Comment: The criterion is fulfilled as the student presents the research question in the Introduction section. The research question, "How effectively do the Dystopian fiction novels, Divergent by Veronica Roth and The Hunger Games by Suzanne Collins present the themes of power and control?" is explicitly stated.

Comment: The student outlines the purpose of the research question: "How effectively do the Dystopian fiction novels, Divergent by Veronica Roth and The Hunger Games by Suzanne Collins present the themes of power and control?" This shows the student's understanding of the themes in both novels. The essay references specific elements from the texts, such as societal structures and character dynamics, to support the analysis of power and control.

Comment: The student's reasoning is evident and clearly stated: the research question will investigate how power and control are depicted in "Divergent" and "The Hunger Games." The introduction connects the themes of the novels to contemporary societal issues, highlighting social categories and totalitarian regimes. The student outlines the intent to analyze elements such as plot, setting, and characters to explore these themes.

Comment: The student's reasoning is evident and clearly stated: the research question will investigate how power and control are depicted in "Divergent" and "The Hunger Games." The introduction connects the themes of the novels to contemporary societal issues, highlighting social categories and totalitarian regimes. The student outlines the intent to analyze elements such as plot, setting, and characters to explore these themes.

Comment: The student justifies the choice of the research question by stating that the analysis will investigate how Divergent and The Hunger Games depict power and control within their dystopian worlds. The student explains that both novels present similar concepts of societal separation and the consequences for non-compliance, which allows for a contrasting evaluation of the themes. The student mentions that the analysis will utilize various secondary sources to provide reflections on authority dynamics.

Comment: The student addresses how the research question relates to existing knowledge by analyzing the societal structures and themes of power in both "Divergent" and "The Hunger Games." The essay references contemporary issues, such as the "15-minute cities" proposal in the UK, drawing parallels between the novels and current societal dynamics. The student supports their analysis with secondary sources like Steve Eddy's study on dystopia novels, demonstrating an understanding of the subject matter.

Comment: There is an attempt to do this here but the planning and organization of the essay is not fully established early in the work. The student should specify how aspects of analysis were implemented in the order and organization of the essay. They should also refer to the specific authorial devices and themes that will be the focus of each section to fully satisfy the criterion.

Comment: The student integrates source material to support their arguments in the essay. For instance, the discussion of societal structures is strengthened by referencing Collins' inspiration from media, highlighting themes of entertainment and manipulation within the novels. Additionally, the student utilizes Steve Eddy’s study on Dystopian novels to provide context for the analysis of power dynamics in both Divergent and The Hunger Games.

Comment: The EE includes a range of sources that support the student's argument and lead to a relevant conclusion regarding the themes of power and control in dystopian novels. For instance, the student references Steve Eddy's study on dystopian literature, which helps contextualize the analysis of both "Divergent" and "The Hunger Games." 29 sources were provided which is appropriate for an academic essay of this length.

Comment: The essay incorporates a range of sources, including the primary texts 'Divergent' and 'The Hunger Games.' The student utilizes secondary materials, such as Steve Eddy's study on dystopia novels and relevant articles discussing societal issues, to support the analysis of power and control in these texts. For instance, the student references the symbolism of the Mockingjay and the concept of 'factionless' in relation to societal structures. Additionally, the student draws parallels between the fictional worlds and real-world dynamics.

Comment: The essay incorporates a range of sources, including the primary texts 'Divergent' and 'The Hunger Games.' The student utilizes secondary materials, such as Steve Eddy's study on dystopia novels and relevant articles discussing societal issues, to support the analysis of power and control in these texts. For instance, the student references the symbolism of the Mockingjay and the concept of 'factionless' in relation to societal structures. Additionally, the student draws parallels between the fictional worlds and real-world dynamics.

Comment: The essay more closely aligns to a category 2 essay due to its comparative structure and was marked as such. The criterion was fulfilled as the student paired the texts "Divergent" and "The Hunger Games" to explore themes of power and control. The essay discusses how both novels depict societal structures, character relationships, and institutional control, providing an understanding of their similarities and differences. The student highlights the societal implications of the characters' struggles against oppressive regimes, drawing parallels between the fictional worlds and contemporary societal issues.

Comment: Wikipedia is not an appropriate academic source. The student should not have used this as a source.

Comment: The student’s references and supporting materials illustrate an understanding of the broader issues present in "Divergent" and "The Hunger Games." The essay connects themes of power and control to contemporary societal structures, particularly through the analysis of the "15-minute cities" proposal, which parallels the dystopian settings of the novels. Additionally, the student integrates external sources, such as Steve Eddy’s study on Dystopia, to emphasize the critique of societal norms and the manipulation of authority figures. The use of examples, like the role of fear in institutional control, further illustrates the resonance of these themes with present-day issues.

Comment: The student’s references and supporting materials illustrate an understanding of the broader issues present in "Divergent" and "The Hunger Games." The essay connects themes of power and control to contemporary societal structures, particularly through the analysis of the "15-minute cities" proposal, which parallels the dystopian settings of the novels. Additionally, the student integrates external sources, such as Steve Eddy’s study on Dystopia, to emphasize the critique of societal norms and the manipulation of authority figures. The use of examples, like the role of fear in institutional control, further illustrates the resonance of these themes with present-day issues.

Comment: Two full stops are not needed here. The student should have corrected this.

Comment: The student communicates their ideas clearly in EE, allowing the reader to understand the themes of power and control in the novels discussed. The use of specific examples, such as the contrast between the societal structures in "Divergent" and "The Hunger Games," illustrates the student's points. Additionally, the student explains the significance of symbols, like the Mockingjay and the concept of being 'factionless,' which enhances clarity and comprehension. The organization of the essay, with sections and a logical progression of ideas, also contributes to the clarity of the communication.

Comment: The student employs subject-specific terminology effectively throughout the EE, demonstrating a solid understanding of literary concepts. Terms such as 'dystopian', 'factions', 'institutional control', and 'rebellion' are used correctly and enhance the analysis of power dynamics within the novels. For example, the discussion of 'institutional control' in relation to fear as a tool for maintaining authority shows an insightful grasp of the thematic elements in both Divergent and The Hunger Games. The student's use of terminology related to character development, such as 'protagonists' and 'antagonists', contributes to a nuanced exploration of the narrative structures.

Comment: The student employs subject-specific terminology effectively throughout the EE, demonstrating a solid understanding of literary concepts. Terms such as 'dystopian', 'factions', 'institutional control', and 'rebellion' are used correctly and enhance the analysis of power dynamics within the novels. For example, the discussion of 'institutional control' in relation to fear as a tool for maintaining authority shows an insightful grasp of the thematic elements in both Divergent and The Hunger Games. The student's use of terminology related to character development, such as 'protagonists' and 'antagonists', contributes to a nuanced exploration of the narrative structures.

Comment: The student employs subject-specific terminology effectively throughout the EE, demonstrating a solid understanding of literary concepts. Terms such as 'dystopian', 'factions', 'institutional control', and 'rebellion' are used correctly and enhance the analysis of power dynamics within the novels. For example, the discussion of 'institutional control' in relation to fear as a tool for maintaining authority shows an insightful grasp of the thematic elements in both Divergent and The Hunger Games. The student's use of terminology related to character development, such as 'protagonists' and 'antagonists', contributes to a nuanced exploration of the narrative structures.

Comment: The student employs subject-specific terminology effectively throughout the EE, demonstrating a solid understanding of literary concepts. Terms such as 'dystopian', 'factions', 'institutional control', and 'rebellion' are used correctly and enhance the analysis of power dynamics within the novels. For example, the discussion of 'institutional control' in relation to fear as a tool for maintaining authority shows an insightful grasp of the thematic elements in both Divergent and The Hunger Games. The student's use of terminology related to character development, such as 'protagonists' and 'antagonists', contributes to a nuanced exploration of the narrative structures.

Comment: The student employs subject-specific terminology effectively throughout the EE, demonstrating a solid understanding of literary concepts. Terms such as 'dystopian', 'factions', 'institutional control', and 'rebellion' are used correctly and enhance the analysis of power dynamics within the novels. For example, the discussion of 'institutional control' in relation to fear as a tool for maintaining authority shows an insightful grasp of the thematic elements in both Divergent and The Hunger Games. The student's use of terminology related to character development, such as 'protagonists' and 'antagonists', contributes to a nuanced exploration of the narrative structures.

Comment: The student employs subject-specific terminology effectively throughout the EE, demonstrating a solid understanding of literary concepts. Terms such as 'dystopian', 'factions', 'institutional control', and 'rebellion' are used correctly and enhance the analysis of power dynamics within the novels. For example, the discussion of 'institutional control' in relation to fear as a tool for maintaining authority shows an insightful grasp of the thematic elements in both Divergent and The Hunger Games. The student's use of terminology related to character development, such as 'protagonists' and 'antagonists', contributes to a nuanced exploration of the narrative structures.

Comment: The student employs subject-specific terminology effectively throughout the EE, demonstrating a solid understanding of literary concepts. Terms such as 'dystopian', 'factions', 'institutional control', and 'rebellion' are used correctly and enhance the analysis of power dynamics within the novels. For example, the discussion of 'institutional control' in relation to fear as a tool for maintaining authority shows an insightful grasp of the thematic elements in both Divergent and The Hunger Games. The student's use of terminology related to character development, such as 'protagonists' and 'antagonists', contributes to a nuanced exploration of the narrative structures.

Comment: The student employs subject-specific terminology effectively throughout the EE, demonstrating a solid understanding of literary concepts. Terms such as 'dystopian', 'factions', 'institutional control', and 'rebellion' are used correctly and enhance the analysis of power dynamics within the novels. For example, the discussion of 'institutional control' in relation to fear as a tool for maintaining authority shows an insightful grasp of the thematic elements in both Divergent and The Hunger Games. The student's use of terminology related to character development, such as 'protagonists' and 'antagonists', contributes to a nuanced exploration of the narrative structures.

Comment: The student employs subject-specific terminology effectively throughout the EE, demonstrating a solid understanding of literary concepts. Terms such as 'dystopian', 'factions', 'institutional control', and 'rebellion' are used correctly and enhance the analysis of power dynamics within the novels. For example, the discussion of 'institutional control' in relation to fear as a tool for maintaining authority shows an insightful grasp of the thematic elements in both Divergent and The Hunger Games. The student's use of terminology related to character development, such as 'protagonists' and 'antagonists', contributes to a nuanced exploration of the narrative structures.

Comment: The student employs subject-specific terminology effectively throughout the EE, demonstrating a solid understanding of literary concepts. Terms such as 'dystopian', 'factions', 'institutional control', and 'rebellion' are used correctly and enhance the analysis of power dynamics within the novels. For example, the discussion of 'institutional control' in relation to fear as a tool for maintaining authority shows an insightful grasp of the thematic elements in both Divergent and The Hunger Games. The student's use of terminology related to character development, such as 'protagonists' and 'antagonists', contributes to a nuanced exploration of the narrative structures.

Comment: The student employs subject-specific terminology effectively throughout the EE, demonstrating a solid understanding of literary concepts. Terms such as 'dystopian', 'factions', 'institutional control', and 'rebellion' are used correctly and enhance the analysis of power dynamics within the novels. For example, the discussion of 'institutional control' in relation to fear as a tool for maintaining authority shows an insightful grasp of the thematic elements in both Divergent and The Hunger Games. The student's use of terminology related to character development, such as 'protagonists' and 'antagonists', contributes to a nuanced exploration of the narrative structures.

Comment: The student employs subject-specific terminology effectively throughout the EE, demonstrating a solid understanding of literary concepts. Terms such as 'dystopian', 'factions', 'institutional control', and 'rebellion' are used correctly and enhance the analysis of power dynamics within the novels. For example, the discussion of 'institutional control' in relation to fear as a tool for maintaining authority shows an insightful grasp of the thematic elements in both Divergent and The Hunger Games. The student's use of terminology related to character development, such as 'protagonists' and 'antagonists', contributes to a nuanced exploration of the narrative structures.

Comment: The student incorporates secondary sources to support their analysis of the primary texts, 'Divergent' and 'The Hunger Games.' For instance, the student references Steve Eddy's study on Dystopian novels to provide context for themes of power and control, while keeping a clear focus on the narratives and characters within the novels. Additionally, the student discusses contemporary societal issues, such as the cost of living crisis, in relation to the themes presented in the novels, illustrating a thoughtful integration of external perspectives that enhance the discussion without overshadowing the primary texts.