Hey sorry for belated reply
With integration, I do believe it's simply about linking the texts and then to Romantic ways of thinking as a whole. There's no single formula for this. I agree all texts in one para is messy - so break it up into ideas about the individual. Surely you can group your texts accordingly, as they will share common ground with certain ideas about the individual (you could also contrast them). And then make links back to the other authors/thinkers you have mentioned, like in the evaluative link at the bottom of the para to bolster it as a way of thinking - something all Romantics seem to advocate for.
Personally, I have not made paras based on ways of thinking i.e. solely nature, or the individual, etc... I've woven them into arguments I believe to be true of the Romantics - such as their desire to defy social and literary constraints, reimagine a better society and immortalise the soul. I've linked back to Nature, the imagination, the individual which are obviously key Romantic values. I've grouped texts according to their similarities and then made recurring 'grouping statements' where I refer to all composers and how their arguments fit nicely, or build on each other. They might even disagree of course.
So yea... sorry for rambling... there's no one way. Just make it clear, coherent and just do what you're comfortable with!!
*Praying for question that we can work with!!!!*
Okay sweet thank you! I was also wondering (and Elyse if you had any opinions as well that would be great as I've seen you have posted a couple of things on this) for my Ext 1 essay, I am a bit confused as to how the integrated essay structure looks? Would it be doing 1 way of thinking eg. Individual and then throughout that whole paragraph discussing all texts I have studied as it just sounds really messy if you get it wrong haha! Was my essay I got you to mark Elyse integrated by nature due to the fact that all texts had to deal with the individual anyway? I just prefer to deal with each text in one paragraph and then if needed compare and contrast conceptually how they deal with ideas in relation to the other texts. So for instance, something like - While Coleridge highlights the power of the individual imagination, Shelley warns against this spirit of individualism through the construct of the 'Romantic overreacher'. Thanks so much
Essentially, yes to all of the above! I learned how to write my Extension One English essay based off
this guide (like, one of the only guides on AN about English when I did my HSC :')) and at first thought, ghee whiz that is so tightly structured but it works. Then two weeks before my exam I changed my entire structure from the most simplistic essay ever (completely non-integrated, like, one text per paragraph with one idea for each, no interaction between texts at all.) and worked at it every day to integrate it without being convoluted. I wouldn't mention the four texts in the one paragraph except for the intro. I think approaching one text per paragraph isn't a bad idea at all, especially if that is how you find it easiest to make the links - because afterall, cohesion is a part of the marking criteria!
Hey Elyse sorry had another question - if the question for the creative stipulates we base it off a historical event and my story is about the experience of life in the midst of the Abolition of the Slave Trade (I was going to include a letter from the guy's wife documenting the work of the government in bringing about the act and info about how the social and political aristocracy opposed it) is this alright or does it actually have to be about the slave trade act itself? And similarly for if it is based off a historical figure - does it have to follow their life or can I be creative about it ie. in the case of mine Olaudah Equiano, he did a lot of post slave stuff but I was just going to do a fictional account of his experience on a slave ship after gaining a british education etc. and he is at this point in his actual life a crewman on a slaveship and so i was going to explore his want to help the slaves vs the malevolence of the other crewmen). Would really appreciate some thoughts
Hello again
Well, a historical "event" I suppose implies a specific moment or happening, whereas a "significant period in history" would be more broad. So I think it really comes down to that wording. But the letter could be an excellent way to back yourself in this situation to provide enough for it to hit the stimulus. As for your second hypothetical stimulus, I also think that would be ok. E1 markers are creative and will see and note the links you make I'm sure, and they'll recognise your creative license to deviate from historical truth at times in order to promote the agenda they want from you in the exam. It really sounds like you've covered all bases here!
Hello there, Elyse! I have the same prescribed texts for my HSC next year and I just started working with The Spy Who Came In From The Cold. I have a great understanding of the rubric because my teacher deconstructed it in depth but I am having trouble immersing myself in the novel itself. Do you have any particular recommendations in how I can approach reading the novel or ways to look at it for me to connect with it further?
Hello and WELCOME to the forums! I didn't like the Spy
I read it and dragggged myself through it and when I got to the end I cried on the final pages. Like just a few tears, nothing too deep. I personally struggled to keep up with the characters and their interactions, I ultimately thought it was boring. What I did enjoy, were the few times there was a glimpse of real humanism, and the few great metaphors. So there's a scene with two trucks and a small car coming together in a collision, and then it kind of just vanishes in importance, but comes up again later. That amused me and I enjoyed it. But for the most part - I recommend just getting through it, and then you can go back and appreciate certain parts. The most human choices come towards the end of the novel, which is the part I could relate to and enjoy most. So hang in there!!
Hi!
I saw the question about the historical event/figure and now I have more questions- if we were asked to write about a historical figure would a letter from a fictional character to the historical figure work? Or could I use Coleridge as a historical figure and have him talking to someone about their experiences? I read somewhere that he talked to common people to gather stories for Lyrical Ballads, so could I make one up? And for the historical event I have a story that references the French Reign of Terror, it's not so much a first-hand description of it but the protagonist is pro-revolution, then he learns about the reign of terror and is disillusioned, but he then discovers that imagination and beauty can be the path to a free world instead.
My Romanticism creatives sound so weird when I describe them haha
Hahaha, interesting, not weird
Yes, all of this sounds great and you're thinking clearly about important events and links which is the main thing! No matter what, if you are making conscious clear links (this means in an exam room, taking a breathe and thennnn going for it), then you will be satisfying the criteria.