Mid Year Examination Review

1. Mid Year Examination Review “A powerless child struggling against the world” How is this comment helpful in your reading of the play? “The Birthday Party” & Essay Writing Skills Review

2. Cambridge’s Expectations • Analyses with skill and discrimination ways in which writers’ uses of form, structure and language create the meanings of the text. • Evaluates the effects of the writers’ use of form, style and language with a mature judgement and clear focus on the question and key issues. • Supports with detailed, pertinent reference to the text, using quotation, paraphrase and critical terminology appositely and economically. • Develops a seamless, coherent argument relevant to the question.

3. Shows discrimination and sometimes originality, in making an informed personal and critical response to the text Work in this band responds sensitively, perceptively and personally to the question set; is often subtle, concise and sophisticated, with a style that is fluent and gives economic expression to complex ideas; at the upper end this work may be elegant and allusive.

4. General Trends

5. Positives • Most scripts demonstrated knowledge of the themes and expectations for analysis • Few failures

6. Common Problems

7. Analyses with skill and discrimination ways in which writers’ uses of form, structure and language create the meanings of the text. • No analysis • Explanation of lines instead of analysis

8. How specific details enhance meaning stage directions, words used, dramatic devices What is analysis?

9. Literal explanation The lines “Now you eat up those cornflakes like a good boy” and “You deserve the strap” suggests that Stanley is treated like a child. The choice of words such as “boy” presents Stanley as a childlike figure and “strap” suggests that Stanley has to obey like a child or be punished.

10. Analysis Make-over Meg’s instructions for Stanley to “eat up those cornflakes like a good boy” and empty threat that “(Stanley) deserve(s) the strap” presents her as the indulgent mother figure to an overgrown child. Her reference to an adult “Stanny” as “boy” figure is not only diminutive and inappropriate, but underscores the problem with Stanley’s retreat into the childish, that ultimately, a child is powerless and frequently threatened by potential punishment.

11. Evaluates the effects of the writers’ use of form, style and language with a mature judgement and clear focus on the question and key issues. • Dramatic effects and analysis of evidence which are irrelevant to the question and issues raised

12. …Stanley ultimately loses control of himself and becomes reduced to somewhat like an animal. At the end of the interrogation, Stanley is liken to that of an animal, making sounds like “uuuuuhhhhh!” that cannot be understood…

13. Ironically, as much as Stanley’s petulant, irresponsible way of life is a transgression to the establishment. As part of his reformation, Stanley increasingly becomes infantilized. At the end of the interrogation, Stanley loses his speech, making sounds like “uuuuuhhhhh!” that cannot be understood…

14. Supports with detailed, pertinent reference to the text, using quotation, paraphrase and critical terminology appositely and economically. • Long, laborious, convoluted, rambling essays which are obtuse and lack depth • Aim for clarity of thought

15. Develops a seamless, coherent argument relevant to the question. • Go beyond proving the validity of the quotation • Address the question and engage with the assumptions of the quotation • Respond to the question

16. Shows discrimination and sometimes originality, in making an informed personal and critical response to the text • Regurgitating a prepared piece on power • Excessively episodic examples of power play • Where possible present the larger picture first • Then zooming in on specific detail • Lack discrimination of evidence leading to a lack of coherence

17. Question Analysis How to.

18. Quotation Question H1 “It’s hard to see in the dark.” In the light of this statement, discuss the presentation of memory and identity in the play. ‘The Birthday Party revolves around a pseudo-family that is dysfunctional and must be repaired.’ How might this be a helpful comment in your reading of the play? ‘A random set piece of chaos and disorder.’ Is this a helpful comment in your understanding of the play? ‘The Birthday Party contains merely gibberish and nonsense.’ How far do you agree?

19. Obviously helpful • The quotation will raise sufficient scope to sustain an essay • Thesis could discuss: • How this perspective deepens your understanding the many concerns of the play/text • Limitations of the ‘value term’

20. “A powerless child struggling against the world.” • A: Generic / universal struggle • Powerless: Disempowerment • Child: Naivety, guilelessness, vulnerability • Struggling: Unending futility Dramatic tension • The world: Omniscient, overwhelming establishment ≠ totalitarian

21. What should you do?

22. Thinking out loud • Step 1: What am I saying? • Step 2: Why is it important? • Step 3: Show how it is important. • Step 4: Bring it back to the question

23. 1. Topic Sentence • As much as possible, you should try to make an argument and not just a description. • There is power play in the play. • Stanley is presented as a child.

24. 2. Elaborate Some pointers: • Relate it to previous point • Provide the basis/background information that led you to your analysis • Talk about its significance in the text/to the Qn.

25. 3. Provide evidence • Provide context to your evidence, briefly • In the opening of Act 1 • When Stanley first interacts with McCann • Don’t spend time on quotations to explain plot.

26. 4. Quote • Weave evidence and your analysis into your argument

27. 5. Analyze = How literary devices have been used to convey your point • Label the literary devices/techniques • How are the devices used to create meaning? • Effect or significance of the technique?

28. 6. Link the issue back to your thesis • Show how the issue contributes to your argument and answers the question

29. Some possible points “A powerless child struggling against the world”. How is this comment helpful in your understanding of “The Birthday Party”?

30. Thesis Statement sheds light on the prevailing sense of nihilism in this modern tragedy Demonstrates knowledge of genre

31. Universal nature of this struggle against the world • Meg and Lulu also demonstrate child-like qualities • Meg’s reminisces about her childhood • Lulu’s naivety • Lulu’s declarative, trusting “I trust you.” • But oblivious to the overt threat presented by Goldberg and McCann • Petey as the silent figure of resistance • Subtle rejection to participate in the birthday part • Nevertheless a target of the establishment Yes, why don’t you come with us?”Come with us to Monty. There’s plenty of room in the car.Pg 86, Act 3 • Stanley as protagonist is the only character presented as aware and conscious of this struggle

32. Child’s struggle is not simply against the world • Betrayal and breakdown of the most immediate and fundamental family unit • Meg, Lulu, Stanley and even Goldberg presented as children longing for and seeking approval/acceptance from father figures • Goldberg’s frequent nostalgic remembrances reveals a longing for a tightly-knitted, complete family unit • “Dying father” episode Pg 78, Act 3

33. Pathos of the child struggling against the world intensified with Stanley’s regression • As an assertive, petulant child in Act 1 • Child-like mannerisms in his confrontation with Goldberg and McCann • Role playing, make-believe pretending to be manager • Hesitant lying • Stand-sit prank • Increasingly infantilized and disempowered by the end of Act 2 • Boy’s drum • “Birthday Party” thrust upon him • Lost of speech, infantilized, almost dehumanised

34. The struggle, although often explicitly ‘adult’ in its violence and sexual innuendo, has child-like elements even at its bleakest. Amplifies the menacing quality of the struggle • Rhyme during the interrogation “He left her in the lurch. You left her in the pudding club. She was waiting at the church.” Pg 50, Act 2 • Childish riddles “Why did the chicken cross the road?”

35. Futility of the struggle • Constant struggle against the world • Goldberg: If we hadn’t come today we’d have come tomorrow. Still, I’m glad we came today. • Stanley’s frustration in Act 1 shows how stability & contentment is impossible even when there is no overt threat

36. Inevitability of the outcome • Stanley’s defeat was already a certainty by the end of Act 1 • Frantic drum beat reveals his psychological breakdown and defeat

37. Rapidness of Stanley’s defeat • Audience witnesses the entire duration of Stanley’s torture and hapless struggle • Identifying and empathizing with the unlikely protagonist • Events of the play take place within the duration of one day

38. Conclusion • Universal nature of a inevitable struggle for dominance which no one can avoid • Forgone conclusion reiterates the futility of the struggle • Where defeat is torturous, but fortunately, swift.

39. Thesis Statement sheds light on the prevailing sense of nihilism in this modern tragedy