YEAR 12 FINAL ADVICE...

So...we have the exam on Friday. Here are some last minute tips:

• Don't forget that each question has a different assessment focus. Make sure you are aware of the appropriate assessment objective/s.
• Yesterday we were discussing Section A and I advised students to write about poetry. I think it is easier to write about VOICE and STRUCTURE if you are exploring the work of Auden or Coleridge. It might be best to save Gatsby for Section B.
• The first Section A question needs to consider how VOICE is used to shape meaning therefore students need to be aware of how the different voices in TROTAM are used by Coleridge. Here is a potential essay structure for 'How does Coleridge tell the story in the opening section of the poem?'

.........Begin with an exploration of how the VOICES of the omniscient narrator and the Wedding Guest are used to amplify the supernatural nature of the Mariner. The comment of the Wedding Guest at the conclusion of the section is significant. This will allow students to discuss STRUCTURE. Why does Coleridge use the voice of the Wedding Guest to interject in the final stanza? Why is this significant?

.........The next paragraph could discuss how Coleridge uses FIGURATIVE LANGUAGE to present the power and majesty of nature...or the supernatural character of the Mariner. Focus upon simile/metaphor/symbolism and explain how this use of language allows Coleridge to shape meaning.

.........The third paragraph could explore the significance of the ballad form and why Coleridge experiments with the traditional and regular form of the ballad. Why does Coleridge present a warped and distorted version of the ballad form? Keep your argument brief and detailed. Examiners often comment that student writing can be poor when writing about form. BE CAREFUL. 

.........The conclusion is really important as students need to explore the significance of the first section in the context of the whole poem. The opening section introduces location, character, theme and genre. It is incredibly significant.

• The second question in Section A will demand that you use the opinion of critics.
• Section B requires three paragraphs that do not have to be linked. In our texts, SYMBOLISM is used by each author to shape meaning so make sure you are aware of how each author uses symbolism. Don't lose sight of the 'ASPECTS OF NARRATIVE'. How is the story being shaped by the author and why???

GOOD LUCK FOLKS. Send me an email if you want me to mark some work...even if it is only a paragraph.

MLR. 

YEAR 13 LESSON 54 [11th May 15]: Homework

The session considered the question:
TO WHAT EXTENT DO YOU THINK GOTHIC LITERATURE IS CHARACTERISED BY A FASCINATION WITH DEATH?
This session considered possible essay content and the class produced an intro and first paragraph that would be appropriate for this task. Recent essays have lacked AO2 and need to offer reference to historical context and the opinions of critics therefore this was the focus of the modelling. The actual level of textual understanding is superb but we need to smash this knowledge towards the assessment objectives. I would urge all students to refer to symbolism and state how each author uses symbol to shape meaning. This will allow students to access AO2. Reference to historical context might just be a sentence or two that considers how a modern audience may react to the death of Faustus. What is the possible meaning of this play if the religious narrative framework is removed? Is Macbeth still relevant if the religious narrative is removed?? Both texts become an exploration of ambition and power. They are incredibly relevant if the religious context is removed. But perhaps they are not quite as 'shocking'.
The work is good. Keep reading. Keep writing.

HOMEWORK: Attempt some essays. Students need to be producing one hour timed essays. No excuses.

YEAR 12 LESSON 54 [8th May 15]: Homework

This final official session considered some issues relating to Gatsby as students are still ignoring the fact that we view the whole novel through the sensibility of Nick Carraway. Class discussion explored why Carraway views Gatsby in such a positive manner and how this links to author's aim. The 'protagonist' essay that many students attempted was basically a 'CHARACTER AS SYMBOL' question and students were encouraged to develop their understanding of symbolic meaning as this is at the heart of all our texts. FITZGERALD and COLERIDGE shape meaning through symbol and students must be aware of this key aspect of narrative. The recent Section B essays were a little lacking in AO2. Also...don't forget the religious context when writing about Auden's Miss. Gee. This poem is a savage attack on the restrictive and inhibiting influence of religious faith! Most students completely ignored this reading of the poem.

The last section of the session involved modelling a paragraph in response to the 'climax/anti-climax' Section B question.

HOMEWORK: Keep constructing the essays. Attempt past questions and email them to me for marking.

ON TUESDAY I WILL BE TEACHING AS PER USUAL. IF YOU CAN MAKE THE SESSION..GOOD! I WILL CONTINUE AFTER SCHOOL IF YOU WANT SOME LAST MINUTE REASSURANCE.

Just in case you have not bothered to listen to my podcasts:
MARINER:
https://soundcloud.com/fishymedia/literature-podcast-two-the
GATSBY:
https://soundcloud.com/fishymedia/literature-podcast-an-as-level

YEAR 13 53 [7th May 15]: Homework

The Thursday session began with a consideration of the symbolic significance of NATURE within Shelley's Frankenstein. Recent essays have ignored the significance of the Alps and the majesty of the natural world in this novel so the aim was to illustrate how references to nature can enhance critical arguments. REMEMBER...the majesty of the natural world can be used to reinforce the omnipotent power of the divine and can be juxtaposed with the imperfect creature that represents the inability of Science to successfully replicate divine power.  

The  session continued to explore issues relating to Section B. The question that we considered was:
'GOTHIC LITERATURE DEMONSTRATES THE CONSEQUENCES OF DISRUPTING THE NATURAL ORDER OF THINGS.'
Consider the texts you have studied in the light of this comment.

HOMEWORK: Students need to attempt some of the essay titles that we have discussed in the last three or four weeks. Students should be attempting timed essays. TALKING ABOUT THE TEXT IS OBVIOUSLY NOT ENOUGH. THIS COURSE IS ABOUT WRITING. I NEED TO SEE SOME TIMED ESSAYS. ATTEMPTING PAST QUESTIONS IS THE ONLY VALID FORM OF PREPARATION FOR THE EXAM. GET WRITING. KEEP READING.

YEAR 12 LESSON 53 [1st May 15]: Homework

The session contained feedback to the last Section B question relating to symbolism. It is essential that students attempt these essays and then feedback any problem areas discovered when attempting to construct the response. After discussing the symbolism question, the class considered the Section B question:
WRITE ABOUT THE SIGNIFICANCE OF CLIMAXES AND/OR ANTICLIMAXES IN THE NARRATIVES OF THE THREE WRITERS YOU HAVE STUDIED.
Class discussion considered possible content.

HOMEWORK: I didn't realise when I was delivering the Friday session that our next lesson [Tuesday] will not be happening due to Vertical Tutor Progress Meetings! Therefore, I would like students to attempt the 'SIGNIFICANCE OF CLIMAX/ANTI-CLIMAX' essay.

Climaxes and/or anti-climaxes need to be clearly identified in relation to the over-arching story.
Possible content:

• identification of the climax/anti-climax
• where the climax/anti-climax occurs structurally in the text and why this positioning is significant
• the meanings that arise from the cimax/anti-climax
• how this moment shapes the rest of the story

WE discussed the moment in Chapter Five when Nick leaves the house and returns to find Daisy and Gatsby bathed in light. We also discussed the moment in Chapter Seven in the Plaza when Fitzgerald suggests that Tom will receive some moral justice only for Fitzgerald to rob the reader of this justice and then offer the climax of Myrtle's death. You could even refer to Gatsby's murder or the end of the opening chapter. Why are these moments significant? How do they allow Fitzgerald to shape meaning? WHY ARE THEY SO SIGNIFICANT WITHIN THE NARRATIVE?

We also discussed the idea that TROTAM's conclusion is an anti-climax and the real climax occurs when the Albatross falls from the Mariner's neck. Is the ending of this epic poem an anti-climax? Is character and symbolism more important in this poem in allowing Coleridge to shape meaning? 

AUDEN/THE ROAD....You decide.

Good Luck. 

YEAR 13 LESSON 52 [30TH April 15]: Homework

This lesson concerned itself with the Section B question:
HOW FAR DO YOU RESPOND TO THE VIEW THAT GOTHIC VILLAINS MAKE EVIL SEEM ATTRACTIVE?
Class discussion explored possible essay content.

HOMEWORK: I expect students to produce a Section B essay for Thursday. We have explored a few questions. Choose one and produce an essay.