Section 2


Typically 8 questions
3 categories

Concept questions; eg. gender, race, cultural
identity, reading practices

Construction questions; eg. genre, structure,
characterisation, point of view, setting, symbolism,
imagery, form

Context; influences of contexts (both writer and
reader) on meaning.
Examples

The structure of a literary text, no less that its use of language,
contributes to its meaning. Discuss with reference to one or
more…

While gender is a theme of many literary works, it is also always
an available reading strategy. Discuss with reference to one or
more works…

How do literary works mediate or contribute to readers’
understandings of history and/or culture? Discuss with with
reference…

Nationhood is often represented in literary texts through the
depiction of unequal power relationships. Discuss with
reference…
Examples

The structure of a literary text, no less that its use of language,
contributes to its meaning. Discuss with reference to one or
more… CONSTRUCTION

While gender is a theme of many literary works, it is also always
an available reading strategy. Discuss with reference to one or
more works…CONCEPT

How do literary works mediate or contribute to readers’
understandings of history and/or culture? Discuss with with
reference…CONTEXT

Nationhood is often represented in literary texts through the
depiction of unequal power relationships. Discuss with
reference… CONSTRUCTION - CONCEPT - CONTEXT
ESSAY WRITING = LOGIC
Category 4
Category 3
Series 3
Series 2
Category 2
Series 1
Category 1
0
1
2
3
4
5
6
The Essay:
The Stages of the Argument

The Thesis (Introduction)

Move through the specific arguments that support and
justify the thesis (Body)

Having justified the thesis, the essay arrives at the
conclusion. (restatement of the thesis)
STRUCTURE:
A SIMPLE INTRODUCTION

Moves from the general to the specific.

Stage 1: Global Statement: Establishes a broader cultural
context for the question.

Stage 2: Reference the text (text, author, time of publication)

Stage 3: Outline the text in one sentence in a way that
highlights the issues relevant to the argument or discussion.

Stage 4: Thesis The answer to the question in a nutshell.
GROT
STRUCTURE: A MORE
SOPHISTICATED APPROACH

Stage 1: Global Statement: Establishes a broader cultural context for
the question.

Stage 2: Identify the focus of the question by key
terminology/concepts. Transitional stage between the global
statement and the text you are referencing.

Stage 3: Reference the text (text, author, time of publication)

Stage 4: Outline/Summarise the text in one sentence in a way that
highlights the issues relevant to the argument or discussion.

Stage 5: Another transitional stage where the general summary of the
text becomes more focused leading towards the key components of
the thesis.

Stage 6: Thesis. The answer to the question in a nutshell.
The Thesis: CRITICAL

Two parts:

1: It needs to outline what a text does/achieves/means

2: signifies how this is achieved
eg. Macbeth reinforces the illegitimacy of Macbeth’s rule
as king through the characteristics of King Duncan and
the criticisms made about Macbeth by other characters.
WHERE TO BEGIN?

Always begin with the thesis.

Typical problems with student essay writing:

Approach 1
if I just start writing I will get to an
answer …..(lack of focus)

Approach 2
I kind of know what to say but I will
work it out more clearly as I go along….
(unclear writing and repetition)

Approach 3
I know the text so I will write about that
and do the intro last …(rambles)
Sample Introduction

Question:
……
Gender is less important than individuality. Discuss

(1)In every society, in every historical era, people are born neither
as individuals or as gendered people. (2)Both these are sets of
behaviours that we learn over time and within a cultural context.
(3)The Australian novel Sixty Lights by Gail Jones published in
2008 highlights these issues.(4) The narrative follows the short life
of Lucy from childhood to her death at 22, at the same time
flashing backwards and forwards in vignettes that show other
people growing and dying. (5) The novel explores the difficulty of
‘being’ and shows this to be both a set of choices to be made as
well as culturally constructed norms. (6) Through the character of
Lucy we see that a personal insistence on individuality can
transcend gender expectations, though other characters like
Arthur are ruled by gender expectations.
The Thesis

Quick game to play in groups to strengthen thesis writing and
supporting the thesis.

HINT: Do not embark on a thesis you cannot support.

Practical steps:

Write a thesis to a question.

Say it to your learning partner… He/she responds……” I cannot
agree because...”

You follow up with your 3 or 4 or 5 supporting reasons in your
best efforts to convince them. This forces you to work with your
essay length, argument and text content, as well as structure
structure.
Paragraphs

Each paragraph must have a minimum of 5 sentences. The
letters:

T

D = Developing sentence

S

A = Analysis (of the quote of text ref)

C = Conclusion

** If you use more than 1 quote, you repeat the S, A
sentences then move to the conclusion.
= Topic sentence
= Supporting quote or text reference
Topic Sentence

The topic sentence requires 2 elements:

1: the idea, concept, context idea for the paragraph.

2: a reference to the content of the text

Note 1: A topic sentence that only refers to the text will lead to a
paragraph about the plot. Your task is to examine the text not
retell it.

Note 2: You get no marks for retelling the plot

Note 3: You should already know from your thesis work what
your concept/text ideas are and how many paragraphs you are
planning to write.
The Conclusion

There are 3 main tasks here.

1: Review your ideas

2: Explain where your discussion has lead your argument
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3: Conclude ensuring that you respond to the question
Sample questions
practice

Write a thesis and 4 supporting reasons for 1 of the
following:

If time, write a global sentence for the intro.

Discuss how particular discourses are reflected in a literary
text and the role of these in contributing to the text’s
meanings. Discuss …..

Or

Discuss with reference to at least one literary text you have
studied how language can be used to shape ideas and evoke
responses from readers.