Outline of the day

• 10.00-11.30 Brighton Rock• 11.30-12.00 Break• 12.00-13.20 Rattle bag• 13.20-14.00 Lunch• 14.00-15.00 Unseen poetry

Advanced skills

• Sophisticated expression• Correct use of terminology• Develop an argument• Explore complex themes• Analyse in ‘critical detail’• Make clear comments on the authors intentions• Develop your responses by making complex

comparisons between texts• Explore more complex and ambiguous texts

The difference between GCSE and A level

• At GCSE you were given questions that asked you to comment on texts with clear messages and meanings

• At A level you are expected to develop a response to texts that raise complex questions that you must interpret…

For example…• GCSE texts- • Lord of the flies is an exploration of man’s inherent evil.

• A level texts- • Brighton Rock is a critique on religion’s inability to indoctrinate

morality.OR • Brighton Rock suggests that religion can offer something more

profound than social justice.OR• Brighton Rock raises questions on the difficulty in establishing a

secure moral perspective (either religious or secular) especially when human subjectivity means that both the characters and the reader will interpret these ideas differently depending on their experiences and beliefs.

Brighton Rock/A Clockwork Orange

AO1=15 marksAO2=25 marks

(no marks for comparison)

Remember…

Focus is still on Brighton Rock – 80% of your exam answer should focus on it.

Clockwork Orange only re-enforces your argument about BR. It is the secondary text.

Themes from BOTH B.R and CO1. violence2. religion3. love4. evil5. youth 6. death7. age 8. authority9. corruption10. class11. morality12. deception13. Gender14. Individuality

Conflicts

• Morality vs. religion• Man vs. Woman• Heaven vs. Hell• Right vs. Wrong/ Good vs. Evil• Pinkie vs. Ida• Appearance vs. reality• Individuality vs. imposed order

Approaching the exam

The Question

• Question the question:

• What are the key words?• What view does it suggest?• What does it assume?• What are the problems with it?

How is trust presentedin the novel?

Is trust the most important theme in the novel? Can you challenge whether trust is a theme?

How is trust presented?CharacterPlotSymbolism/imageryEtc…

Why present the theme of trust? How does it link into the larger message of the text?

Your turn!

Your turn!

Your turn!

AO1- The argument

• Responding to the question. 1 sentence.

Example- Model

• Both Greene and Burgess challenge the concept of truth and, while many of the characters in Brighton Rock and A Clockwork Orange feel the have an understanding of the ‘truth’ of life, these are often contradictory and conflicting ideas, leading the reader to question the very nature of how we define what is true.

Example

Stage 2- The argument

• Develop your sentence into a paragraph drawing on information from the text(s).

Both Greene and Burgess challenge the concept of truth and, while many of the characters in Brighton Rock and A Clockwork Orange feel the have an understanding of the ‘truth’ of life, these are often contradictory and conflicting ideas, leading the reader to question the very nature of how we define what is true.

• How do we support this? Where is the evidence in the text?• This becomes your introduction.

Stage 2- The argument

• Both Greene and Burgess challenge the concept of truth and, while many of the characters in Brighton Rock and A Clockwork Orange feel they have an understanding of the ‘truth’ of life, these are often contradictory and conflicting ideas, leading the reader to question the very nature of how we define what is true. In Brighton Rock Greene presents us with two vastly opposing perspectives in the characters of Pinkie and Ida, with Rose struggling to find the ‘truth’ from these conflicting ideologies. Greene raises more questions than he answers in his presentation of concepts such as religion and morality, emphasising the subjectivity of these concepts and, ultimately, denying the characters, and the reader, any real truth in the novel. This is echoed in A Clockwork Orange where Burgess’ presentation of Alex initially implies a clear moral perspective, however the moral questions of state control and loss of individual freedom, lead the reader into murky territory where a clear moral view cannot be defined. Essentially, both authors offer us conflicting and contradictory perspectives which challenge accepted moral, religious and philosophical views, leading the reader on a search for truth without offering a definite answer.

Stage 3- The Plan

• Look at your introduction. Where can you find evidence to support your claims?

• These are the key points of the essay.

Example- IntroBoth Greene and Burgess challenge the concept of truth and, while many of the characters in Brighton Rock and A Clockwork Orange feel they have an understanding of the ‘truth’ of life, these are often contradictory and conflicting ideas, leading the reader to question the very nature of how we define what is true. In Brighton Rock, Greene presents us with two vastly opposing perspectives in the characters of Pinkie and Ida, with Rose struggling to find the ‘truth’ from these conflicting ideologies. Greene raises more questions than he answers in his presentation of concepts such as religion and morality, emphasising the subjectivity of these concepts and, ultimately, denying the characters, and the reader, any real truth in the novel. This is echoed in A Clockwork Orange where Burgess’ presentation of Alex initially implies a clear moral perspective, however the moral questions of state control and loss of individual freedom, lead the reader into murky territory where a clear moral view cannot be defined. Essentially, both authors offer us conflicting and contradictory perspectives which challenge accepted moral, religious and philosophical views, leading the reader on a search for truth without offering a definite answer.

Plan

Plan

Different perspectives Truth in religion

Truth in moralityBoth characters and reader denied truth

Develop

Plan

Different perspectives:Pinkie/Ida/AlexRose trying to make sense at the endNarrative perspective- Brighton at the start

Truth in religion:Catholicism- Pinkie/RoseAlex and Chaplain

Truth in moralityRight and wrongPinkie vs. IdaAlex vs. State

Both characters and reader denied truth:Rose’s endingAlex’s endingCharacter’s misunderstand themselvesNarrative form (focalisation and 1st person= no secure narrative view.)

Trick

• Challenge the question!

• Is the search after truth the most fundamental aspect? If you disagree this gives you a whole extra section of your essay to discuss!

Develop

Plan

Different perspectives:Pinkie/Ida/AlexRose trying to make sense at the endNarrative perspective- Brighton at the start

Truth in religion:Catholicism- Pinkie/RoseAlex and Chaplain

Truth in moralityRight and wrongPinkie vs. IdaAlex vs. State

Both characters and reader denied truth:Rose’s endingAlex’s endingCharacter’s misunderstand themselvesNarrative form (focalisation and 1st person= no secure narrative view.)

Truth not importantNone of the characters are really concerned about truth they want to find evidence of their own beliefs to reassure themselves

The structure

• Intro- Respond to the question and reference the things you will explore in the text to support your argument.

• Main body- Analyse 4-5 aspects of the text in detail to support your response to the question. You must show an understanding of the text while justifying your argument.

• Conclusion- Summarise your points and answer the question, linking it into what you believe is the overall message of the text/s.

Finding evidence• GOOD EVIDENCE- • Allows you to analyse a range of language features• Links to other key points in the text (structure)• Can be analysed formally.• Reflects key themes • Supports your argument.

• BAD EVIDENCE-• Supports your argument

BAD EVIDENCE!

• “But you believe don’t you… you think its true?”

• Rose wants to believe in religion & in Pinkie. She is searching for the truth.

GOOD EVIDENCE!

• The word murder conveyed no more to him than the word ‘box’, ‘collar’, ‘giraffe’.

• Meaning is subjective. Pinkie does not view the concept of murder with the same moral perspective as others. The comparison to two extremely mundane common nouns (‘box’ and ‘collar’) shows the lack of emotional attachment from Pinkie’s perspective. Greene chooses the word Giraffe to create an element of the unknown, as Pinkie’s working class roots would mean that he would be unlikely to have come into contact with anything as exotic as a giraffe. In doing so he also hints at Pinkie’s inability to realise what we would consider the ‘true meaning of the word ‘murder. Greene uses this passage to emphasise the point of the difficultly of finding the truth when people interpret things in different ways. The subjective nature of abstract verbs such as ‘murder’ contrasts to the different ways characters define large moral concepts such as good and evil and right and wrong in the text. Greene is asking the reader to question their accepted view of life’s certainties, especially when it comes to morally challenging ideas.

The analysis• AOs:

AO1 Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression

AO2 Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts

Analysis pyramid (plus tail)- for each point in your plan…

1.Quote

2. Language analysis (AO2)

3. Structural analysis (AO2)

4. Formal analysis (AO2)

5. Thematic analysis (AO2)

6. Link back to question (AO1)

Point- What part of the text addresses the question?

1. Point- What element of the text are you using to support your argument/response to the question?

2. Quote- a ‘good’ quotation to back up your point.3. Language analysis- analyse key words, images, symbols,

connotations etc.4. Structural analysis- Where does it come in the book? How

does it relate to other events? What is its larger significance in the plot?

5. Formal analysis- What elements of the genre are present? How do they link to meaning? How are the conventions of the form (novel, poetry, drama) used? E.g. narrative perspective, parallel narrative, manipulation of narrative and chronological time.

6. Meaning analysis- How does this link to the key themes of the novel?

7. Link back to question- How does everything you’ve said justify your original point and how does it link to the question asked?

The word murder conveyed no more to him than the word ‘box’, ‘collar’, ‘giraffe’.

point

language

structure

Form

Link back to question

Meaning

Stage 7- Proof read and edit your work

Basic literacy (spelling, punctuation etc.)?Capital letters for names of

characters/author’s name etc.?Paragraphing?Does each sentence make sense?Have you said what you actually wanted to

say?Have you included analysis linking to the Aos?

Stage 7- Proof read and edit- Literacy

• Green gets us too question the weather we can ever know the truth in his description of the setting initially, he describes brighton effectively using lots of positive language, making it seem like a perfect holiday town; “Silverpoint sparkled on the pier”. However, later he gives a different impresion that suggest it might not be quite so perfect. It says determined gaiety, implies that they are forcing themselves to enjoy it and are not really having fun this makes us think that perhaps it is just a front and the people isn’t as carefree as they apear. By giving diferent perspective greene makes it is hard to form a clear impression of what Brighton is really like. This challenges the reader to think about weather they can ever be sure on anything..

Step 7- Proof read and edit- Quality• How can we turn this from a C into and A?

• Greene gets us to question whether we can ever know the truth in his description of the setting. Initially, he describes Brighton effectively using lots of positive language, making it seem like a perfect holiday town; “Silverpoint sparkled on the pier”. However, later he gives a different impression that suggests it might not be quite so perfect. It says ‘determined gaiety’, which implies that they are forcing themselves to enjoy it and are not really having fun. This makes us think that perhaps it is just a front and people aren’t as carefree as they appear. By giving different perspectives Greene makes it is hard to form a clear impression of what Brighton is really like. This challenges the reader to think about whether they can ever be sure on anything.

Greene’s use of changing narrative perspective problematises the idea that we can ever ascertain the ‘truth’. The initial impression of Brighton is one of a busy yet beautiful setting, in which you imagine only good things could occur; ‘The holiday crowd. They came in from Victoria every five minutes…’ The opening of the novel focuses on the superficial aspects of the popular holiday location: ‘Silverpoint sparkled on the pier...’, ‘houses ran away in the west like a pale Victorian watercolour’. This imagery enforces the idea of a spotless, perfect vacation where thousands of people go for the purpose of innocent fun and entertainment – it is from a holiday-goers perspective. However, it is suggested that this is merely a surface appearance and nothing is revealed in any depth. The image of a ‘Victorian watercolour’ implies that this is a false, artificial image, not reflecting reality but merely a romanticised depiction. Greene then juxtaposes this description of Brighton with one from a wholly different perspective. Hale seems to have negative views on the crowd; ‘It uncurled past him, like a twisted wire, two by two’. The use of the simile ‘like a twisted wire’ makes the crowd seem aggressive, coiled in rage and metallic and hard like a wire. It is also suggested that the picture book perfect image of Brighton that we are given in the first few paragraphs of the book does not ring true with the crowd. The narrative describes them as having ‘determined gaiety’, as if they were determined to have fun here, despite being on ‘crowded carriages’ and the fact they ‘wait in queues for lunch’. In doing this Greene suggests that, despite the appearance of careless perfection, the grim reality of life is inescapable. By focalising the narrative from different perspectives Greene denies us a fixed impression on Brighton. The question of what is real and what is merely perspective is raised but not answered by the narrative style.

Where are the AOs?Greene’s use of changing narrative perspective problematises the idea that we can ever ascertain the ‘truth’. The initial impression of Brighton is one of a busy yet beautiful setting, in which you imagine only good things could occur; ‘The holiday crowd. They came in from Victoria every five minutes…’ The opening of the novel focuses on the superficial aspects of the popular holiday location: ‘Silverpoint sparkled on the pier...’, ‘houses ran away in the west like a pale Victorian watercolour’. This imagery enforces the idea of a spotless, perfect vacation where thousands of people go for the purpose of innocent fun and entertainment – it is from a holiday-goers perspective. However, it is suggested that this is merely a surface appearance and nothing is revealed in any depth. The image of a ‘Victorian watercolour’ implies that this is a false, artificial image, not reflecting reality but merely a romanticised depiction

Where are the AOs?Greene then juxtaposes this description of Brighton with one from a wholly different perspective. Hale seems to have negative views on the crowd; ‘It uncurled past him, like a twisted wire, two by two’. The use of the simile ‘like a twisted wire’ makes the crowd seem aggressive, coiled in rage and metallic and hard like a wire. It is also suggested that the picture book perfect image of Brighton that we are given in the first few paragraphs of the book does not ring true with the crowd. The narrative describes them as having ‘determined gaiety’, as if they were determined to have fun here, despite being on ‘crowded carriages’ and the fact they ‘wait in queues for lunch’. In doing this Greene suggests that, despite the appearance of careless perfection, the grim reality of life is inescapable. By focalising the narrative from different perspectives Greene denies us a fixed impression on Brighton. The question of what is real or true and what is merely perspective is raised but not answered by the narrative style.

Essay writing checklist?

• What are the keys to a successful A level essay?

Targets- What do you need to work on for the exam?

The Rattle Bag

(AO1-15 marks, AO2-5 marks, AO3-20 marks)

AO1 Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression

AO2 Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts

AO3 Explore connections and comparisons between different literary texts, informed by interpretations of other readers

Home

Themes

• Security• Memory• Society• Time• Family• Death• Isolation• Happiness • Sadness/grief• The everyday• Conformity• Identity

Questions

Challenge the question!

One sentence response to the question to clarify your argument

Poetry analysis: MILES

• Meaning: What is the poem about? What are the key themes?

• Imagery: What are the powerful images in the poem? What effect do they have?

• Language: What language techniques have been used? What is their effect? How do they relate to the message of the poem?

• Emotions: What is the mood/atmosphere of the poem? How is the poet/speaker feeling? How does the reader feel?

• Structure: What does the poem look like on the page? Is there a clear rhyme scheme? What is the pace of the poem? How does the structure reflect the meaning of the poem?

FLIRTS/MILES/LIES/SMILE/SPECSSLIMS

It doesn’t matter!!!! These are just acronyms to help to remind you of the

elements of poetry you should comment on. It doesn’t matter if you simply identify

them. You need to do something with them!

• Security• Memory• Society• Time• Family• Death• Isolation• Happiness • Sadness/grief• The everyday• Conformity• Identity

Essay structure

• Intro- Respond to the question and reference the things you will explore in the poems to support your argument.

• Main body- Compare 4-5 aspects of poems (flirts/lies/miles/smile etc.) in detail to support your response to the question. You must show an understanding of the text while justifying your argument.

• Conclusion- Summarise your points and answer the question, linking it into what you believe is the overall message of the poems.

Challenge the question!

One sentence response to the question to clarify your argument

Each Paragraph needs…Understanding of the text with link to the question

(AO1)Sophisticated language and terminology (AO1)Well chosen quotes (AO1)Detailed analysis of language (AO2)Detailed analysis of structure (AO2) Links to themes, ideas, meanings (AO2)Comparisons/links between texts (AO3)

Unseen poetry

AO1 10 marksAO2 10 marks

Unseen Poetry• Section A Choice of either Unseen Poetry or Unseen Prose

• There are 20 marks available for Section A• Question 1: Unseen Poetry • a 5 marks• b 5 marks• c 10 marks• TOTAL 20 MARKS

• OR Question 2: Unseen Prose• a 5 marks• b 5 marks• c 10 marks• TOTAL 20 MARKS

AO1 AO2AO1&2 (5 marks each)

AO1 AO2AO1&2 (5 marks each)

What you might be asked to cover

Poetry• Type• Voice• Form and structure• Imagery• Language choice• Rhyme and rhythm• Tone and mood• Sentence structure

Prose• Narrative structure• Narrative and chronological time, including the use of tense• Narrative voice• Use of speech• Prose style and language choices including sentence structure• Use of images, symbols and motifs• Genre and generic conventions.

1st thing- Read the poem. Figure out what its about!

Language, structure and formLanguage Structure Form• Word choice• Imagery• Simile• Metaphor• Personification• Sound devices

(assonance, alliteration, sibilance, fricative/plosive alliteration, onomatopoeia etc.

• Word groups (semantic fields)

• Rhyme scheme (or lack of)

• Rhythm• Pace• Repetition• Stanza arrangement • Punctuation (or lack of)• Sentence length• Caesura• Enjambment• What does the poem

look like?• Order (or lack of)• Overall shape (circular,

contrasts etc.)

It is a poem! What are the conventions of poetry?

• Hidden meaning• Different interpretations• FLIRTS/LIES etc.• Sound devices etc.• 1st person/3rd person• Poetic voice• Is it a sort of poem you

recognise (e.g. sonnet etc.)

None of this matters unless you can link it to meaning- What effect is the poet trying

to create?Language Structure Form• Word choice• Imagery• Simile• Metaphor• Personification• Sound devices

(assonance, alliteration, sibilance, fricative/plosive alliteration, onomatopoeia etc.

• Word groups (semantic fields)

• Rhyme scheme (or lack of)

• Rhythm• Pace• Repetition• Stanza arrangement • Punctuation (or lack of)• Sentence length• Caesura• Enjambment• What does the poem

look like?• Order (or lack of)• Overall shape (circular,

contrasts etc.)

It is a poem! What are the conventions of poetry?

• Hidden meaning• Different interpretations• FLIRTS/LIES etc.• Sound devices etc.• 1st person/3rd person• Poetic voice• Is it a sort of poem you

recognise (e.g. sonnet etc.)

Themes?

• A theme is an idea that is explored in a text e.g.• Nature• Death• Time• Love • Youth • Conflict• Grief• Human nature • Etc….

Themes are ideas! They are usually abstract nouns that the poet explores in concrete forms!

What is the poem about?

• The poem being boring is about…

What are the questions asking???

Rhyme?

Imagery?

Tone?

5/5

10/10

Revision: Revise smart

Essay plansTheme/poem mind mapsKey sections/poems linked to themesSuper-quotesPractice sections of essays under timed

conditionsReview work using mark schemesFocused quote analysis

Useful resources

• http://glynenglish.wikispaces.com/• http://

www.edexcel.com/i-am-a/student/Pages/pastpapers.aspx

• Edexcel past papers app• http://www.shmoop.com• Cliff notes/spark notes etc.• http://

www.hellesdon.org/rattlebag/rattlebag.html

• ENGLISH TEACHERS!!!!