ESSAY WRITING A BRIEF...ACTUALLY LONG OVERVIEW

THEY’RE BORING THEY’RE DIFFICULT THEY ARE POINTLESS SCARED OF FAILING??? THEY ARE STRESSFUL

FEAR OF ESSAYS - DON’T UNDERSTAND THE STRUCTURE - DON’T KNOW WHAT QUOTES TO CHOOSE - DON’T KNOW HOW TO CHOOSE IDEAS TO DISCUSS - I DON’T UNDERSTAND WHAT THE QUESTION IS ASKING ME TO DO - I DON’T KNOW WHAT MY TEACHER WANTS

IT IS YOUR JOB TO MAKE SURE YOU UNDERSTAND WHAT YOUR ASSESSMENT IS ASKING OF YOU! For any subject, you are assessed on criteria. They will be different for different subjects and different teachers. If you know what your marker/teacher/assessor wants it makes the process easier.

RUBRICS In English we use rubrics Low (2)Very Low (1)UG (0) Introduction Sophisticated contention developed in response to the topic. Main points have been very well introduced. Clear contention developed in response to the topic. Main points have been well introduced. Some direct response and development of contention in response to the topic. Main points have been introduced. Limited direct relationship between contention and the essay topic. Some points have been introduced but they are not clear. No direct relationship to the essay topic. Points are not clear Not shown/ incomplete Body Paragraphs Contains excellent evidence that supports points made and are clearly linked to the topic sentence. TEEL structure used with confidence. Points are thoroughly elaborated on. Quotes are well integrated into the writing. Contains good evidence that support the points made and are linked to the topic sentence. Key points are elaborated on. Clear attempt at integration of quotes into the writing. Contains satisfactory evidence that, in part, support the points made, but are only vaguely linked to the topic sentence. Some attempts made to elaborate on key ideas. Quotes are not well integrated into the writing. Does not contain enough evidence and/ or evidence does not support the points made. Evidence is not linked satisfactorily to the topic, main points are not elaborated on. Quotes show no direct relationship to the writing. Evidence is not linked to the topic. Paragraphs are primarily descriptive in nature. No evidence of quotes or examples being used to support points being made. Not shown/ incomplete Conclusion All main points are restated and contention is very clearly reinforced. Most main points are restated. The contention is reinforced. Some main points are restated. The contention is reinforced. Important points have been left out of the conclusion. The contention is not effectively reinforced. Conclusion is vague or non-existent. The contention is not restated. Not shown/ incomplete Knowledge of Text Excellent knowledge of text – evident in textual examples, quotes, analysis of themes, characters and setting. Very good knowledge of text – evident in textual examples, quotes, analysis of themes, characters and setting. Satisfactory knowledge of text – evident in textual examples, quotes, analysis of themes, characters and setting. Some knowledge of the text– evident through some textual examples, quotes, analysis of themes, characters and setting. Poor knowledge of the text– evident through the lack of textual examples, quotes, analysis of themes, characters and setting. Not shown/ incomplete Mechanics of Language, including spelling & Punctuation Excellent sequencing and organisation of subject matter, grammatical accuracy, control of sentence structure and paragraphing. Very minimal spelling or punctuation errors. Very good sequencing and organisation of subject matter, grammatical accuracy, control of sentence structure and paragraphing. Few spelling or punctuation errors. Satisfactory sequencing and organisation of subject matter, grammatical accuracy, control of sentence structure and paragraphing. Some spelling and punctuation errors. Adequate sequencing and organisation of subject matter, grammatical accuracy, control of sentence structure and paragraphing. Numerous spelling or punctuation errors. Poor sequencing and organisation of subject matter, grammatical accuracy, control of sentence structure and paragraphing. Contained frequent errors that detract from the writing. Not shown/ incomplete Comments: /25

WHAT DOES ALL THIS MEAN? WHAT YOU ARE BEING ASSESSED ON THIS TIME: Introduction Body paragraphs Conclusion Knowledge of text Mechanics of language

ESSAY PLANNING AND WRITING

PLANNING IS ESSENTIAL TO A WELL STRUCTURED ESSAY To not plan is to disadvantage yourself from the outset. OTHERWISE You and your marker will find themselves...

PLAN CONSTRUCTING YOUR RESPONSE 1.UNDER LINE KEY WORDS 2. SYNONYMS FOR KEY WORDS 3. QUESTION THE QUESTION 4. REWRITE TOPIC IN YOUR OWN WORDS 5. MINIPLAN

MINI PLAN PLANNING IS PARAMOUNT Short Answer: Contention: (formal language and direct) Main reasons: aim for at least four Fan out your ideas 1.TS, LS and examples 2. TS, LS and examples 3. TS, LS and examples 1.4. TS, LS and examples

YOUR TURN We accept the reality with which we’re presented. To what extent do you agree? 1.UNDER LINE KEY WORDS 2. SYNONYMS FOR KEY WORDS 3. QUESTION THE QUESTION 4. REWRITE TOPIC IN YOUR OWN WORDS 5. MINIPLAN

INTRODUCTIONS Director, title General opening sentence that relates to the question Clearly responds to the topic Signpost your body paragraphs Clearly state your contention Possible incorporation of a quote/s

STYLES Brief, main argument (contention) at the end Longer, more detailed Focuses on the quote (if the topic contains a quote) Main argument in the second sentence

To what extent does Christof genuinely care for Truman? Peter Weir’s, ‘The Truman Show’ focuses on the impact of reality television on participants and their audiences. The director of the show, Christof, genuinely cares about Truman because he believes the ‘fake world’ he has created is perfect and safe. However, in many ways, Christof does not care about the start of his show. The director manipulates and forces Truman to act and behave the way he chooses. Furthermore, he will not let the main protagonist escape and lead a normal life. Therefore, to a certain extent, Christof seems to genuinely care for Truman, however, not completely. Director, title General opening sentence that relates to the question Clear response to the question Signpost your body paragraphs Clearly state your contention Possible incorporation of a quote

We accept the reality with which we’re presented. To what extent do you agree? Truman Burbank, the protagonist in the film The Truman Show, directed by Peter Weir, was raised in Seahaven from bith to when he was a 30-year-old adult. However, Truman was unaware that the almost perfect town of Seahaven was in fact created for him and for a reality television show. Although after many glitches occurred Truman began to realise that his life, the reality he was presented with, wasn’t right. Truman challenged his reality through challenging his relationships, his surroundings and even the production company in order to out the truth about his reality. Director, title General opening sentence that relates to the question Clear response to the question Signpost your body paragraphs Clearly state your contention Possible incorporation of a quote

Do you think that Christof is right prevent Truman entering the real world? The Truman Show directed by Peter Weir shows the connection of reality television to modern society through a television show called ‘The Truman Show.’ In this television show, the protagonist and ‘star’ of the show, Truman Burbank, has his life manipulated and filmed on an island inhabited by actors since his birth. Christof utilises every possible technique to prevent Truman entering the real world as he fails to regard the wishes of Truman, cares mainly about the success of the show rather than Truman’s happiness and manipulates not only Truman’s life but also his emotions. But on the other hand, Christof also shows desire to protect Truman from harm in an unsuitable manner and is ultimately wrong in his attempts to prevent Truman from entering the real world, largely due to the fact that Christof ignores Truman’s dreams and continues to ‘control’ Truman until the conclusion of the film. Director, title General opening sentence that relates to the question Clear response to the question Signpost your body paragraphs Clearly state your contention Possible incorporation of a quote

BODY PARAGRAPHS

T OPIC SENTENCES CLEARLY MUST RELATE BACK TO THE TOPIC....ALWAYS REREAD THE QUESTION AFTER YOUR TOPIC SENTENCE Ask yourself? Does it clearly relate to the question and your arguments. If not, rewrite it.

T OPIC SENTENCES We accept the reality with which we’re presented. To what extent do you agree? Throughout Truman’s life, he develops many relationships. Truman’s relationships that he develops and maintains throughout his life are controlled by the company that adopted him. The town of Seahaven, a perfect small cutout town, was built for Truman Burbank. Towards the end of the film, Truman’s atetmpt to escape causes huge trouble throughout the town.

E vidence and E xplanation Choose only evidence that backs up your argument. Choose evidence demonstrates complexity and depth How do you think you do that? When talking about a character you MUST use evidence that shows the whole film/text Eg. It must show Terry’s change Edie’s change Father Barry’s change

E vidence and E xplanation If you are a student that falls into the trap of retelling the story...try this When (insert context of quote/incident/filmic device) (insert quote-change it to fit sentence structure) (insert explanation). Time to incorporate your next idea that supports your point. Look for changes in character/theme supported by cinematic devices.