MODULE A: BLADERUNNER

THE DETAILS

The film Blade Runner directed by Ridley Scott is a prescribed text for Module A: Comparative Study of Texts and Context, elective 2: texts in time.

You will be comparing Blade Runner to the novel Frankenstein by Mary Shelley.

THE QUESTIONS

SHELLEY, Mary, Frankenstein, Penguin Red Classics, 2006

SCOTT, Ridley, Blade Runner (Director’s Cut), Warner Bros, 1982 or Final Cut, 2007

The questions for Module A are always quite direct. You will always be asked a question regarding the following:

- To compare IDEAS

These ideas are usually specified in the question however there can be instances where your own ideas of the text will be required.

- To argue HOW those ideas are represented through TECHNIQUES

This type of question will require you to pay close attention to your techniques (whether they are structural, language, camera etc.) and to ensure that these techniques support your ideas.

- Identifying the DIFFERENCES and SIMILARITIES between the texts and relating them to CONTEXT

This type of question will steer you towards the differences and similarities between the ideas and meaning of the text (while you relate both texts to their context which will account for some of these ideas).

THE CAP-UP

Throughout this guide you will constantly find reference to “THE CAP-UP”. This is the PRIMARY POINT of every module/essay. The cap-up would first appear at the end of your introduction, and again reappear throughout your paragraphs.

For example in your introduction you can begin with: “These combined texts therefore allow the responder to understand… INSERT CAP-UP HERE”.

SO WHAT IS THE CAP-UP OF THIS MODULE?

The cap-up of Texts in Time is the:

RELATIONSHIP BETWEEN BOTH BLADE RUNNER AND FRANKENSTEIN AND THEIR CONTEXTS.

Keep in mind that your essay should incorporate all three of these points: ideas, techniques as well as the differences, similarities and context. You will need to structure your paragraphs however, depending on the type of question you receive. I.e. if you receive a question that asks about ideas, you will primarily focus on ideas, whereas if you are asked about the differences and similarities, you will primarily focus on differences and similarities etc.

More simply… What do the ideas of Blade Runner tell us about the context?

Examples include:

- A critique on humanity - the dehumanization of humans- The impact of technological advancements? - Society’s steer away from nature?

AND

- How these ideas reflect the contextual concerns of society at the time.

THE CONTEXT

Blade Runner aims to educate the responder about the society in which individuals live in, in relation to their natural environment. The 1980’s context of Blade Runner saw the sporadic development of multinational or global businesses and their ability to create a highly consumerist and controlled society.

These developments essentially represent Ridley’s concerns about humanity, which is depicted in the dystopic vision of the future in his text. Blade Runner is therefore set in Los Angeles in 2019 and represents a post-industrial city.

The lack of children, sunlight and animals in the text represents Ridley’s concerns about nature and humanity. They signify the future ramifications of the technological advancements, greed and industrial growth that have emerged in the futuristic text.

What’s missing?

Children Sunlight Real Animals

THE IDEAS

Here are some ideas that can be taken from the film. You can use these ideas to compare/contrast to Frankenstein and construct your paragraphs. Example paragraphs are given below.

TEEZEE EXAMPLE PARAGRAPHS BASED ON THE ABOVE IDEAS

The manipulation of the natural world

The natural world in Blade Runner has been merged into scientific processes. The line between reality and artificial nature is therefore blurred via the close-up and high modality of Tyrell as he reveals to Deckard: “Commerce is our goal here at Tyrell – more human than human”. These devices allows the responder to understand that a consumerist society comes at the expense of nature, which is further highlighted through the artificial owls and snakes that have replaced real animals in the society. The inhospitable film-noir setting in Blade Runner particularly the air borne pollution, petrochemical towers

The consequences of the absence of nature

The connection and response between humans and the natural world

What determines the irrational and the rational

The relationship between the natural world and the artificial world

What it takes to be human? The role and responsibility of humanity

The role of culture in the world

The ramifications of technological advancements

The manipulation of the natural world

The human search for meaning and identity

The human desire for freedom

and constellations of factory lights add to Ridley’s message: a message to humanity and the contemporary responder that the widespread use of technology is destroying the natural world. Ironically, Zhora replies to Deckard in response to a question he asks about a snake: “if it were real would I be working in a place like this”. Such irony allows one to realize the value and rarity of nature as a result of capitalist developments.

The human desire for freedom

Ridley additionally explores humanity’s desire for autonomy as opposed to the Tyrell Corporation’s concern with profit and industrial growth. Ridley criticizes the social cohesion that is enforced within the society in Blade Runner that is fuelled by the greed of industrialists and their strive for economic growth. Consequently, a hierarchical structure is inevitable where the responder can see the destruction of the natural world for those middle-class citizens who are forced to live in dirty streetscapes and an underworld setting. Ridley points out that those who do not migrate lose their individual freedom through the constant repetition of airborne billboards. They proclaim the benefits of migration in the “off-world colonies”. This social positioning, where those in power become socially superior, indicates the power that the Tyrell Corporation has to standardize the middle-class for the sake of consumerism. The close up of the replicants specifications such as their “incept date” and “function” which is displayed on a screen for Deckard, additionally infers that technology has undertaken a Godly function. Not only do these specifications allow the responder to see Ridley’s ethical concerns regarding the ‘creation of life’ however they allow the responder to see the devalued nature of life as a result of the totalitarian society created. The desire that the replicants have to live, which can be seen through Roy’s aggressive character, is ironic in the sense that the replicants value life more than the humans do. One can draw a link with Frankenstein where Ridley portrays the danger of humans meddling with human nature to create what they assume to be a utopic society. Furthermore, the fact that the replicants are given memory for their “management” is arguably a euphemism for control. The memories of the replicants are manipulated in order to create the obedience that large-scale corporations such as Tyrell, require for their continued growth and control.

What it takes to be human?

The replicants in Blade Runner become susceptible to familiar human flaws and emotions such as the scene where Roy kills Sebastian yet also when he saves Deckard’s life, respectively. The human feelings that the replicants display force the responder to question what it takes to be human? Perhaps the fact that the replicants search for escapism and can see the totalitarian nature of society to a greater extent than the humans, perfectly displays Ridley’s contextual concerns about the devalued nature of human life. In the denouement, both Rachel and Deckard’s forbidden relationship sends a message to the audience that control only occurs if those being controlled give up their free will.

CAMERA ANGLES AND TECHNIQUES

- Dystopic mise-en-scene in the

The mise-en-scene in the beginning of the film presents a dystopic society. The air-borne pollution and the dark shadows foreshadow the melancholic and underworld environment that has been created as a result of industrialism.

beginning of the film

- Close-up of the eye

- Motif – the eye is a motif used throughout the film

The symbol of the eye is considered the “window to the soul”. By using the close-up of the eye at the beginning of the film, Ridley is immediately warning the audience that this is what the future world looks like. In the eye we can see the reflection of the 2019 setting – a dystopia and underworld environment filled with destruction and industrialization.

The eye is not only used as a warning in the film, it is also used to distinguish between reality and artificiality. Eyes are tested to characterize whether or not the replicants have developed emotions and Tyrell’s owl does not have eyes. The eye is therefore also used as a symbol to distinguish what is real and what is not real; the artificial animals proving that nature has been completely destroyed.

- Low-Angle Shot – A low angle shot of the Tyrell Corporation

The low-angle shot of the Tyrell Corporation allows the responder to understand the power and influence that the corporation has over the world. This powerful shot therefore expresses Ridley’s concerns regarding the state of the future, which is governed by powerful institutions that manipulate and replace the natural world with an industrial and commercialized environment.

- Close-up of the owl

Nature has been severed in this world and animals have become commodities and objective resources. Imitations of animals can be purchased.

Tyrell’s owl however does not have eyes, which again adds to the eye motif in the text. Eyes are the “window to the soul” and therefore in not having eyes, the owl represents all that is artificial as opposed to

- Symbolism of the owl who does not have natural eyes – eyes in the text are a motif

- High Modality in Rachel’s voice “Of course not”.

all that is natural. It represents a transition from nature to consumerism.

These devices are supported with Rachel’s high modality when Deckard asks her if the owl is real – “of course not” she replies. The assurance in Rachel’s voice indicates that real animals have become completely non-existent.

- Close-up of Roy and his creator

- Biblical allusion to the prodigal son

- Greek mythology references to the story of Prometheus

Ridley uses a biblical allusion - Roy and his creator. Roy leaves his world to meet his creator in order to live. He returns in this scene to obtain more life and kills Tyrell. Roy states that “I’ve seen things you people wouldn’t believe”, indicating that although he is a replicant, he has experienced and gained emotions like a human.

Here we are able to understand that Ridley is critiquing humanity – a world where the replicants are more humane than the humans. He is warning the audience that this is what will occur in future if the greed and totalitarianism continues.

In Greek mythology Prometheus created mortals from clay and gave them gifts such as fire in order to challenge Zeus. Zeus punished Prometheus by isolating him on the top of Mount Caucasus – an eagle would eat his liver every day and the liver would regenerate. This story can be paralleled to Roy, who also teaches the other replicants to disobey Tyrell, like Prometheus taught the mortals to disobey Zeus.

- Foregrounding of Rachel

- Rhetorical questioning “Are these questions testing whether I’m a replicants or a lesbian, Mr Deckard”.

In this scene attention is drawn to the detail and perfect appearance of Rachel through the foregrounding of her face and the background blurred. When Deckard is testing whether or not Rachel is a replicant she angrily replies, “Are these questions testing whether I’m a replicants or a lesbian, Mr. Deckard?”.

Through the anger in her voice the responder is able to see Rachel’s ability to feel emotion in comparison to Deckard who seems to maintain an emotionless attitude throughout the film. This juxtaposition once

again allows one to infer that the replicants in the text seem to appear more humane than the humans do.

Such a representation is critiquing the nature of humanity in a future governed by large-scale multinational corporations.

- Greco-Egyptian mise-en-scene

- Historical Referencing to Greece and Egypt

- Use of colour – golden and brown

- Irony – in that an attempt for utopia is alternatively viewed by the responder as a dystopia

The Greco-Egyptian mise-en-scene in the text uses brown and golden colours as well as a background that resembles the Egyptian pyramids to make reference to Greece and Egypt. Ancient Greece and Egypt are historically renowned for their culture, intellect, architecture and the powerful institutions that they maintained. By drawing parallels with Greece and Egypt, the responder is able to better understand the power that the Tyrell corporation possessed.

This mise-en-scene additionally indicates the idealized and utopic society that institutions such as the Tyrell corporation are trying to create.

By juxtaposing this scene to the underworld and oriental setting in the previous scenes, one is able to see the irony in that instead of creating a utopia through commercialization, these institutions are creating a dystopia where nature, privacy and identity become non-existent.

- Close up of the Leon’s specifications such as the “incept date”.

- Mythological Reference to the Oedipus story

The close-up of Leon’s specifications such as his “incept date” allows one to infer that technology has undertaken a Godly function. Not only do these specifications allow the responder to see Ridley’s ethical concerns regarding the ‘creation of life’ however they allow the responder to see the devalued nature of life as a result of the totalitarian society created.

There is a parallel between Oedipus and Roy in that Oedipus killed his father and Roy likewise killed his creator. The mythological references further accentuate the ideas of nature that resonate in the film: the ramifications of greed, the importance of fate and the distinction between the real and the artificial.

- Symbolism of Sebastian’s toy’s

- The parallel between Pris and the toy’s

Sebastian’s toys are symbolic in that they indicate the loneliness he feels on earth. In not being able to relocate to an off-world colony due to his illness – “methuselah syndrome”, he creates toys to keep him company – his only friends. The symbolism of the toys therefore allows the responder to understand that nature has not only been compromised as a result of industrialization and commercialization; human interaction has additionally been affected.

In the scene where Pris is disguised as a toy as Deckard examines the room, one can additionally draw a parallel between Pris and the toys. Pris was created on Valentine’s day as a sexual toy, and likewise the toys were created by Sebastian to fulfill his loneliness. This once again highlights Ridley’s concern that powerful institutions are playing God, and in turn, destroying all that is natural in the world – i.e. flora and fauna.

- Film noir setting

- Shadowing

In this scene we see your typical film noir setting. The hard-boiled detective, smoking, and a dark interrogative setting.

Furthermore the use of shadowing in the film adds to the interrogative scene and initially forebodes that an interrogation is about to take place. (Leon’s interrogation to test whether or not he is a replicants).

- Femme Fatale representation of Rachel

- Long shot of Rachel

- Use of golden and brown colour

This long shot of Rachel represents her as a femme fatale. A femme fatale is usually seen in film noir type films, and is a seductive, irresistible and sometimes villainous and powerful woman. This shot of Rachel, coupled with her business outfit and the brown and golden tones in the background establishes that in the film, Rachel will maintain a strong and willful character.

Once again, this idea seems ironic in that we soon discover Rachel is a replicant. Her ability to attract and be attracted to Deckard, adds to this idea that the replicants desire and value freedom and life perhaps more

than the humans on earth do which is supported to Tyrell when he states that the replicants are made “more human than human”.

- Close-up and determined facial expression of Pris

When Deckard suspects that Pris is disguised as one of Sebastian’s toys, a close-up facial expression of Pris indicates her determination for freedom. Pris appears to struggle, through her animated gymnastic maneuvers. We can once again see the irony in the film in that Pris, a replicant, desires more freedom than the humans do – an example being Sebastian who has succumbed to his dystopic society, creating toys for company.

- Film-noir setting Deckard appears in a film-noir, hard-boiled detective setting

In this scene Deckard is investigating Sebastian’s toys in order to find the replicants. The use of shadowing on Deckard and the lighting that is shun through the doorway adheres to a typical film-noir setting. Deckard appears as your typical hard-boiled mysterious detective, who attempts to solve the “mystery”; in this case – find the replicant amongst the toys.

- Intertextuality to Frankenstein Roy’s characterization mimics that of Frankenstein

In this scene Roy’s character mimicks that of Frankenstein. He appears raw, determined and struggling for his freedom. Through this intertextuality to Frankenstein, the responder is able to see once again that even the replicants appear to be more humane than the humans. This alerts one to question what it actually means to be human?

- Juxtaposition between femme fatale to romantic woman - This scene can be juxtaposed between the initial femme fatale scene that we see of Rachel

One is able to juxtapose this scene of Rachel to the initial femme fatale representation of her in the film. This transition allows one to identify that as Rachel falls in love with Deckard, she appears more humane. Her rosy complexion and her loose hair, in comparison to her initial geisha/femme fatale appearance indicate the difficulty in distinguishing Rachel as a replicant. This once again allows one to question what it actually takes to be human? Initially, Rachel is not aware she is a replicant; a feature that distinguishes her from the other replicants in the film who are indeed aware. Does Rachel become human because she believes she Is human?

- Symbolism – Roy releases a dove

- The dove is released in the climax of the film – it serves as a realisation

In the climax of the film Roy realizes that his death is inevitable and he releases a dove to represent not only his understanding, however also the freedom that he has gained through this realisation.

He also realizes that although he will “retire” humanity will survive.

The dove is finally symbolic of Ridley’s warning to the audience - alerting us that we as humans have an opportunity to prevent a world where nature is severed and all things natural have been obliterated.

HOW TO: THE COMPARATIVE STUDY ESSAY

INTRODUCTION

1. THESIS STATEMENT: your thesis statement is a clear and concise statement that answers the question. Start your introduction immediately with a thesis statement. No quotes. No fluffy beginnings. Just begin by directly answering your question. Your thesis statement must be the umbrella to your themes, that is, your themes must link to your overall thesis statement – it is your MAIN argument!

2. THEMES: Following your thesis statement are your themes – the main ideas of your essay. You can have as many ideas as you see fit however you need to ensure that your themes not only link to your thesis statement – but also answer your question!

3. TEXTS: After your thesis statement and your themes, you need to introduce your texts. Good linking sentences include “These ideas are arguably explored in …. As well as in …” OR “Blade Runner indeed explores the idea that ….. while Frankenstein explores …” OR “Both …. And …. Explore …”

4. CAP-UP: The cap-up of the introduction ties your thesis statement, themes and texts together in that it offers an OVERALL MEANING to your essay. See page 2 for more information on the cap-up.

BODY PARAGRAPHS

In your comparative study your body paragraphs are quite different to those in other HSC modules. There are two very effective ways of structuring your comparative study paragraphs.

Method 1 Method 2Paragraph 1: Text 1 PLUS IDEA

Paragraph 2: Text 2 PLUS IDEA

Paragraph 3: Text 1 PLUS IDEA

Paragraph 4: TEXT 2 PLUS IDEA

These ideas can be the same or different. You can talk about an idea in paragraph 1, text 1, and then talk about the same idea in paragraph 2, text 2. Or you can talk about different ideas in each text. Whichever way you choose to structure your paragraphs, you need to ensure that proper links (comparisons or contrasts) are drawn between the texts. The best answers find a way to balance their paragraphs by both comparing and contrasting both texts.

Paragraph 1: Text 1 and Text 2 PLUS IDEA

Paragraph 2: Text 1 and Text 2 PLUS IDEA

Paragraph 3: Text 1 and Text 2 PLUS IDEA

Paragraph 4: TEXT 1 and Text 2 PLUS IDEA

This method is a tricky structure however works extremely well when mastered. Paragraph 1 will focus on ONE IDEA, and include both texts. For example, if your idea is regarding the value of nature, half of paragraph 1 will be about Frankenstein and the other half will compare or contrast this idea to Blade Runner. This is an excellent way to ensure that you compare and contrast your texts effectively. If attempting this structure however, you need to ensure you maintain a balance and focus on both texts, as well as try maintain clarity – it is easy to become lost in the comparison of both texts, and forget to come back to answer the QUESTION!

Depending on which structure you choose, your paragraphs will slightly change. However the basic idea is that you include all of the following:

1) TOPIC SENTENCE:

Your topic sentence is your signpost. By reading your topic sentence, the marker should already know what your paragraph is about. It should be concise, and answer the question by introducing your idea/theme. Once again, aim for absolute clarity.

2) EXAMPLES/TECHNIQUES:

This is where you introduce your techniques and examples in order to support your themes/ideas. The best essays couple techniques together, for example, “The rhetorical question in … as well as the extended metaphor of …”. This ensures that you cover as many techniques as you can in a concise manner. In doing so however, ensure that you still EXPLAIN the purpose of the technique – why has it been included?

3) EFFECT:

The effect of your techniques is arguably one of the most important features of your paragraph. The effect gives MEANING to the techniques you include. Always remember… the effect is about the RESPONDER. WHAT IT DOES TO THE RESPONDER? HOW THE RESPONDER FEELS AS A RESULT? If you are stuck on what the effect of a technique is… just think about the RESPONDER.

4) LINK:

There are two links that the band 6 essays usually include at the end of the paragraph. Link 1 is a link to the other text. The other link is a link back to the question and the thesis statement. This link is the most important. Always remember that the purpose of your essay is to answer the question – ensure you do so at the END of every paragraph, otherwise, your paragraph becomes pointless.

CONCLUSION

Your conclusion is similar to your introduction however you need to focus more so on the cap-up and the MEANING of your essay as opposed to the themes.

1) CAP-UP/THESIS STATEMENT: Reiterate your cap-up and your thesis statement. Reiterate your main argument to the question.

2) THEMES: Once again reiterate how you have supported your argument with your aforementioned themes.

3) QUESTION: And finally, come back to the question, and identify how your argument clearly answers the question.

Ensure your conclusion is as powerful as your introduction in order to create a concise and well-structured essay.

IMPORTANT NOTES

1) Do not include any irrelevant quotes (quotes not from the text) in order to support your argument – they simply waste space.

2) Be concise – Do not write anything ambiguous or vague. Ensure that your sentences make sense – the best way to do this is to ask someone to read your essay and circle sentences they do not understand.

3) Insert conjunctions in the middle of your paragraphs as opposed to the end – it makes your essay sound more sophisticated. For example: “Blade Runner therefore portrays…” as opposed to “Therefore Blade Runner...”.

4) Ensure your spelling, punctuation is correct – your essay becomes more sophisticated and correct.

5) Do not convolute your paragraphs with big words. Using sophisticated language is necessary, however you can do so without sounding convoluted. Only use words that are relevant.

6) Most importantly – ALWAYS COME BACK TO THE QUESTION. Students often forget that they need to directly answer a question. Making tentative links will not get you that band 6. You need to make intricate links back to the question throughout your paragraphs, to show the responder that you are simply not memorising a generic essay, and instead, creating an original and sophisticated response to what is being asked.