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Part 1: What makes a module B essay different?
1. Personal Understanding:
Arguably the most important part of Module B, you’ll be required to have your own interpretation of the text. To do this, you’ll need to CHOOSE one view and JUSTIFY it (try to decipher the moral message underlying Shakespeare’s text). Furthermore, the language you use must be evocative and emotive. Some good examples include:
i. “Thereby awakening us to ________”
ii. “Provoking our inner consciousness through a pilgrimage of [Character’s] moral transformation through [Author’s] literary innovations”
iii. “Captivating ______”
Lastly, personal pronouns will help develop this personal and nuanced interpretation of your text, for example:
i. “Whilst (critic) argues ‘_______’, I believe that it is rather ___ that lends Shakespeare’s work its literary appeal, a virtue, rather than a flaw which attests to its enduring significance throughout time.” → ONE concluding sentence of a paragraph
ii. “In the words of (critic), ‘_________’, which suggests _____ - a sentiment which aligns with my confrontation with __ through Shakespeare’s dramatic exploration of _______”
2. Textual integrity:
Defined as “The unity of a text; the coherent use of form and language to produce an integrated whole in terms of both meaning and value”, there are 3 parts to textual integrity:
a. Macro Techniques: Try to pick up on overarching techniques and how this paints a particular portrait of characters throughout the play
b. Cyclical structure / motif:
i. e.g.) Act 1: Hal is very emotional, Act 2: Hal is very rational / logical, Act 3: becomes emotional
c. Meaning and Value:
i. Prove that your author’s text holds enduring value through his ability to explore the fundamental/timeless question of (what it means to be human / a good leader ). e.g.) “_____, thus resonating with our enduring struggle to elucidate what it means to (MORAL MESSAGE) within the turmoil of our modern social and political landscapes”.
ii. WHY the text remains relevant
iii. Moral Messages that transcend time → GIVES VALUE to the reader
a. GOOD THESIS: e.g.) Shakespeare invites us to adopt a morally relativistic perspective on the nature of honour, perceiving honour instead as (an adherence to one’s own moral values) rather than the mere display of militaristic courage.
b. E.g. of bad thesis) Shakespeare explores notions of honour through the character of Hotspur and his endless pursuit for power.
3. Engagement with Context:
Also crucial to Module B, context should occur in your essay almost as much as it occurs in Module A.
4. Critic Opinions:
Find places where you can include critic opinions to enhance your essay. This may be concluding sentences, or the 1st - 2nd sentence in your paragraph.
Part 2: 5 Essay Writing Steps for the 20/20 Essay
1. Every sentence in the essay has to be very valuable
You should NEVER merely summarise - should always evaluate / reiterate past points. Also, make sure every piece of analysis makes a relevant point which offers an INSIGHT into your thesis rather than purely translating what is happening in the text into regular language
2. Understanding the role of each sentence
a. Concluding sentences → Last sentence of your intro, every linking sentence of each paragraph, conclusion
b. Evaluative with your language + linking back to the module →
i. Therefore, through this dramatisation of intersecting perspectives, King Henry IV has remained as an enduringly relevant exploration into the (inherent subjectivity of honour and its role in politics).
ii. (SUMMARY), thus sustaining literary appeal through its resonance with our enduring experience of political and social upheaval.
c. 5 main different purposes: Thesis, Context, Quote, Technique, Point, Concluding sentence
3. Don't analyse quotes in isolation (analyse contextually within essay)
Don’t analyse quotes in isolation – ie. What is happening in the scene or line ALONE, analyse them holistically in relation to the broader ideas of the text and the concept of your thesis as a whole.
a. Every single point should be RELEVANT to your thesis
b. Average-Bad Sentence: The motif of the rhyming couplet alluding to Michelangelo, “In the room the women come and go/ Talking of Michelangelo”, symbolises [TRANSLATION] Prufrock’s own insecurity and self-consciousness as he becomes confronted by the superficial valuing of outwardly appearance.
i. Instead of a POINT, a TRANSLATION is happening from poetic language into regular LANGUAGE. This is NOT INSIGHTFUL. Notice the change with the next sentence:
c. Good Sentence: The motif of the rhyming couplet alluding to Michelangelo, “In the room the women come and go / Talking of Michelangelo”, symbolises how the [POINT] heightened obsession with frivolous facades within [VALUES] a superficial milieu deteriorated [EFFECT] one’s sense of worthiness within a [CONTEXT] bourgeois society.
4. Understand the nuances of the module
What is DIFFERENT about module B? ( Refer to Part 1 of the guide)
5. Adapting your essay
You should memorise your best case scenario essay (1000 words) + ADDITIONAL analysis. These additional elements include thesis statements (for other paragraphs / character based essays), or analysis for alternate themes and characters.
Hope this helped give you an insight into Mod B! Our full range of material is over 100 pages long co-authored by 6 state rankers. If you’d like to try out a lesson with us, visit our website: https://www.concepteducation.com.au/enquire or email admin@conceptenglish.com.au to enquire today!
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