Hey!
I was just wondering how important you guys think it is to explain the plot of your set and related text (especially in AoS!) I feel like I often waste time waffling about the context of my quote or point, but I'm not sure how else to cut that down and still make my point clear. Can we assume the markers know our texts inside out?
Thank you! 
Hello! This is a really valuable question - I'm surprised it hasn't been asked before! But, I know it is a really common problem people face, trying to find the balance between providing enough for a marker to understand what's happening in your related text. Essentially, for the prescribed text, don't worry about setting the scene so much. Markers will have a knowledge of the context of each text that's solid enough to make sure what you says, makes sense, without having to go into too much waffle. Depending on the nature of the text, there are a number of ways to do this.
I mean, for Shakespeare's texts, every marker knows Shakespeare. It's more important to provide the context for Shakespeare in Module A than it is for Area of Study. The reason being, Module A is a comparative module, in order to compare two texts you have to compare their contexts. Whereas in Area of Study, you're view point is that you are someone who has formulated a thesis on discovery, and you are using the scenario of the texts to show how that discovery is lived out. I mean, if a particular technique gives itself to providing context, then why not. Hypothetically, if you are discussing the use of a soliloquy, you would point out that the text was intended for an Elizabethan audience, in the Globe threatre, etc, etc. Because that enhances how the audience would perceive the discovery. But, you cannot lose track of that module being about discovery and not about texts.
As for non-Shakespearean, it works a little different. You need to practice being succinct with your words, and give the context no more than a sentence in total. Then, as you go through the essay, you can drop little comma splices in with some contextual detailing.
Here is an example of how I analysed my AOS prescribed text, while also giving some context. I made the context part of the analysis:
The evolution of human perceptivity may begin in an environment that stimulates new experiences with the potential to impel discoveries. O’Mahoney’s documentary opens with archival footage of Australian television reporting on the issue of asylum seekers, involving prejudices and opinion. The purpose of this is twofold. The archival footage gives contextual information to a responder about the circumstance that stimulates the necessity of discovery, but also makes this particular issue appear grounded in reality. Each participant is introduced through indirect interviews and they each hold some form of political or ideological stance. Jump cutting between participants reveals how each of their opinions conflict. This juxtaposition reflects a cross section of society. This way a responder may be able to identify with a participant and experience the discovery as it occurs.So you see I talk about the prejudice, and the topic of asylum seekers. Done - that's all the marker needs to know of my plot.
As for my prescribed text...It was set in Australia in an unidentified year, in an unidentified state or town, it was about a girl who was fed up with her life and the banality of it and longed for change. A man enters her regular environment: her parent's newsagency. He is Pakistani, which her dad would hate, but he gives her hope to find a new life and step out.
Racial prejudice is also a platform for discovery in Distant Lands. “The girl they call Fat Maz” is reminded of the regularity of her day as the greyhound bus passes daily “going North to the city.” The bus is a metaphor for the banality of routine in her life, thus describing the situation that has stimulated her consequent discovery. Furthermore, the bus going to the city indicates that she lives in the country, stereotypically sheltered from the modern acceptance stimulated in metropolitan areas. The introduction of a Pakistani character encourages the protagonist to fear that if her racist father knew, “he would have thrown him out.” Both Fat Maz and the participants of Go Back To Where You Came From are sheltered and unchallenged in their Australian environment, thus the foundation of their growth as individuals and the platform for discovery is revealed.This is an essay that has three paragraphs devoted to each text, detailing the different stages of discovery, so that's why this paragraph is about the place that discovery is fertilised.
So essentially, it is about finding ways to integrate the context or scene into your analysis. Markers are smart people, they will catch on or connect the dots. But remember, your analysis of the texts outweighs your explanation of the context!
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Topic: English Advanced Question Thread (Read 1553467 times)