from Songs of Innocence and Experience by Blake and The Rivals by Sheridan: Eighteenth-century Civilization Exposed / Celebrated by Julian Thompson
'As Sheridan's play makes considerable use of poetic techniques, so Blake's poetry is strongly dramatic. The Songs have their origin, after all, in folk music and hymn-singing, and Blake was prepared to sing them to tunes now lost. Some of his poems possess formidable narrative drive (for example, 'A Poison Tree'), and in the composite volume the poems pair off in something like staged dialogues, one speaker reflecting the vision of humankind a moment before, the other moment after the Fall..................'
Showing posts with label A2 English Literature. Show all posts
Showing posts with label A2 English Literature. Show all posts
Thursday, 22 May 2014
A2 ENGLISH LIT - SHERIDAN & BLAKE - COMPARATIVE QUESTIONS
A2 ENGLISH LITERATURE
DRAMA AND POETRY – PRE 1800
THE RIVALS AND THE SONGS – COMPARATIVE ESSAY TITLES
Now is the time to practise writing essays. Write introductions, write a couple of analytical comparative paragraphs, write conclusions and write plans. Why not write a couple of essays under timed conditions.
Below are ten questions. Each one of them is relevant to comparing Sheridan’s The Rivals and Blake’s The Songs of Innocence and The Songs of Experience. Over the half term holiday and the days leading up to the exam, you could plan these questions and even write up under timed conditions at least two of them. You could also use these essay titles as a way of identifying key quotations. You could consider the contextual comments you might make for each of the essay titles. Finally, drawings on the hand-outs and links to articles, what theoretical and broader literary points could you make for each title.
I’m generally not teaching that first week back. If you want me to go through an essay you’ve written or answer any questions on this part of the course then email me and make an appointment.
One word of caution, I’ve made these questions up myself and therefore are untested. However hard the questions are, your work on each one – planning and researching the texts, will really help you revise for this exam.
And please remember in the actual exam there will be six questions and only two or possibly three questions will be apprpriate to answer.
1. ‘Settings do more than add realism but go to the heart of the meanings of texts.’
In the light of this view consider the uses which writers make of settings. In your answer, compare one drama text with one poetry text from the lists above.
2. ‘Love is the very difficult understanding that something other than yourself is real.’
In the light of this view, discuss ways in which writers portray love. In your answer, compare one drama text with one poetry text from the lists above.
3. ‘Where there are discrepancies between appearance and reality there is fertile ground for comedy and tragedy.’
In the light of this view consider the uses which writers make of appearance and reality. In your answer, compare one drama text with one poetry text from the lists above.
4. ‘Class liberates the few and imprisons the many.’
In the light of this view consider the uses which writers make of class. In your answer, compare one drama text with one poetry text from the lists above.
5. ‘Power is a monster in the hands of a few.’
In the light of this statement discuss ways in which writers portray power. In your answer, compare one drama text with one poetry text from the lists above.
6. Perhaps the biggest problem in the clash of generations is the conflict that emerges from different world views.’
In the light of this view consider the uses which writers make of the portrayal of the old and young. In your answer, compare one drama text with one poetry text from the lists above.
7. ‘Through change we are renewed and made more alive.’
In the light of this view consider the uses which writers make of stasis and change. In your answer, compare one drama text with one poetry text from the lists above.
8. ‘At the heart of good literature there is always conflict.’
In the light of this view consider the uses which writers make of conflict. In your answer, compare one drama text with one poetry text from the lists above.
9. ‘Through morality we are made civilized.’
In the light of this view, discuss ways in which writers portray morality and religion.
10. ‘Different voices introduce dynamism, energy and variety.’
In the light of this view consider the uses which writers make of different voices. In your answer, compare one drama text with one poetry text from the lists above.
DRAMA AND POETRY – PRE 1800
THE RIVALS AND THE SONGS – COMPARATIVE ESSAY TITLES
Now is the time to practise writing essays. Write introductions, write a couple of analytical comparative paragraphs, write conclusions and write plans. Why not write a couple of essays under timed conditions.
Below are ten questions. Each one of them is relevant to comparing Sheridan’s The Rivals and Blake’s The Songs of Innocence and The Songs of Experience. Over the half term holiday and the days leading up to the exam, you could plan these questions and even write up under timed conditions at least two of them. You could also use these essay titles as a way of identifying key quotations. You could consider the contextual comments you might make for each of the essay titles. Finally, drawings on the hand-outs and links to articles, what theoretical and broader literary points could you make for each title.
I’m generally not teaching that first week back. If you want me to go through an essay you’ve written or answer any questions on this part of the course then email me and make an appointment.
One word of caution, I’ve made these questions up myself and therefore are untested. However hard the questions are, your work on each one – planning and researching the texts, will really help you revise for this exam.
And please remember in the actual exam there will be six questions and only two or possibly three questions will be apprpriate to answer.
1. ‘Settings do more than add realism but go to the heart of the meanings of texts.’
In the light of this view consider the uses which writers make of settings. In your answer, compare one drama text with one poetry text from the lists above.
2. ‘Love is the very difficult understanding that something other than yourself is real.’
In the light of this view, discuss ways in which writers portray love. In your answer, compare one drama text with one poetry text from the lists above.
3. ‘Where there are discrepancies between appearance and reality there is fertile ground for comedy and tragedy.’
In the light of this view consider the uses which writers make of appearance and reality. In your answer, compare one drama text with one poetry text from the lists above.
4. ‘Class liberates the few and imprisons the many.’
In the light of this view consider the uses which writers make of class. In your answer, compare one drama text with one poetry text from the lists above.
5. ‘Power is a monster in the hands of a few.’
In the light of this statement discuss ways in which writers portray power. In your answer, compare one drama text with one poetry text from the lists above.
6. Perhaps the biggest problem in the clash of generations is the conflict that emerges from different world views.’
In the light of this view consider the uses which writers make of the portrayal of the old and young. In your answer, compare one drama text with one poetry text from the lists above.
7. ‘Through change we are renewed and made more alive.’
In the light of this view consider the uses which writers make of stasis and change. In your answer, compare one drama text with one poetry text from the lists above.
8. ‘At the heart of good literature there is always conflict.’
In the light of this view consider the uses which writers make of conflict. In your answer, compare one drama text with one poetry text from the lists above.
9. ‘Through morality we are made civilized.’
In the light of this view, discuss ways in which writers portray morality and religion.
10. ‘Different voices introduce dynamism, energy and variety.’
In the light of this view consider the uses which writers make of different voices. In your answer, compare one drama text with one poetry text from the lists above.
Wednesday, 21 May 2014
A2 LIT - COMPARATIVE ANALYSIS - INTRODUCTIONS
Here are a few points to include in your introduction
- Define the key comparative term in the introduction.
- Show - through summary and headline - the relevance of this topic to each of the texts.
- Make clear and simple comparative statements linking the texts to the key topic of the essay title.
- Identify the audience, purposes and genre of the two texts.
- Make a contextual observation by commenting on the relevance of the key topic to the period of history.
- Make a theoretical observation about the key topic and the two texts.
- Identify the main literary - poetic and dramatic - features of the two texts. Especially refer to the form of Blake's poetry in The Songs.
Monday, 19 May 2014
AS LIT - PRE 18TH CENTURY DRAMA AND POETRY - SOME FEEDBACK FROM TIMED ESSAYS
Write short, simple, clear and specific topic sentences. For example,
Sir Anthony exerts power and control over his son. This is done by making his - Sir Anthony's, offer to his son of money and an estate on the condition that he - Jack - marry the woman of Sir Anthony's choosing. 'The fortune is saddled with a wife.' The metaphorical term 'saddled' is used to emphasis burden and weight. And perhaps communicates Sir Anthony's misogynistic attitudes. Likewise in Blake's The Songs, parents and guardians have control over the children in their care. Children are sold into employment by their parents. The children have no rights or power to choose their fate, ' my father sold me while yet my tongue // Could scarcely cry 'weep weep weep weep.' Blake's use of onomatopoeia is used to create a vivid and sympathetic view of the young chimney sweeper. Who is a representative of a whole new and growing underclass of workers, drawn to the city for work and shelter, as a result of the great social upheavals brought about by the industrial revolution.
Sir Anthony exerts power and control over his son. This is done by making his - Sir Anthony's, offer to his son of money and an estate on the condition that he - Jack - marry the woman of Sir Anthony's choosing. 'The fortune is saddled with a wife.' The metaphorical term 'saddled' is used to emphasis burden and weight. And perhaps communicates Sir Anthony's misogynistic attitudes. Likewise in Blake's The Songs, parents and guardians have control over the children in their care. Children are sold into employment by their parents. The children have no rights or power to choose their fate, ' my father sold me while yet my tongue // Could scarcely cry 'weep weep weep weep.' Blake's use of onomatopoeia is used to create a vivid and sympathetic view of the young chimney sweeper. Who is a representative of a whole new and growing underclass of workers, drawn to the city for work and shelter, as a result of the great social upheavals brought about by the industrial revolution.
- Red - topic sentence
- Blue - quotation
- Light blue - literary comment
- Green - theoretical perspective comment
- Purple - contextual comment
- Make clear references to the different genres of the two texts. Identify some of the key technical features of the two texts.
- There are degrees of complexity in the comparisons between the texts but it may be better and perhaps more effective to make simple comparative observations. Such as children being sold into employment - clearly stated rather than manipulated by religion - a much more subtle and complex notion - a position not easily argued.
- Writing long complex sentences can be confusing and can muddle the writer as they write. I think it is better to write shorter sentences. This will help keep the essay focused and clearly anchored in the text and on the topic.
- Both Sheridan and Blake were writing during George III reign. Be very clear about the contextual ideas associated with this period. Make sure you read the support materials in the texts I've recommended - in the play and poetry collection, but also the essay I've photocopied for you and the links to documents on the OCR website. And don't forget the post I made to the three episode series on BBC 4 on The Georgians. But just so we know here are some key dates.
- George III (George William Frederick; 4 June 1738[1] – 29 January 1820) was King until his death in 1820. During the later years of his reign he suffered from mental illness and his son - George became Prince Regent whereby he took on many of the responsibilities of kingship. He became King George IV after his father's death.
- Richard Brinsley Butler Sheridan (30 October 1751 – 7 July 1816) was an Irish playwright and poet and long-term owner of the London Theatre Royal, Drury Lane. He is known for his plays such as The Rivals, The School for Scandal and A Trip to Scarborough.
- The Rivals is a comedy of manners play by Richard Brinsley Sheridan in five acts. It was first performed at Covent Garden Theatre on 17 January 1775.
- William Blake (28 November 1757 – 12 August 1827) was an English painter, poet and printmaker. Largely unrecognised during his lifetime, Blake is now considered a seminal figure in the history of the poetry and visual arts of the Romantic Age
- Songs of Innocence and of Experience is an illustrated collection of poems by William Blake. It appeared in two phases. A few first copies were printed and illuminated by William Blake himself in 1789; five years later in 1794 he bound these poems with a set of new poems in a volume titled Songs of Innocence and of Experience Showing the Two Contrary States of the Human Soul.
- Avoid making comparisons between Songs of Innocence and Songs of Experience. The primary comparisons should be between The Songs - collectively and The Rivals. Try and draw general similarities between The Songs I think. Or refer specifically to a named collection - either The Songs of Innocence or The Songs of Experience.
- Please write your essays using a formal academic register throughout the essay. This means writing in fukll sentences and blocked paragraphs. Avoid using contractions or colloquial language. Do not refer to yourself in the first person - 'me' or 'I'. Instead refer to 'the reader.' Or use the collective pronouns - 'we' or 'us.'
- Writing a number of comparative paragraphs - at least one comparative paragraph for each of the nine topics we have identified as relevant to comparing these two texts. Use the comparative paragraph at the start of this post as a model for this work.
- Continue to read and browse through the play and the poems identifying good quotations you can use for the essay. Remember the 4 points that make up a good quotation. These are;
- Quotations should be short
- Quotations could be used for more than one purpose
- Quotations should contain strong literary - poetic and dramatic - features to comment on in the essay
- Choose quotations where you can make contextual, theoretical and literary links.
Tuesday, 13 May 2014
A2 LIT - THE FIRST GEOGIANS - CONTEXT
The First Geogians is a current series of programmes on BBC FOUR.
Click here for a link to see some of the programmes and further interesting and relevant links.
Click here for a further link to a BBC History page with references to the Geogians.
Click here for a link to see some of the programmes and further interesting and relevant links.
Click here for a further link to a BBC History page with references to the Geogians.
Wednesday, 18 December 2013
IMPORTANT LINKS
I expect that you will have read all the poems from the Songs listed on this blog. Click here for a link to that list.
I expect that you have read The Rivals by the start of the next term. Read the play making notes and annotations making reference to the comparative topics listed elsewhere on this blog.
I expect you to have read the Introductions to the editions I've recommended on the two texts.
You must also read the background and context material I've directed you all to. Click here for a link to a really good document published by OCR on The Song. And click here for a similar document on The Rivals.
I also suggest you go to the OCR website a read over the past questions for F663. Click here for a link to the relevant pages on the website.
Another really important link is to the OCR website showing examples of F331 comparison essays. These essays do not address Sheridan and Blake but helpfully show the structure of comparison essays, the ways students write paragraphs and the way students integrate the variety of assessment objectives. Click here for this link. These essays include helpful commentaries by the examiner and also give an indication of grades.
I expect that you have read The Rivals by the start of the next term. Read the play making notes and annotations making reference to the comparative topics listed elsewhere on this blog.
I expect you to have read the Introductions to the editions I've recommended on the two texts.
You must also read the background and context material I've directed you all to. Click here for a link to a really good document published by OCR on The Song. And click here for a similar document on The Rivals.
I also suggest you go to the OCR website a read over the past questions for F663. Click here for a link to the relevant pages on the website.
Another really important link is to the OCR website showing examples of F331 comparison essays. These essays do not address Sheridan and Blake but helpfully show the structure of comparison essays, the ways students write paragraphs and the way students integrate the variety of assessment objectives. Click here for this link. These essays include helpful commentaries by the examiner and also give an indication of grades.
Wednesday, 4 December 2013
A2 LITERATURE - TOPIC THE RIVALS & THE SONGS
The two texts I've chosen for this part of the course and texts that are opposites in many ways.
Here are the main topics of comparison and contrast between Blake's Songs and Sheridan's The Rivals.
As we begin to study these texts it might be a good idea to think about each of these topics and consider what they mean and perhaps consider what expectations you have for the texts.
Settings, love, class, appearance and reality, youth and age, morality - religion, power, stasis and change and conflict.
How are these themes presented in the poetry and in the play?
Here are the main topics of comparison and contrast between Blake's Songs and Sheridan's The Rivals.
As we begin to study these texts it might be a good idea to think about each of these topics and consider what they mean and perhaps consider what expectations you have for the texts.
Settings, love, class, appearance and reality, youth and age, morality - religion, power, stasis and change and conflict.
How are these themes presented in the poetry and in the play?
A2 LITERATURE - KING LEAR HOMEWORK
HOMEWORK DUE
Tuesday 17 December - with Jon's class
Wednesday 18 December - with Clare's class
TASK
1‘King Lear is “a very foolish, fond old man” who deserves everything he gets.’
How far do you agree with this statement.
2 ‘Things fall apart the centre cannot hold’
In the light of this statement consider how does order break down in Britain during the course of the play? Who is to blame?
3‘Tigers not daughters’
Explore the role and presentation of women in the play King Lear.
4 ‘Loyalty is the state or quality of being faithful to one’s commitments or obligations.’
Examine the role of Kent in the light of this assertion.
5 ‘King Lear is a play in which two worlds fight and a new world is created.’
Discuss this statement in the light of the play.
6 King Lear is a play concerned with the making of heroes. Consider this statement by exploring the dramatic effects of the play.
Tuesday 17 December - with Jon's class
Wednesday 18 December - with Clare's class
TASK
1‘King Lear is “a very foolish, fond old man” who deserves everything he gets.’
How far do you agree with this statement.
2 ‘Things fall apart the centre cannot hold’
In the light of this statement consider how does order break down in Britain during the course of the play? Who is to blame?
3‘Tigers not daughters’
Explore the role and presentation of women in the play King Lear.
4 ‘Loyalty is the state or quality of being faithful to one’s commitments or obligations.’
Examine the role of Kent in the light of this assertion.
5 ‘King Lear is a play in which two worlds fight and a new world is created.’
Discuss this statement in the light of the play.
6 King Lear is a play concerned with the making of heroes. Consider this statement by exploring the dramatic effects of the play.
Tuesday, 19 November 2013
A2 LITERATURE - AN EXHIBITION - THE RIVALS & THE SONGS
Georgians Revealed
Click here for a link to this interesting and relevant exhibition at the British Library on the social and historical context of The Rivals and Songs of Innocence and Experience.
Life, Style and the Making of Modern Britain
8 November 2013 - 11 March 2014Click here for a link to this interesting and relevant exhibition at the British Library on the social and historical context of The Rivals and Songs of Innocence and Experience.
A2 LITERATURE - SOME KING LEAR ESSAY QUESTIONS
Some questions on King Lear
1‘King Lear is “a very foolish, fond old man” who deserves everything he gets.’
How far do you agree with this statement.
2 ‘Things fall apart the centre cannot hold’
In the light of this statement consider how does order break down in Britain during the course of the play? Who is to blame?
3‘Tigers not daughters’
Explore the role and presentation of women in the play King Lear.
4 ‘Loyalty is the state or quality of being faithful to one’s commitments or obligations.’
Examine the role of Kent in the light of this assertion.
5 ‘King Lear is a play in which two worlds fight and a new world is created.’
Discuss this statement in the light of the play.
6 King Lear is a play concerned with the making of heroes. Consider this statement by exploring the dramatic effects of the play.
1‘King Lear is “a very foolish, fond old man” who deserves everything he gets.’
How far do you agree with this statement.
2 ‘Things fall apart the centre cannot hold’
In the light of this statement consider how does order break down in Britain during the course of the play? Who is to blame?
3‘Tigers not daughters’
Explore the role and presentation of women in the play King Lear.
4 ‘Loyalty is the state or quality of being faithful to one’s commitments or obligations.’
Examine the role of Kent in the light of this assertion.
5 ‘King Lear is a play in which two worlds fight and a new world is created.’
Discuss this statement in the light of the play.
6 King Lear is a play concerned with the making of heroes. Consider this statement by exploring the dramatic effects of the play.
Monday, 11 November 2013
A2 LITERATURE - SOME LINKS FOR BLAKE & THE RIVALS
Click here for a link to a BBC website that has some introductory analysis and some readings from Songs of Innocence and Experience.
Click here for a really good BBC documentary by Simon Scharma about the Romantic period and the ideas and attitudes that underpinned this volatile period of Britain's history.
Click here for a link to the exam board with helpful articles on Songs of Innocence and Experience. This is material published by the exam board and is therefore essential reading for the course. The exam board will expect you to know this material and use it where relevant.
Click here for a link to the exam board with helpful articles on The Rivals. This is material published by the exam board and is therefore essential reading for the course. The exam board will expect you to know this material and use it where relevant.
Click here for a really good BBC documentary by Simon Scharma about the Romantic period and the ideas and attitudes that underpinned this volatile period of Britain's history.
Click here for a link to the exam board with helpful articles on Songs of Innocence and Experience. This is material published by the exam board and is therefore essential reading for the course. The exam board will expect you to know this material and use it where relevant.
Click here for a link to the exam board with helpful articles on The Rivals. This is material published by the exam board and is therefore essential reading for the course. The exam board will expect you to know this material and use it where relevant.
Wednesday, 6 November 2013
A2 LITERATURE - HOMEWORK
For the class I share with Jon this work is due in on Wednesday 13 November
For the class I share with Clare this work is due in on Friday 15 November
Write four analytical paragraphs on the presentation of women in King Lear.
For the class I share with Clare this work is due in on Friday 15 November
Write four analytical paragraphs on the presentation of women in King Lear.
- You must comment on the quotations you use
- Refer to literary features
- And the effect on an audience
- Refer to Cordelia and Goneril and Regan
- Refer to the differences between Cordelia and her other sisters
- If you can refer to the differences between Goneril and Regan
- Include contextual references to the status and role of women within Jacobean society
- You will need to do a little research to do this properly
Wednesday, 23 October 2013
A2 LITERATURE - HALF TERM HOLIDAY - WORK TO DO
MUST DO
Read over ACT 1 - ACT 4 of King Lear and
What follows below is the work we will be concentrating on after we have studied King Lear. But you can begin preparing for this work now.
Read the following poems from Songs of Innocence and Songs of Experience. As you read consider the following
Introduction
The Little Girl Lost
The Little Girl Found
The Blossom
The Lamb
The Echoing Green
Nurse's Song
Holy Thursday
The Chimney-Sweeper
and from Songs of Experience
Holy Thursday
The Chimney-Sweeper
Nurse's Song
The Sick Rose
The Tiger
The Garden of Love
A Poison Tree
London
As you read and reflect on The Rivals and The Songs consider the similarities and differences between the texts - these will be linked to the themes referred to above. Consider the different times both texts were written and consider the different audiences the texts are targeting.
I will expect to see some evidence of your reading of these poems in the first week after half term. Have your annotated text and any further notes ready in class.
COULD DO - this is not an option really. I will expect that you have read The Rivals by Christmas at the latest.
Read The Rivals by Richard Sheridan
Read over ACT 1 - ACT 4 of King Lear and
- write bullet point headline summaries of each scene and act
- identify key characters - their characteristics - key quotations
- identify key themes - how are these developed
What follows below is the work we will be concentrating on after we have studied King Lear. But you can begin preparing for this work now.
Read the following poems from Songs of Innocence and Songs of Experience. As you read consider the following
- Consider the differences between the two groups of poems. Many of the poems between the two books are linked - usually contrasted. Identify these linked poems
- What is Blake trying to communicate through these poems? What is his message?
- identify key themes [these will be compared and contrasted with Blake's poetry] these themes are POWER, CLASS, SETTING, POVERTY,WEALTH, ATTIRE, MORALITY, OLD & YOUNG, LOVE. How are these themes presented in the poetry?
- Consider the variety of poetic and literary conventions Blake uses to communicate the ideas in these poems
- from Songs of Innocence
Introduction
The Little Girl Lost
The Little Girl Found
The Blossom
The Lamb
The Echoing Green
Nurse's Song
Holy Thursday
The Chimney-Sweeper
and from Songs of Experience
Holy Thursday
The Chimney-Sweeper
Nurse's Song
The Sick Rose
The Tiger
The Garden of Love
A Poison Tree
London
As you read and reflect on The Rivals and The Songs consider the similarities and differences between the texts - these will be linked to the themes referred to above. Consider the different times both texts were written and consider the different audiences the texts are targeting.
I will expect to see some evidence of your reading of these poems in the first week after half term. Have your annotated text and any further notes ready in class.
COULD DO - this is not an option really. I will expect that you have read The Rivals by Christmas at the latest.
Read The Rivals by Richard Sheridan
- as you read make a note of the plot on each page
- identify the main characters - their main characteristics - key quotations
- identify key themes [these will be compared and contrasted with Blake's poetry]
- these themes are POWER, CLASS, SETTING, POVERTY, WEALTH, ATTIRE, MORALITY, OLD & YOUNG, LOVE
- how are these themes presented in the play?
- Consider the variety of dramatic conventions Sheridan uses to communicate the ideas in this play
Friday, 4 October 2013
A2 LIT - KING LEAR SCENE PRESENTATIONS
A2 LITERATURE
PRESENTATIONS OF KING LEAR
Handout for the class
PRESENTATIONS OF KING LEAR
Handout for the class
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WITH JON
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DATE w b
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WITH CLARE
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ACT 4 SC1
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Jahsiah+Eissa
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21 Oct
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Tolu + Arabella
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ACT 4 SC 2
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Shanti+Anisah
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Noah + Katie
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ACT 4 SC 3
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Andrew
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Amelie
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ACT 4 SC 4
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Laikin
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Sasha
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ACT 4 SC 5
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Rachel
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Alexander
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ACT 4 SC 6
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Sangithaa, George, Courtney
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Tekla, Nana, Jessica
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ACT 4 SC 7
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Latisha+Janine
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Alexndra + Leonie
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ACT 5 SC 1
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Ozan
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Ali,
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ACT 5 SC 2
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Milena+Bethany
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Sasha + Alexander
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ACT 5 SC 3
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Andrew, Laikin, Rachel
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Amelie + , Jada
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A2 LITERATURE - KING LEAR HOMEWORK - LEAR PARAGRAPHS
TASK
Write four analytical paragraphs on the presentation of Lear from throughout the first three acts of the play.
This work is due - for the class share with Jon on Wednesday 16 October and for the class I share with Clare on Friday 18 October.
Click here for a link to a glossary to help you use relevant terms for your analysis.
Write four analytical paragraphs on the presentation of Lear from throughout the first three acts of the play.
This work is due - for the class share with Jon on Wednesday 16 October and for the class I share with Clare on Friday 18 October.
- Make sure your paragraphs are concise and analytical
- Make references in your paragraphs to contextual references
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FEATURE
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COMMENT
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1 Make a point
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Write one simple and
straightforward point.
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2 Expand on point / Introduce quote
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Expand on the main point of the
paragraph giving more detail and introduce the quotation you are just about
to use. Be very concise.
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3 Evidence
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Quote no more than a word or
phrase. Be very selective. Choose quotations that you can write a lot about.
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4 General point
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Show how the quotation addresses
the point made at the opening of the paragraph
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5 Literary point
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Identify and comment on literary
features expressed through the quotation.
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6 Dramatic point
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Identify and comment on dramatic
features in the quotation
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7 Contextual point
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Identify and comment on a relevant contextual point expressed through
the quotation or episode.
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8 Effects on reader / audience
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Comment on the effect the quotation
has on you / us as readers of the novel.
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Wednesday, 18 September 2013
A2 Literature Academic Expectations
I expect that you spend at least 2 hours outside of class - each week [not including homework activities] to keep up with the work we are doing in class.
You should read the scene or passage we have covered in class. You should read it slowly and carefully going over it again and again until you have a good understanding of what is being said in the scene, what each character is saying and the underpinning attitudes, assumptions and motivations that inform each character. You should identify key quotations, significant language features and recurring themes or topics. I expect that you will take note of specific dramatic conventions - especially setting, dramatic irony, dialogue, soliloquies, contrasts, and stage directions etc.
I expect that you will have read the scene we will be doing before you come into the next lesson. You should come to the lesson with an idea of what happens in the next scene. Make notes and underline what you think is important.
You should read the scene or passage we have covered in class. You should read it slowly and carefully going over it again and again until you have a good understanding of what is being said in the scene, what each character is saying and the underpinning attitudes, assumptions and motivations that inform each character. You should identify key quotations, significant language features and recurring themes or topics. I expect that you will take note of specific dramatic conventions - especially setting, dramatic irony, dialogue, soliloquies, contrasts, and stage directions etc.
I expect that you will have read the scene we will be doing before you come into the next lesson. You should come to the lesson with an idea of what happens in the next scene. Make notes and underline what you think is important.
Tuesday, 17 September 2013
A2 LITERATURE HOMEWORK
Homework
Task
Write 3 / 4 analytical paragraphs presenting the character and progress of Edmund in Act 2 Scene 1.
This work will be hand written and submitted to me in class for the class I share with JON on Wednesday 25 September - and for the class I share with CLARE on Friday 27 September.
Use the paragraph template below to help you write each paragraph.
Here is a link to a production of Act 2 Scene 1, 2 & 3. Enjoy! It's not brilliant. Click here.
Write 3 / 4 analytical paragraphs presenting the character and progress of Edmund in Act 2 Scene 1.
This work will be hand written and submitted to me in class for the class I share with JON on Wednesday 25 September - and for the class I share with CLARE on Friday 27 September.
Use the paragraph template below to help you write each paragraph.
Here is a link to a production of Act 2 Scene 1, 2 & 3. Enjoy! It's not brilliant. Click here.
FEATURE
|
COMMENT
|
1 Make a point
|
Write one simple and
straightforward point.
|
2 Expand on point / Introduce quote
|
Expand on the main point of the
paragraph giving more detail and introduce the quotation you are just about
to use. Be very concise.
|
3 Evidence
|
Quote no more than a word or
phrase. Be very selective. Choose quotations that you can write a lot about.
|
4 General point
|
Show how the quotation addresses
the point made at the opening of the paragraph
|
5 Literary point
|
Identify and comment on literary
features expressed through the quotation.
|
6 Dramatic point
|
Identify and comment on dramatic features in the quotation
|
7 Contextual point
|
Identify and comment on a relevant contextual point expressed through the quotation or episode.
|
8 Effects on reader / audience
|
Comment on the effect the quotation
has on you / us as readers of the novel.
|
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