3 Steps for FULL MARK English Essays

Main ideas / lessons conveyed

• “Unwrap the onion” = go beyond the first obvious meaning.

  • Quotes and textual examples have layers of meaning.
  • In body paragraphs, don’t stop at the top layer (what you first notice).
  • Instead, dig deeper by repeatedly asking “Why?”
    • Why did the author do it?
    • Why portray it this way?

• Aim for “significance” and higher assessment marks.

  • Teachers want analysis that shows significance—deeper understanding beyond character-level or superficial ideas.
  • You must extrapolate beyond the text to identify the broader deeper idea, often linked to the essay question.

• Analysis is structured as levels (most often 2nd level is crucial; 3rd level is advanced).

  • 1st level: technique + immediate/direct effect.
  • 2nd level: expands the idea via context and/or why it matters to the question.
  • 3rd level: adds recipient impact (what readers/“respondents” feel/think) and a deeper evaluation (often including causality, e.g., power becoming self-perpetuating).

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Method / step-by-step instruction (the “2nd/3rd verb” technique)

The video emphasizes a sentence-building method using verbs and commas to add layers without making sentences unreadably long.

Core sentence-building method (Level 1 → Level 2 → Level 3)

Level 1 (basic analytical sentence)

• Name the technique
• Use a quote/evidence
• Add a verb to state what the technique reveals (your top-level idea)
• Add the direct effect / immediate impact

Level 2 (the “second verb” move)

• After your first clause/idea, add another verb (the “second verb” in the sentence)
• Follow it with a connection to context and/or a broader meaning, such as:
  • how it reflects the author’s time/society
  • how it connects to the essay/exam question
  • why the author depicts it this way
• Punctuation control:
  • Put a comma after the first “life/idea” point (where appropriate)
  • Keep commas minimal to avoid a “cumbersome” sentence
  • If needed, split into two sentences:
    • one for Level 1
    • another for Level 2

Optional Level 3 (advanced expansion)

• Add an additional layer, often placed for clarity via rearrangement:
  • begin with context framing (e.g., “Reflecting this…”)
  • keep the Level 2 contextual argument prominent
  • then add the Level 1 direct analysis
  • use another comma/verb structure to add impact on respondents
• Level 3 includes:
  • what the audience feels (e.g., emotional/mental destabilization, altered assumptions)
  • deeper implications (e.g., how power becomes self-sustaining, limits become indeterminate/infinite)

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Example-based guidance from the video (1984 / Orwell)

The video uses an example quote from George Orwell’s 1984.

• Technique example: hyperbole in the phrase about “nothing belonged to you except… in your skull”

Demonstrated Level 1 idea

• The quote suggests lack of autonomy / loss of control over one’s life and destiny.

Demonstrated Level 2 expansion

• Add context: Orwell reflects the growing panopticism of totalitarian governments.

Panopticism explained (for Level 2 context)

• Inspired by the panopticon idea: constant surveillance (tower/watching)
• People self-monitor out of fear, so control becomes internalized.

Advanced Level 3 direction

• Add recipient impact and deeper implications:
  • warnings about uncertain and self-perpetuating limits of authoritarian arbitrariness
  • showing power strengthens itself (“when power goes that far… you strengthen that power even more”)
• Definitions used:
  • perpetuate = continue
  • indeterminate = without known limits / infinite

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Practical advice / caveats

• Don’t try to do everything at once.
  • Build the essay step-by-step: Level 1 first, then add Level 2, then (only if ready) Level 3.
• Start early so you can gradually add complexity.
• If big “checklists” overwhelm you, begin with the simplest structure:
  • technique → quote → verb → direct effect, in that order
• Restructuring is allowed.
  • If a sentence gets too long, split it into two sentences.
  • You can also reorder parts to bring the contextual argument forward.

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Speakers / sources featured

• Johnny (host), from Jeddle
• Source text referenced: George Orwell’s novel 1984 (including totalitarian governments; historical context such as Hitler & Stalin)
• Concept referenced: panopticon / panopticism (a surveillance model; watchtower/tower imagery)