Critical essays

1. Critical essays Supported study class 2

2. Question for the session • Select one of the following questions • Choose a play which has a theme of revenge or betrayal or fate. Show how the dramatist explores your chosen theme and discuss how this treatment enhances your appreciation of the play as a whole. • Choose a poem in which compassion or the lack of compassion is a central concern of the text. Show how the poet effectively uses features of the text to enhance appreciation of this theme. • Choose a novel in which a particular character drives the plot. Explain how the writer uses the character develop the main themes of the novel and how this character affects his surroundings. • Choose a poem in which contrast is important in developing theme. Explore the poet’s use of contrast and show why it is important in developing a key theme of the poem.

3. Planning • Always best to start with a plan. • This will help your structure. • You want at least 3 main body paragraphs, so think of 3/4 points which will answer the question. • You want at least 2 quotes per main body paragraph to show a full understanding of the text. • Have a go at creating a plan for your chose question.

4. introductions • TART T –Introduce title, author and genre of text. E– Explain what you will do – use the words of the task. S– Summary / Positive statement. T– Techniques you will mention. • Don’t spend too long on this

5. Introductions • In the novel ‘The remains of the day’ by Kazuo Ishiguro, the setting of Post war Britain the 1920’s and ‘30’s is explored. Both these times were of great social, economic and political upheaval and this setting is essential in conveying many of the writer’s themes, such as loss, loyalty and dignity. The writer uses the setting and symbolism to develop these themes. • In the thought provoking poem, ‘Brooklyn Cop’, by Norman MacCaig, the poet shows us the difficulties involved in being a policeman in a dangerous city and the type of person needed to do this kind of job. MacCaig’s expert use of imagery and word choice reveals to the reader the character of the `Brooklyn Cop`. MacCaig develops the themes of violence and danger revealing a vulnerable and dangerous character. • Now write an introduction for the task you have selected. • Swap with the partner.

6. Step two: Summary • Key Features of a Good Summary Paragraph: • Relevance of text. (Historical context, a note on the author etc) • Identify and explain the main theme(s) and how it/they are conveyed. • No more than 4 sentences to explain beginning, middle and end of the plot. • You can either include this in your introduction or have a separate paragraph for it. • This is not where you get your marks, so don’t spend too much time on it.

7. summary • “Jekyll and Hyde” – set in Victorian London during a time of great scientific and religious upheaval – focuses on the strange events that surround the life of Dr Henry Jekyll and his mysterious protégé, Edward Hyde. Jekyll’s friend, the eminent lawyer Mr Utterson, takes the reader through a series of seemingly coincidental events that ultimately lead to the shocking revelation of the nature of Dr Jekyll’s work. • “Havisham” is a monologue from the perspective of the jilted Miss Havisham made famous in Dickens’ “Great Expectations”. • Write and intro for your question. • Swap.

8. Main Body • You main bodies should incorporate at least 6 points. • This is where you should use PEE to ensure you answer the question thoroughly. • You also must use a topic sentence to link to the task and previous paragraphs. • Include some form of personal response. • You must employ critical terms when commenting on the writers use of style or language. • You need to link back to the task in your closing sentence.

9. What should these look like? • You should aim for 4 sections, spending around 5-10 minutes on each. Checklist • Topic sentence. • A point fully made in context (understanding) • Some evidence – a quotation to support this, indented from the margin. • An explanation which fully analyses this textual evidence. • Response, containing personal opinion on what you have analysed. • Closing sentence (including key words from the essay question).

10. Remember this… • Topic sentence – what your paragraph will be about in relation to the task. • Point – say something about the text. • Example – quotation which has been introduced letting the reader know where in the text it came from. • Explanation – technique + explanation of why it is effective in this instance. • Response – Personal engagement with the text and a link back to the task.

11. Merchant of Venice example paragraph. Just as Shakespeare influences our feelings towards Shylock through his characterisation of Antonio and the Christians in Venetian society, he also forces us to reappraise our opinion of the Jewish moneylender as we learn of the treatment he suffers at the hands of Launcelot, his Christian servant, and Jessica, his daughter. Launcelot, in a soliloquoy delivered in Act 2, Scene 2, reveals his contempt for his master: “Certainly my conscience will serve me to run from this Jew my master’’ Shakespeare’s use of inversion subtly reveals Launcelot’s disdain and lack of respect for Shylock as he identifies him firstly as a Jew before his ‘master’. This lack of respect for Shylock compounds our feelings of sympathy towards him as even someone with the social standing of Launcelot, who Shylock clothes and feeds, looks down on him as a result of his beliefs.

12. Example paragraph • The back door to Jekyll’s house relates to the elusive Mr Hyde to whom reactions are the polar opposite to that of Jekyll. Stevenson describes the back entrance which Hyde is seen to go through: ‘The door was blistered and distained, the marks of prolonged and sordid negligence’ This illustrates a horrible image of something totally disregarded. The word choice of ‘blistered’ and ‘sordid’ give the impression of the door decaying. The word ‘blistered’ is particularly effective as it has connotations of illness and infection. This relates directly to the character of Hyde as the evil connected to him spreads and affects the other characters in the story like a disease. The description instantly tells the reader that there is something wrong linked to the rear of the house. The word ‘sordid’ links directly with Hyde as it implies something disgusting and squalid. Stevenson uses setting here to link with characterisation and helps the reader to gain a fuller understanding of the hidden and deformed Mr Hyde.

13. Relevant features/techniques for prose: Characterisation, key incidents, setting, symbolism, structure, language, mood/atmosphere, method of narration…

14. Relevant features/techniques for poetry: Imagery: metaphor, simile, personification etc. Word choice. Tone/mood. Structure…

15. Relevant features/techniques for drama: Key scene; dialogue; characterisation; setting; theme

16. Conclusions • Use this space to give an overall answer to the question. • Sum up the points you have made. • Use the words of the task again. • Give an overall personal response to the text.

17. In conclusion, Duffy’s ‘Havisham’ presents us, in the titular character, with a persona who is driven by particularly feelings of hatred. This hatred intensifies over the course of the text, ending in threats of violence not only towards her once fiancé but indeed all men. It is this undiscriminating sense of detestation that paints the character, ultimately, in an unsympathetic light. From close study of this text I have learned that some emotions, if not carefully managed, can be highly destructive – not least of all one’s own mental health, much like Miss Havisham who does not even know, “her, myself, who did this / to me?”