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Year 13 A2 English Literature

Year 13 A2 English Literature. The Gothic: ‘Frankenstein’. Examiner’s reflections on candidates in this exam:.

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Year 13 A2 English Literature

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  1. Year 13A2 English Literature The Gothic: ‘Frankenstein’

  2. Examiner’s reflections on candidates in this exam: • Many examiners commented upon the impressive knowledge of the texts demonstrated in the highest scoring scripts where quotations were used extensively in support of the argument with analysis of the language. • Where lower scores were awarded it was often the case that the text disappeared from discussion or was not used in support. Examiners are very conscious of the fact that this is a closed book examination but it is important to realize that the same academic rigour applies as in any examination. While we are willing to overlook the occasional inaccuracy of quotations -the examination is not a memory test - continuous approximation of quotation is not acceptable. Nor is it acceptable to pretend that phrases are quotations by putting them in quotation marks when they are patently not. It is unlikely that examiners will be hoodwinked into thinking that Shakespeare actually wrote such things as, “Let‟s go kill the king”, or, “Get a grip, Macbeth” or “Damn the blasted spot”. L.O: to learn to write extensive analysis of used Gothic quotations, and to build up the ability to use extensive quotations in the closed book exam. WHAT CAN WE LEARN FROM THESE STATEMENTS?

  3. Reading through your Gothic quotations from chapter 5 http://www.morelearning.net/KS4/Frankenstein/Chapter%205.pdf For the quotes you are set, annotate Gothic elements of Shelley’s language. IF YOU FIND THIS HARD, GET REVISING THE GOTHIC, AND GET TO GRIPS WITH THE TEXT!

  4. Using the past paper link above: • Systematically note key focus words from the Gothic questions. • Note down recurring themes that appear. • Add any of your own gothic themes which you think may come up or cross over with Macbeth and The Bloody Chamber. • Now, number them in order of difficulty (1=most difficult). WHAT CAN YOU LEARN FROM THIS?

  5. Creating a Question • Look carefully at the question styles. • Write your own question using key themes and realistic exam phrasing. (This will be the essay you will write for me after tomorrow’s lesson.) • Read on at home tonight in preparation for this essay being set! WHAT CAN YOU LEARN FROM THIS?

  6. Band 6 ... • 1. AO1 Use of appropriate critical and Gothic vocabulary and technically fluent style/well structured and coherent argument • 2. AO2 Exploration and analysis of key features with perceptive evaluation of how they shape meanings/understanding • 3. AO3 Detailed and perceptive understanding of issues raised through concepts of the gothic • 4. AO3 Perceptive consideration of different interpretations of texts with sharp evaluation of their strengths and weakness and with excellent selection of supportive references

  7. Now, choose your own quotations to go in your essay... • It must match your own essay focus. • It must enable you to analyse and hit the AOs. • Only choose from chapters you have read, otherwise your analysis may be flawed! EXTENSION: write a paragraph to go into your essay, if done email to me so I can mark it by tomorrow’s lesson!

  8. Review: which are noticeable in the text? • Additional key notions in Gothic literature: • A preoccupation with all things grim and dark  • Male protagonists may well be men of action, whose role is to overcome whatever the monster is, be it a real monster, or a monster of the mind; women are typically represented as victims •  Plots may well involve journeys, pursuits and rescues •  Fascination with the past, especially a medieval past •  Symbolic use of light and dark •  Psychologically disturbed characters •  The ordered world is often threatened or overturned; the world of reason is overcome by the world of emotion; men and women are placed in situations where they lose control • Some stories conclude with the victory of the Gothic forces that disturb human order; some conclude with the victory of the rational and the ordered...

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