unseen prose

AO3 context - The Late 18th Century (c. 1770–1800)

The Age of Reason & Sensibility

Context overview:

• The Enlightenment promoted reason, individual liberty, and skepticism toward authority.

• The Romantic movement began reacting against rationalism, valuing emotion, nature, and imagination.

• Women and the poor remained socially restricted, yet voices challenging inequality were emerging.

How to use it:

• “Emerging from Enlightenment rationality, this writing values emotion as a more authentic source of truth.”

• “In an age still governed by class and patriarchy, private feeling becomes a space of rebellion.”

• “The Romantic preoccupation with self and nature can be seen in the narrator’s introspection.”

The 19th Century (c. 1800–1899)

Industrialisation, Morality, Class, and Gender

Context overview:

• The Industrial Revolution transformed Britain — creating a vast working class and anxious middle class.

• Victorian morality (especially 1830–1890) prized duty, respectability, and emotional restraint.

• Religion dominated public life but was challenged by Darwin’s Origin of Species (1859).

• Women were confined by ideals like “The Angel in the House” — self-sacrifice and domestic obedience.

How to use it:

• “Written in a society obsessed with moral respectability, the character’s emotional repression reflects fear of social disgrace.”

• “Victorian industrial life often left characters struggling to balance morality and survival.”

• “The extract’s depiction of gender limitation reflects a culture that idealised purity over individuality.”

Early 20th Century (c. 1900–1939)

Modernism, War, and Psychological Depth

Context overview:

• The early 1900s saw rapid change — industrial growth, urbanisation, new science (Einstein), and psychology (Freud’s theories of the unconscious).

• Traditional beliefs collapsed: religion, empire, and class hierarchy no longer felt stable.

• The First World War (1914–18) destroyed confidence in progress; millions died in mechanised warfare, creating a generation marked by grief, trauma, and moral uncertainty.

• The interwar years (1918–1939) brought economic depression, political instability, and anxiety over fascism.

• Women gained partial (1918) then full suffrage (1928) — literature often explores this tension between new freedoms and old expectations.

How to use it:

• “Modernist prose from the early 20th century reflects a fragmented world where meaning feels unstable.”

• “Post-war disillusionment seeps through the text’s bleak tone, mirroring loss of collective faith.”

• “The stream-of-consciousness narration reflects Modernist interest in inner reality over outward action.”

Mid-20th Century (c. 1940–1970)

Post-War Disillusionment, Conformity, Existentialism

Context overview:

• WWII (1939–45) and the Cold War left society anxious, cynical, and morally uncertain.

• The rise of suburbia and consumerism created emotional emptiness beneath stability.

• Existential philosophy (Sartre, Camus) influenced literature — life seemed meaningless without individual choice.

• The women’s movement (from the 1950s onward) began challenging domestic ideals.

How to use it:

• “Reflecting post-war existential thought, the character’s passivity mirrors modern uncertainty about purpose.”

• “Beneath the calm of mid-century conformity, literature revealed inner despair and alienation.”

• “Gender tension in this period exposes how social progress coexisted with emotional repression.”

Late 20th Century (c. 1970–1999)

Postmodernism, Identity, Globalisation

Context overview:

• Postmodernism questioned truth, identity, and morality.

• Literature became self-aware, fragmented, and often ironic.

• Cultural movements (civil rights, feminism, postcolonialism, LGBTQ+ activism) diversified voices.

• Capitalism and globalisation encouraged materialism and identity anxiety.

How to use it:

• “Reflecting late 20th-century postmodernism, the text questions whether identity can ever be stable or authentic.”

• “Globalisation and media culture left individuals defined by image, not essence.”

• “Irony and fragmentation mirror postmodern scepticism towards absolute truth.”

21st Century (c. 2000–present)

Globalisation, Technology, and Modern Isolation

Context overview:

• Digital communication connects but also isolates; loneliness and comparison define modern life.

• Economic inequality persists despite apparent social progress.

• Modern fiction revisits class, belonging, and identity with psychological realism.

• Gender, race, and sexuality are explored through intersectional perspectives.

How to use it:

• “Reflecting 21st-century anxiety, the text explores how selfhood becomes fragile in a world of constant surveillance and comparison.”

• “Contemporary literature often portrays emotional disconnection despite technological closeness.”

• “The extract’s focus on insecurity echoes a society obsessed with image, success, and validation.”

Feminism waves & Sexual Revolution

🌸 The Waves of Feminism

First Wave (c. 1840s–1920s) – Rights & Restraint

• Women confined to domestic duty and moral obedience (“Angel in the House”).

• Campaigns for education, property, and suffrage (vote 1918–28).

• Literature reveals women’s inner conflict between duty and selfhood.

AO3 line:

• “Reflecting a patriarchal society of moral restraint, the character’s silence exposes female repression and yearning for autonomy.”

Second Wave (c. 1960s–1980s) – Liberation & Identity

• Triggered by The Feminine Mystique (1963) and contraceptive pill (1961).

• Focus on sexual freedom, equality, and rejecting domestic roles.

• Literature explores psychological suffocation and rebellion.

AO3 line:

• “Typical of second-wave feminism, the text challenges domestic conformity and reclaims the body as a site of freedom.”

Third Wave (c. 1990s–2000s) – Diversity & Performance

• Stressed intersectionality — race, class, sexuality, individuality.

• Linked to postmodernism: identity as fluid and self-created.

AO3 line:

• “Reflecting third-wave feminism, the text portrays identity as fluid, resisting fixed gender boundaries.”

Fourth Wave (c. 2010–present) – Visibility & Empowerment

• Driven by digital activism (#MeToo, body positivity).

• Explores online image, self-surveillance, and empowerment.

AO3 line:

• “Reflecting fourth-wave feminism, the extract exposes how empowerment and visibility coexist in digital culture.”

🔥The Sexual Revolution (c. 1950s–1970s)

• Pill and loosening censorship separated sex from reproduction.

• Promised freedom but caused moral and emotional tension.

AO3 line:

• “Reflecting the sexual revolution, the text explores desire as both liberating and destabilising.”

Overall structure

1. Introduction (3 Sentences Maximum)

Sentence 1 – Give concise historical or social context (AO3):

“Written in the early 21st century, Wolfe’s novel reflects a society defined by performance and comparison.”

Sentence 2 – Define the theme clearly in your own words:

“Here, Wolfe explores insecurity as both social and psychological.”

Sentence 3 – Outline your argument and main methods:

“Through voice, setting, and description, he exposes how identity depends on approval.”

Avoid mechanical openings such as “The author uses…” – sound confident and analytical.

2. Body Paragraphs (3–4 in Total)

Each paragraph should develop one aspect of the argument.

Follow a clear analytical chain: claim → quote → method → context → interpretation → link.

Start with a clear claim linked to the focus word, for example:

“Wolfe presents insecurity through Charlotte’s self-conscious voice.”

Support with a short, precise quotation:

“‘When we get’n dere…’”

Explain the method (AO2):

“Phonetic spelling highlights Charlotte’s class awareness and social anxiety.”

Add one line of context (AO3):

“Typical of modern prose, the extract exposes the emotional cost of social mobility.”

Offer an interpretive insight (AO5):

“A Marxist view sees accent as control; another reading sees self-conscious shame.”

Conclude the paragraph by tying back to the question focus:

“This deepens Wolfe’s portrayal of insecurity as both imposed and internalised.”

Integrate AO2, AO3, and AO5 naturally within your sentences – avoid separating them into sections.

3. Paragraph Flow

Begin with the most external or visible form of the theme (for example, social judgement).

Move next to the internal or psychological form (inner self-doubt or emotional repression).

Then explore the symbolic or structural form (how setting, imagery, or objects reflect the feeling).

Finish, if time allows, with an alternative or contrasting interpretation to show depth.

This outer-to-inner progression gives the essay natural direction and complexity.

4. Conclusion (2–3 Sentences)

Restate your main conceptual argument clearly:

“Ultimately, Wolfe portrays insecurity as dependence on external validation.”

End with one final, interpretive idea:

“Through subtle shifts in voice and focus, he suggests that modern identity itself is a performance.”

Avoid summarising points – aim to finish on a wider reflection about meaning or human experience.

5. Writing Style and Examiner Priorities

High-level essays:

• Maintain a precise, confident argument throughout.

• Integrate AO2 (method), AO3 (context), and AO5 (interpretation) fluently in each paragraph.

• Explain effects clearly using “because,” “therefore,” and “so that.”

• Include brief alternative readings to show conceptual thinking (“Some may argue…”).

• Avoid paraphrasing the extract or listing techniques.

• Keep language concise, formal, and analytical.

6. Timings (1-Hour Exam)

Plan for 10 minutes – read, annotate, and map three arguments.

Write for 45 minutes – introduction, three analytical paragraphs, and conclusion.

Use the final 5 minutes to check clarity, coherence, and ensure every paragraph links to the focus word.

7. Quick Checklist for Band 5

• Every paragraph explicitly answers the focus word.

• Context is used interpretively, not as background information.

• Quotations are short and embedded within analysis.

• Sentences explain how and why meaning is created, not just what happens.

• Writing remains fluent, cohesive, and concept-driven.

• The essay ends with a confident, conceptual conclusion.

1. Understand What the Examiner Actually Wants

What to do:

• Show a clear, confident argument that answers the focus word in the question (e.g. insecurity, alienation, powerlessness).

• Demonstrate conceptual understanding — not just “what happens” but what the extract says about life, people, emotion, or society.

• Analyse how the writer constructs meaning using language, structure and form.

• Write fluently, confidently and precisely.

• Integrate AO2 (methods), AO3 (context), and AO5 (interpretations) throughout.

How to do it:

• Begin by rewording the question in your own terms so you truly understand what “significance” means (e.g. What does the text reveal about insecurity? What shapes it?).

• Treat the extract as crafted writing, not a story. Ask, “Why did the writer choose to present it like this?”

• Constantly use “because” and “therefore” — this forces you to explain how meaning is created rather than just noticing techniques.

• In each paragraph, explicitly tie your interpretation back to the focus word: “This deepens Wolfe’s presentation of insecurity because…”

2. Planning: The 10-Minute Deep Reading Routine

What to do:

• Spend at least ten minutes reading, annotating, and planning before writing.

How to do it:

Read the question and underline the focus term.

• Ask yourself: What kinds of insecurity (or powerlessness, etc.) might appear — emotional, social, psychological?

Read the extract once for sense — who, where, when, and what’s happening.

• Write a 1-sentence summary in the margin.

Read it again for method — underline patterns, repetition, striking word choices, or shifts in tone.

In the margin, note what each paragraph does (e.g. “shifts from pride to shame”).

Jot down 3–4 “ways in” (authorial methods) that seem strongest.

• e.g. Voice, Setting, Imagery, Objects, Structure.

Turn those into mini arguments — one per paragraph.

• “The writer presents insecurity through contrast between confident dialogue and anxious narration.”

Only when you’ve done this should you start writing.

This stage ensures your essay has direction, something lower-mark answers always lack.

3. Writing the Introduction

What to do:

• Write 3 sentences maximum.

• Establish context, focus, and argument clearly.

How to do it:

1. Start by placing the extract in context (date or social frame) in one line only.
   

   • “Published in 2004, Wolfe’s novel explores modern class divisions.”

Identify the main source of the feeling in question.

• “Here, Wolfe presents Charlotte’s insecurity about class and belonging.”

• State your argument with a sense of purpose.
  

  • “Through voice, dialogue, and physical description, Wolfe reveals how insecurity is internalised as self-consciousness.”

Avoid generic openings like “The author uses many techniques…” — sound analytical and confident from the start.

4. Choosing and Analysing Methods

What to do:

• Select 4–5 methods from your unseen prose “ways in” list.

• Explore how each one shapes meaning.

How to do it:

• Voice: Notice who narrates and their tone. Ask, Does the narrator distance or sympathise with the character? Analyse shifts — “free indirect speech” or “limited third person” often show internal insecurity.

• Sequencing: Identify where tension rises or loops back. Ask, Why has the writer ended it here? Does it feel circular, unresolved, or conclusive? Connect this to emotional cycles.

• Focus: What is emphasised or ignored? If the narrator fixates on clothing or manners, this suggests class anxiety.

• Setting & Place: Link the surroundings to psychology. Claustrophobic rooms, thresholds, or unfamiliar environments often mirror unease or alienation.

• Objects: When items reappear (mirrors, food, letters, clothes), ask, What might they symbolise? Insecurity often attaches itself to material things.

• Physical Description: Zoom in on small details — flushed cheeks, trembling hands — to show how inner feeling leaks into outward image.

• Imagery/Metaphors: Explain what larger idea each image relates to. Don’t just spot it — say why it fits the emotion.

• Narrative Arc: Notice change or stasis. If the extract begins and ends similarly, insecurity remains unresolved.

• Agency/Power: Ask who controls dialogue, movement, or gaze. Power imbalance reveals emotional tension.

• Liminal Spaces: Doorways, roads, waiting areas = metaphors for uncertainty or identity transition.

When writing, embed these choices in sentences like:

“Wolfe’s use of free indirect speech blurs the narrator’s voice with Charlotte’s, capturing how self-doubt intrudes on external perception.”

5. . Structuring Each Paragraph

What to do:

• Follow a consistent analytical pattern.

• Integrate AO2, AO3, AO5 seamlessly.

How to do it:

Start with a clear argument:

• “Wolfe presents insecurity through Charlotte’s self-conscious voice.”

Evidence:

• Short embedded quotation: “When we get’n dere”.

AO2 (method + effect):

• “The phonetic spelling immerses the reader in working-class speech and reveals Charlotte’s awareness of linguistic difference.”

• AO3 (context):
  

  • “Published in a society still shaped by class hierarchies, this highlights social mobility as emotional struggle.”

• AO5 (interpretation):
  

  • “A Marxist reading might suggest that language itself enforces class division, while another reading sees Charlotte’s shame as self-inflicted.”

• Link to focus:
  

  • “This deepens the sense of insecurity as both social and psychological.”

Write 2–3 of these strong analytical movements per paragraph.

Each paragraph must build your argument, not repeat it.

6. Writing the Conclusion

What to do:

• Summarise the deeper message and return to the focus word.

How to do it:

• Restate your argument conceptually:
  

  • “Ultimately, Wolfe portrays insecurity as an internalised consequence of social hierarchy.”

• Add a closing insight:
  

  • “Through contrasting voices and symbols, he shows how identity is shaped by the need for acceptance.”

• Don’t add new evidence — zoom out and reflect on meaning.

• Sound confident, reflective, and precise.

7. What the Best (25/25) Essays Do

What to do:

• Imitate the approach of Band 5 essays (like Stoner and Wolfe exemplars).

How to do it:

• Stay laser-focused on the key term throughout.

• Explain clearly how meaning is created — avoid technique-spotting.

• Integrate context subtly — it should feel natural, not forced.

• Include interpretive flexibility (“Some may argue…”).

• Use specific literary terms like motif, free indirect discourse, focalisation.

• Write rhythmically and elegantly — not mechanically.

• Move smoothly from close analysis (words) to broader ideas (themes).

• Ensure each paragraph flows into the next.

• Sound original and confident — your interpretation, not a memorised plan.

8. What Lower-Band Essays Do (and How to Avoid It)

What to do:

• Know the traps weaker answers fall into — then avoid them.

How to do it:

• Don’t start writing immediately — read and plan first.

• Don’t list devices (“there’s a simile”) — explain why it matters.

• Don’t retell the story — interpret it.

• Don’t give excessive plot detail — focus on meaning.

• Don’t “add on” context at the end — weave it through.

• Don’t end a paragraph without linking back to the question.

• Don’t wander — every paragraph should move your argument forward.

• Don’t use vague language (“this makes the reader feel…”) — be precise: “This evokes pity because…”

Every time you make a point, ask yourself:

→ What? → How? → Why?

9. Examiner Priorities (From Official Guidance)

What to do:

• Meet all AOs together — not separately.

How to do it:

• Always show how meaning is created, not just where techniques appear.

• Create a personal, coherent argument — your essay should read as one thought, not five mini-essays.

• Use short, carefully chosen quotes.

• Write logically — paragraphs should link and build.

• Add context briefly, only when it deepens meaning.

• Sound academic but natural — like a confident critic.

• Read through at the end for fluency, accuracy, and connection between ideas.

10. Exam Routine for A* Control

Before the exam:

• Practise unseen extracts with strict 10-minute planning.

• Memorise your “ways in” list of methods.

• Practise explaining how methods link to meaning out loud — it strengthens automatic analysis.

• Know a few key contextual themes (class, gender, alienation, modernity).

During the exam:

• Underline the focus word in the question.

• Read the extract twice; annotate for method and effect.

• Plan three clear arguments tied to that focus.

• Write: Introduction → 3 paragraphs → Conclusion.

• Blend AO2/AO3/AO5 naturally in each paragraph.

• Keep using “because,” “therefore,” and “so that” — it forces explanation.

• Use “some may argue” for interpretive depth.

• Keep asking: Am I still answering the question?

• Save 3 minutes at the end to read through for precision and control.

11. Final Golden Principles

What to do:

• Make every line analytical and purposeful.

• Prove that you understand how the extract constructs meaning.

• Turn observations into arguments.

How to do it:

• After every quote, ask yourself:
  

  • Why this word?

  • Why here?

  • What effect?

  • What bigger idea does it link to?

• Constantly link back to the focus word.

• Move from literal → emotional → social meaning.

• End with a confident conceptual statement about the extract’s overall message.

1. What Makes This Essay Band 5 (25/25)

• The Stoner exemplar is controlled, conceptual, and precise — it never drifts into storytelling.

• Every sentence links to the question focus (“powerlessness”) and every paragraph develops it further.

• The student understands the extract as a crafted piece of writing, not as a scene to summarise.

• The argument is sustained from start to finish — the essay reads as one coherent interpretation, not as separate points.

• The tone is measured and analytical, using calm authority instead of exam panic or filler.

• Context and interpretation are woven naturally, not bolted on.

• Language analysis is precise, layered, and always tied to meaning.

• Structure mirrors intellectual clarity: introduction → thematic exploration → method + meaning → conceptual conclusion.

2. How the Exemplar Opens (Introduction)

What it does:

• Immediately rewords the question focus (“powerlessness”) into a conceptual definition.

• Summarises what kind of powerlessness the extract shows (emotional, existential, or social).

• Briefly situates the text in context (modern literature’s concern with alienation).

• Ends the paragraph with a direct argument that is interpretive, not descriptive.

How to do it:

• In your introduction, define the key word in your own critical terms.
  

  • Example: “Powerlessness is shown as both emotional paralysis and spiritual emptiness.”

• Link the extract to its literary moment concisely.
  

  • “Modern fiction often exposes individuals overwhelmed by mechanised or impersonal systems.”

• End by setting up your lens or controlling idea.
  

  • “Wolfe/Williams presents powerlessness not as failure but as recognition of the limits of identity.”

• Avoid listing techniques — the Stoner essay opens conceptually, not technically.

3. How It Structures Its Argument

What it does:

• Moves from internal powerlessness (character’s emotions and self-perception) → to external powerlessness (social or historical constraints).

• Each paragraph starts with a clear interpretive claim and ends by connecting back to the question.

• Transitions are smooth; the essay never feels like separate ideas.

• The structure mirrors the character’s decline — it subtly reflects the extract’s shape.

How to do it:

• Plan your essay around a progression, not a list:
  

  1. Emotional/psychological weakness

  2. Social or institutional constraint

  3. Wider existential or moral implications

• Begin each paragraph with a topic idea (not a technique).
  

  1. Instead of “The author uses imagery…,” write “The passage explores powerlessness through Stoner’s recognition of futility.”

• End each paragraph with a link: “This reinforces how the extract’s tone of resignation embodies the wider sense of modern disillusionment.”

4. How It Integrates Language and Form (AO2)

What it does:

• Chooses small but meaningful quotations — no long chunks of text.

• Uses precise terms: “monosyllabic diction,” “passive syntax,” “claustrophobic rhythm.”

• Always explains why the technique matters — what it reveals about psychology or theme.

• Balances micro-analysis (word-level) with macro-analysis (tone, structure, perspective).

• Never simply says “this makes the reader feel” — instead it specifies the emotional or intellectual effect.

How to do it:

• When you quote, zoom in: “The repetition of ‘grey’ reflects moral and emotional exhaustion.”

• Link patterns in language to mental states: “Williams’s use of short declaratives mirrors Stoner’s emotional detachment.”

• Comment on syntax: “The long, meandering sentence structure enacts the character’s drifting consciousness.”

• Use evaluative verbs — suggests, exposes, implies, enacts, mirrors, reveals, constructs.

• Each piece of analysis must show control and precision, like a critic dissecting method rather than guessing effect.

5. How It Handles Context (AO3)

What it does:

• Integrates context in a single phrase — never as a separate paragraph.

• Uses it to illuminate meaning, not to show historical knowledge.

• For example, it refers to “post-war disillusionment” or “corporate America’s dehumanising effect” only when relevant.

• Keeps context conceptual — connects literary movement to human theme.

How to do it:

• When you use context, ask: “How does this deepen my reading?”

• Frame context like this:
  

  • “Reflecting a mid-century concern with alienation, Williams presents Stoner’s disempowerment as typical of modern man’s crisis of purpose.”

• Avoid “info-dumps.” Keep it within analysis, not separate.

• Remember: context earns marks only when it interprets, not when it informs.

6. How It Uses Interpretation (AO5)

What it does:

• Presents alternative readings naturally, without signposting “AO5.”

• Shifts between perspectives fluidly (“Alternatively,” “This could also suggest…”).

• Avoids name-dropping critics — it’s about showing interpretive range.

• Demonstrates awareness that the text can mean more than one thing.

How to do it:

• Use light interpretive phrases:
  

  • “Alternatively, the novel might imply that powerlessness is a form of acceptance.”

  • “A reader might view Stoner’s resignation as quiet dignity rather than defeat.”

• Balance readings — don’t contradict yourself, but show subtlety.

• Think of AO5 as “intellectual flexibility” — show that you can read between meanings.

7. How It Writes (Style and Expression)

What it does:

• Uses calm, formal phrasing — no filler or exam clichés.

• Sentences are long but controlled, showing confidence and rhythm.

• Uses topic vocabulary precisely: “alienation,” “resignation,” “disenchantment,” “fatalism.”

• Avoids vague evaluative words like “good,” “effective,” or “interesting.”

• Sounds like a critic, not a student under pressure.

How to do it:

• Write in a tone of quiet authority.
  

  • Replace “the writer shows” with “the extract reveals.”

  • Replace “the reader feels” with “the prose evokes.”

• Vary sentence length for rhythm.
  

  • “Williams’s prose is austere, yet the quiet rhythm of his syntax mirrors Stoner’s resignation.”

• Avoid templates (“This shows how…”) and use linking phrases like “in doing so,” “therefore,” “through this.”

• Practise writing analytical sentences that layer method + meaning + idea.
  

  • “Through its measured syntax and muted imagery, the extract exposes how emotional restraint becomes a form of defeat.”

8. How It Sustains a Conceptual Line of Argument

What it does:

• Returns repeatedly to the core concept of “powerlessness.”

• Every paragraph explores a different dimension of it (emotional, social, philosophical).

• Concludes by reinterpreting the term in a more abstract way.

• Shows that the theme develops rather than repeats.

How to do it:

• Plan your essay around conceptual development:
  

  • “Emotional powerlessness → social constraint → moral resignation → existential acceptance.”

• Keep using conceptual nouns throughout: alienation, futility, restraint, paralysis, submission, control, isolation.

• End with a redefinition of the question’s key term.
  

  • “Ultimately, the extract suggests that powerlessness is not weakness but the human condition in a world indifferent to purpose.”

9. Why It Reads Like a Professional Critical Essay

What it does:

• It reads like a mini literary criticism essay, not a classroom answer.

• Every claim is supported by detailed textual reference and interpretive reasoning.

• It avoids exam jargon — the writer never mentions “technique,” “effect,” or “quote.”

• It feels like a discussion of meaning, not a demonstration of knowledge.

• Tone, pace, and confidence make it feel authoritative.

How to do it:

• Think of yourself as a critic writing for a journal, not a student under time pressure.

• Never use the words “quote,” “technique,” or “language feature.” Replace them with “phrase,” “motif,” “pattern,” “diction.”

• Avoid saying “This suggests that…” more than once per paragraph — vary phrasing.

• Keep paragraphs flowing with interpretive transitions:
  

  • “This quiet passivity leads naturally into…”

  • “In contrast, the final image implies…”

• The goal is coherence — your essay should feel like one thought unfolding.

10. How You Can Replicate It

Step-by-step strategy:

1. Define the question focus conceptually in your introduction.

2. Plan your argument as a movement from inner to outer meaning.

3. Write thematically, not technically.

4. Use short, embedded quotations and interpret deeply.

5. Integrate context in phrases, not paragraphs.

6. Offer interpretive alternatives to show flexibility.

7. Keep your tone formal, fluent, and analytical.

8. Return to the focus word constantly to maintain control.

9. End with a philosophical or conceptual reflection — what the extract reveals about the human condition.