“哦，我只有一首关于HSC英语的诗，诗歌非常短，更容易分析 - 我要去王牌！”
再考虑一下，如果这是您在分析HSC英语诗歌时的想法！查看您刚刚写过的“分析”并问自己：
“Is this really going to separate me from 70,000 other students and give me a Band 6?”
Although it is true that poems are much shorter to analyse than novels, there is still a significant amount of work that needs to be done in order for you to have the top band quality of analysis.
In this article, we’ll walk you through step by step as to how to analyse HSC English poems effectively!
步骤1：阅读您的诗
Step 2: Research the Context
Step 3: Analyse, Analyse, Analyse
Step 4: Be Critical
步骤1：阅读并熟悉您的诗
The most important part is to actuallyREADthe poem. It would be even better if you could memorise it! (although, forget about that if it’s 50 lines).
HSC English poems can be slightly difficult to read due to their abstract nature. As a result, it’s important to first have yourown解释并突出显示的部分您认为就像以下一样重要！
At this stage, don’t worry too much about looking for literary techniques –just try to find things that will be useful when it comes to analysing the poem later and have a brief interpretation of what you think the poem is about.
After reading the poem several times, it’s time to get started with the real thing!
步骤2：研究诗人和诗的背景
A great sentence which summarises the entire HSC English syllabus is the following:
‘作曲家使用forms and featureswith interaction of语境tomanipulate our perception以及对角色，情况，主题和想法的塑造。
Note:(This sentence was taught by my amazing English teacher during HSC and I can confirm that this is the actual bible for HSC English)
上下文是每个文本的塑造
In other words, context is the catalyst which propels the composer to construct their text.
A composer then utilises certain language techniques and forms in order to convey the purpose of their text to us.
Thus, knowing the context for your HSC English poems/poets is extremely important as it tells you the poet’s experiences at the time in which the poem was constructed.
Consequently, context has a tremendous impact on the ways in which poems are constructed.
因此，研究背景可以帮助您了解这首诗实际上可能在谈论的内容并揭示一些有趣的见解。
例如，如果您正在学习威廉·巴特勒·叶芝（William Butler Yeats）的“小学生”as your HSC English poem, the following context would be relevant.
这首诗是在1928年写的，当时叶芝已经六十岁了。当时，他面对健康的健康，面临不可避免的死亡命运。他写这首诗的灵感来自于1926年对圣特斯特兰学校的访问。
这是您可以撰写有关该节的分析示例，其中包含了Yeats上下文的讨论：
从第一个节开始，我们可以看到这首诗是通过使用钝语和直接语言开始的。
Yeats’ response to his ageing can be directly referenced through the euphemism in “a sixty year old smiling public man”. Yeats refers to himself using the euphemism “public man” to not only emphasise his current status, but to superimpose his age which ultimately underlines his realisation of the fleeting nature of life.
这种诗意的沉思是通过Yeats在诗歌中的Ottava Rima风格以及AbabaCC的节奏计划中突出的。在Yeats的上下文范式中，Ottava Rima风格通常用于英雄和史诗般的诗歌。不可避免地，这种风格在这里被叶芝（Yeats）改编成他的媒介，它传达了他对他对生活真正价值的史诗般反思的天生凄美。此外，AbabACC的常规节奏方案是他目前的内在沉思。这与“第二次降临”和“复活节1916”的不一致的节奏方案直接并置。
这个概念通过figura再次加剧tive connotation of “walk through the long schoolroom questioning” in which the use of the connotative “walk” emphasises that Yeats was perhaps reflecting in the “schoolroom” the notion of ageing. When this is coupled with the tension set at “在Coole的野山”, it demonstrates an obvious similarity upon the poetic process of realisation.
See how I’ve also referenced several of Yeats’ previous poems? This is something else you could consider doing for your Module B (English Advanced) essay as这表明您正在批判性地分析他的诗歌.
By incorporating his previous poems, you can also highlight some noticeable change in the style of his poetry which could be an implication of his changing context.
Step 3: Analyse, Analyse, Analyse
If I could repeat this word 1000 more times in this article, I totally would! This is what you are required to do for every single essay at the HSC English exams. Yet, still 75% of the students sitting the exams fail to do it!
First of all, let’s find out what a good analysis actually looks like in an essay:
| Type of Body Paragraph | 描述 | Should You Do This In Your Essay? |
|---|---|---|
| Summary | - None to very little textual reference. - 简单地叙述故事的情节，通常用于支持论点。 - 段落通常是3-4个句子。 |
No! |
| Commentary | - 提到文本参考，并尝试列出语言设备以备份参数。 - No explanation/critical analysis on how the language techniques convey meanings/manipulation to the audience in a way that backs up your argument. - 通常采用太常用的语言技术。例如。描述性语言，谓语等 - 5-7 sentences per paragraph. |
No! |
| Analysis | - Makes explicit utilisation of textual references which are often well-chosen and RELEVANT in the context of your argument. - Tears the quotes apart by interrogating them and examining in great detail on how every single device, word could change your manipulation. - Analysis should not contradict your argument; should be consistent to what you are arguing. - 9-12 sentences per paragraph. |
地狱！ |
那么，您到底是怎么做到的？按着这些次序！
Step 1:Identify the technique being used.
Step 2:Give a quote to support the technique.
Step 3:Analyse how that technique and quote backs up your argument –how does it manipulate your own perception?
Step 4:与论文问题有关。
让我们来看看一个例子，使用“在小学生中”中的节1段来查看这一点：
‘Explain how time and place are used in “Among School Children” to shape the reader’s understanding of the search for truth. ‘
Lets begin by first using a simple T.E.E Table to help us with the analysis:
| 技术 | 例子 | 效果/解释 |
|---|---|---|
| 疑问语调 低“步行”方式 |
“ ..穿过长期的教室询问” | - The emblematic usage of ‘schoolroom’ as a setting suggests Yeats is seeking the purpose of life - The school which he questions is symbolic for the dominant stage of life where children learn ‘to cut and sew, be neat in everything’ - The use of cumulative listing in the aforementioned quote suggests the importance of education as a basic foundation in a child’s life |
| 委婉语 | “六十岁的微笑公共男人” | - The euphemism of “sixty year old smiling public man” refers to himself and the realisation of his morbid reality, including his degrading health which is portrayed through the use of numerology as well as the connotation of “smiling” - Yeats能够反思他的复兴，也能够接受他对衰老和现实的真理的接受 |
如果您需要一些帮助TEE Tables, check out this amazing articlehere!
So, now we have identified our quotes, techniques and analysed them to some extent…
The only thing left to do is turn this table into an essay!
整合大量示例的最佳方法是遵循线性进程，显示一个示例如何引入一个点，然后以下示例证明了这一点。开始说明您的总体或主题的声明，最后一个句子将所有内容都链接到问题，而您已经完成了！
象征性的学校用途作为环境，加强了叶芝的寻求生活目的。“学校”成为生活的主要阶段的象征，孩子们学习“阅读书籍和历史，剪切和缝制，在一切方面保持整洁”。累积清单的使用强调了学校基础对人生的重要性。
然而,这样的清单的好处一个接收摇来摇去m school is deliberately interrogated when Yeats “walked through the long schoolroom questions”. The “long schoolroom” not only is symbolic of Yeats’ old age, but also an indication of Yeats’ imbued acceptance of the mortality of life. The symbolic use of the interrogative verb “questioning” directly insinuates Yeats’ doubt upon these things children are taught at school and whether this knowledge is helpful in life. Thus, Yeats has already established his poetic contemplation of life at the very beginning of the poem.
请注意，在第一段中，我如何直接使用这首诗中的引号来帮助我通过将报价纳入句子中来帮助我分析。该方法称为“ segueing”，这是在撰写论文时构建身体段落的好方法。
This shows that you have an extensive understanding of the poem and are able to use quotes from the poem to argue your point effectively.
Step 4: Be Critical
The beauty of analysing poems is that you are鉴于自由以任何您想要的方式解释面前的事物。这是您可以使用英语的部分ambiguous language在您的论文中。
An example could be ‘perhaps Yeats was mourning upon the fleeting nature of life’. The word‘perhaps’could tell the marker that this is directly derived from your personal interpretation. Ultimately, this shows you are‘critically analysing’!
因此，这是有关如何有效分析HSC英语诗的简单指南。回顾自己的分析，看看您是否做对了！
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Yifan Shencompleted his HSC in 2014 and is currently studying a Bachelor Of Economics/Advanced Mathematics at UNSW. Apart from nutting out equations and helping out students with their academic pursuits, you will find him either reading thriller novels or introducing a range of new people to the intricate and mysterious world of mathematics as the marketing representative of UNSW MathSoc. When he is drained from all of his work, you might see him hiking, planking or even water bending in his recovery mode.
