Answer this A(b) question the way it's meant to be answered:
“The main interest of ‘Enduring Love' is the contrast between Joe Rose and Jed Parry”.
What do you think of this view?
Read Enduring Love again.
Research Robert Browning.
Friday, 18 February 2011
Tuesday, 15 February 2011
Section Ab
We started off by discussing the starter activity, which was listing the 'for' and 'against' to the sentence "London Academy is a great educational machine as can be judged by it's products." We discussed points that would back up this and things that would go against it. "Products" could be defined as things such as students, facilities, teachers, amount of students or grades in a positive light. Whereas products could also be described as behaviour or (again) exam results in a negative light.
After this we looked at 5 quotes that revolved around Tennyson and his poems. A selected one said "Even in his prophetic optimism his melancholy is hovering near. T.S Elliot called him the saddest of all English poets." I said this could be argued as much of Tennyson's work that we have studied looks at depression or opression. Marianna and The Lady of Shallot are encclosed and not leading a very fruitful lifestyle.
Then, we were reminded what narrative was and then spoke about how most if not all questions will require you to tell 'how Tennyson tells the story'.
The main focus of the lesson was how to answer section 'Ab' with AO1, AO3 and AO4. The 5 points to doing it were:
1- Focus on the quesiton
2- DON'T WRITE AN INTRODUCTION THAT IS LONGER THAN A SENTENCE. (Not my choice to put this in capitals)
3- Give your view in relation to the question using evidence and context where relevant.
4- Give an alternate view in relation to the question using evidence and context where relevant.
5- Challenge the terms of the question.
After this we were given 30 mins (then cut to 20) to answer the question "The women in Tennyson's poems are presented as victims of a male world. How far do you agree?" We chose the word "victim" to 'challenge' at the end of our essay.
Then, after completing the essay we completed a haiku (some Japanese poem that has 5 syllables, then 7, then 5 again) which was supposed to be about what we had learnt. I didn't hear that it was supposed to be about the lesson, so I wrote:
"Ab answers come
In various forms but none
are haikus like this."
Homework:
-Read the perceptions of a changing world sheet' and make notes on it - about a page.
- Finish off the 'Ab' question.
- Read the examiners report sheet.
Anyway I'm off to watch the football. Peace.
Daniel.
After this we looked at 5 quotes that revolved around Tennyson and his poems. A selected one said "Even in his prophetic optimism his melancholy is hovering near. T.S Elliot called him the saddest of all English poets." I said this could be argued as much of Tennyson's work that we have studied looks at depression or opression. Marianna and The Lady of Shallot are encclosed and not leading a very fruitful lifestyle.
Then, we were reminded what narrative was and then spoke about how most if not all questions will require you to tell 'how Tennyson tells the story'.
The main focus of the lesson was how to answer section 'Ab' with AO1, AO3 and AO4. The 5 points to doing it were:
1- Focus on the quesiton
2- DON'T WRITE AN INTRODUCTION THAT IS LONGER THAN A SENTENCE. (Not my choice to put this in capitals)
3- Give your view in relation to the question using evidence and context where relevant.
4- Give an alternate view in relation to the question using evidence and context where relevant.
5- Challenge the terms of the question.
After this we were given 30 mins (then cut to 20) to answer the question "The women in Tennyson's poems are presented as victims of a male world. How far do you agree?" We chose the word "victim" to 'challenge' at the end of our essay.
Then, after completing the essay we completed a haiku (some Japanese poem that has 5 syllables, then 7, then 5 again) which was supposed to be about what we had learnt. I didn't hear that it was supposed to be about the lesson, so I wrote:
"Ab answers come
In various forms but none
are haikus like this."
Homework:
-Read the perceptions of a changing world sheet' and make notes on it - about a page.
- Finish off the 'Ab' question.
- Read the examiners report sheet.
Anyway I'm off to watch the football. Peace.
Daniel.
Saturday, 12 February 2011
8th February 2011
In this lesson we reviewed Tennyson’s poems, we looked at the language and methods used to tell each one.
· The Lotos Eaters - Stanza style: split between Duty and pleasures
· Ulysses- the dramatic monologue brings him to life, almost like he is talking to us.
· Tithonus- Imagery to present Life and Death.
· Mariana- Repetition to project her emotions/ mood being persistent.
· Godiva- Heroic presents women as positive.
· Lady of Shallot- Repetition and Rhyme reinforces shallots entrapment
We then looked at the ingredients for a good A) a Response and these were some of the things we found:
· The essay must relate Language, Structure, and form to NARRATIVE,
· L = analysis of main features of language and comment of effects
· S = exploration of key features of structure with perceptive evaluation on how they shape meaning
· F = Exploration and analysis of key features of for form with the evaluation of how they shape meanings. (this is closely linked to Structure)
Finally, we had a go at Writing the opening paragraph of an A) a essay question, we did this as a class.
How does Tennyson tell the story in The Lotos Eaters?
Tennyson incorporates and fuses different form of narrative to present a debate between duty and pleasure. The opening narrative stanza employs what could almost be described as a ‘mini dramatic monologue’. In the initial two lines Ulysses shouts ‘courage...this mounting wave will roll us shoreward soon’. The initial trochee here contrasts with the regulated iambic meter of the highly fixed Spenserian stanza. This shift shows Ulysses dominance and determination to lead his men home.
Homework:
- Finish the essay we started in class, and comment on this AWESOME blog.
That’s all, Aisha .M.M
ps. sorry it took so long to post this..Friday, 11 February 2011
Homework for Wednesday 16th February:
A(a)
How does McEwan present the character of Parry?
A(b)
How far would you agree with the view that the primary interest of Enduring Love is what it reveals of Clerambault’s Syndrome?
Also - please leave a comment on this blog after you have completed your two essays.
How does McEwan present the character of Parry?
A(b)
How far would you agree with the view that the primary interest of Enduring Love is what it reveals of Clerambault’s Syndrome?
Also - please leave a comment on this blog after you have completed your two essays.
Wednesday, 9 February 2011
Homework for Friday
This is Mr Chatterley. This is your homework:
Please complete a Section A(a) question on a chapter of your choice (but one you haven't done before). "How does McEwan tell the story in Chp..."
Also, please remember to bring your section A(b) essay with you - which was your homework from last time. If you haven't yet completed it for some reason - make sure it's done before Friday's lesson -as this is what we'll be working on.
Thanks!
Please complete a Section A(a) question on a chapter of your choice (but one you haven't done before). "How does McEwan tell the story in Chp..."
Also, please remember to bring your section A(b) essay with you - which was your homework from last time. If you haven't yet completed it for some reason - make sure it's done before Friday's lesson -as this is what we'll be working on.
Thanks!
Tuesday, 8 February 2011
Looking at Assesment objectives
The main focus of the lesson was to make sure that the class understood what the assessment objectives were along with verify the structure of the actual English Exam.
Mr Chatterley has kindly provided the definitions of the AO's in the previous blog, as for the structure we were told that Section A of the paper would be separated into two parts e.g. Aa and Ab.
Section Aa focuses on AO2 and you should spend a maximum of 30 minutes on it.
Due to the fact that this section only looks at language, structure and form, you should try to avoid going into things such as social historical context and attempt to focus only on AO2. Also even if the examiners say that AO1 is not being tested, you should obviously attempt to write in a manner which makes you stand out from the common A level English student.
Section Ab focuses on AO3 and A04 and you should also spend 30 minutes on it.
You must remember that if you pick a poet/author to answer a question on in section A, then you cannot use the same author/poet for section B.
Section B compares AO1, 2 and 3. You will have an hour to do this section. In this section you will answer a single question (that you choose) on the three remaining writers.
We ended the lesson by completing a sheet on features of a Modern Novel and how it applies to Enduring love using relevant chapters and quotations as evidence. This really helps us understand the novel itself and will help you in the exam so if you do not have the sheet, ask Mr Chatterley.
Homework:
- Complete analysis sheet of Enduring love.
Mr Chatterley has kindly provided the definitions of the AO's in the previous blog, as for the structure we were told that Section A of the paper would be separated into two parts e.g. Aa and Ab.
Section Aa focuses on AO2 and you should spend a maximum of 30 minutes on it.
Due to the fact that this section only looks at language, structure and form, you should try to avoid going into things such as social historical context and attempt to focus only on AO2. Also even if the examiners say that AO1 is not being tested, you should obviously attempt to write in a manner which makes you stand out from the common A level English student.
Section Ab focuses on AO3 and A04 and you should also spend 30 minutes on it.
You must remember that if you pick a poet/author to answer a question on in section A, then you cannot use the same author/poet for section B.
Section B compares AO1, 2 and 3. You will have an hour to do this section. In this section you will answer a single question (that you choose) on the three remaining writers.
We ended the lesson by completing a sheet on features of a Modern Novel and how it applies to Enduring love using relevant chapters and quotations as evidence. This really helps us understand the novel itself and will help you in the exam so if you do not have the sheet, ask Mr Chatterley.
Homework:
- Complete analysis sheet of Enduring love.
- Pick a statement from the analysis sheet and use it as a question for a 30 minute essay.
- Finish features of a Modern novel sheet if it is incomplete
Due Wednesday 9th February
Roman A. (Very, very sorry for the late blog)
- Finish features of a Modern novel sheet if it is incomplete
Due Wednesday 9th February
Roman A. (Very, very sorry for the late blog)
Monday, 7 February 2011
AO3 & 4 HELP
To help you with the A(b) questions, please read the following. These are the relevant AOs and examiners’ comments from the AQA website – based on candidates from the last exam.
AO3 Explore connections and comparisons between different literary texts, informed by interpretations of other readers.
AO3
This Assessment Objective is tested in Section A (b) and Section B and therefore students need to see the importance of writing about multiple meanings of texts in a clear and confident way and in ways that are set up by the questions. Some students seemed to have learned endless quotations of what various critics had said about texts and these were forced into the answer regardless of the task. Sometimes students included as many as six critical ideas, none of which coincided with the question.
AO4 Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
AO4
The inability to focus on the set tasks was particularly noticeable in the addressing of AO4. This Assessment Objective is only tested in Section A part (b) and the only context that is required is the context set up in the question, [eg. political context, the social context or gender context]. Of course other contexts could be made relevant depending on how the student constructed his or her argument, but several students were so keen to write about contexts they had learned that they ignored the tasks and often the texts.
Much published contextual material is obviously available on many of the texts and students have good knowledge of it, but often the students were so determined to show the examiner that they had the learned background information that they crammed it into answers regardless of relevance. Sadly, sometimes AO4 dominated the students’ responses; some students wrote pages on the cultural milieu of their respective authors and others spent a great deal of time surmising the possible beliefs and opinions the authors .must have had.
Those students who paid scant reference to the task or simply bolted on contextual material scored few marks. Contextual material is only helpful when it illuminates discussion of the question being asked.
AO3 Explore connections and comparisons between different literary texts, informed by interpretations of other readers.
AO3
This Assessment Objective is tested in Section A (b) and Section B and therefore students need to see the importance of writing about multiple meanings of texts in a clear and confident way and in ways that are set up by the questions. Some students seemed to have learned endless quotations of what various critics had said about texts and these were forced into the answer regardless of the task. Sometimes students included as many as six critical ideas, none of which coincided with the question.
AO4 Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
AO4
The inability to focus on the set tasks was particularly noticeable in the addressing of AO4. This Assessment Objective is only tested in Section A part (b) and the only context that is required is the context set up in the question, [eg. political context, the social context or gender context]. Of course other contexts could be made relevant depending on how the student constructed his or her argument, but several students were so keen to write about contexts they had learned that they ignored the tasks and often the texts.
Much published contextual material is obviously available on many of the texts and students have good knowledge of it, but often the students were so determined to show the examiner that they had the learned background information that they crammed it into answers regardless of relevance. Sadly, sometimes AO4 dominated the students’ responses; some students wrote pages on the cultural milieu of their respective authors and others spent a great deal of time surmising the possible beliefs and opinions the authors .must have had.
Those students who paid scant reference to the task or simply bolted on contextual material scored few marks. Contextual material is only helpful when it illuminates discussion of the question being asked.
Subscribe to:
Posts (Atom)