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 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.