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OUTCOME 2 SAC 2

OUTCOME 2 SAC 2. Gwen Harwood. Before you begin!!. Understand the topic! Read the criteria and notes carefully, underline or highlight key word etc. Construct a detailed plan that arranges your ideas into related groups ad into a logical sequence.

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OUTCOME 2 SAC 2

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  1. OUTCOME 2SAC 2 Gwen Harwood

  2. Before you begin!! • Understand the topic! Read the criteria and notes carefully, underline or highlight key word etc. • Construct a detailed plan that arranges your ideas into related groups ad into a logical sequence. • Write a first draft that contains all of your main points including quotes and evidence from outside sources. • Ensure that all points are relevant to the matter under consideration.

  3. In second and subsequent drafts • Eradicate all slang and jargon, DO NOT ABREVIATE!!! E.g.. “Isn’t” “don’t” aren’t” etc • Aim for simplicity of style. Before you use an unfamiliar term/ vocab, make sure that you understand how to use it! • Give your own views. Do not take over the opinions of others unless you have thought about them and applied them for yourself.

  4. Presentation • You are not marked on presentation. • To enable you to gain maximum feedback on your work, you need to give your teacher room to comment. Please; • 1. Use double spacing if typing your work • 2. Leave a wide margin of no less than 3 cm • 3. Write only on one side of the paper. Make sure that you proof-read, use citations appropriately and underline/ italicize Text title and individual poems!!

  5. How to Improve your Essay • Have a thorough and complete knowledge of the text! Read- re-read, annotate, diarise, summarise, analyse ALL poems that you are set to study. • Analyse the question • Collect evidence for your answer • Work out an argument • Decide on a structure for the argument, hence for the essay

  6. Problems with too much evidence • NEVER write an essay which is just a string of critical comments. Even when they are correctly acknowledged (so that they are not, strictly speaking, plagiarised), your mark will not be high. • You teacher is looking for YOUR OWN critical approach to the text/s, even when you use critical sources well, I am looking for the skill with which you use them!

  7. Isolated and Unrelated evidence • An essay MUST have an ARGUMENT and EVIDENCE • It must be obvious to the reader that the evidence is used to make a point and that the point is related to the question being answered. • Quotations without explanation is NOT evidence!!

  8. Evidence • Textual evidence from the poem/s to support your argument • Information on the poem/s to support your argument on the use of the poetry form. • Information on Gwen Harwood, her poetry, and critical comment on the poems set for study.

  9. NOTES ABOUT NOTES • Take down everything you could possibly need for your bibliography! • If you don’t take notes systematically, you can waste a lot of time going back and searching for references later! • Write clearly when taking down notes... When you take down the writer’s exact words, make sure that you indicate where direct quotations begin and end. • Word limits- you may have to leave out some of your good points and some of your great quotations... Deal with it!

  10. Argument • The argument is the angle from which you approach the question. • Arguments are often VERY simple but are supported by STRONG evidence • The essay will not be the statement of the argument but the way that you justify it • If you find that you are ‘twisting’ the text to fit the argument, change the argument!!

  11. PROblems with the argument • Generalisations: are USELESS without substantiation, if you cannot back it up, leave it out • Attempts to impress: Students sometimes try to adopt debating tactics in their essays by using expressions like, “obviously”, “it is a fact that”. Usually it isn’t obvious and is NOT a fact!

  12. What not to do • Don’t just analyse the poem/s from line one to the end! Find another way to attack the topic.

  13. What is a good essay? • They have a positive direction or argument • They are well- expressed • They show that the student has made a determined effort to attack the topic • They are well-organised and have evidence of being taken through several drafts • They show ability to use the text/s as evidence in their arguments • The best essays combine intelligent argument with awareness of the critical discussion on the text/s

  14. GOOD LUCK!!!!!!!!!

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