How many quotes per paragraph:
There is no hard and fast rule. But having lots of textual evidence is necessary for a good mark because it shows you have a thorough understanding of your texts. Everything you say should be supported with a quote, and you can even use them in sentences, e.g. “Fallen from innocence”, the “mortal sin original” embodies the birth of man’s corruption, directly stemming from the aspiration and fulfillment of discovery.
How many paragraphs per idea: If using one text, one text per idea. If using two texts, you can either do two paragraphs for the one idea- one for each text- or synthesise them by discussing them together (e.g. go back and forth between them in para making comparisons as you go- which is harder but more sophisticated).
How exactly should I structure my PEEL, TEEL, or any other sort: Basically you have your quote, then you say what technique is being employed, and what the author is saying through this. There is no fixed structure and the teachers do not specifically look for a 'PEEL/PEAL/SEAL/TEEL/SEXY'- I have never used this structure and always get A's
Is paraphrasing okay? it is easier to use quote, this has the tendency to make your essay seem too narrative, a BIG nono.
How many quotes do I need to remember? Every quote you use
How do I remember quotes? Rote learning. Also keeping them short helps, around 4-5 is preferable. Also, if you have a good idea on the big ideas on what the author is saying, it should be easier to remember the quote that goes with this.
How do I annotate my book? What do I look out for? Write notes about the stuff the teacher talks about in class. You don't really have to annotate though, I know I don't. The best way to get sophisticated ideas/analysis as inspiration for your essay is google or resources on BOS.
Is it okay to talk about characters as your ideas or does it have to be themes. Your idea is a theme. Obviously if the text has characters you should be referencing the characters... e.g. Othello's struggle against racial prejudice the rife nature of discrimination within Shakespeare's Elizabethan context (excuse the lack of quote I made that up just then)
How do I go from consistent C's to consistent A's: Having really good analysis on what the author is saying about bigger things. E.g. if your idea is morality, does your composer critique his/her society? What are they saying about human nature as a whole? Your essays should also be developmental. Don't whip out the big guns by putting in the author's overarching stance/message regarding the theme first in the topic sentence. First say "blah blah explores (theme here)". THEN when you put the quote, you say "through the lack of naming "boy" becomes a universal representation of humanity as a whole, through which Dicken's reveals man's fallible condition". But good analysis, and a killer link where you say EXACTLY what the composer is ultimately saying is good. This will not come from your brain or your teacher, read analysis online and have a good understanding of the author's context, teachers really like essays with good context and that really link the the question.
Good Luck!! And don't worry, I was once in the exact same position as you
