Final Revision LITB3

1. Final Revision LITB3

2. On the next handout/slide, read the introduction to a Macbeth essay on the nature of characters being entrapped. What Band does it fulfil and why? Can you rewrite it for a response to entrapment in Wuthering Heights and achieve a better mark?

3. Entrapment is a classic gothic idea where characters are either physically or mentally trapped. Macbeth shows entrapment in several ways - the main character himself is trapped by the witches’ prophecies when they say that he “shall be King hereafter”. He listens to them and foolishly decides to take matters into his own hands. The word “shall” makes it seem to Macbeth as if he will certainly become King and so he lets himself become trapped by the weird sisters’ words. He then kills Duncan and it seems that he is then trapped in a circle of murder because he’s not sure how much Banquo knows - he says that his “fears stick deep”. By using the word “fears”, Shakespeare is showing how worried Macbeth is and how trapped he has become after the initial murder.

4. Re-write for Wuthering Heights Entrapment is a classic gothic idea where characters are either physically or mentally trapped. Macbeth shows entrapment in several ways - the main character himself is trapped by the witches’ prophecies when they say that he “shall be King hereafter”. He listens to them and foolishly decides to take matters into his own hands. The word “shall” makes it seem to Macbeth as if he will certainly become King and so he lets himself become trapped by the weird sisters’ words. He then kills Duncan and it seems that he is then trapped in a circle of murder because he’s not sure how much Banquo knows - he says that his “fears stick deep”. By using the word “fears”, Shakespeare is showing how worried Macbeth is and how trapped he has become after the initial murder.

5. Re-write for Wuthering Heights Entrapment is a classic gothic idea where characters are either physically or mentally trapped. Macbeth shows entrapment in several ways - the main character himself is trapped by the witches’ prophecies when they say that he “shall be King hereafter”. He listens to them and foolishly decides to take matters into his own hands. The word “shall” makes it seem to Macbeth as if he will certainly become King and so he lets himself become trapped by the weird sisters’ words. He then kills Duncan and it seems that he is then trapped in a circle of murder because he’s not sure how much Banquo knows - he says that his “fears stick deep”. By using the word “fears”, Shakespeare is showing how worried Macbeth is and how trapped he has become after the initial murder. Band 3/4

6. When Macbeth transgresses moral boundaries by committing regicide, he creates a prison for himself and ultimately he brings about his own demise. Shakespeare foregrounds Macbeth’s deliberations prior to the murder, thereby drawing attention to the choices that the protagonist makes which result in his being cribbed, cabined and confined. He murderous thoughts make his “seated heart knock against [his] ribs” and the decisions he makes terrify him. He cannot escape his “black and deep desires”, and his actions are undertaken with the full knowledge that they are damnable.” After he has killed Duncan his mind is “full of scorpions “and by the end he bleakly realises that “life is but a walking shadow”. Too well he knows the significance of his entrapment. In conventional tragic fashion, he is the author of his own nightmare, which thereby releases a potential meaning: unchecked ambition results in a web of misery and death.

7. Re-write for Wuthering Heights When Macbeth transgresses moral boundaries by committing regicide, he creates a prison for himself and ultimately he brings about his own demise. Shakespeare foregrounds Macbeth’s deliberations prior to the murder, thereby drawing attention to the choices that the protagonist makes which result in his being cribbed, cabined and confined. He murderous thoughts make his “seated heart knock against [his] ribs” and the decisions he makes terrify him. He cannot escape his “black and deep desires”, and his actions are undertaken with the full knowledge that they are damnable.” After he has killed Duncan his mind is “full of scorpions “and by the end he bleakly realises that “life is but a walking shadow”. Too well he knows the significance of his entrapment. In conventional tragic fashion, he is the author of his own nightmare, which thereby releases a potential meaning: unchecked ambition results in a web of misery and death.

8. Re-write for Wuthering Heights When Macbeth transgresses moral boundaries by committing regicide, he creates a prison for himself and ultimately he brings about his own demise. Shakespeare foregrounds Macbeth’s deliberations prior to the murder, thereby drawing attention to the choices that the protagonist makes which result in his being cribbed, cabined and confined. He murderous thoughts make his “seated heart knock against [his] ribs” and the decisions he makes terrify him. He cannot escape his “black and deep desires”, and his actions are undertaken with the full knowledge that they are damnable.” After he has killed Duncan his mind is “full of scorpions “and by the end he bleakly realises that “life is but a walking shadow”. Too well he knows the significance of his entrapment. In conventional tragic fashion, he is the author of his own nightmare, which thereby releases a potential meaning: unchecked ambition results in a web of misery and death. Band 6

9. With the aid of careful revision, your targets are: • FOCUS on TASK, DEVELOP an ARGUMENT • Spend a little time on EXPLANATION but ensure you… • ESTABLISH clear viewpoints and then EVALUATE them • ANALYSIS, through clearly selected EVIDENCE, should support this evaluation TASK, ARGUMENT, WRITTEN STYLE: AO1 VIEWPOINTS: AO3 EVIDENCE & ANALYSIS: AO2, (AO3), AO4

10. Writing (AO1) • The ability to write confidently and fluently (AO1) CLEAR & ACCURATE (b4) GENERALLY FLUENT & ASSURED (b5) TECHNICALLY FLUENT & SOPHISTICATED (b6) Do not overwrite, keep it sharp. Some of you have a tendency to be overly verbose and then the rest of the Assessment Objectives are weakened too.

11. Argument (AO1) • The ability to structure a response (AO1) CLEAR LINE OF ARGUMENT (b4) SHAPE / DIRECTION (b5) COHERENT LINE OF ARGUMENT (b6) • No empty introductions or conclusions • Construction of argument / debate – they quite like rhetorical questions even… • Keep all arguments and views relevant to the question

12. Task & Evidence (AO1) • Good choices – of tasks and relevant text support CLEAR ILLUSTRATION (b4) EXCELLENTLY SELECTED (b6) • The ability to be able to select the most useful parts of the text to support points • The ability to select the ‘right’ section B task for the texts studied

13. The CRAFT of the writer:Form, Structure, Language (AO2) • The ability to see AO2 as much more than just language • GOOD ANALYSIS OF STRUCTURE / VOICE (b5) - STRUCTURE / VOICE EVALUATED (b6)

14. Views, Independent Thought, NO FIXED MEANING (AO3) • The ability to think independently and offer personal views (A03) DEPTH AND PERCEPTION (b6) • Band 6 writing has ‘perceptive flashes’ which reveal a mind at work

15. How can this piece of writing from The Guardian on Justin Bieber help us to improve AO1/AO3/AO4? Is there a way of incorporating AO2? Consider re-writing the paragraph from the perspective of one of your chosen text characters. E.g. – is Frankenstein a villain or hero?

16. Now look at this introduction to a Frankenstein essay. How has the Bieber task potentially helped?

17. BLOODY CHAMBER – Full marks Where have the skills been used in this piece of writing? How far is your style from this 40/40 style? What can you do in the next month to boost it?

18. CONCLUSIONS The cynics might say that an examiner only need to read the introduction and conclusion to formulate a grade. While this may not be true, there are salient lessons to be learnt from it. How is the following conclusion effective? Does it surprise you in any way?

19. COMPLETE SECTION B Now mark the response to the following Section B question: “In gothic writing, the presentation of places is often more interesting than the presentation of characters.” How far do you agree with this view?

20. Tips for B5/B6 from AQA Know your texts really well – learn many references 2. Think about the structures of the stories 3. Know what is meant by significance 4. Sharpen you debating and discussion skills 5. Have a personal voice – don’t rely on your teacher

21. Tips for B5/B6 from AQA 6. Refine the art of constructing arguments 7. Develop your expression – be sharp and fluent 8. Make the right choices in the exam – plan and think before writing 9. Read a wide diet of well-expressed, well-argued writing from a range of literary and non-literary sources 10. Focus very closely on task terms