The aim of this session was to reinforce how students can access ALL the assessment objectives when producing a written response. Chimpnimsky offered exemplar material and class discussion considered the symbolic significance of the novel. Students were asked to consider the BIG IDEAS being offered to the reader through the symbolic nature of Victor, the creature and the De Lacey family. Had we but world enough and time...the class discussion would also have considered the symbolic significance of the natural world. The whole focus of class discussion was to generate notes that can be used to complete the homework task.
Oh...and students also experienced an APOSTROPHE TEST as there were far too many crimes against punctuation evident in the last set of essays. SORT IT OUT LIT FREAKS. CRIMES AGAINST PUNCTUATION WILL NOT BE TOLERATED.
HOMEWORK: Students must continue to read the text. We will be discussing the events leading to Victor's 'wedding night' next week so chapters 20 to the reintroduction of Walton's voice need to be the focus of student reading.
The written homework is to produce a one paragraph response to the question:
HOW DOES SHELLEY USE SYMBOLISM TO SHAPE MEANING IN THE NOVEL?
This question is slightly different to the question considered in the last two lessons so this will be an opportunity for me to see who is actually visiting the blog. Students are expected to produce a one paragraph response that explores one key symbol and the response must address ALL FOUR ASSESSMENT OBJECTIVES. This task will allow me to gauge the level of learning that has taken place within the last two sessions. Refer to my exemplar paragraph and take care to construct a precise and concise argument. STUDENTS MUST CONSIDER AUTHOR'S AIM IN A MORE CONVINCING MANNER. Use the resource that I offered students at the beginning of the course that has the critical opinion relating to Frankenstein and the gothic genre. This will allow students to confront AO3 and AO4.
GOOD LUCK LIT FREAKS.
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