Outline of the day

• • • • • 10.00-11.30 Brighton Rock 11.30-12.00 Break 12.00-13.20 Rattle bag 13.20-14.00 Lunch 14.00-15.00 Unseen poetry

Advanced skills

• • • • • • • • Sophisticated expression Correct use of terminology Develop an argument Explore complex themes Analyse in ‘critical detail’ Make clear comments on the authors intentions Develop your responses by making complex comparisons between texts Explore more complex and ambiguous texts

The difference between GCSE and A level

• At GCSE you were given questions that asked you to comment on texts with clear messages and meanings • At A level you are expected to develop a response to texts that raise complex questions that you must interpret…

• •

For example…

GCSE texts-

Lord of the flies is an exploration of man’s inherent evil.

• •

A level texts-

Brighton Rock is a critique on religion’s inability to indoctrinate morality.

• OR

Brighton Rock suggests that religion can offer something more profound than social justice.

• OR

Brighton Rock raises questions on the difficulty in establishing a secure moral perspective (either religious or secular) especially when human subjectivity means that both the characters and the reader will interpret these ideas differently depending on their experiences and beliefs.

Brighton Rock/A Clockwork Orange

AO1=15 marks AO2=25 marks (no marks for comparison)

Remember…

Focus is still on Brighton Rock – 80% of your exam answer should focus on it. Clockwork Orange only re-enforces your argument about BR. It is the secondary text.

Themes from BOTH B.R and CO

1. violence 2. religion 3. love 4. evil 5. youth 6. death 7. age 8. authority 9. corruption 10. class 11. morality 12. deception 13. Gender 14. Individuality

Conflicts

• • • • • • • Morality vs. religion Man vs. Woman Heaven vs. Hell Right vs. Wrong/ Good vs. Evil Pinkie vs. Ida Appearance vs. reality Individuality vs. imposed order

Approaching the exam

The Question

• Question the question: • • • • What are the key words?

What view does it suggest?

What does it assume?

What are the problems with it?

How is trust presented in the novel?

Is trust the most important theme in the novel? Can you challenge whether trust is a theme?

How is trust presented?

Character Plot Symbolism/imagery Etc… Why present the theme of trust? How does it link into the larger message of the text?

Your turn!

Your turn!

Your turn!

AO1- The argument

• Responding to the question. 1 sentence.

Example- Model

•

Both Greene and Burgess challenge the concept of truth and, while many of the characters in Brighton Rock and A Clockwork Orange feel the have an understanding of the ‘truth’ of life, these are often contradictory and conflicting ideas, leading the reader to question the very nature of how we define what is true.

Example

Stage 2- The argument

• Develop your sentence into a paragraph drawing on information from the text(s).

Both Greene and Burgess challenge the concept of truth and, while many of the characters in Brighton Rock and A Clockwork Orange feel the have an understanding of the ‘truth’ of life, these are often contradictory and conflicting ideas, leading the reader to question the very nature of how we define what is true.

• • How do we support this? Where is the evidence in the text?

This becomes your introduction.

Stage 2- The argument

•

Both Greene and Burgess challenge the concept of truth and, while many of the characters in Brighton Rock and A Clockwork Orange feel they have an understanding of the ‘truth’ of life, these are often contradictory and conflicting ideas, leading the reader to question the very nature of how we define what is true. In Brighton Rock Greene presents us with two vastly opposing perspectives in the characters of Pinkie and Ida, with Rose struggling to find the ‘truth’ from these conflicting ideologies. Greene raises more questions than he answers in his presentation of concepts such as religion and morality, emphasising the subjectivity of these concepts and, ultimately, denying the characters, and the reader, any real truth in the novel. This is echoed in A Clockwork Orange where Burgess’ presentation of Alex initially implies a clear moral perspective, however the moral questions of state control and loss of individual freedom, lead the reader into murky territory where a clear moral view cannot be defined. Essentially, both authors offer us conflicting and contradictory perspectives which challenge accepted moral, religious and philosophical views, leading the reader on a search for truth without offering a definite answer.

Stage 3- The Plan

• Look at your introduction. Where can you find evidence to support your claims?

• These are the key points of the essay.

Example- Intro

Both Greene and Burgess challenge the concept of truth and, while many of the characters in Brighton Rock and A Clockwork Orange feel they have an understanding of the ‘truth’ of life, these are often contradictory and conflicting ideas, leading the reader to question the very nature of how we define what is true. In Brighton Rock, Greene presents us with two vastly opposing perspectives in the characters of Pinkie and Ida, with Rose struggling to find the ‘truth’ from these conflicting ideologies. Greene raises more questions than he answers in his presentation of concepts such as religion and morality , emphasising the subjectivity of these concepts and, ultimately, denying the characters, and the reader, any real truth in the novel . This is echoed in A Clockwork Orange where Burgess’ presentation of Alex initially implies a clear moral perspective defined , however the moral questions of state control and loss of individual freedom, lead the reader into murky territory where a clear moral view cannot be . Essentially, both authors offer us conflicting and contradictory perspectives which challenge accepted moral, religious and philosophical views, leading the reader on a search for truth without offering a definite answer.

Plan

Different perspectives Both characters and reader denied truth Plan Truth in religion Truth in morality

Develop

Different perspectives: Pinkie/Ida/Alex Rose trying to make sense at the end Narrative perspective- Brighton at the start Truth in religion: Catholicism Pinkie/Rose Alex and Chaplain Plan Both characters and reader denied truth: Rose’s ending Alex’s ending Character’s misunderstand themselves Narrative form (focalisation and 1 st person= no secure narrative view.) Truth in morality Right and wrong Pinkie vs. Ida Alex vs. State

Trick

• Challenge the question!

• Is the search after truth the most fundamental aspect? If you disagree this gives you a whole extra section of your essay to discuss!

Develop

Different perspectives: Pinkie/Ida/Alex Rose trying to make sense at the end Narrative perspective- Brighton at the start Truth in religion: Catholicism Pinkie/Rose Alex and Chaplain Plan Both characters and reader denied truth: Rose’s ending Alex’s ending Character’s misunderstand themselves Narrative form (focalisation and 1 st person= no secure narrative view.) Truth not important None of the characters are really concerned about truth they want to find evidence of their own beliefs to reassure themselves Truth in morality Right and wrong Pinkie vs. Ida Alex vs. State

The structure

• • •

Intro-

Respond to the question and reference the things you will explore in the text to support your argument.

Main body-

Analyse 4-5 aspects of the text in detail to support your response to the question. You must show an understanding of the text while justifying your argument.

Conclusion-

Summarise your points and answer the question, linking it into what you believe is the overall message of the text/s.

• • • • • •

Finding evidence

GOOD EVIDENCE Allows you to analyse a range of language features Links to other key points in the text (structure) Can be analysed formally.

Reflects key themes Supports your argument.

• • BAD EVIDENCE Supports your argument

BAD EVIDENCE!

• “But you believe don’t you… you think its true?” • Rose wants to believe in religion & in Pinkie. She is searching for the truth.

GOOD EVIDENCE!

’.

• Meaning is subjective. Pinkie does not view the concept of murder with the same moral perspective as others. The comparison to two extremely mundane common nouns (‘box’ and ‘collar’) shows the lack of emotional attachment from Pinkie’s perspective. Greene chooses the word Giraffe to create an element of the unknown, as Pinkie’s working class roots would mean that he would be unlikely to have come into contact with anything as exotic as a giraffe. In doing so he also hints at Pinkie’s inability to realise what we would consider the ‘true meaning of the word ‘murder. Greene uses this passage to emphasise the point of the difficultly of finding the truth when people interpret things in different ways. The subjective nature of abstract verbs such as ‘murder’ contrasts to the different ways characters define large moral concepts such as good and evil and right and wrong in the text. Greene is asking the reader to question their accepted view of life’s certainties, especially when it comes to morally challenging ideas.

The analysis

• AOs: AO1

Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression

AO2

Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts

Analysis pyramid (plus tail)- for each point in your plan…

Point- What part of the text addresses the question?

1.Quote

2. Language analysis (AO2) 3. Structural analysis (AO2) 4. Formal analysis (AO2) 5. Thematic analysis (AO2) 6. Link back to question (AO1)

1. Point-

What element of the text are you using to support your argument/response to the question?

2. Quote-

a ‘good’ quotation to back up your point.

3. Language analysis-

connotations etc.

analyse key words, images, symbols,

4. Structural analysis-

does it relate to other events? What is its larger significance in the plot?

Where does it come in the book? How

5. Formal analysis-

time.

What elements of the genre are present? How do they link to meaning? How are the conventions of the form (novel, poetry, drama) used? E.g. narrative perspective, parallel narrative, manipulation of narrative and chronological

6. Meaning analysis-

the novel?

How does this link to the key themes of

7. Link back to question-

justify your original point and how does it link to the question asked?

How does everything you’ve said

Link back to question Meaning Form structure language point ’.

Stage 7- Proof read and edit your work

 Basic literacy (spelling, punctuation etc.)?

 Capital letters for names of characters/author’s name etc.?

 Paragraphing?

 Does each sentence make sense?

 Have you said what you actually wanted to say?

 Have you included analysis linking to the Aos?

Stage 7- Proof read and edit- Literacy

•

Green gets us too question the weather we can ever know the truth in his description of the setting initially, he describes brighton effectively using lots of positive language, making it seem like a perfect holiday town; “Silverpoint sparkled on the pier”. However, later he gives a different impresion that suggest it might not be quite so perfect. It says determined gaiety, implies that they are forcing themselves to enjoy it and are not really having fun this makes us think that perhaps it is just a front and the people isn’t as carefree as they apear. By giving diferent perspective greene makes it is hard to form a clear impression of what Brighton is really like. This challenges the reader to think about weather they can ever be sure on anything..

•

Step 7- Proof read and edit- Quality

How can we turn this from a C into and A?

•

Greene gets us to question whether we can ever know the truth in his description of the setting. Initially, he describes Brighton effectively using lots of positive language, making it seem like a perfect holiday town; “Silverpoint sparkled on the pier”. However, later he gives a different impression that suggests it might not be quite so perfect. It says ‘determined gaiety’, which implies that they are forcing themselves to enjoy it and are not really having fun. This makes us think that perhaps it is just a front and people aren’t as carefree as they appear. By giving different perspectives Greene makes it is hard to form a clear impression of what Brighton is really like. This challenges the reader to think about whether they can ever be sure on anything.

Greene’s use of changing narrative perspective problematises the idea that we can ever ascertain the ‘truth’. The initial impression of Brighton is one of a busy yet beautiful setting, in which you imagine only good things could occur; ‘The holiday crowd. They came in from Victoria every five minutes…’ The opening of the novel focuses on the superficial aspects of the popular holiday location: ‘Silverpoint sparkled on the pier...’, ‘houses ran away in the west like a pale Victorian watercolour’. This imagery enforces the idea of a spotless, perfect vacation where thousands of people go for the purpose of innocent fun and entertainment – it is from a holiday-goers perspective. However, it is suggested that this is merely a surface appearance and nothing is revealed in any depth. The image of a ‘Victorian watercolour’ implies that this is a false, artificial image, not reflecting reality but merely a romanticised depiction. Greene then juxtaposes this description of Brighton with one from a wholly different perspective. Hale seems to have negative views on the crowd; ‘It uncurled past him, like a twisted wire, two by two’. The use of the simile ‘like a twisted wire’ makes the crowd seem aggressive, coiled in rage and metallic and hard like a wire. It is also suggested that the picture book perfect image of Brighton that we are given in the first few paragraphs of the book does not ring true with the crowd. The narrative describes them as having ‘determined gaiety’, as if they were determined to have fun here, despite being on ‘crowded carriages’ and the fact they ‘wait in queues for lunch’. In doing this Greene suggests that, despite the appearance of careless perfection, the grim reality of life is inescapable. By focalising the narrative from different perspectives Greene denies us a fixed impression on Brighton. The question of what is real and what is merely perspective is raised but not answered by the narrative style.

Where are the AOs?

Greene’s use of changing narrative perspective problematises the idea that we can ever ascertain the ‘truth’. The initial impression of Brighton is one of a busy yet beautiful setting, in which you imagine only good things could occur; ‘The holiday crowd. They came in from Victoria every five minutes…’ The opening of the novel focuses on the superficial aspects of the popular holiday location: ‘Silverpoint sparkled on the pier...’, ‘houses ran away in the west like a pale Victorian watercolour’. This imagery enforces the idea of a spotless, perfect vacation where thousands of people go for the purpose of innocent fun and entertainment – it is from a holiday-goers perspective. However, it is suggested that this is merely a surface appearance and nothing is revealed in any depth. The image of a ‘Victorian watercolour’ implies that this is a false, artificial image, not reflecting reality but merely a romanticised depiction

Where are the AOs?

Greene then juxtaposes this description of Brighton with one from a wholly different perspective . Hale seems to have negative views on the crowd; ‘It uncurled past him, like a twisted wire, two by two’.

The use of the simile ‘like a twisted wire’ makes the crowd seem aggressive, coiled in rage and metallic and hard like a wire . It is also suggested that the picture book perfect image of Brighton that we are given in the first few paragraphs of the book does not ring true with the crowd. The narrative describes them as having ‘ determined gaiety’, as if they were determined to have fun here, despite being on ‘crowded carriages’ and the fact they ‘wait in queues for lunch’. In doing this Greene suggests that, despite the appearance of careless perfection, the grim reality of life is inescapable. By focalising the narrative from different perspectives Greene denies us a fixed impression on Brighton. The question of what is real or true and what is merely perspective is raised but not answered by the narrative style.

Essay writing checklist?

• What are the keys to a successful A level essay?

Targets- What do you need to work on for the exam?

The Rattle Bag

(AO1-15 marks, AO2-5 marks, AO3 20 marks)

AO1

Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression

AO2

Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts

AO3

Explore connections and comparisons between different literary texts, informed by interpretations of other readers

Home

• • • • • • • • • • • • Security Memory Society Time Family Death Isolation Happiness Sadness/grief The everyday Conformity Identity

Themes

One sentence response to the question to clarify your argument

Questions

Challenge the question!

Poetry analysis: MILES

• • • • •

Meaning

: What is the poem about? What are the key themes?

Imagery:

What are the powerful images in the poem? What effect do they have?

Language:

What language techniques have been used? What is their effect? How do they relate to the message of the poem?

Emotions:

What is the mood/atmosphere of the poem? How is the poet/speaker feeling? How does the reader feel?

Structure:

What does the poem look like on the page? Is there a clear rhyme scheme? What is the pace of the poem? How does the structure reflect the meaning of the poem?

FLIRTS/MILES/LIES/SMILE/SPECS SLIMS

It doesn’t matter!!!! These are just acronyms to help to remind you of the elements of poetry you should comment on. It doesn’t matter if you simply identify them. You need to do something with them!

• • • • • • • • • • • • Security Memory Society Time Family Death Isolation Happiness Sadness/grief The everyday Conformity Identity

Essay structure

• • •

Intro-

Respond to the question and reference the things you will explore in the poems to support your argument.

Main body-

argument.

Compare 4-5 aspects of poems (flirts/lies/miles/smile etc.) in detail to support your response to the question. You must show an understanding of the text while justifying your

Conclusion-

Summarise your points and answer the question, linking it into what you believe is the overall message of the poems.

Challenge the question!

One sentence response to the question to clarify your argument

Each Paragraph needs…

 Understanding of the text with link to the question (AO1)  Sophisticated language and terminology (AO1)  Well chosen quotes (AO1)  Detailed analysis of language (AO2)  Detailed analysis of structure (AO2)  Links to themes, ideas, meanings (AO2)  Comparisons/links between texts (AO3)

Unseen poetry AO1 10 marks AO2 10 marks

Unseen Poetry

•

Section A Choice of either Unseen Poetry or Unseen Prose

• • • • • • There are 20 marks available for Section A

Question 1: Unseen Poetry

a 5 marks b 5 marks c 10 marks TOTAL 20 MARKS AO1 AO2 AO1&2 (5 marks each) • • • • • OR Question 2: Unseen Prose a 5 marks b 5 marks c 10 marks TOTAL 20 MARKS AO1 AO2 AO1&2 (5 marks each)

What you might be asked to cover

• • • • • • • • Poetry Type Voice Form and structure Imagery Language choice Rhyme and rhythm Tone and mood Sentence structure • • • • • • • Prose Narrative structure Narrative and chronological time, including the use of tense Narrative voice Use of speech Prose style and language choices including sentence structure Use of images, symbols and motifs Genre and generic conventions.

1

st

thing- Read the poem. Figure out what its about!

Language, structure and form

• • • • • • • Language Word choice Imagery Simile Metaphor Personification Sound devices (assonance, alliteration, sibilance, fricative/plosive alliteration, onomatopoeia etc.

Word groups (semantic fields) • • • • • • • • • • • • Structure Rhyme scheme (or lack of) Rhythm Pace Repetition Stanza arrangement Punctuation (or lack of) Sentence length Caesura Enjambment What does the poem look like?

Order (or lack of) Overall shape (circular, contrasts etc.) Form It is a poem! What are the conventions of poetry?

• • • • • • • Hidden meaning Different interpretations FLIRTS/LIES etc.

Sound devices etc.

1 st person/3 rd person Poetic voice Is it a sort of poem you recognise (e.g. sonnet etc.)

• • • • • • •

None of this matters unless you can link it to meaning- What effect is the poet trying

Language

to create?

Structure Form Word choice Imagery Simile Metaphor Personification Sound devices (assonance, alliteration, sibilance, fricative/plosive alliteration, onomatopoeia etc.

Word groups (semantic fields) • • • • • • • • • • • • Rhyme scheme (or lack of) Rhythm Pace Repetition Stanza arrangement Punctuation (or lack of) Sentence length Caesura Enjambment What does the poem look like?

Order (or lack of) Overall shape (circular, contrasts etc.) • • • • • • • It is a poem! What are the conventions of poetry?

Hidden meaning Different interpretations FLIRTS/LIES etc.

Sound devices etc.

1 st person/3 rd person Poetic voice Is it a sort of poem you recognise (e.g. sonnet etc.)

Themes?

• • • • • • • • • • A theme is an idea that is explored in a text e.g.

Nature Death Time Themes are Love Youth ideas! They are usually Conflict abstract nouns Grief Human nature that the poet explores in Etc….

concrete forms!

What is the poem about?

• The poem being boring is about…

What are the questions asking???

Rhyme?

Imagery?

Tone?

5/5

10/10

Revision: Revise smart

 Essay plans  Theme/poem mind maps  Key sections/poems linked to themes  Super-quotes  Practice sections of essays under timed conditions  Review work using mark schemes  Focused quote analysis

Useful resources

• • • • • • • http://glynenglish.wikispaces.com/ http://www.edexcel.com/i-am a/student/Pages/pastpapers.aspx

Edexcel past papers app

http://www.shmoop.com

Cliff notes/spark notes etc.

http://www.hellesdon.org/rattlebag/rattlebag.

html

ENGLISH TEACHERS!!!!