Belonging and Dickinson
WHAT
MEANING AND
DIFFERENT
ASPECTS OF
BELONGING
Belonging/
Not Belonging
IN TEXTS
This part always
needs to be
evaluative –
which means you
are constantly
judging the
effectiveness of
techniques at
providing
insights into
belonging.
HOW
TECHNIQUE
AT LEAST 2
BIG ONES
PER POEM
ANALYSE
INTERTEXTUALI
TY –
CONNECTIONS
BETWEEN
POEMS AND
Key concepts
•
•
•
•
Belonging through writing
Not Belonging to literary world
Belonging through nature
Tension between deliberate exclusion and
inclusion
• Belonging to self
Other issues/ideas
• Problems inherent in Belonging
• Importance of Belonging
• Belonging to/exclusion from text – audience
• Contested readings
• Would Dickinson belong in society today? Lifestyle?
Connections to Belonging
‘This is my
letter to the
world’
‘I had been
hungry all
the years.’
‘I gave
myself to
him,’
‘The
saddest
noise, the
sweetest
noise,’
World - acceptance/alienation from society
literary world / society
Need to belong – yearning
Belonging to nature
belonging – risk and gain
society expectation, religion-god, marriage
Not brave – yearning to belong - nature
Loss associated with the power of nature
risk/dangers of belonging
‘A word dropped
careless on a
page’
‘A narrow fellow
in the grass’
‘What mystery
pervades a
well!’
‘I died for
beauty, but
was scarce’
Vocab, Vocab, Vocab
identity
perspective
acceptance
conform
tolerance
empathy
rejection
marginalisation
understanding
perception
disaffection
alienation
solidarity
prejudice
exclusion
fear
relationship
isolation
outcast
recognition
exile
estrangement
affiliation
segregation
Notes from marking centre
Connections between texts must demonstrate:
–
A clear line of argument (thesis + insights)
–
Established viewpoint (mature, personal
POV)
–
Synthesised discussion of texts (combined)
–
A cohesive framework (essay structure)
–
A sustained comparison (of texts in relation
Introduction
 Strong thesis statement that shows deep personal thought, is mature and
unique
(Thesis = topic + your attitude/argument)
declare your
(what you plan to argue + how you plan to argue it = thesis)
beliefs
Simply, it is your considered, insightful, perceptive and intelligent point of view in
response to the essay statement/question.
 Use key words of question – do not just restate question – never rewrite the
question – this is a waste of time.
 Must refer to:– Texts by full name and form– Dickinson’s Poetry, Red Tree and/or Into the Wild etc
– Composers – Emily Dickinson, Sean Penn, Shaun Tan etc
– Dates/time periods composed
– The different aspects/meanings of belonging/not belonging to be addressed
– The outcome/implications/value/significance of belonging in life
 Introduction should be assertive, confident and brave!!!
Avoid
Breaking down thesis and
supporting insights
Thesis
Belonging is about
relationships –
D = Dickinson poems
RT = Related Text
humans are social D
creatures
RT
acceptance
D
RT
purposeful belonging‘happiness is only true
RT
when shared’
D
Thesis
Belonging is about
acceptance –
You must accept D
yourself before others
accept you
RT
Be true to your
beliefs
D
RT
Be willing to go against the
grain and societies status
quo
D
RT
Body – Insights presented with the purpose to explain and
support thesis through analysis of texts
**Don’t forget to compare texts, linking them through similarities and/or differences either within
paragraphs or between/across paragraphs
Paragraph 1
Basic paragraph structure to assist with the organisation of your essay -
 INSIGHT 1:- statement outlining your first insight (strongest argumentmini-thesis statement as evidence to support essay thesis).
 Explain:- discuss insight in relation to Dickinson’s poetry – detailed
discussion/explanation.
 Technique analysis:- the HOW = what techniques are used to portray
this insight and explain the effect of this technique on the
text/audience/meaning.
 Evidence:- reference to the text to support argument :
quote/scene/image
Stronger responses will combine quote and technique into one sentence.
Paragraph 2
INSIGHT 1:- (consequently, paradoxically, ironically) statement connecting related
text to first insight either through similarity or difference regarding ideas about
belonging, techniques, perspective, personas/characters, purpose.
Explain:- discuss insightful relationship between related text and Dickinson’s
poetry – detailed discussion/explanation.
Technique analysis:- the HOW = explain techniques used to portray this insight
and explain the effect of this technique on the text/audience/meaning.
Evidence:- reference to the text to support argument : quote/scene/image
Stronger responses will combine quote and technique into one sentence.
Link to thesis/question:- statement that reinforces the significance of this insight
in relation to your thesis and the question.
Paragraphs 3 - 4
 Repeat paragraph 1 & 2 structure for INSIGHT 2
= statement outlining your second argument to support
thesis.
Paragraphs 5 - 6
 Repeated paragraph 1 & 2 structure for INSIGHT 3
= statement outlining your third argument to support
thesis.
Remember to always address the WHAT and HOW!!!
Conclusion
 Finish strongly and confidently.
 Reinforce your thesis statement and its significance in
relation to the question and texts holistically.
 Reiterate the most convincing aspects of your body
arguments.
 Incorporate a powerful line from either text which sums up
your thesis statement – an insightful critic’s quote from your
reading that is relevant to your thesis could also be useful.
**If, all of a sudden you get a flash of brilliance whilst
writing the conclusion, insert it where it fits in the
body of your essay - do not add new information
**The exam has a reading path to direct your
thought patterns – so leave extended response
until last
Things to learn:
- quotes, techniques, textual references
- power sentences which - define concept
- sum up text
- link texts
Things not to do:
- Do not use phrases from past exams in your
essay
- Do not learn entire essay by heart, unless you
Band 5 and 6 responses
• Integrate texts and show meaningful relationships between them.
• Show detailed analysis and knowledge across whole text – quote from a
variety of chapters/poems/scenes.
• Integrate quote and technique into discussion around text.
• Consider the author’s purpose in composing each text – statement on
belonging and how audience is invited to belong/or is excluded from
text.
• Use confident, persuasive, assertive language –incorporating a variety
of strong vocabulary and belonging synonyms.
• Get composer’s name correct.
• Don’t talk about belonging unless referring to prescribed or related texts.
• Support all statements/insights with strong textual references – always
linking techniques to textual references.
• Have well prepared related texts which explore the concepts of both
belonging and alienation.
• Show personal engagement and originality in response – through