Wednesday, 19 December 2012

A carol for Christmas

’Tis the season to be jolly…

Around much of the world people are gearing up to celebrate Christmas on December 25th. Traditionally a time of feasting and present giving, it is also a time for communicating – conveying our affection for friends and family via cards and proclaiming the narrative behind the celebration through carols. Hark the Herald Angels Sing and O Come All ye Faithful are just two well-known examples of a story which has inspired creators of songs, poems and stories for centuries.

The accounts of Christmas carols focus on the Christian belief that a baby born two millennia ago, to a teenage girl who had never had sexual intercourse, was actually God himself entering human life, as had long been promised through the Jewish scriptures. Thirty-three years later, the now grown baby boy was falsely imprisoned and killed, taking on his shoulders the weight of all human wrong-doing.

A costly gift

Many carols inhabit the uneasy space between the awe inspired by the birth of Jesus, believed by Christians to be the Son of God, and the world’s rejection of him later. Like all Christmas literature, they are full of iconography and allusions to the biblical texts (and later traditions) which inspired them. Yet today, much of that iconography is unfamiliar to us.

For example, here is the first verse of a carol written in the last twenty years by Thomas Hewitt Jones and Timothy Dudley Smith. But what exactly does it mean?

‘CHILD OF THE STABLE'S SECRET BIRTH,
According to Luke 2:7, Jesus was born in a stable where the animals would have been kept, because an influx of travellers to Bethlehem meant that there was no other accommodation available. His family was poor and his birth unheralded by any people of worldly importance (hence ‘secret’).

THE LORD BY RIGHT OF THE LORDS OF EARTH,

The poverty and humble circumstances of his birth is contrasted with the Christian belief that Jesus’ prior status had been as co-ruler of heaven, to whom all earthly powers were subject, something Paul writes about in Philippians 2:6-7.

LET ANGELS SING OF A KING NEW-BORN,

In Luke 2:10-14 shepherds witness divine messengers who proclaim that the Christ (a term for the Annointed One of God) has arrived, and is to be regarded as Lord.

THE WORLD IS WEAVING A CROWN OF THORN:

Yet the advent of God on earth is not understood by most, according to John 1:10Despite being a heavenly king, the only recorded crown Jesus wore on earth was the one made as a contemptuous jibe by Roman soldiers prior to his execution Matthew 27:28-9.

A CROWN OF THORN FOR THAT INFANT HEAD

Again the carol contrasts the brutal fate awaiting the adult Jesus with his innocent beginnings. We associate babies with vulnerability, with downy hair and soft skin, to be protected from – rather than exposed to – harsh treatment.

CRADLED SOFT IN THE MANGER BED.’

That Jesus’ first bed was merely the trough from which animals ate is mentioned three times in the original account (Luke 2:7-16). The carol’s first verse thus emphasises the belief that the ‘highest of the high’ arrived on earth as ‘the lowest of the low’. Yet the little baby is ‘cradled’ softly within the straw, perhaps indicating that the natural world recognised and protected him even if the human one ultimately did not (a tradition that was fleshed out in medieval times and is alluded to in Hardy’s Christmas poem The Oxen).

There’s so much in it!

Only six short lines but all that background, which of course the carol composers assume their audience understand! That’s why www.crossref-it.info exists, to give you a quick way of accessing the writer’s intentions and the context of reception which any study of literature demands.

But meanwhile, don’t lose sight of the beauty of the text. There are four other verses to this carol, which also has a haunting melody. For a taste of the original, go to http://ukcatalogue.oup.com/product/9780193367449.do and click on the mp3 clip under ‘Resources’.

And of course, here’s hoping you have a HAPPY CHRISTMAS!

Wednesday, 7 November 2012

The impact of the ‘Gunpowder, treason and plot’

England’s potential 9/11

On the 5th of November, most Brits will have celebrated the day their King and the government of England, Scotland and Wales were almost assassinated. To emulate the explosions that might have changed the political scene of 1605 in one fell swoop, fireworks are lit to split the sky and crash on the eardrums.

Except of course, what we are really celebrating is that the plot failed and the perpetrators were caught – which is why there are usually gruesome effigies perched aloft raging bonfires, referred to as a ‘Guy’, after plotter Guy/Guido Fawkes. With only hours to spare, Catholic extremists were stopped and the 9/11 of its day was averted.

Dramatic impact

Of course there had been tensions in society between Catholics and Protestants, and indeed between the established Anglican Church and Puritans – only 15 years later some of the latter sailed off on the Mayflower to start a new life. But knowing just how close the entire political system had come to destruction from some hard line Catholics had a profound impact on society – and on the arts that entertained it.

In the months immediately after the plot was uncovered Shakespeare wrote Macbeth. He echoes the neuroses of his audience by examining the impact of illegally disposing of an anointed king, when Macbeth murders noble King Duncan:

Confusion now bath made his masterpiece!
Most sacrilegious murder bath broke ope
The Lord’s anointed temple, and stole thence
The life o’ the building! (Act II, Sc. 3)

Straight after Duncan’s murder, he has the Porter allude to one of the priests associated with the Gunpowder conspiracy who had written A Treatise on Equivocation



Faith, here's an equivocator, that could
swear in both the scales against either scale;
who committed treason enough for God's sake,
yet could not equivocate to heaven (Act II, sc. 3)
The equivalence of opposites (fair is foul and foul is fair) and double-dealing are dominant themes in Macbeth.

A safe celebration?


To celebrate his survival of the plot, James I had a medal cast that depicted an Eden-like serpent lurking in the flowers, perceiving that treachery might lurk amongst his courtiers.

Shakespeare dramatises just such treachery in the words of conspirator Lady Macbeth:

‘Look like the innocent flower, but be the serpent under't’

(Act I, sc. 5)

Macbeth is one of Shakespeare’s most topical plays. Perhaps to cover up that he had family links with some of the Catholic conspirators, Shakespeare resoundingly endorses the legitimacy of James I’s monarchy in the play. Usually, he steered clear of overt references to the monarchy of the day – but this time, perhaps his life depended on it.

Wednesday, 24 October 2012

What will three gold quills buy you?

Fairy tales and hard work

A few beans are all it takes, small beginnings which look insignificant. That, and the determination to climb high, repeatedly.

And the reward? Gold, success and life happy ever after (aided by golden eggs, a magical golden harp – and taking heed of your parent(s)).

Remember the story of Jack and the Beanstalk? Well now you too can gain some virtual gold.

The rewards of studying

Within the next month Crossref-it.info is introducing an element of fun, competition and self-congratulation into studying English Lit. as well as helping you academically.

For every insignificant ‘bean’ of a text revision question answered correctly, there is a quill. For every chapter / scene/ poem you read there are more. By the time you’ve done that, you will already have earnt a handful of bronze quills.

Undertake the investigative crossref-it text guide questions and you will rack up some silver quills. Complete the lot and you will probably have already made it to gold.

Yes folks, that hen is within your grasp!

Keep going


Unfortunately, Jack didn’t get everything on his first climb. He had to keep pushing himself if he wanted greater rewards. So there will be another level - some revision essay plans which will help you pull your knowledge together ready for the unmentionables at the end of the year.

More gold quills will be within your grasp – and what will that gain you (well, apart from being fantastically helpful in succeeding academically)?

Watch this space…

Wednesday, 10 October 2012

Is all reading worth the effort?

‘Fear a society that lets go of its literature.’


You might expect your English teacher to keep banging on about how essential reading great works of literature is, but a trendy journalist, working within the ‘here today, gone tomorrow’ world of the press?

Isn’t the press all about catching the latest trends, scooping hot stories and reporting breaking news? Don’t the media both contribute to – and concern themselves with – our fast moving modern culture? What time do they have to focus on the past, the ‘has-beens’ of history, the dusty stories of the literary world? It’s just not relevant any longer!

Yet our headline quote was voiced this week by a pacey columnist, Hannah Betts (as seen in The Guardian / Times / Mail / Telegraph). She raises the fear that, if everything we read is just from the best seller list or the product of various effective marketing campaigns (it’s hard to miss a particular trilogy in the UK right now) then we will be at a loss.

Reading the best

As a busy A Level English student, it’s unlikely that you will have had time to make huge progress through the recently re-issued 1001 Books You Must Read Before You Die, but Hannah argues that it is important that you have made a start.

We don’t tend to like the idea that there is a list of ‘correct’ reading – it implies that those who have engaged with it are culturally superior and, therefore, that those who have not are the losers. Yet Ms. Betts argues that:
‘the notion that all artistic expressions are equal has proven a regressive rather than an emancipating phenomenon’.

In other words, some reading is more valuable than others. If people are persuaded only to stick with the best seller lists or accessible written entertainment from the last 30 years, then they will end up excluded from their national culture and socially dispossessed.

Be a mover and shaker

What do you think?
  • How far do you agree that a knowledge the works, thoughts and expression of ‘great’ writers like Chaucer, Shakespeare, Keats and the Brontës, and of the tales from the Bible and classical civilization on which the Western worldview is based, is necessary to understand the culture we live in?
  • Or is that outmoded thinking? Can the works of the past really have much to say to 21 st century life?
 Certainly, if we do not understand the culture we inhabit we will never gain any real power within it. According to Hannah Betts, if you want to be a mover and shaker as you enter the adult world, then what you are encountering in your English lessons is absolutely key, though only the tip of the iceberg.

If she’s right, we better get reading!

Wednesday, 26 September 2012

Seeing Shakespeare


Drama season


On the telly, Autumn heralds the start of several meaty drama serials to watch as the evenings draw in. They grab our attention by spinning a good story and engaging us in the lives of their characters – what will they do next, and how will it affect those around them? Bare words on a script page become living, breathing people with whom we identify.

When we study Shakespeare at A Level, all we’ve got is the bare script and we have to imagine how the characters speak and move. What is harder to grasp is how moments of tension are created and dissipated, how positioning and props speak volumes about relationships with not a word uttered.

That’s why seeing our Shakespeare ‘script’ performed on stage can really open up the play for us and make it memorable. This year’s open air performances have understandably drawn to a close, but there are still lots of opportunities to see your set text come to life.

If you don’t already know, check out with your teacher which Shakespeare play(s) you will be covering and see from the list below if you can access a performance near you, either with your class or independently. I hope you enjoy it!

Antony and Cleopatra (OCR)

  • Chichester Festival Theatre Company. Chichester, 7 – 29 September (01243 781312) www.cft.org.uk

Coriolanus (CIE, Cambs Pre U)

Adaptation

Hamlet (AQA, OCR)

  • Nuworks Theatre, United Reformed Church, Stratford-upon-Avon. 6 October (01789 403416) www.thebearpit.org.uk

Adaptations:

  • Hamlet: The Undiscovered Country by Stash Kirkbride and Peter Beck. 30 October – 3 November (01603 218323) www.hostryfestival.org
  • Humble Boy by Charlotte Jones. Swavesey Revue and Drama Society. Swavesey Venue, 11 – 13 October, (07504 552 870). www.swaveseyradsoc.org
  • Rosencrantz and Guildenstern are Dead by Tom Stoppard. Progress Theatre, Reading, 15 – 20 October. www.progresstheatre.co.uk

King Lear (AQA, Cambs Pre U, OCR)

  • Almeida Theatre, London, 31 August – 3 November 2012 (020 7359 4404)
  • Lincoln Performing Arts Centre, Lincoln, 29 November (0844 888 4414) www.lpac.co.uk

Adaptation

  • RSC King Lear: Young People’s Shakespeare by Tim Crouch. Hull Truck Theatre, Hull, 4 – 6 October (01482 323 638); Theatre Royal, York, 23 - 24 November (01904 623 568). www.rsc.org.uk

Macbeth (AQA)

Adaptation

  • Baz Productions. The Crypt, St Andrew’s Church, Holborn Viaduct, London, 18 October – 5 November (no phone). www.bazproductions.co.uk

A Midsummer Night’s Dream (CIE, OCR)

Othello (Edexcel)

Adaptation

  • The Watermill & The Rose Theatre Kingston. Adapted & Directed by Beth Flintoff. The Watermill Theatre, Bagnor, 5 – 9 November (01635 46044). www.watermill.org.uk

Richard III (CIE)

  • Shakespeare’s Globe Company, Shakespeare’s Globe Theatre, London, 14 July – 13 October (020 7401 9919). Apollo Theatre, West End, 2 November – 3 February 2013 (0870 890 1101) www.shakespeares-globe.org
  • Shakespeare at the Tobacco Factory. Directed by Andrew Hilton. Tobacco Factory, Bristol, 14 February – 30 March 2013 (0117 902 0344). www.sattf.org.uk

The Tempest (Cambs Pre U, OCR)

The Winter’s Tale (CIE)

  • Amateur Players of Sherborne, Digby Hall, Sherborne, 22 – 24 November (tickets available in November). www.aps-sherborne.co.uk

Adaptation

Wednesday, 12 September 2012

Ch – ch – ch - changes

Welcome!

Welcome to everyone who is starting out in Advanced Level English this September. And for those who are returning for A2s, please be generous and share with the AS kids how www.crossref-it.info can help them cope with a new level of study!

English in the news

If the furore in the news and teaching profession is anything to go by, those just embarking on AS English may be the survivors of a tougher GCSE marking system than that faced in the last few years. And there are more changes to come.

Exam style

In recent years, many AS and A2 English syllabuses have had modular and/or coursework elements, echoing the format of many GCSE courses. However, from this September, GCSEs are being re-shaped to return to linear courses with exams at the end of Year 11 only.

Modular A Levels still exist – for now – but moves are being made to focus examination towards the end of each year. Some are even floating the idea of returning to one set of exams at the end of the two years, so that Year 12 students don’t lose curriculum time on study leave.

What works best?

There has to be a balance between offering courses that enable students to perform to the best of their ability, whilst also maintaining a standard that employers and educational institutions respect, and that compares with the exams students at a similar level are sitting in other countries.
  • Modular or linear?
    Typically it takes a while for post GCSE students to ‘get’ the level of thinking and writing that is demanded by A Level – and that cognitive leap is only made part way through Year 12. Do you want marks taken from quite early on in your studies to count for your final grade?

    Alternatively, whilst you are likely to be at your peak performance for exams at the end of a two year programme of study, do you want everything to hang on a few days in early June when something as simple as a bad summer cold can mean your efforts mis-fire?
  • The international market
    Some of you will just have taken IGCSEs and may be going on to do an I(nternational) B(accalaureate) instead of AS and A2 Levels. Do you think they were, or are, tougher than the national syllabuses most of your mates are familiar with?

    Because we have to be as good as all the non-UK students who will be part of the workforce, and also want a good chance of working abroad ourselves, the grades we get need to be equivalent to those of other 18 year olds, not seen as some ‘soft-option’.

    But that means that the majority may not achieve the higher grades we’ve got used to – which is where the distress about changes to the GCSE English grade boundaries hits…

 What’s your opinion?


It’s your education, and the changes the Education Dept. brings in may make all the difference to how you achieve in the future. We’d love to know what you think. Post on the Crossref-it.info Facebook page.

And meanwhile, enjoy your course!

Wednesday, 18 July 2012

Catch it while you can!

If you haven’t yet seen BBC’s The Hollow Crown series of Shakespeare’s history plays, then go for it. As the summer holidays start or exam leave (dare we say it) begins to drag, indulge yourself in your own ‘Shakefest’ over a series of days. You might just be riveted!

Why bother?

 Shakespeare is renowned as the world’s greatest dramatist. He features on every English exam syllabus in the UK– and quite honestly, students don’t always know why. Aren’t lots of plays, lots of dramatists pretty good really?

Individually, many are. Where Shakespeare scores is that through his huge range of work he covers just about every human emotion, then explores them from a multitude of perspectives. Alongside comic cameos, he creates characters who are believably rounded, then plays with our response to them. By attracting us towards them then repelling us from them, we are left having to make our own judgements.

Make your mind up

Richard II – a gorgeous wastrel or martyred innocent? Is Henry IV a righteous leader or ambitious aggressor? Particularly intriguing is Falstaff, the joker, cheat, faithless yet loving uncle figure. Whilst we despise his cowardice and greed, we also understand his fear of aging and loneliness which comes to the fore in Henry IV Part Two.

And if these characters sound rather distant from teenage experience, try out Prince Hal, later to become Henry V, as he battles with his dad, shirks his responsibilities, disappoints peoples hopes, then rises to the huge challenges put before him. That’s a trajectory many of us might understand.

If you can, catch up the plays in order on BBC iPlayer before seeing Hal’s final triumph in Henry V this Saturday evening on BBC Two.

I hope you’ll not only enjoy them but have a more profound understanding of life. Because ultimately, that’s why Shakespeare is great.

Wednesday, 4 July 2012

Students demo. inter-textuality

This time last year we had some hot days (remember them?) but that didn’t stop some AS Eng. Lit. students working hard under even hotter studio lights. Students from five UK schools from Hertfordshire to Nottinghamshire had just a day each to film extracts from some of the texts being studied for A Level English Literature.

A wide range of works were covered, for example:

> plays such as Measure for Measure and The White Devil
> novels such as those by Dickens and Scott Fitzgerald
> verse by poets such as Donne and Rossetti.

A whole new understanding

 The aim of the enterprise was to illustrate how much authors use allusions within their work. They assume that their audiences will pick up the references, thereby adding a whole new layer of understanding.

Unfortunately, with changing times, not everyone stays familiar with the references that were once known so well.
For example, most people watching Hamlet today won’t register that, when Hamlet confronts his Mum about how gross he regards her hasty marriage to his step dad, he adds weight to his disgust by quoting the Bible at her. No pressure then!
 To illustrate how authors have drawn on references like these from the Bible, performances were interspersed by relevant verses, or particular narratives were used to frame the extracts.

Impressing the examiners


Given that any half decent A Level essay or exam answer will be expected to mention concepts such as inter-textuality and the context of reception, these film clips (which last from between 2 – 7 minutes) provide an easy way to delight your teachers / examiners.

To help reinforce the concept, a series of lesson downloads accompany each performance. (Don’t tell anyone, but sometimes even your teachers don’t know this stuff, so we’ve given them a helping hand.)

Why not explore Inter-textuality AV resources and see if one of the authors you are studying is featured? It could just open your eyes to a new way of reading…

Wednesday, 20 June 2012

New English Language resources!

There is a lot on the internet that will help you get to grips with Eng. Lit. but finding quality resources on English Language has always been trickier.

The English language is the richest and most diverse in the world. Studying how it works and is put together is a discipline in its own right, and Language courses across all the main A Level exam boards have become increasingly popular.

Yet any linguistic analysis involves can involve a bewildering array of semantic fields and technical lexis, as students attempt to apply fresh skills to meet exam requirements.

Help at hand

New Language resources being launched today are designed to do three things:

> to help you get a handle on what technical terms mean in practice
> > to demonstrate methods of analysing texts
> > > to provide guidance on how to shape your answer so that you really engage with relevant Assessment Objectives.

We show you the kind of responses examiners are looking for and and even provide some downloadable activities to test yourself on.

Written by experienced Language teachers and current examiners, you’ll find what you need at Aspects of Literature > Studying Early Modern Language

Language change

The UK has a centuries old written heritage, so it’s not difficult to find evidence of the changes English has undergone. One of the most effective ways of doing this is by looking at how one text is presented in different eras.

Given the Christianised Western cultural heritage of Britain, it’s not surprising that the Bible has been copied and printed in English over hundreds of years. Its central message has been handed down in a variety of translations designed to meet the needs of their day.

Translated in the era of Shakespeare’s later work, The King James Bible is a memorable example of Early Modern English. Its impact has lasted for centuries, until the pressure for modern versions became overwhelming in the late twentieth century. You can see language change in action when you compare the KJB to the accessible Good News Bible of the 1970s for example, or the gender neutral Today’s New International Version of the noughties.

So it makes sense to analyse this text in order to understand the processes which have shaped linguistic change and that is exactly what the new resources do. And because the Bible is unfamiliar to many, they are accompanied by helpful articles which explain the jargon and provide useful ways into the text.

Ready-made resources for teachers

The good news for English Language teachers is that all the new material is available as downloadable pdfs so that it can easily be used in the class or at home, whether there is internet access or not.

Check out the Crossref-it.info English Language Resources and discover we’ve done the hard work for you!

Tuesday, 15 May 2012

Shakespeare back from the dead!

Dead?

Reading Shakespearean drama in a stuffy classroom, under pressure to ‘get through’ various acts and scenes, it’s no wonder that students can get bored with the Bard.

In a world of Twitter and celebs it isn’t always easy to understand the immediacy of his verse – Shakespeare’s era seems a world away.

Or alive?

In fact there were huge similarities:
  • Just as we hear in the news today, there were issues about taxation and currency devaluation (Eurozone, anyone?)
  • Just as in premiership football now, new money was pushing aside traditional hierarchies
  • Today’s urban street violence and casual murder concerned Jacobean Londoners too
  • ‘You are what you wear’ was as true then as it is now.
The Elizabethan / Jacobean eras witnessed huge changes – so much was in flux that it is entirely appropriate to describe it as Shakespeare’s Restless World.

Shakespeare’s Restless World

This is the title of a fantastic new resource created by the BBC. Taking 20 historical objects
common in Shakespeare’s world, a short audio narrative take listeners right to the heart of his
plays and the daily experience of his audiences.

Neil MacGregor shows how rapiers were used in Romeo and Juliet, why so many plays
contained severed heads and a wealth of other material. There are images and sometimes
videos to accompany every narrative.

Go to http://www.bbc.co.uk/radio4/features/shakespeares-restless-world/index.shtml and encounter a Shakespearean word that is very much alive and kicking.

Thursday, 19 April 2012

Lost in Austen?

Some lucky students are still enjoying the Easter holidays, not due to go back until next Monday. This gives a little extra time for chilling / revision / coursework catch-up - according to kind of student you are ;-).
Meanwhile many teachers are madly planning lessons and resources for the coming term (such is a teacher’s ‘holiday’).

Last month a new student guide was released on the web to help pupils get to grips with Jane Austen’s Persuasion, which features on the OCR and Cambridge Pre U Eng. Lit. syllabuses. Now there is imminent help for stressed teachers – a series of downloadable teaching ideas and resources to help your students find their way into a better appreciation of the novel, which will be shortly available.
  • Find out whether Austen felt her heroine Anne Elliot just a little too good to be palatable.
  • Discover what Austen and Thomas Hardy have in common (apart from being English novelists that is!).
Where?

Both guide and downloads are to be found on Crossref-it.info. This web resource is regularly getting almost thousands of visits a day, as more and more students discover how it can help them succeed at AS, A2 and even undergraduate study.

If you are a regular subscriber to this blog you already know this. You know you have got all the support you need as you face the examination season.
Why not make yourself feel even better – perform an act of kindness and pass the link on to someone who doesn’t.

Wednesday, 4 April 2012

A Metaphysical perspective on Easter

Easter Wings by George Herbert
Easter is a funny old celebration. For some it is just about the up-surging of Spring (cue bunnies, lambs and chicks) and of an appetite for chocolate (cue eggs)!

Rejoicing in the new life seen in nature reflects the idea that Christians believe new life is on offer through the person of Jesus, who was witnessed alive 38 hours after having been tortured and killed by the Romans, 2000 years ago.

And there’s the oddness – that a celebration of life is only achieved by confronting pain and death. There is an about-turn in the emotions experienced in the seven days leading to Easter Sunday: of victorious cheering, then fearful rejection; of despair and grief, then joy and certainty.

George Herbert captures these jumps in perspective in his 1633 poem, Easter Wings. In both the shape and the mood of his verse he reflects the downward - then upward - move of the heart experienced by those who hold the Easter story dear.

Easter Wings by George Herbert

        Lord, who createdst man in wealth and store,
            Though foolishly he lost the same,
                Decaying more and more,
                    Till  he  became
                        Most poore:
                        With  thee
                    Oh  let  me  rise
                As larks, harmoniously,
            And sing this day thy victories:
        Then shall the fall further the flight in me.

        My  tender  age  in  sorrow  did  beginne:
            And still with sicknesses and shame
                Thou didst so punish sinne,
                    That  I  became
                        Most thinne.
                        With   thee
                    Let  me  combine
                And feel this day thy victorie:
            For,  if  I  imp  my  wing  on  thine
        Affliction  shall  advance  the  flight  in  me.

It is as if Herbert is saying that celebration is more meaningful when it has come through pain, rather than being cheaply won.To get a better insight into Herbert’s poem, check out Easter Wings by George Herbert on Crossref-it.info

Meanwhile, enjoy the break – and those eggs!

Wednesday, 28 March 2012

Are you open to persuasion?

No, this is not a quiz to discover the flexibility of your personality!

We just want you to enjoy exploring how to get the most of Austen’s final (completed) novel, Persuasion.

Crossref-it.info has recently launched an online study guide where you can get to grips with (among other things) how the theme of the novel’s title runs through the text. The heroine, Anne Eliot, has to learn how to deal with the efforts of others to run her life, and work out who/what to listen to when making decisions. These are issues many of us may be confronting right now…

Spring has sprung


And that means that as you look around you, you realise that all sorts of other things have appeared without you noticing. The natural world has woken up, with leaves unfurling, fresh shoots sprouting from the earth and suddenly flowers following the longer, warmer beams of the sun. As Larkin put it so evocatively in The Trees:
The trees are coming into leaf
Like something almost being said;
The recent buds relax and spread,
…………
Last year is dead, they seem to say,
Begin afresh, afresh, afresh.

(To read more, check out the recently released Philip Larkin: The Complete Poems (Faber),
which contains all the published and unpublished verse, plus comprehensive notes.)

Literary developments

In the literary world, as well as the new crossref-it Persuasion guide, a few more events have
come to fruition:
  • The bi-centenary of Charles Dickens’ birth has been celebrated (on 7th February)
  • John Burnside has won the 2011 T S Eliot Prize for Poetry with Black Cat Bone (probably coming to an Eng. Lit syllabus near you in the next few years)
  • Various literary works have made it on to the big screen, such as:
    • The Woman in Black (Susan Hill)
    • War Horse (Michael Morpurgo)
    • Coriolanus (Shakespeare)
  • If you are studying anything by Angela Carter this year, try and grab a library copy of the new study of her and her work which appeared in Feb, A Card from Angela Carter by Susannah Clapp (Bloomsbury)
  • Meanwhile, if Webster is on your syllabus, look out for the new production of The Duchess of Malfi at Kevin Spacey's Old Vic in London, which starts on 28th March (tomorrow).
The natural world and the world of literature are alive and active. Look around you and enjoy!

Wednesday, 11 January 2012

Happy New Year!


What will 2012 bring?

Our user figures show that term has definitely re-started, perhaps with a groan if not with a bang, after all the indulgence of Christmas.

The big events in the UK this coming year are rare:
  • For only the second time in our history we have a monarch who has clocked up sixty years on the throne – the previous time it was Queen Victoria in 1897. Queen Elizabeth II’s Diamond Jubilee will be celebrated in June
  • The Olympic Games come to London – last seen 64 years ago in austerity Britain in 1948, and before that in 1908.
Literary highlights

In the literary world, having just completed had the 400th anniversary of the King James Bible in 2011, 2012 sees the 200th anniversary of the birth of Charles Dickens. As with the Bible, the characters and tales which flowed from Dicken’s fevered imagination have proved indelible within British cultural consciousness. Even recently they have inspired related novels such as Mr Pip by Lloyd Jones and Jack Maggs by Peter Carey.

A visual imagination

Dickens’ typically vivid detail in scene setting and characterisation has always inspired film and progamme makers – more screen versions of his stories have been made than of any other novelist. The anniversary means that there is a plethora of adaptations coming to screens big and small, as well as lots of discussion programmes.

Over Christmas, there was the dark-toned version of Great Expectations, run over three successive hour-long episodes. It omitted much of the humour and domestic intimacy associated with Joe and Biddy, the Pockets and Wemmick’s castle in Walworth. Instead it focused on the desperate machinations of Miss Havisham and Orlick. It will be interesting to compare it with the film of Great Expectations being released later in the year.

Speaking of films

Crossref-it.info is still on the look out for A Level teachers (active or retired) to submit their resource ideas to accompany short film clips of particular exam text extracts which draw on biblical allusions (all supplied). If you need help there is a sample worksheet based on one of the extracts. However, we are also looking for any interesting ways of handling this material appropriate for English A Level teaching.

Key facts
  • The deadline for new submissions has been extended to Monday 30th January
  • The successful resource selected for each extract will earn its creator £50
  • We are looking for resources on the following texts:
    • Elizabethan / Jacobean: Donne - Death be not proud, Hymn to God in my sicknesseMeasure for Measure
    • Romantic Lit.: Wordsworth - Intimations of Immortality
    • Victorian Lit.: Jane Eyre / Great Expectations / Our Mutual Friend / Tess of the d’Urbervilles
    • Modern Lit.: The Handmaid’s Tale / Clough – The Latest Decalogue (not a set text – but a fun introductory tool if you are looking at intertextuality).
There is a wealth of experience amongst those who have taught these texts – why not put it to good use and get paid for your ideas! Do get in touch soon at admin@crossref-it.info!

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