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Summary for Lesson 1
In today’s class we began with our literary analysis course, thinking about the key concepts needed in order to fully get under the layers of literature. We began with a fantastic discussion of what we are looking for when we analyse literature, digging under the surface of the text to understand what the author wants us to see of their worldview. We completed a picture task to demonstrate the difference between summary and analysis before completing some close textual analysis on a passage from George Orwell, with which the students were wonderfully perceptive. We thought about the use of language, techniques, structure and connotations and how we can weave these ideas together to create wider arguments about the author’s purpose and ways of thinking. The class shared some excellent analysis and worked brilliantly throughout the lesson, coming up with original, interesting and creative points about the language we studied. Well done everyone, it was wonderful working with you all today and I’ll see you next week 🙂
Here is the link for the homework paper, remember you are only answering Question 4. The passage is on page 22 of the PDF:
https://revisionworld.com/sites/revisionworld.com/files/imce/1EN0_01_que_20201103.pdf
Homework
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Suspense is explored greatly through this extract because when ‘he’ told the narrator what would happen if the narrator went to any other room but the one he showed the narrator then something gruesome would happen.Suspense is created when ‘he’ does not tell the narrator what the gruesome thing is going to be.
The narrator also uses comparisons like as if he was in prison meaning that in there he did not feel free and couldn’t leave his room or he would be resulted in something gruesome, thus compared as a jail cell;when a prisoner escapes from his cell he gets punished.
The narrator also ‘start’ or jump at his own shadow, meaning he is alarmed and scared.He is getting cautious and afraid.The narrator’s knows that the dracuala is a vampire so he refers on nocturnal existence.And he is afraid of his own shadow.Creating an ominous and suspenseful mood.
In conclusion suspense is explored though out the extract and the author has created a sense of tension as well as suspense throughout this extract
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Suspense is explored greatly through this extract because when ‘he’ told the narrator what would happen if the narrator went to any other room but the one he showed the narrator then something gruesome would happen.Suspense is created when ‘he’ does not tell the narrator what the gruesome thing is going to be.
The narrator also uses comparisons like as if he was in prison meaning that in there he did not feel free and couldn’t leave his room or he would be resulted in something gruesome, thus compared as a jail cell;when a prisoner escapes from his cell he gets punished.
The narrator also ‘start’ or jump at his own shadow, meaning he is alarmed and scared.He is getting cautious and afraid.The narrator’s knows that the dracuala is a vampire so he refers on nocturnal existence.And he is afraid of his own shadow.Creating an ominous and suspenseful mood.
In conclusion suspense is explored though out the extract and the author has created a sense of tension as well as suspense throughout this extract
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Dear Beth,
I am so grateful for the “scrumdiddlyumptious” lesson today. Thank you for it!✨👍(❁´◡
❁)(❁´◡❁)Here is my essay on the Dracula text.
See you next lesson,
Johnny
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Dear Beth,
Thank you for the first lesson. I have attached my homework below.
The password is hippopotomonstrosesquippedaliophobia.
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Dear Beth,
Thank you for your brilliant lesson last Monday,
Here is my homework:
In this passage, Stoker creates suspension in many different ways. For example, he uses descriptive language and imagery to make the reader feel tense- he (or rather the narrator) describes the castle as an ‘unnatural, horrible net of gloom and mystery’.
Storke also introduces a sense of mystery and foreshadowing in this passage. When he describes the count miming ‘washing his hands’ this may refer to washing off the blood. Furthermore, the narrator puts the crucifix on his head, as if warding of evil, foreshadowing the malice of Draculs’s castle, and what is in store for the narrator.
Lastly, Stoker often describes the supernatural elements in many ways, For instance, the narrator sees Dracula climbing ‘face down’ on the castle walls, which also creates suspense. The ellipses at the end, and the narrator’s fear furthermore emphasises the unnaturalness and the supernatural elements of Dracula and his castle, making the reader tense and suspenseful.
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Summary for Lesson 2
In today’s class we continued our study of GCSE analysis, thinking about techniques and structure in depth. We began by discussing a mark scheme for last week’s homework before moving on to thinking about the importance of specificity in language and why we should ban the word interesting in analysis. We learned about the techniques of metonym, synecdoche and reference, unpicking the impact on the reader. We then focused on structure, analysing a piece from a play and thinking about how it captures the audience’s attention. Finally, we discussed how structure is presented in prose through sentence length, layout, repetition, contrast, openings etc. Great work today class, well done for all your brilliant contributions. Keep up the fab work 🙂
Watch this video if you can to help with structural techniques: https://www.youtube.com/watch?v=6zXBiAuPQ_Y
Homework
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Summary for Lesson 3
In today’s class we focused on poetry, thinking about how it differs from prose and what skills we need to analyse it. We began by thinking about the unique features of poetry to focus on and how this can lead our analysis, before watching a video that featured a step-by-step guide to unseen poetic analysis. We discussed the poem from the video, thinking about what the poet said his intentions were and using this to think about the language and structure of the poem. We thought about poetic terminology (i.e., speaker instead of narrator) and then applied all these thoughts to an Edgar Allen Poe poem, with the class learning steps to apply to the GCSE exam in order to write strong arguments about the effect of poetry. Finally we looked at a list of poetic techniques and structural features which is on Slide 10 of the PPT for the class to use, and I introduced the class to five GCSE unseen poems which they can use to help practice thinking deeply about poetry. Fab work today everyone, well done for all your ideas and your close attention to the examples we analysed in the lesson. Keep up the wonderful work 🙂
Video from today, watch the rest if you can: https://www.youtube.com/watch?v=L4NjW_V9Fbk&t=238s
Homework
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How is time presented in the Edgar Allen Poe poem “A Dream Within a Dream”
Allen Pope uses enjambment to help the poem flow like O God! can I not grasp
Them with a tighter clasp?It is as if the poet is using all his breath to grasp the dream.The poet also describes as if the dream was a run through of his entire life.The poet also emphasises on the fact that time in In a night, or in a day,
In a vision, or in none.Time is presented as a precious and unique thing that we should all respect and hold.However what he says can be awkward at times, whereas sometimes things can go by in a flash yet so unstoppable and indomitable as well. This is shown through the quotes, “if hope has flown away” and “while I weep– while I weep”. This oxymoron means that mankind is powerless when it comes to the ruling of time, and that time does not listen to what mankind wants.In conclusion the speaker presents time here as someone who desires to make others sad, and wipe out their dreams. Consuming, as if a menacing monster, eating away hope.
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How is time presented in the Edgar Allen Poe poem “A Dream Within a Dream”
Allen Pope uses enjambment to help the poem flow like O God! can I not grasp
Them with a tighter clasp?It is as if the poet is using all his breath to grasp the dream.The poet also describes as if the dream was a run through of his entire life.The poet also emphasises on the fact that time in In a night, or in a day,
In a vision, or in none.Time is presented as a precious and unique thing that we should all respect and treasure it.However,what he says can be awkward at times, whereas sometimes things can go by in a flash yet so unstoppable and indomitable as well. This is shown through the quotes, “if hope has flown away” and “while I weep– while I weep”. This oxymoron means that mankind is powerless when it comes to the ruling of time, and that time does not listen to what mankind wants.In conclusion the speaker presents time here as someone who desires to make others sad, and wipe out their dreams. Consuming, as if a menacing monster, eating away hope.
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Summary for Lesson 4
In today’s class we focused on theme, an important place to start when considering the ways in which writers construct a piece. We spoke about how theme differs from moral or message and discussed what themes are likely to come up in the GCSE exam. We then analysed a GCSE passage by George Eliot, digging into the themes in the passage and what they reveal about the author’s worldview. The class then wrote topic sentences, exploring how a focus on themes in their paragraphs can help them to structure their arguments. Finally, we went through a five-step process for literary analysis and opened the floor to questions on next week’s mini-mock. Fantastic work today everyone- keep up the wonderful ideas and analyses and see you next week 🙂
Theme in literature video: https://www.youtube.com/watch?v=I5KZcdAmWLw
Homework
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Hello! Thanks for the lesson! Here is my test answer:
Florence’s feeling is conveyed in the extract in a number of ways.
“The deep wound in her breast” really emphasises the shock of losing her relatives’ love. The word “wound” is one in which we associate with the deepest damage done to us, used in this instance to represent the gaping hole in her emotions. The author has manipulated this word, with its many meanings, to assist us in picturing Florence’s horrible reality. Furthermore, emotion is a key thing here, proven by the words “in her breast.” The breast is close to the heart, which is the organ in which we associate love with. The wounded heart symbolises her grief, perfectly fitting into this extract full of sadness.
Another way her feelings are represented is through the simile “like the sole survivor on a lonely shore from the wreck of a great vessel.” This paints a vivid image of the isolation and grief she had bearded upon her shoulders. As a sole survivor of a shipwreck, she would have been desperate to go anywhere inhabited, which brings us back to the fact that she is seeking a new home. She will undoubtedly travel for ages, looking for someone who would take her in, just as much as a survivor would scour the entire island they are on to find some sign of civilization. Charles Dickens has used this simile well, helping the reader to grasp the idea of her desolation.
Another point to make is, Charles Dickens has pictured Florence’s depression when he described London as a “wild wilderness.” Florence is a girl. A young girl. Who would have perceived anything normal sized to an adult, humongous. A thing that the reader notices is her perception. We have already stated her perception of any object, but that also lets us know how confused and frightened she would be. “Wilderness” suggests that London was like an unknown land to her. She had no clue where to go, further shown by her thoughts of “where to go? Still somewhere, anywhere!”
Adding onto those points is another I can make about the quote “Oh, Di! oh, dear, true, faithful Di, how did you come here? How could I ever leave you, Di, who would never leave me?” and the paragraph after that. Di, or Diogenes, is her faithful dog. In the preceding paragraph, we see his eagerness in rejoining his master, “endeavouring to kiss his mistress flying…defiance of his species.” We see no mention of Florence’s sadness or depression. Perhaps her dog has cheered her up. She only has one thing that loves her in this miserable world, of which was walking alongside her. This makes the reader feel happier for Florence, for although her entire world is filled with hatred of her existence, with people having “surprise and curiosity” on their faces, still is loved by a faithful dog.
One final point to make is about the fact that she had “quickened her pace” upon spotting the quarters of the little Midshipman. She had been on the hunt for a couple of days, searching for someone who would take her in. The fact that she had sped up, despite the fact that she was weary and hungry, shows her determination and relief in finding somewhere, which could potentially be her new home. This makes the reader feel at ease, knowing that she had found sanctuary at last.
Overall, charles dickens has conveyed Florence’s feelings in a variety of ways, a couple of which have been shown above. His skills in assisting us to picture the contrast between our lives compared to hers are second to none.
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Summary for Lesson 5
In today’s class we completed our mock exam, thinking about putting to use all the skills we’ve studied over this course and consolidating our knowledge of GCSE analytical skills. Well done everyone for all your hard work, interesting ideas and essay writing skills- you were all super focused today and I can’t wait to read your responses. It has been lovely to work with you all and I’ll hopefully see you all soon- remember to come back here and check for your marks this week 🙂
Homework
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Hi Beth!
Sorry I could not attend the lesson due to a fencing lesson I had, but I did the mock as soon as possible with the playback and time limit.
Thank you!
-Eva
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Here is the mark scheme for you to look at too 🙂
https://revisionworld.com/sites/revisionworld.com/files/imce/1EN0_01_rms_20190822.pdf
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