General Essay Advice 

 

• Rewrite the question you choose at the top before beginning the essay

 

Intro

• Leave room for your introduction (last sentence = thesis statement) and finish it at the end
• Thesis : do not write things like “this essay will”. Focus always on the authors/writers and what they are doing achieving
• Be specific in your thesis statement and don’t write things like “different devices” ; it’s like the conclusion in the beginning
• First sentences lead into the thesis statement, go from broad to more and more specific–triangle to the point 

 

Body paragraphs

 

• Make sure you have an “organization” in mind (what points you’ll make in each paragraph, in what order so that an argument unfolds and is constructed effectively so that the reader can follow your logic)
• The first sentence of every paragraph should be like a “mini-thesis” which orients us on the job of the paragraph, gives us a “heads up” on what the paragraph will prove ( an element/point that links back to the mother thesis)
• Give specific examples, but don’t pile them up too much. If you give a quote make sure that you make some comments on stylistic features that reinforce the bigger thematic arguments you are making (what is that device DOING to make an effect/strengthen an idea). If you don’t give a quote, give specific moments that illustrate your points (avoid SUMMARY/generalizations)
• If you can, show layers of meaning. Go beyond the obvious at moments and say things like: this could be, another possibility or layer of meaning could be, etc. 
• Avoid paragraphs longer than a half of a page or ¾ of a page. If a new paragraph develops naturally, go with it. Visually your essay should be digestible and clear

 

Expression

• avoid basic words like good, bad, sad, happy etc.
• include “tone words” and references to devices 
• check you are using synonyms and that you don’t repeat the same words too closely together
• use linking words / transition words
• challenge yourself to use two or three “smart words” in an essay
• check your “s” on third person and plural, underline titles of books/plays, quotes for poems, spell characters’ and authors’ names correctly

SHAKESPEAREEEEEEEEEEE

 

General

• be aware of length/balance of two works
• avoid summary – show that you know the deeper layers of the work and you didn’t just read summaries on the internet
• integrate discussion of style/language
• stay in the present tense
• focus on the AUTHORS; do not talk about the characters like they are your “friends” and these are the things they did 
• make sure every sentence in your essay is working to prove your thesis; if not modify what you are doing or boost your thesis

 

Conclusion

• First sentence is a “rewrite” of your thesis but with synonyms / different syntax
• summarize your points (check back to your paragraphs) and perhaps do an ouverture to modern life, values, themes, warnings, lessons, etc.

 

Bonus points for: 

• talking about style
• showing layers of meaning
• digging deeper, going beyond the obvious
• smooth transitions and organization

 

VOCAB BOOSTERS

These words can easily be used when stating facts and describing examples to support one’s argument. 

 

1. Antecedent – a precursor, or preceding event for something – N
2. Bastion – an institution/place/person that strongly maintains particular principles, attitudes, or activities – N
3. Bellwether – something that indicates a trend – N
4. Burgeon – to begin to grow or increase rapidly – V
5. Catalyst – an agent that provokes or triggers change – N
6. Defunct – no longer in existence or functioning – Adj.
7. Entrenched – characterized by something that is firmly established and difficult to change – Adj.
8. Foster – to encourage the development of something – V
9. Galvanize – to shock or excite someone into taking action – V
10. Impetus – something that makes a process or activity happen or happen faster – N
11. Inadvertent – accidental or unintentional – Adj.
12. Incessant – never ending; continuing without pause – Adj.
13. Inflame – to provoke or intensify strong feelings in someone – V
14. Instill – to gradually but firmly establish an idea or attitude into a person’s mind – V
15. Lucrative – having a large reward, monetary or otherwise – Adj.
16. Myriad – countless or extremely large in number – Adj.
17. Precipitate – to cause something to happen suddenly or unexpectedly – V
18. Proponent – a person who advocates for something – N
19. Resurgence – an increase or revival after a period of limited activity – N
20. Revitalize – to give something new life and vitality – V
21. Ubiquitous – characterized by being everywhere; widespread – Adj.
22. Watershed – an event or period that marks a turning point – N

Context 2: Analysis

These words can often be used when describing common patterns between examples or casting some form of opinion or judgement.

 

23. Anomaly – deviation from the norm – N
24. Automaton – a mindless follower; someone who acts in a mechanical fashion – N
25. Belie – to fail to give a true impression of something – V
26. Cupidity – excessive greed – Adj.
27. Debacle – a powerful failure; a fiasco – N
28. Demagogue – a political leader or person who looks for support by appealing to prejudices instead of using rational arguments – N
29. Deter – to discourage someone from doing something by making them doubt or fear the consequences – V
30. Discredit – to harm the reputation or respect for someone – V
31. Draconian – characterized by strict laws, rules and punishments – Adj.
32. Duplicitous – deliberately deceitful in speech/behavior – Adj.
33. Egregious – conspicuously bad; extremely evil; monstrous and outrageous – Adj.
34. Exacerbate – to make a situation worse – V
35. Ignominious – deserving or causing public disgrace or shame – Adj.
36. Insidious – proceeding in a subtle way but with harmful effects – Adj.
37. Myopic – short-sighted; not considering the long run – Adj.
38. Pernicious – dangerous and harmful – Adj.
39. Renegade – a person who betrays an organization, country, or set of principles – N
40. Stigmatize – to describe or regard as worthy of disgrace or disapproval – V
41. Superfluous – unnecessary – Adj.
42. Venal – corrupt; susceptible to bribery – Adj.
43. Virulent – extremely severe or harmful in its effects – Adj.
44. Zealot – a person who is fanatical and uncompromising in pursuit of their religious, political, or other ideals – N

 

Context 3: Thesis and Argument

These words are appropriate for taking a stance on controversial topics, placing greater weight on one or the other end of the spectrum, usually touching on abstract concepts, and/or related to human nature or societal issues.

 

45. Autonomy – independence or self governance; the right to make decisions for oneself – N
46. Conundrum – a difficult problem with no easy solution – N
47. Dichotomy – a division or contrast between two things that are presented as opposites or entirely different – N
48. Disparity – a great difference between things – N
49. Divisive – causing disagreement or hostility between people – Adj.
50. Egalitarian – favoring social equality and equal rights – Adj.

 

REVISING ACTIVITIES 

• STAY AWAY FROM PHONES AND DEVICES– put them in another room!, set up your environment for focus and comfort 

• PLAN YOUR SCHEDULE with blocks of 20-30 mins max of specific revision at a time so your brain doesn’t max out on something, schedule in rewards; take your own best moments to learn in the day into consideration (do more challenging things at time when you are more awake, more passive things at other moments)
  • ex: 

8-9 get ready ; 9h-9h30: watch a youtube video on Frost : 9h30-10h memorize 4 quotes from HT; 10 reward break eat a snack; 10h15-10h25 write a practice comparative paragraph in ten minutes (practice timed pressure): 10h30-11h watch 1 episode of parks and rec; 11h-11h20 read student essay samples on blog; 11h30-12h go for a walk and practice recalling quotations while walking

 

• use a timer to motivate your brain to stay actively focused for each chunk of time

 

EXAMPLE ACTIVITIES 

• reread books (flip through, read a few pages)
• read my notes and make fiches – practice “information gap” to activate memory 
• memorize quotes (use different techniques to make the brain connections stronger: read aloud, make flashcards, walk and talk/read, use movements, post around the house) and specific moments 
• reread notes, annotations, handouts – take notes or make flashcards with this information
• read litnotes and make/handwrite fiches from them with essential info to retain
• watch some youtube videos, professor’s lectures, podcasts
• practice with a friend or family member an introduction to an oral
• open to random pages in HT, Frost (blank unannotated poems), Tempest, and prepare an oral in 10-15 minutes, or part of an oral 
• record yourself doing a practice oral and listen to it or listen to a friend’s and self-evaluate it 
• practice writing and speaking under timed pressure 
• boost your vocabulary with transition words, tone words, literary devices
• look at student essay samples on the blog ; your own past essays and things you need to improve/be aware of 
• watch a performance of The Tempest (read along book at same time) or Sweet Bird of Youth movie to revise
• make flashcards or post-its with quotes and post them around the house 
• make a mindmap of links
• choose a random quote and try to come up with another quote that links to it

 

ADVICE FOR ORALS

• do not waste to much time with a slow tempo in the introduction; do the essentials (give context, divide into parts/tones, thesis statement) but get to the text itself rather quickly 
• do everything you can to “guide” the examiner- hand movements, pointing, intonation, sequencing words, etc 
• smile! ; it releases endorphins to trick your body into calming down and helps the examiner (mirror neurons) 
• pause to breathe and center yourself if needed
• do not give a “shopping list” of devices ; always gradually build a sense of layers – first pull out a moment, translate it literally, then break it apart into pieces and focus and devices and how they CONTRIBUTE to a deeper meaning/understanding (what do they DO?! what is their effect on the audience or reader?) 
• use specific technical terms for drama when appropriate

 

LINKS and CONVO

• both compare AND contrast for your links in order to talk about them longer (2-3 minutes for each link–specific examples needed)
• talk spontaneously about style as much as possible 
• stay focused on what the writers are doing
• show your passion about certain books and things by saying things like “I really appreciated this one in particular because” “this moment really stood out to me because” “this moment was incredibly powerful because” “what (insert writer) does really well is…” (+play with intonation here)

 

in case of emergency

• I’m sorry, could you rephrase the question? 

• I’d need to think about that more but what I can say is…

• I’m sorry, that’s tricky for me. Can I have a moment to reflect for a second?

• Actually, let me rephrase that…

 

Lead the conversation 

• “I’d really love to talk about ….” “That reminds me of…” “Yes, I found that really interesting” “This poem wasn’t my favorite but I’d really like to talk about…” “This moment/link/character/style really reminds me of…” “This reminds me of another instance where…”

 

Essays

Document 88

Document 89

Martin’s Intro