The Purpose of this Blog

Your task on this blog is to write a brief summary of what we learned in class today. Include enough detail so that someone who was ill or missed the lesson can catch up with what they missed. Over the course of the term, these 'class scribe' posts will grow to be a guide book for the course, written by students for students.

With each post ask yourself the following questions:
1) Is this good enough for our guide book?
2) Will your post enable someone who wasn't here to catch up?
3) Would a graphic/video/link help to illustrate what we have learned?

Sunday, 6 November 2011

Hi guys, sorry for the late post!

So in the lesson before last, we were given the questions to choose from for our coursework piece. In order for us to answer one of these questions to the best of our ability, we were going to have to closely analyse the contents of a successful essay.

Sir gave us a sheet of how we can improve our writing academically:
  • Use thesis statements.
  • Using topic sentences which make a distinct, interesting point linked to the thesis statement.
  • Embedding quotations.
  • Analysing language at word-level.
  • Comment on the effects (interpretations).
  • Using connectives to guide the reader through your argument.
  • Drawing upon prior learning and reusing it.
  • Proof reading for clarity and precision.

For Fridays lesson we firstly chose to look at what makes a strong thesis statement. Sir likened a thesis statement to a film trailer, and asked us to explain why we thought this would be. We came up with things such as:
  • it giving the reader an insight to the contents of the essay they will be reading.
  • it should draw the reader in, making them interested enough to want to read on.
  • it will familiarise your reader, preventing any 'surprises' along the way.
  • it should aim to keep them reading, until the end.

After this, we focused on the topic sentence, which starts your paragraph.
We were given 3 already, taken from some of our essays, and asked to slightly improve them so they had more of a powerful effect on the reader.

An example of one of these being:
"Blanche sees herself as superior to those at Elysian Fields, making it easier for her to have a fall from grace, as a tragic protagonist would."

This was then improved to be:
"Blanche sees herself as superior to those at Elysian Fields, making it easier for her to have a fall from grace. This is also a key factor present in a tragic protagonists story"

We then moved onto reading scene 7.

During this, it had been revealed that Stanley had had a dispute with his wife Stella over the events that had occurred in Blanches previous life. In which Stella was refusing to believe this new information about her beloved older sister.

We also witnessed a new, gentler side to Stanley which was unexpected after seeing his brutality towards Stella during an argument.

This took us on to noting down the differences in Stanley's behaviour and language when talking to Blanche and Stella.

Stanley towards Blanche:

- (to Stella about Mitch and Blanche) "he's not going to jump in a tank with a school of sharks - now!"

- (to Stella about Blanche) "She'll go on a bus, and she'll like it!"

- (directly to Blanche) "Hey, canary bird! Toots! Get OUT of the BATHROOM! Must I speak more plainly?"

Here we see Stanley does not hold back in speaking his mind when talking to Blanche, he isn't really bothered about hurting her feelings.

Stanley towards Stella:

- (stage directions) Stanley looks uncomfortable. "I wouldn't be expecting Mitch over tonight"

- (stage directions) Stanley comes up and takes Stella gently by the shoulders.

- (directly to Stella) "Sure I can see how you would be upset by this"

With these it is evident Stanley refrains from talking bluntly to his wife as he cares deeply for her and doesn't want to hurt her.

Finally we briefly answered the question 'Is Stanley guilty of bringing about Blanche's Tragedy?'

When thinking about the answer, we thought he could be either 2 things.

  • He could be seen as a 'catalyst' in which he is just the item that speeds up a reaction but is not at all used. In this case he would be the spark as he has exposed Blanche to her younger sister and he is not effected by it.
  • or he could simply be the sole reason for bringing about Blanche's tragedy.

I hope this is good enough!

Sophie. :-)


  1. This is a brill post soph, well done!
    I found it really helpful, and recapped the lesson well. You seem to have included everything, and I like the fact you have put examples of text from scene 7 into the blog.

  2. very well written, well done Sophie :)


  3. well done this is really good soph..


  4. A really good blog. Thanks for giving an example of a topio sentence and an improved one. It's helped me understand it a bit more :)


  5. nice blog soph, and all the different quotes on stanley's attitudes to blanchw and stella really helped, that was what i struggled with in lessons, i could only find one or two and this gave me lots more to possibly write about in the essay