English Advanced Question Thread

[jamonwindeyer]

Hey there! My English Half Yearly's are almost upon me and I'm having trouble writing essays (big surprise there - it's not like the majority of us struggles with essay writing...nooooo.... sarcasm intended). So I guess that my 2 main questions are:
- How to develop your thesis for Module C essays? Does context have to be incorporated along with your texts in the opening sentence? I'm doing 'The Hours' and "Mrs Dalloway' by the way.
- What is the structure of a body paragraph? Is it the topic sentence followed by elaboration of how context influences social paradigms etc. What makes up an analysis? Do techniques HAVE to be utilised? This is also in relation to Module C. Pls help! For the sake of my sanity!  Thanks!!

Welcome to the forums! Love your username

Since you are having some trouble with Module C, let me link you this guide on writing a Module C essay! It covers a few things, particularly what should be in your Thesis! Essentially, Module C is about representation and how it shapes meaning for the audience. It's about how the composers choices influence perspective!

So to answer a few of those smaller questions though:
- Context doesn't need to (and shouldn't) appear in your Thesis, and neither should your texts (in most cases). Opening sentences should focus on the Module - So in this case, a comment on how representation influences meaning, only then progressing to themes, texts and contextual influences. This isn't the only way to do it but this is how I did it
- Body paragraph structure is an opening sentence (or multiple) establishing an idea and linking to your thesis, analysis of how the text represents that idea, and then a conclusion. Even slight variations will have those three pieces.
- Analysis = TEA (Technique, Effect, Audience Impact) - Those are three key elements. When you can, integrating context is good too!
- Techniques are the most important part of a Module C essay - It's about representation, meaning techniques!

Let me know if you'd like me to clarify any of these things for you!! Best of luck for your exams, and hope to see you more around the forums!

[jamonwindeyer]

thx  is there a certain amount of posts we have to make to get something marked???

Right now the requirement is 15 posts, you are already there! just post it in the relevant marking thread, which if it is for AoS is here!

[jamonwindeyer]

Hello!!
I am having a little bit of trouble understanding module A.
We are doing the same texts as you - Looking for Richard and Kind Richard III
We have an essay due very shortly with the statement being:
"All texts have a use by date"
i am endeavoring to say that they don't, but may require amendments to penetrate the interest of the audience of a different context.
Am i on the right track.... and can you please help with some textual evidence to prove so??
Cheers
M...

Hey Mitch! Welcome to the forums!

I didn't study LFR and KRIII myself, but I've seen a lot of it (probably the most popular Module A combo, excusing perhaps 1984/Metropolis). It sounds like a killer Thesis to me! The fact that you've not just simply said yes or no, but extrapolated on the question further, is really cool you'd just want to pick up on things Pacino does to appeal to his audience, particularly how he uses filmic techniques (because lots of tools Pacino has, Shakespeare did NOT have!)

As for evidence, let me link you to the notes we have on these texts in the Notes section! They could give you some ideas (and Elyse might add some thoughts from her study of the texts).

I'll also link you this guide on Module A essays, just in case it can be helpful!

Hope this helps! Be sure to let us know if you have any other questions

[jamonwindeyer]

Hi,

My half yearly is in two days, and I have two essays due - one for Mod A and one for Mod B. I was sick and have missed so much school and have been unable to do school work. How would you suggest for me to memorise my essays? I've written them and got my teacher's approval but I can't memorise the entire thing !! HELP !!

Hey 17rn, welcome to the forums!

Don't stress! You'll definitely be able to get set for exams. Focus on memorising your topic sentences and your quotes - They are the two things you would want memorised if you had to choose!

Elyse also wrote an awesome guide on memorising essays for English, I bet it will help!

Best of luck with exams!! Be sure to let us know if we can help any more

[elysepopplewell]

OMG. YOU DID RICHARD. THIS IS MAGICAL!! <3

Ok so here are my concerns for MOD A
1) How do I adapt+answer to the question?

2) I've written my essay but I don't think its generic.. I was initially planning to do 3 pairs of paragraphs comparing 3 themes. Now I don't think I have time to go back and create that but if I did, what themes would you suggest to do? Keep in mind adaptability as a defining factor. Theres SO many! E.g consumerism, free will VS determination, etcccc
And I don't think my essay is generic which is really worrying, should I send it to you/ post on that essay marking page and also ask for potential thesis' if I had to adapt? So the weekend before the exam, they'll give us 3 questions and one of them will be in the test for sure. How should I prepare then? I'll create three different thesis' + analysis' and memorise that but I'd also have to know if my thesis/analysis is good.

So magical!!!!

1. Your quotes and the techniques in them will likely remain the same or at least, similar, between the different essays you could write. But the effect of these techniques and quotes needs to adjust. Even more importantly, your thesis/concepts need to adjust to be directly and uniquely approaching the question. It's not enough to follow through with your prepared thesis statement if the response to the question comes in as an after thought - it needs to be direct and unique!
2. My advice is to take the essay you have now, and apply it to past HSC/trial/half yearly questions and see how you go - that's how you'll know if it's generic or not. But in saying this, I prepared an essay I was ready to adapt to lots of things but I still don't think it was generic, it was still quite a unique essay despite being prepared. When I was seeing how well it would apply to other questions, I didn't write out my whole essay again each time, I was just able to have my essay in front of me and I'd write all over it and highlight what I'd change or add or delete in order to suit the question. I found that this was quite time effective, but if you need to re-write your essay to ensure you can adapt it then so be it! Then, when you get the three essay questions, you'll be able to do exactly what you've done already, but for real this time. So you can make sure you can adapt to all three. Your essential analysis should remain the same, you won't have COMPLETELY different essays for different questions, they'll still have your point of view, your prepared analysis, etc. I wouldn't be memorising word for word, I'd be memorising the bulk of your argument and your quotes and what not, and let the wording fall free on the day. Memorise your thesis statements for each if you're real proud of them, because they're guaranteed to get a work out (at least one of three) but it's not worth memorising (word for word) three similar but different essays. You're using your time far more effectively by focusing on memorising the parts in all three essays, and then preparing rather than memorising the rest. Does this approach make sense?

If you'd like to post your essay to the forum we'd happily help give you some thoughts and we can discuss the best way to approach the questions

[MEL7401]

hello
what technique would be in "2-4-6-8. We don’t want to integrate"
its a chant at a protest...

[grace.estelle]

Hey! Some things that you could maybe discuss (in relation to the Tempest - I'm not familiar with your related text ) include:

- Prospero's inability to look towards the future for the majority of the play, only focusing on the past (the wrongs done to him by Alonso and Antonio). He is able to speculate on future possibilities only when he forgives his transgessors, and relinquishes this intense desire for retribution. This takes the form of planning to retake his dukedom, and fulfill his ducal responsibilities.

- Miranda is constantly speculating on future possibilities throughout the play as the more inquisitive character - particularly her future with Ferdinand.

- Ariel constantly thinking about and anticipating his future freedom from servitude.

- Alonso and Antonio, when confronted by Ariel's mirage during the Banquet scene, speculate on their past wrong doings, and how these wrongdoings will be avenged in the future.

Hope this helps! It's not too detailed and obviously some points are more important than others, but hopefully it gives you a good place to start

Thank you so much for the reply! I'm a little worried now because I did a practice essay not on speculation but my ideas are not at all similar to the ones you mentioned. I focus on Prospero's discovery mainly, so do you think that I should maybe do a paragraph on Miranda or Ariel just in case my prepared ideas don't fit?

Also, with evaluating the quotes, how can I vary them without always saying "speculate on future possibilites of..."

[sudodds]

Thank you so much for the reply! I'm a little worried now because I did a practice essay not on speculation but my ideas are not at all similar to the ones you mentioned. I focus on Prospero's discovery mainly, so do you think that I should maybe do a paragraph on Miranda or Ariel just in case my prepared ideas don't fit?

Also, with evaluating the quotes, how can I vary them without always saying "speculate on future possibilites of..."

Hey Grace!
Please don't worry! Just because they don't look like my ideas doesn't mean that they are wrong! English is a subjective subject, and there are multiple (correct!) ways to interpret a text When I wrote up those ideas, I wasn't really thinking of them each being their own paragraph, just various in-text examples of speculation. I wrote my discovery essays thematically, with my topic sentences unrelated to the text, instead focusing on the broader themes and concepts under the "Discovery" umbrella. Prospero's discoveries are arguably the most important within the Tempest, so focusing mainly on him is definitely not a bad thing (I focused on him mainly within my essay and received full marks in Trials). However, practicing a paragraph on Miranda or Ariel is definitely not a bad idea - at the very least it will give you a greater understanding of the text, which is always a good thing!

I'm a little bit confused about your second question. Do you mean what are some other ways of saying "speculate on future possibilities"?

[grace.estelle]

Hey Grace!
Please don't worry! Just because they don't look like my ideas doesn't mean that they are wrong! English is a subjective subject, and there are multiple (correct!) ways to interpret a text When I wrote up those ideas, I wasn't really thinking of them each being their own paragraph, just various in-text examples of speculation. I wrote my discovery essays thematically, with my topic sentences unrelated to the text, instead focusing on the broader themes and concepts under the "Discovery" umbrella. Prospero's discoveries are arguably the most important within the Tempest, so focusing mainly on him is definitely not a bad thing (I focused on him mainly within my essay and received full marks in Trials). However, practicing a paragraph on Miranda or Ariel is definitely not a bad idea - at the very least it will give you a greater understanding of the text, which is always a good thing!

I'm a little bit confused about your second question. Do you mean what are some other ways of saying "speculate on future possibilities"?

Oooh ok sweet! Also I have this topic sentence for my third paragraph "The Tempest depicts self-discovery as a reoccurring, reflective process that initiates greater acceptance of others." If I were to make it a broader statement like you said, before introducing the text (eg. Self-discovery is often a reoccurring, reflective process that initiates greater acceptance of others") do I still have to somehow link it to the previous paragraph by saying something like 'in contrast, similarly' etc?

Yep that's what I meant - I feel that I don't really understand how to evaluate my quotes by linking to 'speculate on future possibilities'
So for example if I said "His simile “like the baseless fabric of this vision” postulates that humans are the only constants in this world, while our surroundings are simply an illusion which we can recreate through our own imaginations." Would that be an evaluation which focuses on 'speculation' since Prospero is imagining new worlds? I think I just struggle with how to explicitly link to a question on 'speculate about future possibilities' without saying the exact words of the rubric every time I introduce a quote. 

[sudodds]

Oooh ok sweet! Also I have this topic sentence for my third paragraph "The Tempest depicts self-discovery as a reoccurring, reflective process that initiates greater acceptance of others." If I were to make it a broader statement like you said, before introducing the text (eg. Self-discovery is often a reoccurring, reflective process that initiates greater acceptance of others") do I still have to somehow link it to the previous paragraph by saying something like 'in contrast, similarly' etc?

Not necessarily! If you believe that there a strong link then I don't think it would hurt, however it is by no means a necessary inclusion. I know I never linked my topic sentences in that way. The only time I would make those sort of statements is when I would introduce my related text, and discuss how that is also connected to my theme.

Yep that's what I meant - I feel that I don't really understand how to evaluate my quotes by linking to 'speculate on future possibilities'
So for example if I said "His simile “like the baseless fabric of this vision” postulates that humans are the only constants in this world, while our surroundings are simply an illusion which we can recreate through our own imaginations." Would that be an evaluation which focuses on 'speculation' since Prospero is imagining new worlds? I think I just struggle with how to explicitly link to a question on 'speculate about future possibilities' without saying the exact words of the rubric every time I introduce a quote. 

Ahh okay I get you. Honestly I think that would be enough, but granted I'm not as knowledgable on the structural stuff for english as Elyse, Jamon and Emily are. To be completely honest with you, I was someone that regularly used the same language as the question within essays  (probably because in Modern you kinda have to and I just got really used to doing it that way hahaha). Within the sentence you just gave us, I think that you are analysing enough and nothing is needed to reinforce the question. If you feel like this is a consistent problem, maybe instead of stating after every quote "this is evidence of Prospero's speculation of future possibilities," instead state something similar after the first quote, and then for ones after say something like "a similar theme is demonstrated..." or "[insert quote here] further alludes to this sense of..." etc. etc. Maybe think of some synonyms for speculate and possibilities as well??

Yeah thats all i've got really haha. Hopefully Elyse/Jamon/Emily have something a bit more helpful to add!

[bananna]

Hi!
I'm not completely understanding the word "dichotomy" or "dichotomous relationship"
could someone help me out?

thanks

[elysepopplewell]

hello
what technique would be in "2-4-6-8. We don’t want to integrate"
its a chant at a protest...

There's a rhyme at work here! I'd talk about that and the playful nature of the tone of the chant, which possibly is in contrast to the serious nature of the topic (I'm taking a guess based on the rebellion to integration).

[elysepopplewell]

Hello!!
I am having a little bit of trouble understanding module A.
We are doing the same texts as you - Looking for Richard and Kind Richard III
We have an essay due very shortly with the statement being:
"All texts have a use by date"
i am endeavoring to say that they don't, but may require amendments to penetrate the interest of the audience of a different context.
Am i on the right track.... and can you please help with some textual evidence to prove so??
Cheers
M...

Hey Mitchell! Jamon already gave some advice but I'll give some more! It's unlikely that you'd receive a question in such high modality. It's a very definitive statement! I'd be going for the same vein as you. Although I think I'd be more likely to say that texts are concepts wrapped in a medium - sometimes that fusion needs to be adjusted. The concepts transcend time, but the wrapping/form needs updating to allow an audience to penetrate. So very similar, but more about acknowledging that the ideas carry on, but the delivery adjusts. There's nothing wrong with your take on it at all, I'm just giving you another thought.

I think the very selection of what Pacino uses is an example of the core concepts remaining, but the text being re-wrapped. Pacino leaves out a lot of the boring stuff, the historical stuff that doesn't matter, and really leaves it at the bare bones of the concepts, but then gives it a little flesh with some interesting analysis. Pacino also uses humour, unlike Shakespeare. Pacino laughs, uses colloquial language, and swears, in a way that connects with a new audience - Pacino's presence and narration puts him as the delivery-man of the story, he literally injects himself into Shakespeare's text, rips it up, and hands it out in bite sized pieces. Pacino also uses analogies, like the explanation of iambic pentameter, to push the agenda that Shakespeare really isn't all that scary, which challenges another notion of a receiving modern audience. Basically, every single thing that is different in the film, compared to the original text, is an intentional response to the need to re-wrap a text/ideas for a new audience

[elysepopplewell]

Ahh okay I get you. Honestly I think that would be enough, but granted I'm not as knowledgable on the structural stuff for english as Elyse, Jamon and Emily are. To be completely honest with you, I was someone that regularly used the same language as the question within essays  (probably because in Modern you kinda have to and I just got really used to doing it that way hahaha). Within the sentence you just gave us, I think that you are analysing enough and nothing is needed to reinforce the question. If you feel like this is a consistent problem, maybe instead of stating after every quote "this is evidence of Prospero's speculation of future possibilities," instead state something similar after the first quote, and then for ones after say something like "a similar theme is demonstrated..." or "[insert quote here] further alludes to this sense of..." etc. etc. Maybe think of some synonyms for speculate and possibilities as well??

Yeah thats all i've got really haha. Hopefully Elyse/Jamon/Emily have something a bit more helpful to add!

Yep that's what I meant - I feel that I don't really understand how to evaluate my quotes by linking to 'speculate on future possibilities'
So for example if I said "His simile “like the baseless fabric of this vision” postulates that humans are the only constants in this world, while our surroundings are simply an illusion which we can recreate through our own imaginations." Would that be an evaluation which focuses on 'speculation' since Prospero is imagining new worlds? I think I just struggle with how to explicitly link to a question on 'speculate about future possibilities' without saying the exact words of the rubric every time I introduce a quote. 

I agree with Susie's suggestions! It's not the end of your good marks if you regurgitate the rubric when it's difficult to find synonyms. Obviously for the purpose of trying not to sound monotonous, you want to avoid repeating yourself. But, as Susie suggested, you can absolutely say "...**quote** further establishes the notion..." and refer to the established idea/theme/rubric-bit, rather than repeating it each time!

-------------------

Hi!
I'm not completely understanding the word "dichotomy" or "dichotomous relationship"
could someone help me out?

thanks

The easiest way to think of dichotomy, is opposites. So if Yeats (poet) is questioning his age and decaying-poise as he stares at immutable and classic swans, we see a dichotomy of youth and age, change and permanence. A dichotomous relationship is usually when two opposites, or mutually exclusives, have a relationship that perhaps is reciprocal, symbiotic, or paralleled. So a dichotomous relationship between young and old is always seen in families - or the dichotomous relationship between being immoral in order to eventually make moral actions. It's when two opposites have some sort of relationship in texts

PS. You're studying early!

[bananna]

The easiest way to think of dichotomy, is opposites. So if Yeats (poet) is questioning his age and decaying-poise as he stares at immutable and classic swans, we see a dichotomy of youth and age, change and permanence. A dichotomous relationship is usually when two opposites, or mutually exclusives, have a relationship that perhaps is reciprocal, symbiotic, or paralleled. So a dichotomous relationship between young and old is always seen in families - or the dichotomous relationship between being immoral in order to eventually make moral actions. It's when two opposites have some sort of relationship in texts

PS. You're studying early!

thank you that was really helpful!
haha yep (the only time there's peace and quiet!)