Contextualisation:

At what point in the whole story your evidence originates from (bonus points for act and scene numbers). A lot easier than it sounds. Basically, you’re setting the scene for the quote, or painting a picture within which your quote is said. Attempt to include who it was said by, who it was believed to, and where it had been said (less important if said during a significant event in the writing, that you simply should mention instead). The reason behind contextualisation is the unfortunate tendency for visitors to make up quotes at that moment. Like the scene where you found your evidence invites the marker to check you on the honesty. It also helps enormously in ‘giving a feel’ to the general vibe of one’s quote, so that the marker can easily see you’re deploying it appropriately rather than twisting it to mean the alternative of what the author intended it to be (or at the least, didn’t intend it not to ever be).

Quote: Your hard evidence.

Taken straight through the text. Must be word-for-word, given the marker can look at the quote if you contextualise properly, and excluding or changing one word will give a sentence meaning that is oppositelike ‘not’, ‘no’, or swapping ‘if’ and ‘unless’). The length can range anywhere from one word to two paragraphs. The part that is only of essay (aside from techniques) that absolutely must certanly be memorized.

What gives quotes significance and meaning with the target audience. Similes, metaphors, imagery, personification etc. incredibly important. Having no technique means it’s impractical to justify whatever significance you get out of your quote, which kills your linkage. Which, as you’ll come to get, kills your essay.

What the significance of the quote is, and exactly how it answers the question. We have come to believe, after much learning, tears, practice, failure, arguments, trial, error, and tutoring that a beneficial 70-80% of marks are allocated from the quality of linkage. It’s the final step on the journey from words to meaning. This is actually the part which takes the practice that is most, and that can rarely be memorised word-for-word to make use of on exam day.

Linkage usually takes the form of: the usage of (technique) helps make the audience feel (significance), and also this means they are able to identify with (your thesis). As a result, (your thesis) is an especially relevant take on (the question).

Normally it takes several sentences to obtain this across if the technique is complicated, the significance is difficult to explain, or your thesis and also the question are awkward to slot into a single sentence. Use as many sentences as you need, because this is where your marks are arriving from.

It’s understandable that the importance and your thesis closely have to be related. It also goes without stating that your technique needs to be justified in giving the importance it does. The usage of repetition, by way of example, does not always mean Hamlet is a post-colonial play. Ensure it is logical.

Do. Not. Neglect. This. Ever! It is the difference between a 60 and an 85, or a 90 and a 98. Too rides that are much your linkage for you to ignore it. Practice it. Many, often times. Then practice it a few more. It’s an art and craft to master, not a fact to memorise; once you will get it right, it doesn’t ever go away.

Of course, there are numerous variations from the bolded sentence. It is just something to rehearse with, and maybe fall back on when you are getting stuck.

6. Mention of question: Statement that your thesis answers the question. It absolutely was mentioned into the linkage section. I’ll show it again: because of this, (your thesis) is an especially relevant take on (the question). This will be what most people mistake for linkage, and then don’t actually link. In fact, that is simply the icing in the cake. Don’t ignore it, though. You don’t need to justify the web link involving the thesis therefore the question here – you made it happen in very first sentence.

This paragraph structure should be fail-safe. It’s precisely the one I used for every paragraph I wrote into the Advanced English HSC exam.

Practice Body Paragraph (easy)

The numbers is there to show what stage for the paragraph it’s up to
(1 for Thesis, 2 for Context, etc. – relate to the original list)

Practice question: How exactly does your selected text communicate the concept of belonging?
Sample text: Call Of the Horizon (Jaksic, Sydney Herald, 2/08/09)
Brief synopsis: Interview of Ernie Dingo on where he wants to travel morning

(1) Call Of The Horizon communicates the concept of belonging as a form of attraction towards a particular destination. (2) this can be evident in the subject’s dialogue with the writer, when he says (3) ‘Don’t tell the Kiwis, (but) i might return to New Zealand tomorrow.’ (4) The utilization of a hypothetical in ‘go back once again to New Zealand tomorrow.’ (5) implies his readiness to go there despite the accompanying difficulties of embarking with a day’s notice, additionally the aside of ‘don’t tell the Kiwis’ recognises that such a sense of a belonging to a foreign country, for an Australian, is unusual. (6) Therefore, the content manages to make use of these devices so that you can depict belonging as a readiness to be near to or in a location.

Practice Body Paragraph 2 (harder)

Practice question: how can your selected text communicate the notion of belonging?
Sample text: Harry Potter while the Deathly Hallows (Rowling, 2007)

(1) Rowling depicts the most obvious feeling of belonging as belonging inside the community; this means that, the community recognising and accepting the protagonist. However, she also shows the concept of belonging to be a part that is necessary of storyline’s resolution. (2) this might be shown when you look at the reaction that is immediate others after the resolution of Harry and Voldemort’s climactic duel. (3) The narration of ‘Harry was an indispensable area of the mingled outpouring of jubilation and mourning, of grief and celebration’ is depicted entirely through (4) sustained focus on Harry, through the adjective of indispensable, between two wildly juxtaposed states of emotion. (5) The sentence, although dominated by evocative imagery, keeps Harry’s ‘belonging’ as its focus; that is, belonging in the emotion displayed by the secondary characters and therefore ‘belonging’ as an element of the climax of this story. Rowling consequently integrates Harry into two different states of ‘belonging’: the esteem fond of him by the story’s other characters despite their state that is emotional his integrated belonging into the story through the emphasis placed on him with its climax. (6) thus giving a multi-layered concept of belonging in the narrative as shown by Rowling.

in cases like this, the importance of the quote is extracted from its part of the story, which happened to function as climax. It is possible to take the significance regarding the quote from anywhere, if you fix your linkage to attain that significance.

If you took the linkage out, this paragraph would still appear normal enough in an essay that is english

(1) Rowling depicts the absolute most sense that is obvious of as belonging inside the community; quite simply, the community recognising and accepting the protagonist. (2) this is certainly shown into the reaction that is immediate others following the resolution of Harry and Voldemort’s climactic duel. (3) The narration of ‘Harry was an part that is indispensable of mingled outpouring of jubilation and mourning, of grief and celebration’ is depicted entirely through (4) sustained emphasis on Harry, via the adjective of indispensable, between two wildly juxtaposed states of emotion. (6) this provides a sense edu birdies org buy essay online of belonging within the narrative as shown by Rowling.

….which is fair enough, but the paragraph would have more of a 15/20 in place of 18 or 19, which you should be shooting for.

Why would it not get an inferior mark? It leaves questions unanswered.

1. How exactly does the technique help the reader comprehend the concept of belonging?
2. Just how will be the states of emotion juxtaposed? Could it be done through Harry’s perspective? May be the description of every state of emotion different? Etc. This is certainly a free technique/link gone begging.
3. What sense that is specific of are we shooting for? Harry belonging among other characters, or Harry belonging in the text? Sure, it is put by us in the thesis statement but that doesn’t mean we proved it.

Notice how these are all answered in the linkage. It’s that important. Linkage closes the deal when it comes to reinforcing your thesis statement against any attacks that are potential. It provides the reasoning behind your interpretation, which (in reality) was all of the marker was trying to find when you look at the first place.