Showing posts with label English Literature A Level revision. Show all posts
Showing posts with label English Literature A Level revision. Show all posts

Wednesday, 13 July 2011

Intertextuality


The effect of time and text

Writers never exist in isolation. They are affected by the era in which they live and the work of other writers. Since many tend to have an interest in books already, their literary influences can also be wide ranging.

Where a source is famous, authors can reasonably expect their readers to be familiar with it themselves, and to already have expectations shaped by the way they have encountered that original text.

Playing with expectations

A writer can play with these expectations to witty or powerful effect in the text they are creating.

An excellent example of this is Carol Ann Duffy’s poetry volume The World’s Wife (see also: The Poetry of Carol Ann Duffy: AS / A - Level Student Text Guide: Selected Poems - The World's Wife).

In this, she offers a wife’s perspective on the events and stories of famous men (whether it was recorded that they were married or not).

Living with Icarus

A well known classical myth concerns the fate of a man trying to escape from the imprisonment he shares with his father. His craftsman father creates ‘wings’ for Icarus by sticking feathers on him with wax, but warns him not to fly too close to the sun. However, his son disregards this advice, and, when his ‘wings’ melt, plunges into the sea. The story is usually framed as a narrative that warns of the dangers of too great an ambition.

In Mrs Icarus, Duffy acknowledges how it might feel to be married to a man who has doubtless failed in his grand plans on previous occasions, yet remains undaunted. Rather than maintain the high moral tone associated with the Icarus narrative, she deals with it according to the personal embarrassment of a care-worn spouse:

Mrs Icarus
I’m not the first or the last
To stand on a hillock,
Watching the man she married
Prove to the world
He’s a total, utter, absolute, Grade A pillock.
With comic effect she deflates the lofty ambitions of a proud male, who seems to be blissfully unaware of the fact that he is not universally admired.

Living with Lazarus

On a more sombre note, Duffy re-uses the biblical account of Jesus bringing his dead friend Lazarus back to life. In the New Testament, this is regarded as a wonderful, miraculous reprieve for the grieving relatives, as well as evidence of Jesus’ divine power over nature (see [6John 11:176], [6John 11: 32-456]). Within a space of four days (long enough for the body to start to deteriorate in a hot climate) he turns a desperately sad situation around into one of joy and life.

In Mrs Lazarus, Duffy takes this idea of a dead man being returned to life, puts it in a modern context and, crucially, alters a key aspect of the account – lengthening the time frame from days to at least a year. And suddenly the story is framed very differently.

Having come to the poem with expectations of joy and miracle, readers are wrong-footed by Mrs Lazarus’ negative perspective. Yet we are led to share the narrator’s shock at the return of her old husband after her life has moved on:

Mrs Lazarus
I breathed
his stench; my bridegroom in his rotting shroud,
moist and dishevelled from the grave's slack chew,
croaking his cuckold name, disinherited, out of his time.
By powerfully evoking the horror of the apparition, Duffy thereby get readers to re-consider their attitude to the original biblical account – after all, given the concerns of his sister, evidence of decomposition might have been an aspect of the original Lazarus’ return.

Thus one text shapes another, and is in turn re-shaped by it. Intertextuality at work.

Wednesday, 1 June 2011

Exams have arrived – it’s now or never

How on earth do you prepare for an A Level Eng. Lit exam?

Welcome to the third in a short series about how to revise English successfully.

What does it mean to revise: An author’s methods of presentation?

It is very likely that at least one of the questions you will face in the exam will focus on how an author presents his/her intentions within or across texts. How can you prepare for that?

The key aim of questions like these is to get you to focus not on ‘what happens’ but how the author has crafted the text in order to elicit a particular response in the reader.

There are basic areas to cover, regardless of the text. For each of the following:
  • Try and make condensed notes / a mind map / list headwords
  • Learn a quotation or specific example to illustrate.
Plot
  1. With whom is a reader to identify – a 1st or 3rd person narrator, a particular character?

    a) How has the author achieved that sense of identification?
    b) How does it shape the reader’s perspective on the plot?

  2. If there is a sub-plot

    a) What is its relevance to the main one?
    b) How are the main and sub-plots interwoven?

  3. What is the impact of presenting events chronologically / non-chronologically?

    a) What is the impact of any time frame on the presentation of the plot?
Narrative perspective
  1. Who is telling the story and how close is the reader to him/her?

  2. At what pace do events unfold – how has the author created that effect?

  3. Is there direct authorial comment and/or does tone / irony / mood guide a reader’s response?
Patterning
  1. What themes brought to the fore? (See previous blog in series)

  2. How are imagery and / or symbolism used?

  3. Are there repetitions / echoes of:

    a) Events
    b) Locations
    c) Family structures?
Description
  1. How would you characterise the author’s descriptive techniques?

  2. What kind of language is employed when – to what effect?

  3. How do these techniques create:

    a) Character (see previous blog in series)
    b) Location and atmosphere
    c) Drama, tension / suspense?
As you cover these ideas you always need to keep in mind the intentions of the author – and remember to tell the examiner what they are!

GOOD LUCK

Wednesday, 25 May 2011

Help - Exams are getting closer!

How on earth do you prepare for an A Level Eng. Lit exam?
Welcome to the second in a short series about how to revise English successfully.

2. What does it mean to revise: Themes?

It is very likely that at least one of the questions you will face in the exam will focus on how an author presents one or more themes within or across texts. How can you prepare for that?

There are basic areas to cover, regardless of the text. For each of the following:
  • Try and make condensed notes / a mind map / list headwords
  • Learn a quotation or specific example to illustrate.
Selected theme:

Within a text
  1. Identify the theme’s emergence – instances of its recurrence
  2. What imagery is associated with the theme? Does this create a particular mood?
  3. How is the theme worked out through the plot / narrative arc?
  4. In prose, do any relationships between characters illustrate this theme?
Across texts
  1. How is the theme dealt with differently in comparative texts?
  2. Look at 1 – 3 above
Author:
  1. How does the author ‘use’ this theme – what ‘meaning’ does it represent?
    a) How is the theme outworked to support this (include imagery and mood)?
    b) Are there direct authorial comments that guide the reader’s interpretation of the theme?
Reader:
  1. Do you have a personal response to this theme – has it made you reflect on aspects of contemporary life?
  2. Are you satisfied with how the author has ‘used’ the theme?
Always keep in mind that themes are highlighted by an author to serve the purposes of the text – what are these purposes?

Wednesday, 18 May 2011

Looming exams - Arrggghhhh!


If you are a more recent subscriber to this blog, you probably won’t be familiar with some material we presented a couple of years ago about how to prepare for sitting A Level English exams. Unlike the obvious marshalling of facts that provides a framework for Chemistry or History for example, how to go about revising English texts is less obvious. So, for our current students:

Welcome to the first in a short series about how to revise English successfully.

1. What does it mean to revise: Characterisation?

It is very likely that at least one of the questions you will face in the exam will focus on characterisation (how an author presents a character). How can you prepare for that?

There are basic areas to cover, regardless of the text. For each of the following:
  • Try and make condensed notes / a mind map / list headwords
  • Learn a quotation or specific example to illustrate
Selected character:

1) The character’s narrative arc:
  • How s/he is introduced
  • His/her story/development through the novel
  • The character’s own new perspectives by the end (what s/he has learnt)
2) His/her physical appearance and the language s/he uses (register, syntax)

3) His/her relationships with others in the text

4) The imagery associated with him/her.

Author:

1) The author’s attitude to the character – discerned through
  • 2 and 4 above
  • Differences in perspective
  • Tone used describing that character and direct/indirect judgements on him/her (authorial intrusion?)
2) Changes in attitude / sympathy – ultimate assessment of character.

Reader:

1) Be aware of your personal response to the character – have you found the hero / heroine attractive – annoying - funny?

2) Are you satisfied with how the author created the character
  • Are they believable (2D or fully rounded) – or more significant for the role they play in the text’s ‘meaning’?
  • Do you have other criticisms about the characterisation?
Always keep in mind that every character is simply a literary construct, created by an author for the purposes of the text.

Wednesday, 9 March 2011

The world they lived in


Nineteenth century English novels

Are you studying Hard Times, Great Expectations or Tess of the d’Urbervilles this year? It is likely that a lot of current A Level Eng Lit students are examining texts like these, which demonstrate the rapid changes in social organisation that took place during the nineteenth century.

Such novels depict the huge shift of the population from rural to city living. They chart the dislocation experienced when intimate communities and familiar landscapes are left behind for faceless streets. In cities it is easier to sink into oblivion without the watchful care of those who have known someone from birth.

The opportunity to develop

Yet cities also offer the chance for change, for re-definition. There are opportunities for a ‘nobody’ to become a ‘somebody’, to escape the social position of their family. New friendships established in new locations mean that people learn to judge others according to their material markers, rather than who their parents were.

Today’s obsession with ‘location, location, location’ is a direct descendant of the nineteenth century’s urban expansion, with its stress on living in a ‘respectable neighbourhood’. If you are studying the era for History, you will have a good grasp of this process and its impact.

No time?

However, for those who don’t have the time to research it for themselves, there are two new articles from Crossref-it.info. Part of an entire section about the world of the Victorians, these give you a useful overview of the situation in Britain that created the backdrop for your set texts. Go to
Remember, examiners give you marks when you can demonstrate understanding of the significance and influence of the contexts in which literary texts were written and received (AO4).

Monday, 16 November 2009

Things ain’t wot they used to be

Change is something we’re used to. Our grandparents’ experience of being a teenager was probably very different to what it is like today. Life as reflected by Hollyoaks is a world away from the radio programmes, books and magazines they read.

The A Level syllabus you are studying has built into it a concern that students really grasp how texts are the product of their times. But how much do you really need to know to make sense of an author’s output?
  • It helps to find out what were the key events of the era
  • The tangible world of transport and technological advances, political change and social upheaval affected how people survived
  • The intangible world of philosophy, faith and ideas shaped people’s expectations about life – expectations shared by both author and reader
  • The existing literary world influenced how any text was received by its original and subsequent audiences
www.crossref-it.info has focussed on all these areas to help students get the most out of literature created in other eras. You don’t need to spend too long reading the material before it starts to make ‘difficult’ works seem much more accessible.

Some things don’t change

So some things are very different. What does not change however, is what writers throughout the ages have chosen as their subject matter: human nature. Love and anguish, greed and fear, the desire for power and protection – English Literature is full of human struggles we can identify with whatever times we live in.

Monday, 9 November 2009

Change in life and language

It seems like 21st century life is already quite different to 20th century life. Who, in the 1990’s, would have recognised any of the following:

Tweets and twitters that have little to do with birds
9 and 11 that have more significance than being 3² and a prime number
A bluetooth unseen by any dentist

These terms don’t just illustrate that our language is shifting at a mighty fast rate, but that our lifestyle and worldview is too.

Getting to grips with the past

If all this has happened just in the last ten years, imagine the changes compared to a 100 years ago (the era of Thomas Hardy, writing in Modern English), 400 years (Shakespeare, using Early Modern English) or even 640 years previously (Geoffrey Chaucer, a Middle English author)! The further back you go, the greater the cultural differences are.

Thank goodness for sites like www.crossref-it.info.

Sunday, 1 November 2009

Aiming to do English at university?


You made it!

Congratulations to those of you whose results enabled you to make it on to your chosen degree course! Now you have had time to recover from Freshers’ Week, we hope you are enjoying your studies.

If you find yourself plunging into the mysteries of Piers Plowman or the medieval pageant plays, with the benefit of hindsight, you can now appreciate how helpful it was if you were lucky enough to encounter Middle English at A Level.

You want to make it!

However, if you are taking A’s right now, and struggling through Chaucer’s Canterbury Tales for the first time, it might not seem that way! Middle English takes a bit of getting used to. Plurals and possessives are different and the spelling of words can be pretty fluid.

Actually, one of the best things to do when faced with a page of Middle English text is simply to read it aloud – it often makes the meaning clearer and you can start to get a sense of the humour and energy in much of Chaucer’s writing.

Help is on hand so you can succeed

The keen eyed among you will have spotted that www.crossref-it.info has got a new Chaucer text online – The Pardoner’s Prologue and Tale. It is full of notes and background info to help you get to grips with a text which was as scabrous in its time as The Thick of It is today. Chaucer paints a wicked portrait of his narrator, whose corruption puts modern political scandals in the shade. Yet at the same time we are able to appreciate his audacity and persuasive sales ‘patter’.

It may be in Middle English, but this medieval tale has a contemporary punch!

Monday, 25 May 2009

What does it mean to revise: Themes?


How on earth do you prepare for an A Level Eng. Lit exam?
Welcome to the second in a short series about how to revise English successfully.

It is very likely that at least one of the questions you will face in the exam will focus on how an author presents one or more themes within or across texts. How can you prepare for that?

There are basic areas to cover, regardless of the text. For each of the following:
  • Try and make condensed notes / a mind map / list headwords
  • Learn a quotation or specific example to illustrate.
Selected theme:

Within a text

1) Identify the theme’s emergence – instances of its recurrence
2) What imagery is associated with the theme? Does this create a particular mood?
3) How is the theme worked out through the plot / narrative arc?
4) In prose, do any relationships between characters illustrate this theme?

Across texts

How is the theme dealt with differently in comparative texts?
  • Look at 1 – 3 above
Author:

How does the author ‘use’ this theme – what ‘meaning’ does it represent?
  • How is the theme outworked to support this (include imagery and mood)?
  • Are there direct authorial comments that guide the reader’s interpretation of the theme?
Reader:

1) Do you have a personal response to this theme – has it made you reflect on aspects of contemporary life?
2) Are you satisfied with how the author has ‘used’ the theme?

Always keep in mind that themes are highlighted by an author to serve the purposes of the text.

Thursday, 12 March 2009

What do you enjoy about Great Expectations?


Over at Book 'n' a Mug they have a wonderful little review of Dickens' Great Expectations. At times, in the middle of revision, it can be easy to actually forget the joy of sitting down with a nice mug of coffee and a good book.

If you are studying Dickens' Great Expectations then perhaps you are currently brushing up on your knowledge of imagery and symbolism, or narrative, or social / political context, or themes and significant ideas, or (...and the list goes on...)

So why don't you:
  • Use the Crossref-it.info resources I've linked to above to help you study more efficiently, thus saving you time and a headache
  • Take a deep breath and make yourself some coffee (or whatever is your preferred hot beverage)
  • Sit down with the book and enjoy the process of reading it
...you might well find that this approach will not just make your revision less annoying, but also more fruitful!

So... What do you love about the book?

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