Autumn Term 2015 : Two

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1 A2 Literature Homework Name Teachers Provide a definition or example of each of the following : Epistolary parody intrusive narrator motif stream of consciousness The accuracy of your written expression is crucial to your success at A level. Your written work will be marked using the following abbreviations : Sp Check spelling // New paragraph needed P Check punctuation C You need a capital letter here T Please check the tense of your verb FS Please answer in a full sentence? The meaning of this sentence is not clear. V Think of a better word (vocabulary) here. ^ There is a word missing in this sentence EG Needs an example or quotation Autumn Term 2015 : Two

2 1 Complete your coursework proposal form. For each section, you should indicate which texts you will focus on and what comparisons you will make. Completing this proposal should ensure that you will meet all of the assessment criteria. _ Coursework Proposal A2 Literature Name. Title Text 1 Text 2 Text 3 Comparative points main thesis Comparison of form

3 Comparison of structure Comparison of language Context and its significance Other readings

4 A2 Literature Coursework proposal. AO1: AO2: AO3 AO4 Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression Demonstrate detailed critical understanding in analysing the ways in which form, structure and language shape meanings in literary texts. Explore connections and comparisons between different literary texts, informed by interpretations of other readers. Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. Feedback Target/reflection.

5 2. Tess and the Victorian reader. Read the following extract from a study guide. Task E.g. Explore the way that responses to the novel have changed over time. Refer both to this extract and to your own research. You may find some useful material in the introduction to your copy of the text. Early Critics When Tess of the d Urbervilles appeared in 1891, Thomas Hardy was one of England s leading men of letters. He had already authored several well-known novels, including The Return of the Native, and numerous short stories. Tess brought him notoriety-it was considered quite scandalous-and fortune. Despite this success, the novel was one of Hardy s last. He was deeply wounded by some of the particularly personal attacks he received from reviewers of the book. In 1892, he wrote in one of his notebooks, quoted in The Later Years of Thomas Hardy, , compiled by Florence Emily Hardy, Well, if this sort of thing continues no more novel-writing for me. A man must be a fool to deliberately stand up to be shot at. In spite of his reputation, Hardy had difficulty finding a periodical willing to publish the book when he offered it for serialization to London s leading reviews. The subject matter-a milkmaid who is seduced by one man, married and rejected by another, and who eventually murders the first one-was considered unfit for publications which young people might read. To appease potential publishers, Hardy took the novel apart, re-wrote some scenes and added others. In due course a publisher was secured. When it came time to publish the novel in book form, Hardy reassembled it as it was originally conceived. Early critics attacked Hardy for the novel s subtitle, A Pure Woman, arguing that Tess could not possibly be considered pure. They also denounced his frank-for the time-depiction of sex, criticism of organized religion, and dark pessimism. Today, the novel is praised as a courageous call for righting many of the ills Hardy found in Victorian society and as a link between the late-victorian literature of the end of the nineteenth century and that of the modern era. Bookrags Study Guide edited by David Galens 2002.

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8 A2 Literature Focus on AO3 and AO4 AO1: AO2: AO3 AO4 Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression Demonstrate detailed critical understanding in analysing the ways in which form, structure and language shape meanings in literary texts. Explore connections and comparisons between different literary texts, informed by interpretations of other readers. Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. 5. perceptive / assured Ao1 Ao2 Ao3 Ao4 4.coherent/ thorough 3. straight forward / relevant 2. simple/generalised 1.largely inaccurate Feedback Target/reflection.

9 3. Analytical essay based on Othello. Make close reference to one or two scenes in your response. Task Choose a theme or emotion that is relevant to your essay. e.g. jealousy, betrayal, attitudes to women. Choose 1-2 extracts to focus on. How does Shakespeare use language to convey (insert your chosen theme/emotion )?

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11 A2 Literature Focus on AO1 and AO2 AO1: AO2: AO3 AO4 Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression Demonstrate detailed critical understanding in analysing the ways in which form, structure and language shape meanings in literary texts. Explore connections and comparisons between different literary texts, informed by interpretations of other readers. Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. Ao1 Ao2 Ao3 Ao4 5. perceptive / assured 4.coherent/ thorough 3. straight forward / relevant 2. simple/generalised 1.largely inaccurate Feedback Target/reflection.

12 Task _ 4 Discussing the interpretation of another reader. Find a relevant example of another reader s interpretation of one of your texts. Discuss this interpretation by providing evidence which supports the interpretation and then considering evidence which refutes that interpretation. You could choose : _ According to Hardy, Tess suffers from the cruelty of lust and the fragility of love. Or : Some critics believe that we only focus on the issue of race in Othello because of our society s political correctness. They argue that Shakespeare never intended racism to be one of the main issues.

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14 A2 Literature Focus on AO1 and AO3 AO1: AO2: AO3 AO4 Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression Demonstrate detailed critical understanding in analysing the ways in which form, structure and language shape meanings in literary texts. Explore connections and comparisons between different literary texts, informed by interpretations of other readers. Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. Ao1 Ao2 Ao3 Ao4 5. perceptive / assured 4.coherent/ thorough 3. straight forward / relevant 2. simple/generalised 1.largely inaccurate Feedback Target/reflection.

15 5. Response to an unseen prose extract from the prose booklet. Make close reference to the writer s methods in your response. Task Read: Examine the view that...

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17 A2 Literature Focus on AO1, AO2 and AO4 AO1: AO2: AO3 AO4 Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression Demonstrate detailed critical understanding in analysing the ways in which form, structure and language shape meanings in literary texts. Explore connections and comparisons between different literary texts, informed by interpretations of other readers. Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. Ao1 Ao2 Ao3 Ao4 5. perceptive / assured 4.coherent/ thorough 3. straight forward / relevant 2. simple/generalised 1.largely inaccurate Feedback Target/reflection.

18 6. Comparison of poetry on the theme of love. Make close reference to the writer s methods in your response Task Read the two poems (Extract A and B) carefully. They were written at different times by different writers. Basing your answer on the poems and, where appropriate, your wider reading in the poetry of love, compare the ways the two poets have used poetic form, structure and language to express their thoughts and ideas. The Reading Extract A Elizabeth Barrett Browning ( ) lived for several years as an invalid. She then met and fell in love with Robert Browning, who was already married at the time of their meeting. They later married in secret and spent the rest of their married life in Italy. Rather than declining into an isolated death as an invalid, in this poem, the poet embraces the joys of married life on earth with her lover. XXIII. "Is it indeed so? If I lay here dead..." by Elizabeth Barrett Browning (1850) Is it indeed so? If I lay here dead, Wouldst thou miss any life in losing mine? And would the sun for thee more coldly shine Because of grave-damps falling round my head? I marvelled, my Belovèd, when I read Thy thought so in the letter. I am thine--- But... so much to thee? Can I pour thy wine While my hands tremble? Then my soul, instead Of dreams of death, resumes life's lower range. Then love me, Love! look on me---breathe on me! As brighter ladies do not count it strange, For love, to give up acres and degree, I yield the grave for thy sake, and exchange My near sweet view of Heaven, for earth with thee!

19 Extract B Vicki Feaver was born in Nottingham in 1943 and has won many awards for her poetry. Her metaphors compel the reader; in particular, she employs classical myth in order to shed light on the female condition in dramatic monologues such as Medusa and Circe. This poem appears to materialize out of nowhere like a crack in the wall. The Crack, Vicki Feaver cut right through the house a thick wiggly line you could poke a finger into, a deep gash seeping fine black dust. It didn t appear overnight. For a long time it was such a fine line we went up and down stairs oblivious of the stresses that were splitting our walls and ceilings apart. And even when it thickened and darkened, we went on not seeing, or seeing but believing the crack would heal itself, if dry earth was to blame, a winter of rain would seal its edges. You didn t tell me That you heard at night its faint stirrings like something alive. And I didn t tell you until the crack had opened so wide that if we d moved in our sleep to reach for each other we d have fallen through.

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22 A2 Literature Focus on all AOs AO1: AO2: AO3 AO4 Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression Demonstrate detailed critical understanding in analysing the ways in which form, structure and language shape meanings in literary texts. Explore connections and comparisons between different literary texts, informed by interpretations of other readers. Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. 5. perceptive / assured Ao1 Ao2 Ao3 Ao4 4.coherent/ thorough 3. straight forward / relevant 2. simple/generalised 1.largely inaccurate Feedback Target/reflection.

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