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HSC Stuff => HSC English Stuff => HSC Subjects + Help => HSC English Advanced => Topic started by: The-Cambridge-Student on March 29, 2015, 04:45:33 pm

Title: How to Write a Module B Essay
Post by: The-Cambridge-Student on March 29, 2015, 04:45:33 pm
How to Write a Module B Essay

How is meaning shaped in a text? What does a close and critical study require? How can I best show my understanding in my analysis? These are just a few of the questions this guide and sample essay will explore.

Breaking down the Syllabus:

For English lovers, Module B is a fantastic topic, which, in my opinion, provides students with an important opportunity to distinguish themselves from their peers. When reading your Mod B text, think about your understanding of its themes, enduring truths and authorial messages. You will be marked on how well you are able to articulate and maintain this personal response throughout your essay.

Perhaps one of the most important tips I can give in relation to a Mod B essay is the fact that you must analyse a text in its entirety and in doing explain how a composer employs language, content, features and construction to develop meaning. In essence, you must write about the whole novel, play or film you have been set, paying particular attention to the ways in which character development contributes to an author’s message and the integrity of the text. 

Furthermore, as BOSTES state on their website, “Discussing and evaluating notions of context and the perspectives of others amplifies the exploration of the ideas in the text, enabling a deeper and richer understanding.” What this means is that a discussion of context – when skilfully integrated – will greatly enhance the quality of your essay and will allow you to extrapolate your personal response. As the syllabus asks you to explore the reception of a text, you should include reference to a composer’s contemporary audience, a modern audience and any other periods of time you see fit.

Ultimately, to achieve a band six, you need to consistently and thoroughly explore questions of textual integrity and significance in relation to your text by using pertinent evidence and insightful analysis.

What kind of questions could you be asked and how should you respond?

Module B Questions will be written so as to encourage you to develop a personal response. Often, they will be a statement regarding a theme such as loss, alienation, power, gender, the human condition, loyalty or societal tensions. This list is by no means all encompassing; nevertheless, scanning the themes I have mentioned should give you some idea of what might be put forward. No matter what, you must answer the question, even if you feel that the ideas it raises do not ‘fit’ with what you have prepared. For this reason, it is often useful to practice writing ‘conceptual’ paragraphs.

I should also note that although themes such as, for example, loyalty might seem quite specific, your ideas can be adapted to answer a question. For example, there are many different types of loyalty, including loyalty to self, loyalty to friends, loyalty to ideas and societal structure, religious loyalty etc. If you find that you are really stuck, you can also brainstorm more ‘figurative’ interpretations of the ideas raised.

Should I use Critics?

Including the opinion of critics can be useful but is not necessary, and should only be done if such information strengthens your thesis. If you do include quotes from critics, you need to articulate your response to their position and engage with their ideas.

An example of my own Mod B Writing for Shakespeare’s Hamlet:

Below, I have included one of my full marks Hamlet essays to show you how to structure a band 6 response.

The inevitable tensions between the individual and society are the foundations for the most engaging moments in Hamlet.

Through an introspective dialogue of binary oppositions, in William Shakespeare’s Hamlet Prince of Denmark, individuals seek to reconcile their identity and moral conscience with a variety of competing societal expectations. Confronted by the disparities of a world in figurative decay, characters experience internal conflict as they search, largely in vain, for definitive answers to questions of duty, authenticity and mortality. By portraying the human experience as a series of tensions between the individual and society, Shakespeare explores his protagonist’s tragic self-awareness. In doing so, he lays the foundations for scenes of moral uncertainty and metaphysical anguish that I believe are the most universally engaging moments in Hamlet.

The desire of Shakespeare’s protagonist Hamlet to forge or elucidate a personal identity, independent of societal definitions, is fundamentally problematised amidst spreading ‘corruption’. Living within a metaphorical “prison” of perennial surveillance that Shakespeare employs to mirror the Elizabethan Court at the turn of 17th century, Hamlet perceives that, in light of his father’s “foul’ murder, Denmark has been rendered “rotten”. For this reason, Shakespeare personifies the State as the body of old King Hamlet with the synecdochic images of Denmark’s “ear” “Rankly abused” (1.5.38). Incorporating mythological and biblical allusions, Shakespeare further juxtaposes old Hamlet – a “Hyperion” and a “stallion like the herald Mercury” (3.4.57) – with Claudius, a “serpent that did sting thy father’s life/Now wears his crown” (1.5.39). Honour “bound to hear” the testament of the “apparition” that purports to be his father, Hamlet’s humanist ideals that place mankind below angels in a Renaissance conception of ‘Great Chain of Being’ are severely undermined upon hearing of Claudius’ murderous act. Nevertheless, Hamlet cannot passively endure Denmark’s corruption, as he asserts that he has been “born to set it right”. In this way, by highlighting Hamlet’s acute consciousness of his social responsibility, Shakespeare establishes the foundations for his protagonist’s timelessly engaging crisis of identity.   

Exposed to Renaissance discourse, yet disillusioned by the expectations of a corrupted society, Hamlet’s consideration of humanist philosophy places him in conflict with medieval notions of ‘Duty’. In Hamlet’s soliloquy (1.5.91-112) “O all you host of heaven”, Shakespeare utilises tautological repetition of phrases such as “Remember thee!” alongside comparisons of the “heart” and the head – a “distracted globe” – to establish a dichotomy between dutiful, impassioned revenge and rational action. Employing the foil of young Fortinbras, a ‘medieval’ figure, Shakespeare deepens Hamlet’s sense of divided duty, while heightening the dramatic tension between ‘action’ and ‘inaction’, by illustrating an alternative young man’s pursuit of “foresaid lands” and vengeance for his father. The code of chivalry that Fortinbras upholds values brutal vengeance, and is linked through Shakespeare’s classical allusion to “the mightiest Julius” with a violent Roman past that preoccupied the medieval imagination. In contrast, as A.C Swinburne rightly affirms, Hamlet’s innermost nature is subject to a “strong conflux of contending forces”. This can be seen when Hamlet asks his father’s ‘spirit’, if he brings “airs from heaven or blasts from hell”. By utilising antithesis, Shakespeare elucidates Hamlet’s uncertainty regarding the origin of the ghost, an “apparition” that asks him to forsake Christian morality through enacting revenge. Thus, torn between the expectations of filial duty and societal notions of God’s divine justice, Hamlet attempts to proceed in the manner of a rational Renaissance man, asserting, “I’ll have grounds more relative than this”. Ultimately, in moments such as these, Shakespeare problematizes conventions of the revenge tragedy form by making his protagonist introspective, thus elucidating competing perceptions of ‘Duty’ that appeal to his responder as compelling explorations of moral uncertainty.

Tensions between the individual’s struggle for authenticity and widespread societal deception extend Hamlet’s anguished questions of duty and morality. Caught between ‘authentic’ and ‘responsible’ action, Hamlet remains “unpregnant” of his cause and thus unable to achieve self-definition within societal expectations. As a consequence, Hamlet’s paradoxical decision to seek authenticity in deception by putting on an “antic disposition” is emblematic of the entire play - juxtaposition of ‘appearance’ and ‘reality’ being crucial to its structure. In accordance with Polonius’ maxim “The apparel oft proclaims the man” (1.3.72), clothing becomes a powerful image of disguise. Thus Hamlet’s assumption of a ‘costume’ (“doublet unbraced, No hat upon his head” (2.1.78), symbolises his outward show of madness. For this reason, Hamlet’s soliloquy “O what a rogue and peasant slave I am” (2.2.501-558) provides an engaging moment of private introspection that, in the context of Hamlet’s ‘pretence’, elucidates the intensity of his private struggle. Reinforcing the motif of theatrical “show”, Hamlet’s soliloquy resembles a play within a play. The accusations that Hamlet hurls at himself reflect roles that an actor might adopt:  “villain,” “rogue,” “rascal,” “coward”. Furthermore, as the soliloquy proceeds, Hamlet moves from being a self-flagellant questioner, to the role of a scheming playwright. By employing alliteration when Hamlet states “What’s Hecuba to him, or he to Hecuba?” Shakespeare achieves fluidity of Hamlet’s dialogue with a sonorous quality that, in the manner of a player, effectively cleaves “the general ear”. Nevertheless, unable to act upon his filial duty, Hamlet is appalled that a player, “But in a fiction, in a dream of passion” can “force his soul” so that “his whole function” is committed to his role, “And all for nothing”. In this way, Shakespeare’s responder is captivated by Hamlet’s inability to actualise his ‘duty’ to avenge.

Comparatively, when ambitious individuals reject societal expectations, resultant internal conflict forms the foundation for moments of dramatically engaging theological anguish and moral questioning. A complex villain, Hamlet’s uncle Claudius is not a static character, but rather a Machiavellian man who takes Renaissance humanism (with its focus on individualism) to its logical extreme. Though Claudius is an adept statesman whose rehearsed, antithetical statement “With mirth in funeral and dirge in marriage” embodies his diplomatic skill, Shakespeare employs the extended metaphor of “plastering art” upon the “harlot’s cheek” to emphasise the ugly “burden” upon Claudius’ conscience. For this reason, Claudius’ confessional soliloquy “O, my offence is rank it smells to heaven” (3.3.36-72), is an engaging moment in which he concedes that he cannot seek absolution for misdoings when still “possessed/Of those effects for which I did the murder/ My crown, mine own ambition and my queen.” Claudius’ tragic self-awareness is dramatically emphasised by his physical isolation and by his repetition of the inarticulate sound “O” which breaks the pattern of intensive verbal design that has, until this point, characterised his speech. Invoking references to “heaven”, Shakespeare reinforces Claudius’ “rank”, unnatural offense with biblical allusion to “the primal eldest curse”, Cain’s murder of Abel. Furthermore, Claudius’ imperative self-command “Bow stubborn knees, be soft as the sinews of a new-born babe” evokes an image of vulnerability that unsuccessfully attempts to mimic contrition. Ultimately, though Claudius takes responsibility for his violation of fraternal duty, his theological questions remain unanswered, words flying “up to heaven”, thoughts remaining “below”.

Dramatic tension between societal duty and the individual’s conception of mortality is the foundation for universally engaging moments of paralysis or empowerment for Hamlet as he confronts the metaphysical paradoxes of an ambiguous world. Shakespeare’s preferred form in which to explore ‘tragic self-awareness’ central to the play’s structure – the soliloquy – is once again employed for Hamlet’s  “To be or not to be” speech. Use of the opening rhetorical question “That is the question” betrays Hamlet’s deep existential scepticism towards the notion of traditional duty in the face of unalterable human weakness and the certainty of death, described with the metaphor “a thousand natural shocks”. Shakespeare’s further use of cataloguing and chain syllogism in Hamlet’s discussion with Claudius, “a man may fish with the worm that hath eat of a king and eat of the fish that fed of that worm”, subverts the paradigm of divinely imposed duty and the traditional Elizabethan perception of a King as an ‘immortal’ figure.  To a large extent, Hamlet is paralysed by his inability to achieve definitive metaphysical answers, thus espousing the nihilistic statement “What piece of work is man!/And yet to me, what is this quintessence of dust”. As an extension of Hamlet’s obsession with the physicality of death, this motif of dust is reiterated when, as he contemplates the skull of Yorik, Hamlet alludes to Alexander the great as an indomitable human figure who  “returneth into dust” and might now “stop a beer-barrel”. Yet as he stares into the twin abyss of Yorrik’s hollow eyes, Hamlet symbolically confronts the very face of death. For this reason, it is only when Hamlet grasps the fragile nature of human life and the return of history’s greatest men such as Caesar to “clay” that he can he stoically accept death’s consequence and allow himself to be guided by an intuitive sense of duty. In this way, Hamlet’s reconciliation of his metaphysical anxiety and society’s competing demands with his sense of personal identity enables him to take dutiful action in Shakespeare’s final scene.

Shakespeare’s examination of his protagonists’ tragic self-awareness makes Hamlet an extraordinarily alluring play.  While characters vacillate between action and inaction, appearance and reality, introspection and careless disregard, ultimately, tensions between the individual and society manifest in scenes of metaphysical and moral anguish that remain the most engaging moments of this play.


That’s all for this week! Happy writing :P

Other Guides:
How to Write a Module C Essay
How to Write an Area of Study Essay
Writing an English Advanced Module A Essay
Creative Writing - Advice from a Cambridge Uni Student
How to Write an English Extension Ways of Thinking Essay
Title: Re: How to Write a Module B Essay
Post by: zhamka on March 29, 2015, 06:59:55 pm
What Other Subjects did you do?
Title: Re: How to Write a Module B Essay
Post by: The-Cambridge-Student on April 04, 2015, 10:50:33 pm
What Other Subjects did you do?

I did four units of english, modern history, ancient history, extension history and legal studies :)
Title: Re: How to Write a Module B Essay
Post by: Ziggsy on July 05, 2016, 01:58:39 pm
That was really insightful, thanks! Do you have any advice for answering questions that ask about specific scenes?
Title: Re: How to Write a Module B Essay
Post by: Ziggsy on July 05, 2016, 01:59:37 pm
Found an article that walks you through how to answer the 2014 exam question which asks for a specific scene: https://sleightofpen.com/2016/07/04/how-to-write-a-band-6-thesis-statement-hsc-module-b-hamlet/
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on July 05, 2016, 05:44:16 pm
That was really insightful, thanks! Do you have any advice for answering questions that ask about specific scenes?

I think if you are asked about a scene (or poem, if you are studying poetry) that you aren't strong in, it is important to focus on the key themes supported in that scene, and then if you have nothing at all to say about that scene in terms of analysis, then link the themes present to the other scenes you are more comfortable analysing. This is incase you get into the exam with NOTHING to say! Let's hope that doesn't happen! It's really hard to study every scene in depth, particularly when certain ones will stand out to you as being more outstanding than others. It's important to know the text widely. There's nothing stopping the exam from asking you about the very last scene. This is the kind of thing that would catch out a lot of people who never got to the end!
Title: Re: How to Write a Module B Essay
Post by: conic curve on July 06, 2016, 09:22:52 pm
What are all the themes/ideas that surround module B and it's rubric?
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on July 06, 2016, 10:00:08 pm
What are all the themes/ideas that surround module B and it's rubric?

You can find a bunch of Module B related documents here!

As for themes, you discover them yourself through studying the text. Past papers will give you a good direction about the themes that may arise! :)

Moderator Action by Jamon: Fixed Link
Title: Re: How to Write a Module B Essay
Post by: Aliceyyy98 on July 23, 2016, 05:21:45 pm
Hi!

I am quite stuck writing an introduction for Module, since it's only one text we are focusing one, what other things do I need to talk about apart from my thesis?

Thanks!
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on July 23, 2016, 11:38:02 pm
Hi!

I am quite stuck writing an introduction for Module, since it's only one text we are focusing one, what other things do I need to talk about apart from my thesis?

Thanks!

Hey!! A Module B introduction should go something like this:

- Thesis
- Amplification (Extra Detail on Thesis)
- Introduce the Text and Composer
- Introduce themes to be discussed in the essay
- Link the composers use of techniques to the audience (both universal and contextual)
- Make your judgement about the effectiveness of these techniques in portraying the themes

That is the general mould I follow  ;D
Title: Re: How to Write a Module B Essay
Post by: Aliceyyy98 on July 24, 2016, 12:33:41 am
thanks heaps! That helped a lot!!!!!


Hey!! A Module B introduction should go something like this:

- Thesis
- Amplification (Extra Detail on Thesis)
- Introduce the Text and Composer
- Introduce themes to be discussed in the essay
- Link the composers use of techniques to the audience (both universal and contextual)
- Make your judgement about the effectiveness of these techniques in portraying the themes

That is the general mould I follow  ;D
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on July 24, 2016, 10:43:35 pm
Hi!

I am quite stuck writing an introduction for Module, since it's only one text we are focusing one, what other things do I need to talk about apart from my thesis?

Thanks!

and don't forget to use adverbs for Module B! You're talking about a personal response to the texts, so adverbs (sophisticated ones!) are more appropriate here than they are in any other module. :)
Title: Re: How to Write a Module B Essay
Post by: senara on July 31, 2016, 01:48:16 pm
When using critiques do we just state who they are by or do we have to state where it was published?
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on July 31, 2016, 02:15:21 pm
When using critiques do we just state who they are by or do we have to state where it was published?

Are you referring to scholarly opinions and quotes? I tried to embed my quotes by saying something like, "As Professor Green of UNSW has observed, "***>>>##^$*#"

If you aren't embedding them (and sometimes you just can't!) then I wouldn't stress about where it was published if it sounds too long and awkward, but perhaps a year when they said it.
Title: Re: How to Write a Module B Essay
Post by: conic curve on August 22, 2016, 05:04:24 pm
This is a sample essay paragraph I found (on hamlet) and I'm stuggling to understand the structure of a body paragraph (what you have to write in a body paragraph)

The use of delay to create a play which happens outside of ‘reality’ and thus remains internalised and wrought with anaphasia is most evident in the characterisation of Hamlet. Hamlet’s diction is littered with binary oppositions, such as in his opening line “a little more than kin and less than kind”, indicating that he inhabits and speaks within a space where the constant state of flux has rendered ideas without opposition unpalatable. Hamlet’s inability to speak without binary oppositions is directly related to his inability to act, and this is shown in his soliloquy, “to be or not to be, that is the question”, where the binary oppositions of existence and selfhood are placed in the sphere of movement, only to cause further inaction, adding to the overall delay of the play. It is this delay in the action which causes Act 5 Scene 2 to erupt with such bloodshed, as shown through the repetitious stage directions: “He dies”, and “dies” are repeated four times in the scene. And yet, even in the single scene of action in this play, these deaths, too, are delayed. Laertes, Gertrude, Claudius and Hamlet all speak between receiving their final wounds and dying, indicating that it is the loss of speech, rather than loss of life, that is the most crucial part of mankind, and will be lost in death. In addition to this, despite the question of whether or not to kill Claudius functioning within the play as a metaphor for the question of whether or not existence is worthwhile, it is Claudius who is the last to die (barring Hamlet), delaying resolution even in a moment of confrontation. This delay and its cause has been widely attributed to the Elizabethan guilt complex, and obsession with “the functions of conscience and especially its morbid preoccupation with past sins and omissions” (Reed, 1958). By obsessing over the dangers of inaction, Hamlet creates further delay for himself, ultimately halting any action or resolution that the play could come to.


Could someone here please explain to be this body paragraph and the structure of it because I can't seem to understand the structure of these things

Thanks
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on August 22, 2016, 06:05:53 pm
This is a sample essay paragraph I found (on hamlet) and I'm stuggling to understand the structure of a body paragraph (what you have to write in a body paragraph
Could someone here please explain to be this body paragraph and the structure of it because I can't seem to understand the structure of these things
Thanks

Hey conic! Sure, so there are multiple ways to structure a body paragraph, but this one works sort of like the following:

The use of delay to create a play which happens outside of ‘reality’ and thus remains internalised and wrought with anaphasia is most evident in the characterisation of Hamlet. Hamlet’s diction is littered with binary oppositions, such as in his opening line “a little more than kin and less than kind”, indicating that he inhabits and speaks within a space where the constant state of flux has rendered ideas without opposition unpalatable. Hamlet’s inability to speak without binary oppositions is directly related to his inability to act, and this is shown in his soliloquy, “to be or not to be, that is the question”, where the binary oppositions of existence and selfhood are placed in the sphere of movement, only to cause further inaction, adding to the overall delay of the play. It is this delay in the action which causes Act 5 Scene 2 to erupt with such bloodshed, as shown through the repetitious stage directions: “He dies”, and “dies” are repeated four times in the scene. And yet, even in the single scene of action in this play, these deaths, too, are delayed. Laertes, Gertrude, Claudius and Hamlet all speak between receiving their final wounds and dying, indicating that it is the loss of speech, rather than loss of life, that is the most crucial part of mankind, and will be lost in death. In addition to this, despite the question of whether or not to kill Claudius functioning within the play as a metaphor for the question of whether or not existence is worthwhile, it is Claudius who is the last to die (barring Hamlet), delaying resolution even in a moment of confrontation. This delay and its cause has been widely attributed to the Elizabethan guilt complex, and obsession with “the functions of conscience and especially its morbid preoccupation with past sins and omissions” (Reed, 1958). By obsessing over the dangers of inaction, Hamlet creates further delay for himself, ultimately halting any action or resolution that the play could come to.

The introduction introduces the concept to be discussed. In this case, the link to the text (usually called the amplification) is blended into the introductory sentence.

The analysis is just techniques, examples, and impacts it's the core of the response

The reference to a critic is specific to Module B, and it is using the opinion of an "expert" to (usually) accentuate your own position.

The conclusion summarises the main idea of the paragraph and links to the question being asked (without the question I can only assume, but it looks like it)

Again, this paragraph chooses not to employ an amplification, and it includes a critic; neither of those things are mandatory (I never did either). Take note of how the introduction and conclusion are used to introduce and summarise ideas that are explored cleverly in the analysis; that's the big thing to understand ;D
Title: Re: How to Write a Module B Essay
Post by: Lauradf36 on September 25, 2016, 12:12:28 am
My English teacher is super keen on using critics & readings... not as the main basis for an essay, but definitely to integrate/name drop throughout. How much of that should we have in a Mod B essay?
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on September 25, 2016, 10:24:29 am
My English teacher is super keen on using critics & readings... not as the main basis for an essay, but definitely to integrate/name drop throughout. How much of that should we have in a Mod B essay?

The rubric does require you to look closely at the perspective of others, so I see where you're coming from! I think that looking at at least one perspective other than your own in each paragraph/idea is a good approach! That way you aren't clouding your own perspective, but are taking on other ideas to inform your own.
Title: Re: How to Write a Module B Essay
Post by: arleee on October 02, 2016, 08:02:08 am
Just a quick query, should we have production references in our Mod B essays? My teacher really stressed this, and some of the other kids in my class had three + references to different productions of Hamlet! My essay has none, and I don't know whether it needs some or not  :-\
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on October 02, 2016, 10:29:16 am
Just a quick query, should we have production references in our Mod B essays? My teacher really stressed this, and some of the other kids in my class had three + references to different productions of Hamlet! My essay has none, and I don't know whether it needs some or not  :-\

This is an interesting one. I can't give you a definitive answer simply because I'm just not sure! But I don't think it is a criteria for a band 6, seeing as not all Mod B texts have have productions. Perhaps your teacher is stressing it because she or he finds that it is a characteristic of the best Hamlet essays she has read? I'm not entirely certain why referencing productions would be beneficial. Why do you think it might be?
Title: Re: How to Write a Module B Essay
Post by: Emerald99 on October 03, 2016, 11:14:27 pm
Do we have to include textual integrity in every essay, even if the question doesn't ask for it?
Title: Re: How to Write a Module B Essay
Post by: ssarahj on October 04, 2016, 10:23:56 am
Do we have to include textual integrity in every essay, even if the question doesn't ask for it?

In short, yes. It should come through in your writing regardless of the question, since its a major part of the Module itself. So you don't have to use the words "textual integrity" explicitly, but it wouldn't hurt to have that idea thrown in a few sentences throughout your essay. You're not just answering the question, you're answering the Module too.
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on October 04, 2016, 11:43:45 am
Do we have to include textual integrity in every essay, even if the question doesn't ask for it?

It is mentioned in the very short rubric at least twice, so yes. The idea of textual integrity should be a focus in your essay, even if it is just a supporting idea to your other arguments. As Sarah said, it doesn't need to be the exact words "textual integrity" each time, but also coherency, integrity, quality, etc.
Title: Re: How to Write a Module B Essay
Post by: fizzy.123 on October 05, 2016, 01:51:18 am
how many critics are needed? also can they all be from the same person or need to be different?
Title: Re: How to Write a Module B Essay
Post by: arleee on October 05, 2016, 06:56:08 am
This is an interesting one. I can't give you a definitive answer simply because I'm just not sure! But I don't think it is a criteria for a band 6, seeing as not all Mod B texts have have productions. Perhaps your teacher is stressing it because she or he finds that it is a characteristic of the best Hamlet essays she has read? I'm not entirely certain why referencing productions would be beneficial. Why do you think it might be?

Well, my English teacher is also my drama teacher and so she is big on it, she's really convinced that it could be a question in the exam. I think I might add some, just to be sure, I think that will cover all my bases :)
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on October 05, 2016, 11:52:55 am
how many critics are needed? also can they all be from the same person or need to be different?

Hey! How many are needed? Zero, I got 20/20 without external critics, so there is no minimum requirement you need to meet to get a good result! Most essays I see tie in a critic once per paragraph though, can be from different people or all from the same (doesn't matter), and that seems to work really well!

In short, no specific criteria here, the critics you use are just extra evidence so you can work with them however you think best :)
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on October 05, 2016, 11:56:02 am
Well, my English teacher is also my drama teacher and so she is big on it, she's really convinced that it could be a question in the exam. I think I might add some, just to be sure, I think that will cover all my bases :)

Just to add my two cents (and I don't specifically mean to disagree with your teacher), but asking a question specifically on productions would be a long shot. Like, as Elyse has said, not all texts have productions, so how would they keep that requirement from disadvantaging Hamlet students? Further, does anyone actually watch more than one version of the play? That seems like a bit overkill, so I hugely doubt that they'd press it specifically.

That said, I've seen essays that explore the modern interpretation of the play, specifically looking at what a modern take on the ideas has done and how it helps play the themes to a more universal audience, and it works well. So while looking at different productions isn't mandatory, it can be a great way to add some sophistication, if it works for you. Just one of the many ways to do well in a Module B response, in my opinion ;D
Title: Re: How to Write a Module B Essay
Post by: vyca on October 05, 2016, 11:58:48 am
I'm having trouble weaving the notion of textual integrity into my essay,
for example I wrote this,
" Eliot establishes his modern milieu in the simile “the evening is spread out against the sky like a patient etherised upon a table”. The comparison to a comatose patient creates a jarring image of numbness and paralysis to explicate the inertia and topor that pervades modernity."
How would I mention textual integrity? Thankyou
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on October 05, 2016, 01:18:22 pm
I'm having trouble weaving the notion of textual integrity into my essay,
for example I wrote this,
" Eliot establishes his modern milieu in the simile “the evening is spread out against the sky like a patient etherised upon a table”. The comparison to a comatose patient creates a jarring image of numbness and paralysis to explicate the inertia and topor that pervades modernity."
How would I mention textual integrity? Thankyou

Great sentence vyca!! So remember that textual integrity is defined by the syllabus as: The unity of a text; its coherent use of form and language to produce an integrated whole in terms of meaning and value. (p 100)

So to mention textual integrity, you would need to mention how well this simile encompasses the main ideas of your text (hopefully established in your Thesis). So, phrases like "re-enforces the over-arching theme of _________" is what you are looking for. You may also wish to explore context as something related to textual integrity - Since the composer crafts a piece representative of their values, context can be linked here :) :) :)
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on October 05, 2016, 05:27:33 pm
I'm having trouble weaving the notion of textual integrity into my essay,
for example I wrote this,
" Eliot establishes his modern milieu in the simile “the evening is spread out against the sky like a patient etherised upon a table”. The comparison to a comatose patient creates a jarring image of numbness and paralysis to explicate the inertia and topor that pervades modernity."
How would I mention textual integrity? Thankyou

For poems, I think the word oeuvre is GREAT! I would say things like, "The textual integrity of W B Yeats' oeuvre insists that the content of the poems resonates with audiences..." Jamon is spot on, I just thought I'd give you a new word to use :)
Title: Re: How to Write a Module B Essay
Post by: vyca on October 06, 2016, 09:14:37 pm
Hi, for our body paragraphs should we be analysing like 2/3 quotes in depth or loading it up with a lot of textual evidence?
Title: Re: How to Write a Module B Essay
Post by: Emerald99 on October 06, 2016, 09:24:21 pm
My teacher says use 3 techniques+ good analysis or if its weak analysis maybe make it 4 techniques, but you shouldn't have too much textual evidence because then the paragraph becomes too long and you might lose marks if you have really long paragraphs
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on October 06, 2016, 11:07:01 pm
Hi, for our body paragraphs should we be analysing like 2/3 quotes in depth or loading it up with a lot of textual evidence?

It depends! So you could have three pieces of textual evidence, and be looking at two techniques in each one and really threading out the analysis. If you only have 3 pieces of textual evidence, with only one sentence of analysis connected, then I'd be assuming your paragraphs are filled with unnecessary things. With Mod B, everything relates back to the text! In Discovery, everything relates back to discovery! But definitely for Module B, I'd be giving in depth analysis however I can, whether that's analysing and comparing several quotes, or going into a few in detail :)
Title: Re: How to Write a Module B Essay
Post by: marynguyen18 on October 10, 2016, 01:38:40 pm
how do you incorporate the personal element into a Mod B essay without using personal pronouns?
Title: Re: How to Write a Module B Essay
Post by: studybuddy7777 on October 10, 2016, 03:57:15 pm
how do you incorporate the personal element into a Mod B essay without using personal pronouns?

Just through things like for eg Cloudstreet "Quick sees a great deal of trauma during this twenty year saga, and this changes his views on his religion and career. This effectively shows the enduring nature of Cloudstreet

Its basically an evaluate, and then some. Notice how I have not used any personal pronouns but still got opinions through? Kind of like being subjective and analytical at the same time.

Let me know if this doesnt make sense?
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on October 10, 2016, 08:02:16 pm
how do you incorporate the personal element into a Mod B essay without using personal pronouns?

I said things like, "A contemporary student of Yeats' work may receive the representation of emotion in a light..." Or, "A modern audience of the oeuvre..." :)
Title: Re: How to Write a Module B Essay
Post by: bholenath125 on November 15, 2016, 05:17:26 pm
For my mod B we are doing TS Elliot however most of the entries here are hamlet related. could i still post T.S. Elliot related questions?
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on November 15, 2016, 05:41:45 pm

For my mod B we are doing TS Elliot however most of the entries here are hamlet related. could i still post T.S. Elliot related questions?

Definitely!! Don't worry, I didn't do Hamlet either, screw conformity ;)
Title: Re: How to Write a Module B Essay
Post by: Neilab on January 26, 2017, 03:32:33 pm
In year 11 we were told to AVOID critics at all costs? Is this true?
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on January 26, 2017, 03:48:58 pm
In year 11 we were told to AVOID critics at all costs? Is this true?

Nope, definitely untrue! Emily (who ran the English lectures just gone, did you go??  8)) used critics/scholars in her Module B essays and got a perfect score in Advanced ;D I personally never used them, so like, its not mandatory. But definitely don't avoid them if you want to use them! ;D
Title: Re: How to Write a Module B Essay
Post by: bsdfjnlkasn on January 26, 2017, 07:34:19 pm
Nope, definitely untrue! Emily (who ran the English lectures just gone, did you go??  8)) used critics/scholars in her Module B essays and got a perfect score in Advanced ;D I personally never used them, so like, its not mandatory. But definitely don't avoid them if you want to use them! ;D

Sorry unrelated (sort of) - I wasn't able to attend the English lecture :( so I was wondering if there was any way to get filled in on what was discussed? Also, will Emily be helping out on the marking forums?  :)
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on January 26, 2017, 07:54:10 pm
Sorry unrelated (sort of) - I wasn't able to attend the English lecture :( so I was wondering if there was any way to get filled in on what was discussed? Also, will Emily be helping out on the marking forums?  :)

The slides will be uploaded to the site some time next week - It won't be absolutely everything that Emily talked about, but it should fill you in on the basics and hopefully be helpful in that regard! :)

The core marking team for English will remain Elyse and myself at this stage  8)
Title: Re: How to Write a Module B Essay
Post by: lauraodonohoe on February 21, 2017, 10:18:53 pm
Hi!  :)

For my Module B assessment task I have been asked to record my own personal interpretation/reading of a poem from Yeats' oeuvre.
I have chosen 'An Irish Airman Foresees his Death'.

Do you have any tips on how I can 'skilfully inform' my perspective and understanding audibly?
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on February 21, 2017, 10:23:03 pm
Hi!  :)

For my Module B assessment task I have been asked to record my own personal interpretation/reading of a poem from Yeats' oeuvre.
I have chosen 'An Irish Airman Foresees his Death'.

Do you have any tips on how I can 'skilfully inform' my perspective and understanding audibly?

Hey there! I studied W B Yeats and really enjoyed it. I've posted my study notes for Yeats and his poems here for free download :)

Read as widely as you can about the poem, including the context of Yeats in relation to Lady Gregory, his anti-war personal feelings, and the literary period he was in. My notes will start you off on this.

For me, a beautiful aspect of the poem is tension and balance (actually, his entire oeuvre pretty well. But, this poem particularly. I always talked about balance and tension for Yeats). The rhyming scheme reflects this balance as he eloquently balances the request of Lady Gregory and her mourning, but also his duty to be truthful in his sentiments (about war) in his poetry. The content of the poem, as well as the form, reflects this tension between his purpose and his content.

What do you think of the poem? If you want to chat about the poem, I'll happily explore it with you :)
Title: Re: How to Write a Module B Essay
Post by: strawberriesarekewl on February 22, 2017, 09:43:26 am
How do I draw links and connections if I am doing Yeats poems?
Title: Re: How to Write a Module B Essay
Post by: bowiemily on February 22, 2017, 10:09:21 am
How do I draw links and connections if I am doing Yeats poems?

I drew connections between the recurring imagery, themes and inspirations for his texts. These can be based on how they evolve over the oeuvre, or how they work together to form the 'seamless, integrated whole' textual integrity requires.
Title: Re: How to Write a Module B Essay
Post by: Sukakadonkadonk on February 22, 2017, 11:36:40 pm
Hi there,

Could you guys recommend some example topic sentences in relation to a Yeats based essay please?
Quite stumped in trying to generate a decent one...

Thanks!  :)
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on February 23, 2017, 12:17:39 am
Hi there,

Could you guys recommend some example topic sentences in relation to a Yeats based essay please?
Quite stumped in trying to generate a decent one...

Thanks!  :)

Hey there! I studied Yeats and really enjoyed this unit and his texts. I always talked about balance and tension in Yeats poems. In the Wild Swans at Coole, we see the tension between young and old, immutability and change, permanence and change, and live and non-living natural elements. In the Irish Airman poem, we see the tension between Yeats' anti-war sentiment and the need to fulfill Lady Gregory's request. So for me, Yeats has always been about tension and balance for me. Also, yearning. I wrote about yearning in some of my essays for Yeats too. He yearns to be younger, to be immutable, to have Maude, and for peace.

Hopefully these give you some ideas :)
Title: Re: How to Write a Module B Essay
Post by: Sukakadonkadonk on February 23, 2017, 05:24:02 pm
Hey there! I studied Yeats and really enjoyed this unit and his texts. I always talked about balance and tension in Yeats poems. In the Wild Swans at Coole, we see the tension between young and old, immutability and change, permanence and change, and live and non-living natural elements. In the Irish Airman poem, we see the tension between Yeats' anti-war sentiment and the need to fulfill Lady Gregory's request. So for me, Yeats has always been about tension and balance for me. Also, yearning. I wrote about yearning in some of my essays for Yeats too. He yearns to be younger, to be immutable, to have Maude, and for peace.

Hopefully these give you some ideas :)


Hi again,

Thanks for the quick reply but unfortunately, I am in need of help again.
Do you have any tips in writing an essay paragraph on Yeats's "Among School Children"? To me, its one of his more complicated poems.

Also, I was made aware that it may be important to include some quotes from other critics. Do you happen to know some links to critics towards Yeats's work?

Thank you :)
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on February 24, 2017, 04:45:20 am

Hi again,

Thanks for the quick reply but unfortunately, I am in need of help again.
Do you have any tips in writing an essay paragraph on Yeats's "Among School Children"? To me, its one of his more complicated poems.

Also, I was made aware that it may be important to include some quotes from other critics. Do you happen to know some links to critics towards Yeats's work?

Thank you :)

Hey, I think Among School Children is really tricky, it was the poem that spoke to me least as a reader but it's also just long, and tricky to approach. Have a look at my own notes on this poem, there's two critics mentioned at the top of the notes as well so you might be able to find some of their works online. You can download my notes here. I find that when I'm trying to find scholarly articles, I type the topic, Yeats, and then "scholar" or "University" or "academic" into Google next to each other. But for something like Among School Children, you could look beyond Yeats' scholars and into scholars of ageing. If you're into that idea, I suggest starting with Stanford Bennett: Old Age Its Cause and Prevention (1912). It presents complicated ideas and this is a trickier road to go down, but it could definitely elevate your work :)

For the record, I certainly didn't study Bennett in High School. So, you don't need it to do well, but using it well will surely give you great marks. I briefly studied Bennett in a Uni literature class. :)
Title: Re: How to Write a Module B Essay
Post by: Sukakadonkadonk on February 24, 2017, 07:38:29 am
Hey, I think Among School Children is really tricky, it was the poem that spoke to me least as a reader but it's also just long, and tricky to approach. Have a look at my own notes on this poem, there's two critics mentioned at the top of the notes as well so you might be able to find some of their works online. You can download my notes here. I find that when I'm trying to find scholarly articles, I type the topic, Yeats, and then "scholar" or "University" or "academic" into Google next to each other. But for something like Among School Children, you could look beyond Yeats' scholars and into scholars of ageing. If you're into that idea, I suggest starting with Stanford Bennett: Old Age Its Cause and Prevention (1912). It presents complicated ideas and this is a trickier road to go down, but it could definitely elevate your work :)

For the record, I certainly didn't study Bennett in High School. So, you don't need it to do well, but using it well will surely give you great marks. I briefly studied Bennett in a Uni literature class. :)

Thanks for the advice Elyse,

My teacher has been showing us some footage from Helen Vendler to use as a critic for Yeats. Have you heard her work? If so, what do you think?
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on February 24, 2017, 09:34:44 am
Thanks for the advice Elyse,

My teacher has been showing us some footage from Helen Vendler to use as a critic for Yeats. Have you heard her work? If so, what do you think?

I'm sad to say I haven't heard of Helen Vendler. But I can see on Google she wrote a book about Yeats and his poetry called Our Secret Discipline. If you haven't already, getting your hands on that might be helpful too. Have you found her to be useful? From my quick glance, she seems to target Yeats' poetic form more than his subject matter. Is this right?
Title: Re: How to Write a Module B Essay
Post by: Sukakadonkadonk on February 24, 2017, 04:18:05 pm
I'm sad to say I haven't heard of Helen Vendler. But I can see on Google she wrote a book about Yeats and his poetry called Our Secret Discipline. If you haven't already, getting your hands on that might be helpful too. Have you found her to be useful? From my quick glance, she seems to target Yeats' poetic form more than his subject matter. Is this right?

From the videos we've been shown in class, yeah I would say that she does target the poetic form more than Yeats' subject matter. But I think that she is really helpful in breaking down the various poems.
So do I need a critic that targets both poetic form and subject matter equally? Or is one aspect prefered over the other?
Title: Re: How to Write a Module B Essay
Post by: Sukakadonkadonk on March 03, 2017, 07:36:32 am
Hello,

Could someone please explain to me the structure in the 'art' paragraph of a Mod B Yeats essay please?

Thank you
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on March 04, 2017, 05:38:34 am
From the videos we've been shown in class, yeah I would say that she does target the poetic form more than Yeats' subject matter. But I think that she is really helpful in breaking down the various poems.
So do I need a critic that targets both poetic form and subject matter equally? Or is one aspect prefered over the other?

A variation is always good - you won't necessarily need one over the other. The purpose of using scholars and critics is to talked about how they informed your own response - so if they have contributed more to the form, or more to the subject matter, then you can certainly privilege that :)

Hello,

Could someone please explain to me the structure in the 'art' paragraph of a Mod B Yeats essay please?

Thank you

I'm sorry I don't quite know what you mean about the "art" paragraph? Do you mind fleshing this out a bit? :)
Title: Re: How to Write a Module B Essay
Post by: Sukakadonkadonk on March 04, 2017, 10:33:08 am
A variation is always good - you won't necessarily need one over the other. The purpose of using scholars and critics is to talked about how they informed your own response - so if they have contributed more to the form, or more to the subject matter, then you can certainly privilege that :)

I'm sorry I don't quite know what you mean about the "art" paragraph? Do you mind fleshing this out a bit? :)


Haha I'm pretty much in a similar position, but my teacher told us that the 3rd 'art' paragraph should include explanation on how Yeats uses the poetry art form to essentially resolve some of the tensions and conflicts seen in the poems.
Eg. How he touched on the resolution on the meaning of life in "Among School Children".

Seeing that you are not sure what this 'art' paragraph is, do you think it is important to include?
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on March 05, 2017, 06:32:06 am

Haha I'm pretty much in a similar position, but my teacher told us that the 3rd 'art' paragraph should include explanation on how Yeats uses the poetry art form to essentially resolve some of the tensions and conflicts seen in the poems.
Eg. How he touched on the resolution on the meaning of life in "Among School Children".

Seeing that you are not sure what this 'art' paragraph is, do you think it is important to include?

I'm assuming that your teacher has suggested this as a particular structure she or he thinks works for students, but in a HSC essay, the markers aren't actively searching for an "art" paragraph. I think this is purely a suggested structure, not at all a requirement for good marks. I, in fact, believe that you should be talking about the manipulation of form in every single paragraph. I really don't think I can endorse a dedicated paragraph for poetic form, with absence of form in the other paragraphs, because I don't think it's wisest. This is assuming that I understand what your teacher means by "art" of course!

If you were to talk about the poetic form for each - I'd be looking particularly at the poetic movements. The romantic period was departing prevalence in Yeats' earlier works, and it is considered in poems like When you are old and Wild Swans at Coole, that he's mourning the ending of this period. So he learns to adapt his style to modern features, whilst still treating his subject's with personal sensitivity. I'd also be talking about the deliberate features of poetry, like enjambment, refrains, repetition, stanzas, etc...All of these form features I think would fit into an "art" paragraph :)

Let me know if this sounds like it is or isn't in line with what your teacher is suggesting...I've certainly never heard the term before :)
Title: Re: How to Write a Module B Essay
Post by: Sukakadonkadonk on March 05, 2017, 10:48:46 pm
I'm assuming that your teacher has suggested this as a particular structure she or he thinks works for students, but in a HSC essay, the markers aren't actively searching for an "art" paragraph. I think this is purely a suggested structure, not at all a requirement for good marks. I, in fact, believe that you should be talking about the manipulation of form in every single paragraph. I really don't think I can endorse a dedicated paragraph for poetic form, with absence of form in the other paragraphs, because I don't think it's wisest. This is assuming that I understand what your teacher means by "art" of course!

If you were to talk about the poetic form for each - I'd be looking particularly at the poetic movements. The romantic period was departing prevalence in Yeats' earlier works, and it is considered in poems like When you are old and Wild Swans at Coole, that he's mourning the ending of this period. So he learns to adapt his style to modern features, whilst still treating his subject's with personal sensitivity. I'd also be talking about the deliberate features of poetry, like enjambment, refrains, repetition, stanzas, etc...All of these form features I think would fit into an "art" paragraph :)

Let me know if this sounds like it is or isn't in line with what your teacher is suggesting...I've certainly never heard the term before :)


Yeah, I guess that is more or less what my teacher is suggesting.
But after some frustration, I emailed my teacher asking about this and she replied with an example paragraph. (lol pls, no one just copy it directly, my teacher got it from a past student that didn't want their paragraph to be reproduced...)

Here is the sample paragraph, see what you make of it:

Spoiler
Therefore, Yeats seeks resolution to the intrinsic tensions of human experience through the “shapely stillness” of artistic endeavour (Chew). In Easter 1916, Yeats’ accumulative rhetorical questions as he struggles to harmonise his ambivalence symbolise the unrest of both revolutionary Ireland and his conscience, the truncated sentence “I write it out in verse,” revealing his desperate search for spiritual serenity and stability in art which is unbounded by inexorable time and change. He attempts to reconcile his mortality with the youthful vitality of his imagination, creating divine symbols, as O’Neil asserts, to make “permanent embodiments of feeling and inspiration.” This is evident in The Wild Swans at Coole as Yeats expresses his despaired dotage and unfulfilled love in his palindromic “lover by lover” pairing of the youthful swans “whose hearts have not grown old,” aggrandising the “brilliant” swans as a symbol of perfection in their achievement of his coveted ideals. However, art’s idealistic escape from reality prevents true resolution, embodied in Yeats’ emotional torment in Among School Children. His odal call to the young “body” swaying to idyllic “music” and the matured “brightening glance” of age represents his struggle to distinguish the real and ideal, “the dancer from the dance?” Despite his inconclusive resolution, Yeats epitomises the successful struggle of art; his exploration of existential dilemmas resonates with all humanity, enabling his poetry to transcend contextual boundaries.

With that being said, yeah you're right about how it shouldn't only be about the form of the poems as that should be explored in all the paragraphs.

Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on March 06, 2017, 01:41:55 am

Yeah, I guess that is more or less what my teacher is suggesting.
But after some frustration, I emailed my teacher asking about this and she replied with an example paragraph. (lol pls, no one just copy it directly, my teacher got it from a past student that didn't want their paragraph to be reproduced...)
With that being said, yeah you're right about how it shouldn't only be about the form of the poems as that should be explored in all the paragraphs.

Ok, I see what's been done here. That is a beautiful, wonderful paragraph. I understand now. I think your teacher is suggesting this because it's worked so beautifully before, so she is suggesting an interesting structure, but it definitely isn't a structure that every teacher suggests to their students. The question of how poetry as an art form addresses bigger issues will work with just about any single essay question, so I can see it's benefit. I did a similar thing with module A, comparative study. This shouldn't stop you from talking about form where it's necessary elsewhere, but I can definitely see the effect of this kind of paragraph.

Do you think you'll write an "art" paragraph?
Title: Re: How to Write a Module B Essay
Post by: Sukakadonkadonk on March 06, 2017, 11:18:33 am
Ok, I see what's been done here. That is a beautiful, wonderful paragraph. I understand now. I think your teacher is suggesting this because it's worked so beautifully before, so she is suggesting an interesting structure, but it definitely isn't a structure that every teacher suggests to their students. The question of how poetry as an art form addresses bigger issues will work with just about any single essay question, so I can see it's benefit. I did a similar thing with module A, comparative study. This shouldn't stop you from talking about form where it's necessary elsewhere, but I can definitely see the effect of this kind of paragraph.

Do you think you'll write an "art" paragraph?


Most likely I will write an "art" paragraph as my word count so far in just on the brink of 800 words so I think I can fit a small one in.
So what sorts of ideas would you talk about in this paragraph relating to 'Easter 1916' and 'Among School Children'?
My thought is to say that Yeats uses the Easter 1916 poem as a "song" to memorialize the martyrs and people who suffered in the fight. And for Among School Children, I will say how he tries to find the answer to the meaning of life in the final lines of the poem.

Do you think these are suitable?
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on March 07, 2017, 12:43:50 am

Most likely I will write an "art" paragraph as my word count so far in just on the brink of 800 words so I think I can fit a small one in.
So what sorts of ideas would you talk about in this paragraph relating to 'Easter 1916' and 'Among School Children'?
My thought is to say that Yeats uses the Easter 1916 poem as a "song" to memorialize the martyrs and people who suffered in the fight. And for Among School Children, I will say how he tries to find the answer to the meaning of life in the final lines of the poem.

Do you think these are suitable?

I think this is definitely suitable... Here's what else I think about Easter 1916's structure:
Yeats iambic tetrameter and iambic trimeter. He varies them perhaps to convey the insignificance of (political conformity) and the changes that had taken place/were developing in Ireland.
Through a consistency in form, Yeats maintains a sense of unity; yet allows variation in the structure to emphasise particular elements of the poem to convey Ireland’s coming of age through the search for change and identity.
But also, the central paradox of a Terrible Beauty is Born - I'd put that in an art paragraph too. It is a repeated refrain and central to the complex paradox of the content.

For Among School Children,I think rhyming structure is important to discuss as well. I believe the purpose of the art paragraph is to talk about how the poetic form has been manipulated, and the general shape of the poem is very distinct, especially being divided into sections with roman numerals.
Title: Re: How to Write a Module B Essay
Post by: bholenath125 on March 16, 2017, 12:33:12 am
What kind of context should i be looking at for T.S. Elliot
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on March 16, 2017, 03:02:29 am
What kind of context should i be looking at for T.S. Elliot

Become familiar with the modernist poetic movement, this will be important for understanding the poetry's form. Also research the poet's personal context, there's some turmoil there that certainly shapes his poetry! Start with Wikipedia, then dig deeper once you've got the outline. :)
Title: Re: How to Write a Module B Essay
Post by: Mary_a on March 21, 2017, 10:27:18 am
Hey, Thanks for this it was really helpful!

I was just wondering, for Mod B we are studying a suite of poems (T.S Eliot), do we have to analyse all the poems or just select a few? What do you recommend in analysing a suite of poetry and its conclusion into an essay.

Thanks so much,

Mary x
Title: Re: How to Write a Module B Essay
Post by: kiiaaa on March 21, 2017, 01:53:32 pm
Hey, I think Among School Children is really tricky, it was the poem that spoke to me least as a reader but it's also just long, and tricky to approach. Have a look at my own notes on this poem, there's two critics mentioned at the top of the notes as well so you might be able to find some of their works online. You can download my notes here. I find that when I'm trying to find scholarly articles, I type the topic, Yeats, and then "scholar" or "University" or "academic" into Google next to each other. But for something like Among School Children, you could look beyond Yeats' scholars and into scholars of ageing. If you're into that idea, I suggest starting with Stanford Bennett: Old Age Its Cause and Prevention (1912). It presents complicated ideas and this is a trickier road to go down, but it could definitely elevate your work :)

For the record, I certainly didn't study Bennett in High School. So, you don't need it to do well, but using it well will surely give you great marks. I briefly studied Bennett in a Uni literature class. :)



hi elysepopplewell!
i looked at you notes for yeats and im mindbown! they are amazing and thorough and wow. i salute your effort. Thank you for always helping us out really appreciated
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on March 21, 2017, 09:52:28 pm
Hey, Thanks for this it was really helpful!

I was just wondering, for Mod B we are studying a suite of poems (T.S Eliot), do we have to analyse all the poems or just select a few? What do you recommend in analysing a suite of poetry and its conclusion into an essay.

Thanks so much,

Mary x

Hey Mary :)

So, analyse them all in your study, but in an exam you'd only need to select two or three to discuss (you could do more!). In Module B, they could specify exactly which poem they want you to use, so that's why you need to make sure you know them all in your study, even though you'll just select the ones you think suit the question best in the exam :)



hi elysepopplewell!
i looked at you notes for yeats and im mindbown! they are amazing and thorough and wow. i salute your effort. Thank you for always helping us out really appreciated

I'm pleased they're helpful for you! I really loved studying Yeats. I'm going to Ireland this weekend and 98% of the appeal is knowing that I'll be in the land of Yeats and Heaney's poetry. Fun times!

I'm a bit rusty on Yeats off the top of my head, but if you need any help, I really like discussing Yeats so I'm happy to talk anything out! :)
Title: Re: How to Write a Module B Essay
Post by: chloeannbarwick on April 24, 2017, 02:04:12 pm
Some awesome advice here!
Title: Re: How to Write a Module B Essay
Post by: bsdfjnlkasn on April 24, 2017, 02:57:09 pm
Hey there,

I have just read An Artist of the Floating World (Kazoo Ishiguro) as it's one of our prescribed texts for After the Bomb and I'm a little bit lost as to where to start analysing. I've thought about the structure (3 consecutive diary entries i.e. unreliable narrator) but I'm really not sure how we could apply that to the rubric. If anyone has any advice I would really appreciate it because I'd like to include the text in my analysis because the more I have the better. Also any resources that could help would be awesome because I'm under the impression that not many schools pick this as one of the prescribed texts making my google search pretty unhelpful haha

Thanks again  :)
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on April 25, 2017, 10:45:43 pm
Hey there,

I have just read An Artist of the Floating World (Kazoo Ishiguro) as it's one of our prescribed texts for After the Bomb and I'm a little bit lost as to where to start analysing. I've thought about the structure (3 consecutive diary entries i.e. unreliable narrator) but I'm really not sure how we could apply that to the rubric. If anyone has any advice I would really appreciate it because I'd like to include the text in my analysis because the more I have the better. Also any resources that could help would be awesome because I'm under the impression that not many schools pick this as one of the prescribed texts making my google search pretty unhelpful haha

Thanks again  :)

Hey! I just want to be clear - is this a question for Advanced English Module B, or for After the Bomb in Extension One English?
Let me know and I'll try help accordingly!
Title: Re: How to Write a Module B Essay
Post by: AnatolyDeop on April 30, 2017, 09:02:10 pm
Hey, I'm just wondering if anyone has done In the Skin of a Lion as their Mod B, how would you create a thesis around this:

Through its portrayal of human experience, Ondaatje's In the Skin of a Lion emphasises the relevance of memory
To what extent does your interpretation of In the Skin of a Lion support this view?
Title: Re: How to Write a Module B Essay
Post by: Faith_7 on April 30, 2017, 09:43:14 pm
I'm quite confused on how to structure these essays. Whenever I do not follow up a quote with an effect and direct link to my topic sentence, I get penalised for it. But upon examining multiple exemplar essays I see that many of them don't link to the question/topic sentence and move on to the next quote. For example:

By employing alliteration when Hamlet states “What’s Hecuba to him, or he to Hecuba?” Shakespeare achieves fluidity of Hamlet’s dialogue with a sonorous quality that, in the manner of a player, effectively cleaves “the general ear”. Nevertheless, unable to act upon his filial duty, Hamlet is appalled that a player, “But in a fiction, in a dream of passion” can “force his soul” so that “his whole function” is committed to his role, “And all for nothing”. In this way, Shakespeare’s responder is captivated by Hamlet’s inability to actualise his ‘duty’ to avenge.

Would be great if someone cleared this up for me, thank you!
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on April 30, 2017, 10:58:29 pm
Hey, I'm just wondering if anyone has done In the Skin of a Lion as their Mod B, how would you create a thesis around this:

Through its portrayal of human experience, Ondaatje's In the Skin of a Lion emphasises the relevance of memory
To what extent does your interpretation of In the Skin of a Lion support this view?

Welcome to the forums!! ;D I can't answer your question, really hope someone can, but do let us know if you need help finding anything around the site! ;D
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on April 30, 2017, 11:38:55 pm
I'm quite confused on how to structure these essays. Whenever I do not follow up a quote with an effect and direct link to my topic sentence, I get penalised for it. But upon examining multiple exemplar essays I see that many of them don't link to the question/topic sentence and move on to the next quote. For example:

By employing alliteration when Hamlet states “What’s Hecuba to him, or he to Hecuba?” Shakespeare achieves fluidity of Hamlet’s dialogue with a sonorous quality that, in the manner of a player, effectively cleaves “the general ear”. Nevertheless, unable to act upon his filial duty, Hamlet is appalled that a player, “But in a fiction, in a dream of passion” can “force his soul” so that “his whole function” is committed to his role, “And all for nothing”. In this way, Shakespeare’s responder is captivated by Hamlet’s inability to actualise his ‘duty’ to avenge.

Would be great if someone cleared this up for me, thank you!

Hey Faith! So I look at this two ways. First, there are many ways to get to your destination. Different writing styles, different questions, different texts - A whole bunch of factors influence how best to get the 18s, 19s and 20s. And second, I don't believe in a perfect essay. So while there are responses that do a whole lot right, no one could write one that is perfect in every single way. And indeed, the markers don't expect that either ;D

So with that in mind - I think you are right, I think it approaches the analysis in a little too much of a plot-focused way (at least for my taste), and yeah, could definitely link back to the concept in a more obvious way. Note that the link to concept is there, the discussion of duty is prominent in that last sentence, and in the conclusion too. The particular excerpt you provided also does a really nice job of linking to audience and using the quotes to further the argument.

So you are totally right! Excerpt not perfect, and it's good that you pick that up. With regard to linking back to topic sentence, I think the easiest way to guarantee that you hit the mark every time is to have a direct, deliberate connection back to that topic sentence. That way, even for yourself, you check it off the list. However, more subtle links threaded through the argument can work just as well, and that's what this one does - Again, more than one way to success ;D in any case, you definitely don't need the topic sentence link absolutely every time, sometimes the quote/analysis is in support of an earlier concept. Sometimes it is establishing or comparing a compositional pattern or something, who knows! Unlimited possibilities - I'm really against applying templates to good essays, because there really is so many ways to do it :) :) :)

Title: Re: How to Write a Module B Essay
Post by: olr1999 on May 04, 2017, 01:54:50 pm
Hey!
I'm really struggling to write a thesis statement for an essay on Yeats poetry.
The question centres around intense human emotions (including ideas about age, beauty and youth) in WSAC and WYAO and how these captivate readers.
Would reeeeeeaaaallllllllyyyyyy appreciate some advice on this! Thanks!
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on May 04, 2017, 07:01:01 pm
Hey!
I'm really struggling to write a thesis statement for an essay on Yeats poetry.
The question centres around intense human emotions (including ideas about age, beauty and youth) in WSAC and WYAO and how these captivate readers.
Would reeeeeeaaaallllllllyyyyyy appreciate some advice on this! Thanks!

Hey! I did this exact question for an assignment and used this exact texts. You can download my essay in two parts, one in the When You Are Old Notes, and the other half in the Wild Swans at Coole part. Downloadable for free here. You'll find my response in there which might guide you.

So, I used the intense emotional experience of yearning. And then I divided it into different types of yearning, and how this ultimately resulted in melancholy. Have a read through my notes and then let me know if you want more help :)
Title: Re: How to Write a Module B Essay
Post by: Faith_7 on May 05, 2017, 06:10:17 pm
Hi,
If a question was purely theme-based such as 'how significant is loyalty in Hamlet', would you be able to incorporate other themes in the body paragraphs to answer the questions or would you have to use key scenes instead.

Thanks
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on May 05, 2017, 07:01:47 pm
Hi,
If a question was purely theme-based such as 'how significant is loyalty in Hamlet', would you be able to incorporate other themes in the body paragraphs to answer the questions or would you have to use key scenes instead.

Thanks

I definitely think you could incorporate other themes but you would need to do it skilfully to be sure you aren't just ignoring the question. It shouldn't be too hard though. So, if you also want to look at the theme of deceit, you can look at the way loyalty and deceit interact. Does one character remain loyal until greed takes over? Or, can you make a comparison about two different characters, one who is greedy, and one who is loyal, and make a conclusion about their representation in the text? Perhaps saying that loyalty can be appreciated by an audience if it is contrasted with a character of greed?

I've just made up this extra theme, but hopefully you see what I'm saying. if you pursue other themes they need to be somehow in relation to the original theme to show the marker that you aren't just going off on a tangent, you're actually richening the discussion :)
Title: Re: How to Write a Module B Essay
Post by: theblackswan on May 23, 2017, 07:32:29 pm
Hey, do you have any tips on how to articulate and express yourself clearly in essays? There are some people who just effortlessly structure their sentences in such a complex and detailed manner! Thanks! :)
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on May 23, 2017, 07:59:22 pm
Hey, do you have any tips on how to articulate and express yourself clearly in essays? There are some people who just effortlessly structure their sentences in such a complex and detailed manner! Thanks! :)

Great question!

Well,
I think the people who express themselves the best are able to do so because they have a very clear structure in their mind. For me, I wrote essay plans over and over before I actually started the essay. Then I'd write the introduction, and then go back to my essay plan (which was usually quite visual) and reconsider. Lots, and lots of drafting is involved.
I think use of synonyms is important as well. The best essays understand and employ words in a way that is most appropriate. Admittedly, I'd often turn to thesaurus.com to find a better word. But, choosing a word without properly researching and understanding it's connotations often leads to people losing the sophisticated credibility of their essay.
Of course, the quality of ideas comes into this in a huge way. For me, my ideas always start small and I have an incredibly long planning process, note making, rewriting ideas, connecting parts of the texts, taking on different literary perspectives, etc. I know some people have a fabulous way of managing to connect complicated ideas immediately, but I'm not one! My process of coming up with ideas is long, and quite creative. I know it's a struggle for people who are more "math-brained" but usually they can turn out very precise essays through other processes!

I think it's also incredibly important to read your essay orally and look closely at how language flows or jars. Jarring words can affect the overall precision of your essay. Make sure the sentences are not too long, which I know becomes an issue as we try to express more complicated ideas and the syntax gets lost in it all.

Is there a particular piece of feedback you've been given that you want to focus on? Is it expression of ideas, connecting texts, techniques? Happy to help :)
Title: Re: How to Write a Module B Essay
Post by: tang0cat1 on June 20, 2017, 10:19:31 am
My teacher hates the word "themes" so how could I refer to the various themes in Hamlet e.g. loyalty and morality without using that word? Are they the same as "concepts" or is that slightly different?
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on June 20, 2017, 10:46:41 am
My teacher hates the word "themes" so how could I refer to the various themes in Hamlet e.g. loyalty and morality without using that word? Are they the same as "concepts" or is that slightly different?

Hey! Welcome to the forums! ;D

'Concept' works! So does 'idea.' You can even broaden a little by playing with sentence structure. For example:

The composers use of symbolism suggests that morality is of paramount importance.

I've not used either word, but still been able to discuss morality as something the composer suggests to us :) hope this helps!
Title: Re: How to Write a Module B Essay
Post by: good_stuff on July 19, 2017, 04:33:38 pm
Hiiii!

I'm stuck on essay writing for Nonfiction- Speeches, which I have an assessment for next Tues!! While reading up on tips etc, somewhere said to write paragraphs based on concepts rather than themes. Isn't this the same thing? :S *confusion*
Any help would be greatly appreciated!! :)
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on July 19, 2017, 05:24:09 pm
Hiiii!

I'm stuck on essay writing for Nonfiction- Speeches, which I have an assessment for next Tues!! While reading up on tips etc, somewhere said to write paragraphs based on concepts rather than themes. Isn't this the same thing? :S *confusion*
Any help would be greatly appreciated!! :)

Hey! It pretty much is - From my perspective the difference is that a concept has some level of opinion or specificity attached to it. So for example, love. That is a theme. Love can be detrimental to self worth. That is a concept - At least that's how I view it! Perhaps the guide was referencing the importance of having specific high order paragraph topics, not just simplistic themes like "love" and "hope" :)
Title: Re: How to Write a Module B Essay
Post by: good_stuff on July 19, 2017, 07:19:43 pm
Hey! It pretty much is - From my perspective the difference is that a concept has some level of opinion or specificity attached to it. So for example, love. That is a theme. Love can be detrimental to self worth. That is a concept - At least that's how I view it! Perhaps the guide was referencing the importance of having specific high order paragraph topics, not just simplistic themes like "love" and "hope" :)

Ahhh That makes sense!
So instead of using "justice is explored...", I'd say something like "The speeches aim to unify and bring justice to the Indigenous population through appealing to the audiences' ethics, as seen in..."?
Sorry I have another question hahah
I saw a structure like this somewhere:
Intro
Thesis 1
Thesis 1
Thesis 2
Thesis 2
Conc


By basing body paras on 'concepts' and expanding on these, would it effectively become another thesis statement fitting under the overarching one like in here?
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on July 19, 2017, 08:13:09 pm
Ahhh That makes sense!
So instead of using "justice is explored...", I'd say something like "The speeches aim to unify and bring justice to the Indigenous population through appealing to the audiences' ethics, as seen in..."?
Sorry I have another question hahah
I saw a structure like this somewhere:
Intro
Thesis 1
Thesis 1
Thesis 2
Thesis 2
Conc


By basing body paras on 'concepts' and expanding on these, would it effectively become another thesis statement fitting under the overarching one like in here?


Yep, you're correct on both counts - Your paragraphs become like "mini Theses" that then support your larger Thesis "umbrella" that you establish at the start ;D
Title: Re: How to Write a Module B Essay
Post by: good_stuff on July 19, 2017, 08:32:17 pm
Yep, you're correct on both counts - Your paragraphs become like "mini Theses" that then support your larger Thesis "umbrella" that you establish at the start ;D
Bless!! Thanks so much :D
Title: Re: How to Write a Module B Essay
Post by: good_stuff on July 19, 2017, 09:03:44 pm
Bless!! Thanks so much :D

oh no I'm back with another question-
when talking about the contextual reception of speeches, I understand we can do research to get a feel of the societal attitudes, etc. but because we are studying speeches, should I also incorporate some of the reactions caught on recording at the Redfern Speech (wherein you can hear angry protesting by some people)?
We are only provided with the transcripts by NESA but shouldn't it also be important to consider the actual delivery of said speeches?
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on July 19, 2017, 09:37:56 pm
oh no I'm back with another question-
when talking about the contextual reception of speeches, I understand we can do research to get a feel of the societal attitudes, etc. but because we are studying speeches, should I also incorporate some of the reactions caught on recording at the Redfern Speech (wherein you can hear angry protesting by some people)?
We are only provided with the transcripts by NESA but shouldn't it also be important to consider the actual delivery of said speeches?

Hey! Great pickup - You should definitely consider the delivery and how it was received at the time. Reference to the audience reaction is definitely a good thing ;D
Title: Re: How to Write a Module B Essay
Post by: jadzia26 on July 19, 2017, 10:24:09 pm
This is sooo helpful right now my school is doing module B at the moment with speeches and I'm really worried about knowing all of them. the noticed pattern suggests the hsc hopefully wont ask provide an excerpt this year in the question which is reassuring but obviously I cant count on that. I'm so worried about remembering analysis for multiple essays and on top of that not knowing what i'm going to have to write about on the day for this module.
biggest fear rn: getting an excerpt from a text i dont know in enough depth  :'(
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on July 20, 2017, 11:32:09 am
This is sooo helpful right now my school is doing module B at the moment with speeches and I'm really worried about knowing all of them. the noticed pattern suggests the hsc hopefully wont ask provide an excerpt this year in the question which is reassuring but obviously I cant count on that. I'm so worried about remembering analysis for multiple essays and on top of that not knowing what i'm going to have to write about on the day for this module.
biggest fear rn: getting an excerpt from a text i dont know in enough depth  :'(

I had poems for Module B so I understand the panic about them specifying a text or, even more scary, an aspect of that text. I think this re-affirms the fact that you cannot leave it to chance, and need to approach every text. Leave no stone unturned! If you are a star in one text, it's time to put that one aside and work on the ones that scare you, because that's when you know you'll panic in an exam! Spread your time between the texts in your study time, be wise :)
Title: Re: How to Write a Module B Essay
Post by: Lachlan Morley on August 04, 2017, 07:13:03 pm
Hi All

Im having heaps of trouble trying to develop two conflicting and different ideas for Yeats poetry

Whenever i do practise questions i have alot of trouble coming up with two sperate key ideas/themes/ that are clearly depicted in two poem that answer the question.

Did you guys like have two speicifc theme/ideas that you were always going to talk about and then somhow relate it to the question on the day or did you come up with your concepts on the day?
Title: Re: How to Write a Module B Essay
Post by: elysepopplewell on August 04, 2017, 08:39:44 pm
Hi All

Im having heaps of trouble trying to develop two conflicting and different ideas for Yeats poetry

Whenever i do practise questions i have alot of trouble coming up with two sperate key ideas/themes/ that are clearly depicted in two poem that answer the question.

Did you guys like have two speicifc theme/ideas that you were always going to talk about and then somhow relate it to the question on the day or did you come up with your concepts on the day?

When I was studying Yeats, I always talked about tension. Tension between young and old, tension between movement and stability, tension between peace and war, tension between change and stability... So I talked about tension throughout, but in two different lights throughout. It worked really well for me!
Title: Re: How to Write a Module B Essay
Post by: Lachlan Morley on August 04, 2017, 10:37:07 pm
When I was studying Yeats, I always talked about tension. Tension between young and old, tension between movement and stability, tension between peace and war, tension between change and stability... So I talked about tension throughout, but in two different lights throughout. It worked really well for me!

Ok great that makes a lot of sense , thanks ellyse
Title: Re: How to Write a Module B Essay
Post by: vmukund17 on August 10, 2017, 12:48:21 pm
Do you have any tips for approaching T.S. Eliot?
Title: Re: How to Write a Module B Essay
Post by: jadzia26 on August 17, 2017, 11:41:36 pm
Only recently I got my Mod B exam back and it was quite bad the marker didn't believe I had the right view of the texts nor did i delve deep enough into my analysis but my trial paper 2 is TOMORROW and because i had an exam this afternoon I haven't had time to look at Module B!!!
Module A and C have been fixed but its far too late to do Module B it will take hours to rewrite an essay!
Any last minute tips on how to improve Module B essays?
We're doing the speeches unit (so many texts to remember  :'( )
stressing just a tad right now lol

How do you set up the texts??? is that like context and stuff like that Mod B is sooo different and I'm sooo lost I feel like I've simply forgotten how to properly structure an essay
Title: Re: How to Write a Module B Essay
Post by: jamonwindeyer on August 18, 2017, 12:22:57 am
Only recently I got my Mod B exam back and it was quite bad the marker didn't believe I had the right view of the texts nor did i delve deep enough into my analysis but my trial paper 2 is TOMORROW and because i had an exam this afternoon I haven't had time to look at Module B!!!
Module A and C have been fixed but its far too late to do Module B it will take hours to rewrite an essay!
Any last minute tips on how to improve Module B essays?
We're doing the speeches unit (so many texts to remember  :'( )
stressing just a tad right now lol

How do you set up the texts??? is that like context and stuff like that Mod B is sooo different and I'm sooo lost I feel like I've simply forgotten how to properly structure an essay

Hey! Module B is all about judgement. Just remember, whatever you write, to include how effective the text is at doing whatever it is you are talking about. Just remembering that by itself can go a long way. Good luck for tomorrow! ;D
Title: Re: How to Write a Module B Essay
Post by: jadzia26 on August 18, 2017, 11:25:39 pm
Hey! Module B is all about judgement. Just remember, whatever you write, to include how effective the text is at doing whatever it is you are talking about. Just remembering that by itself can go a long way. Good luck for tomorrow! ;D

Thank you so much!
I'm hoping that my essays read better second time around and that might give me some more marks.... maybe.
This definitely helps though because before I was structuring all essays comparatively like Module A which was completely wrong so actually knowing the proper structure and what's being asked outside the question helps heaps.... Can't believe I went all year not knowing
Title: Re: How to Write a Module B Essay
Post by: littleshreep on October 05, 2017, 03:15:36 pm
Does anyone have any tips on how I should approach adapting essays to the Hamlet hsc questions? I prefer memorising essays word for word, but that seems a bit difficult for Mod B.

I saw the 2016 question and freaked because it's SO SPECIFIC, and upon emailing my teacher, still have no clue on what would be best to do.

Thanks in advance,
Shree.
Title: Re: How to Write a Module B Essay
Post by: cxmplete on October 07, 2017, 09:24:46 pm
how would you structure a mod b essay for speeches?
Title: Re: How to Write a Module B Essay
Post by: hilaryl on June 19, 2018, 05:22:36 pm
hi all :) i just wanted to ask what context i'd need to know for Christina Rossetti mod B. i have a discussion task on her and i'm not quite sure what to expect
Title: Re: How to Write a Module B Essay
Post by: spnmox on September 10, 2019, 01:44:11 pm
Great question!

Well,
I think the people who express themselves the best are able to do so because they have a very clear structure in their mind. For me, I wrote essay plans over and over before I actually started the essay. Then I'd write the introduction, and then go back to my essay plan (which was usually quite visual) and reconsider. Lots, and lots of drafting is involved.
I think use of synonyms is important as well. The best essays understand and employ words in a way that is most appropriate. Admittedly, I'd often turn to thesaurus.com to find a better word. But, choosing a word without properly researching and understanding it's connotations often leads to people losing the sophisticated credibility of their essay.
Of course, the quality of ideas comes into this in a huge way. For me, my ideas always start small and I have an incredibly long planning process, note making, rewriting ideas, connecting parts of the texts, taking on different literary perspectives, etc. I know some people have a fabulous way of managing to connect complicated ideas immediately, but I'm not one! My process of coming up with ideas is long, and quite creative. I know it's a struggle for people who are more "math-brained" but usually they can turn out very precise essays through other processes!

I think it's also incredibly important to read your essay orally and look closely at how language flows or jars. Jarring words can affect the overall precision of your essay. Make sure the sentences are not too long, which I know becomes an issue as we try to express more complicated ideas and the syntax gets lost in it all.

Is there a particular piece of feedback you've been given that you want to focus on? Is it expression of ideas, connecting texts, techniques? Happy to help :)

I know this post is quite old but I just wanted to say what a relief it is to read this! I personally agree that the thinking process is a really important part of studying for English; sometimes I spend hours just reading over online essays, notes and forums without writing a single word, and it makes me feel like I'm not doing any actual work. Sometimes we read an essay and get really overwhelmed by how fluent it is, but it's important to remember that hours and hours of work went behind the scenes (for most people)