective language, “We are a jaded lot, we in our threatened world… But we may want to restore some words that have lost their potency” to highlight to her educated audience that everyone must restore potency to words, implying that language can inspire change and offer hope to transcend ignorance. Lessing revives the motif of the dust, “The poor girl trudging through the dust, dreaming of an education for her children, do we think that we are better than she is?”, establishing pathos and reflects Lessing’s aspiration to redefine our ideologies of humanity, in order to gain equality and harmony. Lessing's closing emotive language, “I think it is that girl, and the women who were talking about books an education when they had not eaten for three days, that may yet define us,” expresses her hope, that through her speech, her audience will be enlightened to the transformative powers of literature and new definitions of humanity and her ultimate desires for equal opportunity can be shared collectively. Lessing’s speech still resonates with us today, as these discrepancies between class and educational opportunities are still very much a part of western society.

Hope is a crucial human aspiration in facilitating the transition from apathy towards complacency, sparking inspired acts of compassion and a heightened collective responsibility for the injustices and inequality pervading our world. Both Paul Keating and Doris Lessing evoke potent emotional transition within their audience when confronted with social injustice and division.








« Last Edit: July 29, 2016, 10:11:08 pm by jamonwindeyer »

jamonwindeyer

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Re: English Advanced Essay Marking (Modules Only)
« Reply #474 on: July 29, 2016, 10:04:08 pm »
Hello!
I am struggling to lift my Module B Essay to the A range (recently did it in an in class and got 16/20)
I was hoping for someone to give me some advice on how to improve it?
It is a general essay, it was written for a specific question but now i am making it slightly more general to adapt it to more questions. I also need help with cutting the wordcount down a bit  8)
Thankyou for any advice :)

Hey there! Thanks for posting your essays, welcome to the forums!! Be sure to let me know if you need anything ;D

Unfortunately you have not met the posting requirements to receive feedback. We have a post exchange policy in place to make sure the service doesn't get too clogged (essay marking rules available here). It is 15 posts per essay,  so if you hang around the forums for a bit, ask a few questions and have a chat (make your first post here if you like), then you'll get there really quick! Just let me know when you reach the post count, thanks in advance!  ;D
« Last Edit: August 01, 2016, 09:29:58 pm by jamonwindeyer »

Aliceyyy98

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Re: English Advanced Essay Marking (Modules Only)
« Reply #475 on: July 29, 2016, 11:45:13 pm »
Hi!

Not sure if I am qualified to post another essay under the new policy, please tell me if i'm not :) But here is my module B essay on Hamlet. My teacher's comments before I edited this was too cluttered, too many quotes and examples which obscures meaning and loses cohesion. Also showing the cultural significance of the text instead of stating :) Trials is around the corner, would be great if you could help me out :D

Cheers heaps

jamonwindeyer

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Re: English Advanced Essay Marking (Modules Only)
« Reply #476 on: July 30, 2016, 12:21:55 am »
Hi!

Not sure if I am qualified to post another essay under the new policy, please tell me if i'm not :) But here is my module B essay on Hamlet. My teacher's comments before I edited this was too cluttered, too many quotes and examples which obscures meaning and loses cohesion. Also showing the cultural significance of the text instead of stating :) Trials is around the corner, would be great if you could help me out :D

Cheers heaps

You definitely qualify! Expect feedback over the weekend  ;D

jamonwindeyer

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Re: English Advanced Essay Marking (Modules Only)
« Reply #477 on: July 31, 2016, 03:12:40 pm »
Hi!
Not sure if I am qualified to post another essay under the new policy, please tell me if i'm not :) But here is my module B essay on Hamlet. My teacher's comments before I edited this was too cluttered, too many quotes and examples which obscures meaning and loses cohesion. Also showing the cultural significance of the text instead of stating :) Trials is around the corner, would be great if you could help me out :D
Cheers heaps

Hey Alice! Sorry I had planned to do this last night, time got away from me, ahaha  ;D

Essay is attached with comments throughout:

Spoiler
Hamlet is a multidimensional play that displays intricacies of the human experience, which permeate the society of Elizabethan England and hold continuing relevance and significance to modern audiences. This is a great introduction, though I still think the first sentence should be conceptual. Bringing in the text later and basing your Thesis on the concepts to be explored places the focus on the conceptual (where it should be). That said, since you aren't responding to a question, that can come later. Through the form of a revenge tragedy, Shakespeare examines Hamlet’s moral dilemma as he struggles to interpret truth from the rampant corruption and deception that besets his world. Ultimately, the ubiquitous corruption deprives Hamlet of his moral code and instigates him to accept mortality as inevitable. Good conceptual run down, but too text focused, you are telling what Hamlet learns and how the character develops, but what does this show the audience about your concept? Hamlet’s reflection on the inherent complexity of the human existence crafts a play that deserves its place in the literary canon. Good evaluative end there. Good intro! Just needs a more conceptual undertone, give us a REASON that you are discussing the text (what is it teaching us).

Pervasive corruption in a duplicitous world results in a sense of disillusionment. Great start, I'm missing something that links this idea to the text though, like "Such is portrayed in Shakespeare's Hamlet, where _________." The play opens with a question “Who’s there”, which immediately evokes tension and introduces the disturbance of the Great Chain of Being in Elsinore. Act 1 Scene 2 establishes the notion of verisimilitude through exploring the artifice of characters. The discrepancy between Claudius’ public and private personas is illustrated in his inaugural speech “mirth in funeral and dirge in marriage”. Technique? The paradox highlights the difficulty of attaining truth amidst a world of deceit. This is supported by Hamlet’s “inky cloak” as he mourns solitarily in the court; the black costuming denotes Hamlet’s melancholy and inability to gain epistemic truth. In the soliloquy “O that this too too solid flesh would melt”, the dominant motif of disease and decay, such as “solid”, “unweeded garden”, “rank and gross in nature”, reflects the fertile overgrowth of deception which Hamlet struggles to resist. There is some really great analysis going on here, but it is being presented in a very text focused way. You need to be connecting this to Shakespeare's choices as a composer; you MUST be mentioning him often. The pessimistic tone emphasises Hamlet’s disillusionment when deciphering the boundaries between truth and deceit, as he “knows not ‘seems’”. That quote inclusion seems a little forced at the end there, doesn't quite make sense. Shakespeare’s repeated reference to “pictures”, “seeing” and “seeming” highlights the encompassing inconsistency between appearance and reality and the dissolution of honesty in Elsinore. Technique? This stems from the uncertainty in Elizabethan England, which is derived from the ambiguity of inheritance following Queen Elizabeth’s rule. Through highlighting the dichotomy between truth and pretence, Shakespeare comments on the duality of humanity, which is relevant to any context. This is a great paragraph with some good analysis, but it is missing the element of the composer, the fact that these things aren't just happening, Shakespeare is portraying them. You'll need to be evaluating these compositional choices more frequently, and further, linking them to what we learn as an audience. The text focused approach, "this is the text and this is what it represents," is a good starting point, but extrapolating it will raise your sophistication!

The inability to ascertain truth culminates in moral ambiguity and internal conflict. Act 2 Scene 2 examines Hamlet’s quandary as he is thrust into a world of uncertainty which spurs his consequent inability to execute vengeance. Retell. Hamlet’s soliloquy “O what a rogue and peasant slave am I!” discloses his inner turmoil as he rhetorically questions his inability to act “am I a coward?” “Who calls me villain?” Again, not Hamlet's rhetorical question, Shakespeare's! Further, what does this show the audience about moral ambiguity? Furthermore, he describes himself as a “dull and muddy-mettled rascal”. Retell, technique? The self-deprecation is indicative of Hamlet deriding himself for his hesitation and lack of courage. The visual description of “muddy” symbolises the lack of clarity in his mind. Furthermore, the accumulative listing “remorseless, treacherous, lecherous, kindless villain!”, as Hamlet ruminates on Claudius’ “most foul and unnatural murder”, reiterates his despair for being unequal to the task assigned to him. What does this show the audience? He is caught between his medieval chivalry values as an avenger and a Renaissance Humanist who embodies qualities of Christian morality. This is illustrated in the praying scene, where Claudius is attempting to seek absolution for his “offence so rank it smells to heaven”, which draws upon the sustained imagery of decay and degeneration. Retell. Hamlet fails to murder Claudius, “and now I’ll do’t – and so a goes to heaven, and so am I revenged. That would be scanned.” Retell. The fragmented sentence structure delves into Hamlet’s moral strife. As the audience is shown ______. It has been predetermined that he avenges his deceased father, yet his Christian morals prevent him from sending Claudius to heaven. The repetition of “or” in his speech “or in his rage, or in th’incestuous pleasure…or about some act…” further reiterates Hamlet’s indecisiveness and uncertainty. Through the characterization of Hamlet as a morally conflicted individual, Shakespeare explores how mankind is susceptible to corruption and deception, creating a text that continues to be valued today. Same comments as above. Good ideas, just very text focused, this paragraph verges on textual retell a little more than the first.

The acknowledgement of the inevitability of death and complexity of mortality offers an insight into the impact corruption has on an individual. I really love your Thesis statements, really clever and really powerful. In Act 5 Scene 1, Hamlet relinquishes his Renaissance values as he is overwhelmed by the corruption in his world. The anaphora of “Alexander died, Alexander was buried, Alexander returneth to dust” emphasises that Hamlet has reached the conclusion that all humans will eventually die and be reduced down to the same indistinguishable dust. See examples below. His acceptance of mortality is a core Humanist ideal that continues to resonate amongst modern audiences. Good connection. The word “dust”, similar to Hamlet’s earlier reference to humanity as the “quintessence of dust”, reinforces the futility in life that inevitably ends in death. Good. While Hamlet observes the gravedigger, he utilises the religious allusion to the “first murder” in “that skull had a tongue in it … as if it were Cain’s jawbone” to demonstrate the innate corruption that lies at the core of humanity. Shakespeare does this! When Hamlet eventually takes action, in Act 5 Scene 2, he switches his mode of speech and begins to refer to himself in third person “Was’t Hamlet wronged Laertes? Never Hamlet.” Retell. This contrasts with his previous obsession of “I”, “I’ve done you wrong”. This indicates that it is only through the abandonment of self-identity and moral values that Hamlet is able to enact the revenge which divine providence demands of him. His tone of reconciliation in his conversation with Horatio “if it be now, ‘tis not to come…” illustrates his acceptance of the lack of control man has over his life. Moreover, his succinct declaration “let be” reveals to audiences that he has lost his moral values to the oppressing corruption that surround him. In dramatizing the permanence of mortality, Shakespeare is able to create literature which resonates amongst audiences despite contextual differences, as death is a fundamental human concept. This paragraph has some crazy good ideas and comes closer to the more conceptual approach I need, but not quite.

Hamlet’s inability to reconcile his moral compass in a world devoid of honesty and truth causes him to contemplate on the nature of his existence. Through Hamlet, Shakespeare is exploring concerns that span the entire spectrum of humanity, which resounds with the contemporary audience and prolongs the play’s enduring worth. Try adding a bit more depth here. Remember, you'll need to evaluate the text (critical study), and also, re-state the ideas you explored throughout the essay (very quickly).

This essay has some absolutely golden nuggets of conceptual stuff in there Alice, you've considered the issues at play very carefully, and that has resulted in a well structured essay with excellent concepts. Definitely not cluttered, your ideas are clear, so well done there. I do think you could do a bit more with the context of the play, and thus explore its cultural significance, but what you have done is effective so excellent work there!

I would have two main recommendations for improvement. First of all, shifting yourself away from the text. Right now, you are bordering the line between analysis and textual retell; you are analysing in a very text focused way. Hamlet does this, this is the technique, and this is what it represents. I'm looking for a more composer based approach, and indeed, that is what is required in this module. Be sure to relate all choices back to Shakespeare, Hamlet is just Shakespeare's puppet. He says what Shakespeare wants him to say, NEVER attribute a technique to a character, it is all the composer.

Shedding the unnecessary plot details concerning Hamlet the character allows us to raise our sophistication. Create stronger links to the audience. Let's take an example!

We can take this:

The anaphora of “Alexander died, Alexander was buried, Alexander returneth to dust” emphasises that Hamlet has reached the conclusion that all humans will eventually die and be reduced down to the same indistinguishable dust.

And turn it into:

Shakespeare's use of anaphora accentuates the frailty of the human condition and allows us to consider the impact on our own individuality, as we are effectively presented the penultimate conclusion of “Alexander died, Alexander was buried, Alexander returneth to dust.”

I added a few ideas here, hence why it is longer, but notice that I've attributed to Shakespeare, I've EVALUATED how well the technique worked (critical study), and I don't bother about mentioning Hamlet because he isn't important. He is the puppet. Shakespeare used a technique and presented an idea to the audience, done and dusted  :D

My second recommendation is simpler: Evaluate. This is the Critical Study module, you need to be evaluating the decisions made by Shakespeare. It's all about textual integrity: How well has Shakespeare brought together contextual influences, techniques, conceptual ideas and audience considerations into a text that actually does what it sought out to do?

Your evaluation will simply be threaded throughout the response. My 'effectively' in the example above is one way; adverbs throughout will get the job done as long as you make the judgements a more integral part of your introduction, conclusion and topic sentences. Just be sure that you are making that evaluation  ;D

A great essay with brilliant ideas Alice, just cut and polish at this point  ;D

Aliceyyy98

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Re: English Advanced Essay Marking (Modules Only)
« Reply #478 on: July 31, 2016, 05:10:02 pm »
Hey Alice! Sorry I had planned to do this last night, time got away from me, ahaha  ;D

Essay is attached with comments throughout:

Spoiler
Hamlet is a multidimensional play that displays intricacies of the human experience, which permeate the society of Elizabethan England and hold continuing relevance and significance to modern audiences. This is a great introduction, though I still think the first sentence should be conceptual. Bringing in the text later and basing your Thesis on the concepts to be explored places the focus on the conceptual (where it should be). That said, since you aren't responding to a question, that can come later. Through the form of a revenge tragedy, Shakespeare examines Hamlet’s moral dilemma as he struggles to interpret truth from the rampant corruption and deception that besets his world. Ultimately, the ubiquitous corruption deprives Hamlet of his moral code and instigates him to accept mortality as inevitable. Good conceptual run down, but too text focused, you are telling what Hamlet learns and how the character develops, but what does this show the audience about your concept? Hamlet’s reflection on the inherent complexity of the human existence crafts a play that deserves its place in the literary canon. Good evaluative end there. Good intro! Just needs a more conceptual undertone, give us a REASON that you are discussing the text (what is it teaching us).

Pervasive corruption in a duplicitous world results in a sense of disillusionment. Great start, I'm missing something that links this idea to the text though, like "Such is portrayed in Shakespeare's Hamlet, where _________." The play opens with a question “Who’s there”, which immediately evokes tension and introduces the disturbance of the Great Chain of Being in Elsinore. Act 1 Scene 2 establishes the notion of verisimilitude through exploring the artifice of characters. The discrepancy between Claudius’ public and private personas is illustrated in his inaugural speech “mirth in funeral and dirge in marriage”. Technique? The paradox highlights the difficulty of attaining truth amidst a world of deceit. This is supported by Hamlet’s “inky cloak” as he mourns solitarily in the court; the black costuming denotes Hamlet’s melancholy and inability to gain epistemic truth. In the soliloquy “O that this too too solid flesh would melt”, the dominant motif of disease and decay, such as “solid”, “unweeded garden”, “rank and gross in nature”, reflects the fertile overgrowth of deception which Hamlet struggles to resist. There is some really great analysis going on here, but it is being presented in a very text focused way. You need to be connecting this to Shakespeare's choices as a composer; you MUST be mentioning him often. The pessimistic tone emphasises Hamlet’s disillusionment when deciphering the boundaries between truth and deceit, as he “knows not ‘seems’”. That quote inclusion seems a little forced at the end there, doesn't quite make sense. Shakespeare’s repeated reference to “pictures”, “seeing” and “seeming” highlights the encompassing inconsistency between appearance and reality and the dissolution of honesty in Elsinore. Technique? This stems from the uncertainty in Elizabethan England, which is derived from the ambiguity of inheritance following Queen Elizabeth’s rule. Through highlighting the dichotomy between truth and pretence, Shakespeare comments on the duality of humanity, which is relevant to any context. This is a great paragraph with some good analysis, but it is missing the element of the composer, the fact that these things aren't just happening, Shakespeare is portraying them. You'll need to be evaluating these compositional choices more frequently, and further, linking them to what we learn as an audience. The text focused approach, "this is the text and this is what it represents," is a good starting point, but extrapolating it will raise your sophistication!

The inability to ascertain truth culminates in moral ambiguity and internal conflict. Act 2 Scene 2 examines Hamlet’s quandary as he is thrust into a world of uncertainty which spurs his consequent inability to execute vengeance. Retell. Hamlet’s soliloquy “O what a rogue and peasant slave am I!” discloses his inner turmoil as he rhetorically questions his inability to act “am I a coward?” “Who calls me villain?” Again, not Hamlet's rhetorical question, Shakespeare's! Further, what does this show the audience about moral ambiguity? Furthermore, he describes himself as a “dull and muddy-mettled rascal”. Retell, technique? The self-deprecation is indicative of Hamlet deriding himself for his hesitation and lack of courage. The visual description of “muddy” symbolises the lack of clarity in his mind. Furthermore, the accumulative listing “remorseless, treacherous, lecherous, kindless villain!”, as Hamlet ruminates on Claudius’ “most foul and unnatural murder”, reiterates his despair for being unequal to the task assigned to him. What does this show the audience? He is caught between his medieval chivalry values as an avenger and a Renaissance Humanist who embodies qualities of Christian morality. This is illustrated in the praying scene, where Claudius is attempting to seek absolution for his “offence so rank it smells to heaven”, which draws upon the sustained imagery of decay and degeneration. Retell. Hamlet fails to murder Claudius, “and now I’ll do’t – and so a goes to heaven, and so am I revenged. That would be scanned.” Retell. The fragmented sentence structure delves into Hamlet’s moral strife. As the audience is shown ______. It has been predetermined that he avenges his deceased father, yet his Christian morals prevent him from sending Claudius to heaven. The repetition of “or” in his speech “or in his rage, or in th’incestuous pleasure…or about some act…” further reiterates Hamlet’s indecisiveness and uncertainty. Through the characterization of Hamlet as a morally conflicted individual, Shakespeare explores how mankind is susceptible to corruption and deception, creating a text that continues to be valued today. Same comments as above. Good ideas, just very text focused, this paragraph verges on textual retell a little more than the first.

The acknowledgement of the inevitability of death and complexity of mortality offers an insight into the impact corruption has on an individual. I really love your Thesis statements, really clever and really powerful. In Act 5 Scene 1, Hamlet relinquishes his Renaissance values as he is overwhelmed by the corruption in his world. The anaphora of “Alexander died, Alexander was buried, Alexander returneth to dust” emphasises that Hamlet has reached the conclusion that all humans will eventually die and be reduced down to the same indistinguishable dust. See examples below. His acceptance of mortality is a core Humanist ideal that continues to resonate amongst modern audiences. Good connection. The word “dust”, similar to Hamlet’s earlier reference to humanity as the “quintessence of dust”, reinforces the futility in life that inevitably ends in death. Good. While Hamlet observes the gravedigger, he utilises the religious allusion to the “first murder” in “that skull had a tongue in it … as if it were Cain’s jawbone” to demonstrate the innate corruption that lies at the core of humanity. Shakespeare does this! When Hamlet eventually takes action, in Act 5 Scene 2, he switches his mode of speech and begins to refer to himself in third person “Was’t Hamlet wronged Laertes? Never Hamlet.” Retell. This contrasts with his previous obsession of “I”, “I’ve done you wrong”. This indicates that it is only through the abandonment of self-identity and moral values that Hamlet is able to enact the revenge which divine providence demands of him. His tone of reconciliation in his conversation with Horatio “if it be now, ‘tis not to come…” illustrates his acceptance of the lack of control man has over his life. Moreover, his succinct declaration “let be” reveals to audiences that he has lost his moral values to the oppressing corruption that surround him. In dramatizing the permanence of mortality, Shakespeare is able to create literature which resonates amongst audiences despite contextual differences, as death is a fundamental human concept. This paragraph has some crazy good ideas and comes closer to the more conceptual approach I need, but not quite.

Hamlet’s inability to reconcile his moral compass in a world devoid of honesty and truth causes him to contemplate on the nature of his existence. Through Hamlet, Shakespeare is exploring concerns that span the entire spectrum of humanity, which resounds with the contemporary audience and prolongs the play’s enduring worth. Try adding a bit more depth here. Remember, you'll need to evaluate the text (critical study), and also, re-state the ideas you explored throughout the essay (very quickly).

This essay has some absolutely golden nuggets of conceptual stuff in there Alice, you've considered the issues at play very carefully, and that has resulted in a well structured essay with excellent concepts. Definitely not cluttered, your ideas are clear, so well done there. I do think you could do a bit more with the context of the play, and thus explore its cultural significance, but what you have done is effective so excellent work there!

I would have two main recommendations for improvement. First of all, shifting yourself away from the text. Right now, you are bordering the line between analysis and textual retell; you are analysing in a very text focused way. Hamlet does this, this is the technique, and this is what it represents. I'm looking for a more composer based approach, and indeed, that is what is required in this module. Be sure to relate all choices back to Shakespeare, Hamlet is just Shakespeare's puppet. He says what Shakespeare wants him to say, NEVER attribute a technique to a character, it is all the composer.

Shedding the unnecessary plot details concerning Hamlet the character allows us to raise our sophistication. Create stronger links to the audience. Let's take an example!

We can take this:

The anaphora of “Alexander died, Alexander was buried, Alexander returneth to dust” emphasises that Hamlet has reached the conclusion that all humans will eventually die and be reduced down to the same indistinguishable dust.

And turn it into:

Shakespeare's use of anaphora accentuates the frailty of the human condition and allows us to consider the impact on our own individuality, as we are effectively presented the penultimate conclusion of “Alexander died, Alexander was buried, Alexander returneth to dust.”

I added a few ideas here, hence why it is longer, but notice that I've attributed to Shakespeare, I've EVALUATED how well the technique worked (critical study), and I don't bother about mentioning Hamlet because he isn't important. He is the puppet. Shakespeare used a technique and presented an idea to the audience, done and dusted  :D

My second recommendation is simpler: Evaluate. This is the Critical Study module, you need to be evaluating the decisions made by Shakespeare. It's all about textual integrity: How well has Shakespeare brought together contextual influences, techniques, conceptual ideas and audience considerations into a text that actually does what it sought out to do?

Your evaluation will simply be threaded throughout the response. My 'effectively' in the example above is one way; adverbs throughout will get the job done as long as you make the judgements a more integral part of your introduction, conclusion and topic sentences. Just be sure that you are making that evaluation  ;D

A great essay with brilliant ideas Alice, just cut and polish at this point  ;D

Thank you Jamon!! For some reason my teacher really doesn't like adverbs, i did put them in my original essay and my teacher said they are really awkward and unnecessary so i had to take them out which makes life confusing. Because i hear a lot of ppl saying that we hav to put a personal voice and judgment, my teacher seem to disagree :( is there any other way of evaluating or should i just add it in for HSC but leave it for trials? Thanks so much as always!!

jamonwindeyer

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Re: English Advanced Essay Marking (Modules Only)
« Reply #479 on: July 31, 2016, 07:06:38 pm »
Thank you Jamon!! For some reason my teacher really doesn't like adverbs, i did put them in my original essay and my teacher said they are really awkward and unnecessary so i had to take them out which makes life confusing. Because i hear a lot of ppl saying that we hav to put a personal voice and judgment, my teacher seem to disagree :( is there any other way of evaluating or should i just add it in for HSC but leave it for trials? Thanks so much as always!!

Oh! Okay, so just to clarify, they disagree with something like:

Shakespeare's use of figurative language effectively demonstrates the complexity of human behaviour.

 :o