Students received feedback in response to the recent Prufrock essay. The main issues with the essays is that students are not attempting to 'unpack' meaning when discussing metaphor and not providing the level of detailed argument required at A2. When attempting the metaphor/canon coursework students must:
- Identify the association being made through the metaphor. Students must 'unpack' meaning.
- Explain why the metaphor avoids cliche and allows the author to shape meaning.
- Consider the significance of structure and form.
The class were given an essay from last year that used 'A Love Story in Reverse' by John Cooper Clarke. This was a wonderful response due to its eloquence, quality of argument, questioning of the elitist nature of the canon, close and perceptive textual focus, use of Anthology, and strong personal voice. Click on link to access JCC's poem:
Here is JCC's 'Beasley Street':
Link to his website:
Students should be aware of the text they will be using for the Anthology coursework.
The second session began with this clip from James Whale's classic 1931 film Frankenstein:
This film is interesting due to its complete lack of precise reference to Shelley's novel. Elements of Shelley's novel are clearly beyond the medium of film, even with digital technology. The representation of Victor is simplistic and Whale avoids providing the creature with the eloquence that is a central feature of the text.
Students were pushed towards a consideration of the representation of nature and the gothic elements being reflected in this novel. The class were also asked to consider the significance of Justine.
HOMEWORK: Read and be aware of how nature is represented in ch 7 to 10. What is Shelley's aim here? Next week we shall discuss the creature so students must read chapters 11 to 16. READ.READ.READ.
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