A2/ YEAR 13 REVISION TIPS.....

Now then folks. Here are a few tips for your reading and revision over this half-term:

• Students should be linking the theme of SIN AND PUNISHMENT across three texts. Students should be able to use textual reference to illustrate the nature of the sin and the nature of the punishment across three gothic texts.
• Students should be able to identify the nature of the suffering endured by characters that have transgressed the boundaries between Man and God.
• Students should be able to discuss how LOCATION is used as a SYMBOL in three texts.
• Students need to be able to discuss how symbolism is used to shape meaning across three texts.
• Students should be able to link themes across three texts. For example how does each author explore the theme of isolation?
• Students should be considering five or six critical comments relating to the nature of the gothic tradition. For example, we have used Angela Carter's 'a gothic text is a cruel text' as a starting point when considering the gothic tradition.
• Students must be linking texts to the gothic tradition. This is an area of our work that we need to improve.
• Students need to be able to explain how the characters of Victor, the creature, Justine, The Old Man, Faustus, Mephistophilis, Helen of Troy, Macbeth, Lady Macbeth..are used as symbols to shape meaning.

SEE YOU THURSDAY LIT FREAKS.

REVISION SESSION ON THURSDAY.

Just a reminder folks...next Thursday I will be offering a LIT revision class. We will begin at 11am.

HOW AND WHY WE READ: John Green.

Just in case the pressure of exam lunacy has inspired you to question why we bother to read books...watch this!
https://www.youtube.com/watch?v=MSYw502dJNY

YEAR 13 LESSON FIFTY-SIX [21st May 14]: Homework

This session was a Section B timed essay. This was our last 'official' lesson as Friday is a Year 13 afternoon of sport. I have already marked the timed essays - they are pretty good- and if students pop and see me in the English Dept on Friday morning I will hand back your essay. The essays highlight the following issues:

• STUDENTS NEED TO MAKE MORE GOTHIC LINKS.
• QUESTION FOCUS NEEDS TO BE MORE PRECISE. THE FINAL THIRD OF THE PARAGRAPH STILL NEEDS TO BE MORE CONVINCING. USE THE LANGUAGE OF THE QUESTION IN YOUR CONCLUDING SENTENCES. For example the word 'orthodox' was a key word in one of the titles this morning. USE THE KEY WORDS WITHIN YOUR RESPONSE.
• MAKE SURE YOU PRODUCE A DETAILED ARGUMENT STRAIGHT AWAY. SOME OF YOU ARE NOT REALLY OFFERING A CONVINCING ARGUMENT UNTIL THE SECOND PAGE. DON'T WASTE TIME!!! PLAN CAREFULLY THEN PUNCH STRAIGHT INTO A DETAILED CRITICAL COMMENTARY.

The majority of the essays are fine.

Thanks so much for the book and, of course, the pies and the chicken. LITERATURE AND FOOD! My kind of culture. 

YOU LOT ARE MAGNIFICENT. 

IT HAS BEEN AN ABSOLUTE PLEASURE. 

NOW NAIL THAT EXAM.

HOMEWORK: Keep giving me essays. We will be having a revision session on the THURSDAY of half-term starting at 11am and finishing when you are bored. Bring some questions/areas that you would like to discuss. 

YEAR 13 LESSON FIFTY-FIVE [16th May 14]: Homework

The aim of this session was to examine the final soliloquy in Faustus. We may produce a paragraph on Wednesday in response to this section of the text.
Homework: Keep producing past essays. Keep Reading.

YEAR 13 LESSON FIFTY-FOUR [14th May 14]: Homework

Today's session examined the representation of Mephistophilis and how the comedic nature of this character could be considered 'a celebration of sin'. Class discussion considered the exam question discussed in the previous lesson before attempting a thirty minute written response.

HOMEWORK: KEEP WRITING ESSAYS. USE THE PAST PAPERS. KEEP READING. If you are not attempting to construct timed essays you are not really preparing for the exam. Most students are bombarding me with essays but some have not produced an independent essay for four weeks. WAKE UP. Stop writing notes, stop pretending to be students, and start constructing some timed work. The only effective way to prepare for an exam that will expect you to construct two essays.....is to construct essays!!

SHORT FRANKENSTEIN ANIMATION.....

A new series on Sky Atlantic titled 'Penny Dreadful' is exploring issues relating to Frankenstein. This brief animation linked to the series might be worth a watch as the voiceover discusses some key themes:
http://www.theguardian.com/tv-and-radio/tvandradioblog/video/2014/may/12/penny-dreadful-frankenstein-matthew-sweet

YEAR 13 LESSON FIFTY-THREE [9th May 14]: Homework

The aim of this session was to confront two AQA past questions from the June 2013 exam. Below are the two questions that were considered by a fine group of intellectually engaged East Yorkshire teenagers:

1. 'ALTHOUGH FAUSTUS IS EVENTUALLY PUNISHED, THE PLAY IS ESSENTIALLY A CELEBRATION OF SIN RATHER THAN A MORALITY TALE.' HOW FAR DO YOU AGREE WITH THIS VIEW OF THE PLAY?

This question seemed to strike some Faustian fear but the question allows students to construct an argument that suggests that this play is a shocking and powerful didactic Christian Fable rather than a 'celebration of sin'. The Chorus, the reference to Icarus, the symbolic significance of the Old Man, and the terrifying nature of the final soliloquy were all referenced as moments from the play that could be used to construct the argument that Marlowe's aim was to construct a work of art that deals with sin and punishment. The area of the question that caused some interesting comments was the idea that this play is a 'celebration of sin'. I think that a more sophisticated response would consider how Mephistophilis is the source of comedy within the play [slapping the Pope, transforming R and R into a dog and a monkey, the Horse Courser moment] and the audience may find themselves entertained by this devilish character. The audience may forget that they are being entertained by a demon. Marlowe's aim here may have been to amplify the deceptive nature of evil. Mephistophilis is presented to the audience as a playful and engaging character before his vile devilish nature is powerfully revealed  in the final two scenes as he engineers the murder of the Old Man, encourages Faustus to kill himself, and mocks Faustus as he is dragged to Hell. The comedy may be perceived as being 'a celebration of sin' as Mephistophilis is used by Marlowe to generate laughter but this a dramatic devise to criticise the deceptive and seductive nature of evil rather than a celebration of sin. This idea of sin being seductive and deceptive could be linked to the Helen of Troy moment which reinforces the idea that Faustus has been seduced or 'ravished' by evil to the extent that he now views evil as being beautiful and is incapable of recognising its true nature.
We also discussed how the conclusion of this play subverts the traditional narrative conclusion of a morality play to add even more dramatic power to the terrifying dramatic conclusion. One student suggested that Marlowe's refusal to conform to the conventional structure of the morality play could be compared with the shocking and original representation of Mephistophilis who is not presented by Marlowe as simplistic 'biblical' representation of evil.

I think that you lot are perfectly capable of producing an argument that supports the idea that this is a didactic fable but the 'celebration of sin' argument will need a more thoughtful and sophisticated level of evaluation. I would urge all students to attempt this essay as a 60 minute timed response.

I gave you the SECTION A mark Scheme yesterday. I gave you ALL the mark schemes before Christmas but I just want to make sure you are all armed with the mark scheme. Here it is again:

  

2. HOW DO YOU RESPOND TO THE VIEW THAT GOTHIC WRITING EXPLORES  

    POTENTIAL THREATS TO NORMAL VALUES?

The general view from the class was that this is a question that would be perceived as a 'gift'? So go on then...prove it. I would urge students to attempt this as a timed response and drop the essay in my email.

I gave students the mark scheme yesterday but just in case you have misplaced this important document, here is the SECTION B Mark Scheme:

HOMEWORK: READ THE TEXTS, CONSIDER SOME OF THE ISSUES EXPLORED IN CLASS DISCUSSION AND ATTEMPT TO ANSWER SOME PAST QUESTIONS. ALL STUDENTS SHOULD BE ATTEMPTING PAST QUESTIONS. YOU ALL HAVE THE PAST EXAM QUESTIONS. YOU NEED TO START ATTEMPTING SOME TIMED ESSAYS. DON'T WAIT FOR ME TO DIRECT YOUR HOMEWORK AS I EXPECT ALL STUDENTS TO PROVIDE ME WITH EVIDENCE OF LEARNING THROUGH WRITTEN WORK.

IT'S ALL ABOUT ESSAY WRITING NOW FOLKS. THE CONTENT OF MY FINAL LESSONS WILL BE DICTATED BY ISSUES IDENTIFIED WHEN EXAMINING THE CONTENT OF YOUR TIMED ESSAYS.

YEAR 12 LESSON FIFTY-TWO/FIFTY-THREE [6th/7th May 14]: Homework

Tuesday's lesson involved a timed essay. The past exam question was:

HOW FAR DO YOU AGREE WITH NICK'S VIEW THAT GATSBY IS 'WORTH THE WHOLE DAMN BUNCH PUT TOGETHER'?

These essays were...er..pretty bad! The most alarming feature of the essays was the complete lack of textual reference. Students need to be aware that an Aii question such as this will demand a link to historical context and a consideration of different readings. The big feature that students never really managed to explore was the idea that Carraway is in love with Gatsby and offers a very romantic and subjective perception of this violent gangster. CARRAWAY IS NOT FITZGERALD. 

The Wednesday session explored the idea that Carraway offers a very romantic representation of Gatsby and attempted to link this feature of narrative to author's aim. Class discussion attempted to construct a more sophisticated response to the timed essay question.

The rest of this session considered the two past exam questions:

• To what extent do you agree with the view that The Great Gatsby is a love story?
• Write about the ways three writers use symbolism to shape meaning.

Class discussion was excellent but it really is time to stop talking and produce some timed essays. I will mark any work that you can be bothered to produce before the exam. If you email me work I will scan your essay and send it back to you with guidance notes. Obviously, all students are welcome to visit me in the department at any time.

GOOD LUCK FREAKS. GET READING. GOOD LUCK.

Don't forget...this blog is full of resources. Use the bar in the left hand corner of the blog to explore all the relevant Auden/Fitzgerald/Coleridge resources.

GATSBY RESOURCES:
http://becuriouslit.blogspot.co.uk/2013/02/year-12-lesson-nineteen-7th-feb-13.html
http://becuriouslit.blogspot.co.uk/2013/10/year-12-lesson-fourteen-23rd-oct-13.html
http://becuriouslit.blogspot.co.uk/2013/05/year-12-gatsby-resourcesthe-film-is.html
https://soundcloud.com/fishymedia/literature-podcast-an-as-level
https://www.youtube.com/watch?v=0VhYMdnAsyM
TROTAM:
http://becuriouslit.blogspot.co.uk/2014/02/year-12-lesson-thirty-fourthirty-five.html
https://soundcloud.com/fishymedia/literature-podcast-two-the
http://becuriouslit.blogspot.co.uk/2014/01/year-12-lesson-twenty-nine-7th-jan-14.html
http://becuriouslit.blogspot.co.uk/2012/12/year-12-lesson-thirteen-13th-dec-12.html

YEAR 13 LESSON FIFTY-TWO [7th May 14]:Homework

The focus of today's session was the question:
'A KEY FEATURE OF THE GOTHIC TEXT IS THE USE OF SYMBOLISM TO SHAPE MEANING'. To what extent do you agree with this statement?
The aim of this question is to encourage students to consider AO2 in a very precise manner.Class discussion was superb and I encourage students to create their own essay structure...but feel free to follow the structure offered on this blog entry. Potential structure:

• LANDSCAPE used as a symbol to shape meaning. Class discussion made reference to the significance of the Orkneys in Frankenstein, the use of the study in Faustus and Act 2 Scene 4 of Macbeth. How does each author use landscape to shape meaning? Reference was also made to how this use of symbolism explores themes that seem to be particularly evident in gothic texts [alienation, isolation].
• Second paragraph could explore how reference to myths allow authors to shape meaning. The myth of Prometheus/Icarus provide moral reassurance, narrative forewarning, images of fire that link to the idea of HELL and punishment. Refer to your notes.
• CHARACTER AS SYMBOL. Discussion referred to the contrasting deaths of THE OLD MAN/FAUSTUS and VICTOR/JUSTINE. This could be linked to the religious context of the texts and allows the author to shape the idea that religious faith offers strength and protection.
• Students might also like to consider how Shelley contrasts the majesty of Nature with the imperfection of the creature. This links to the perfection of God's creation and the imperfect distortion of humanity created by Science.
• Then we discussed the symbolic significance of language...show me you were listening.I expect at least one paragraph that explores the symbolic significance of language across the three texts. Students should be comparing and contrasting the use of language.
• Offer an evaluative 'gothic' conclusion. Question focus needs to be precise.

THREE PARAGRAPHS and a CONCLUSION will allow you to produce a detailed response.

HOMEWORK: Complete the essay. KEEP READING.

YEAR 13 LESSON FIFTY/FIFTY-ONE [30th April/2nd May 14]: Homework

The aim of both sessions was to focus upon the precise nature of the language used in our exam texts and link the nature of the language to author's aim and features of the gothic tradition. The focus of the discussion was Chapter Four of FRANKENSTEIN and the final monologue of the creature at the end of the novel. The  class discussion considered the importance of SYMBOLISM as a key feature within the gothic text before the focus became the SYMBOLIC SIGNIFICANCE OF LANGUAGE. Students were asked to consider the significance of quotes such as...'No one can conceive the variety of feelings which bore me on like a hurricane....I pursued nature to her hiding-places...I seemed to have lost all soul or sensation but for this one pursuit...my eye-balls were starting from their sockets in attending to the details of my employment....I kept my workshop of filthy creation...the slaughterhouse....I appeared rather like one doomed by slavery to toil in the mines...the fall of a leaf startled me...I grew alarmed at the wreck I perceived that I had become.'

The discussion considered how the dramatic and intense use of language could be linked to the gothic tradition. The second session considered the symbolic significance of the language used by the creature in the final pages of the novel. Students need to be able to explain how key words can be linked to the author's aim and the gothic genre. For example what is the significance of the creature describing himself as an 'abortion'? Students were also asked to consider Shelley's novel as a tragedy and consider the extent to which the gothic can be linked to tragedy.

HOMEWORK: Students need to be reading all the exam texts. On Wednesday we will be linking language use in Faustus, Macbeth and Frankenstein. Students might want to consider why the creature's language is so similar to the language used by Victor. Author's aim?
Students need to be READING THE TEXTS. I will be handing back essays at the start of the next session.

YEAR 12 LESSON FIFTYFIFTY-ONE [29th/30th April 14]: Homework

These two sessions examined issues relating to Gatsby and TROTAM. In the first session the class discussion considered the questions:

• How does Coleridge tell the story in the final section of TROTAM?
• How does Fitzgerald tell the story in the final chapter of The Great Gatsby? 

Students were reminded that the only assessment objective that needs to be considered for this question is 'Explain how does language, structure and form shape meaning'. Class discussion considered possible content for both these questions.

Homework: Attempt the Coleridge question.

The second session considered the past exam questions:

• How appropriate do you think it is to label THE GREAT GATSBY 'a rags to riches story'?
• How do you respond to the view that TROTAM is 'so mystifying, it simply befuddles and confuses the reader'?

Class discussing considered possible content for these two questions. The quality of the discussion has been very good. KEEP IT UP.

HOMEWORK: As we move towards the exam it really is time to start writing timed essays. Students have lots of past questions for Section A and B of the exam and students need to start producing some written responses and blasting them down the digital pipe. The only way to develop the skills for the exam is to read the texts, with the aim of developing an informed understanding of the text, and then attempt some past exam questions. STUDENTS NEED TO START ATTEMPTING TO ANSWER PAST QUESTIONS AND  READ   READ   READ   READ   READ.