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UNIT 4 TEXT OUTCOME ESSAY
How is it different from Unit 3?Reading the topic and writing
introductions.
How is it different from Unit 3?
Unit 3: On completion of this unit the student should be able to analyse in writing, how a selected text constructs meaning, conveys ideas and values, and is open to a range of interpretations.
Unit 4: On completion of this unit the student should be able to develop and justify a detailed interpretation of a selected text.
Types of Essay
Each topic will enable and require students to address the full range of key knowledge and skills.
The choice between topics will enable students to develop their sustained discussion from an initial focus on one of the following aspects of key knowledge for Units 3 and 4
Types of Essay
• the ideas, characters and themes constructed by the author/director and presented in the selected text; or P
• the way the author/director uses structures, features and conventions to construct meaning; or P
• the ways in which authors/directors express or imply a point of view and values; or P
• the ways in which readers’ interpretations of text differ and why. (Unit 4)
Types of Essay • the ideas, characters and themes constructed by the
author/director and presented in the selected text; The Common Man is the only character we can really understand in
this play? Discuss.
• the way the author/director uses structures, features and conventions to construct meaning;
How does the use of the Common Man influence our understanding of this play?
• the ways in which authors/directors express or imply a point of view and values;
The Common Man is the most important feature of this play. Do you agree
(analytical)
Types of Essay
the ways in which readers’ interpretations of text differ and why.
(interpretive)‘A Man for all Seasons contends that “The Sixteenth Century is The Century of the Common Man. Like all
the other centuries.”’ Do you agree?
Types of Essay
In reality, you need to incorporate all the aspects of analytical essays into a successful interpretive essay
Some thing like this……
‘A Man for all Seasons contends that “The
Sixteenth Century is The Century of the
Common Man. Like all the other centuries.”’
Do you agree?
The Common Man is the most important feature of this play. Do you agree?
How does the use of the Common Man influence
our understanding of this play?
The Common Man is the only character we can
really understand in this play? Discuss.
The Common Man is the only character
we can really understand in this
play? Discuss.
He uses a more modern style of speech
He explains the action and provides historical facts to the audience
He speaks directly to the audience
He plays characters that are recognisable and within the audience’s realm of experience
He provides comic relief
He explains the characters motivations and suggests where our loyalties should lie
Bolt has constructed the Common man with the intent that he should be the character the audience most relate to ….
He illustrates how the lives of ordinary men are influenced and affected by the decisions and scruples of those with power
How does the use of the Common Man influence our understanding of this play?
He uses a more modern style of speech
He speaks directly to the audience
He explains the action and provides historical facts to the audience
He plays characters that are recognisable and within the audience’s realm of experience
He illustrates how the lives of ordinary men are influenced and affected by the decisions and scruples of those with power
He explains the characters motivations and suggests where our loyalties should lie
He provides
comic relief
He is a Brechtian alienation device and as such breaks down the fourth wall of the theatre allowing us a view of Bolt’s theatrical intentions
He is a link to the 21st Century and as such helps us to consider the themes as they relate to our own time
He behaves as Greek chorus helps us to understand where Bolt’s sympathies lie
He is part of Non-naturalist or meta-theatre which calls attention to the themes and issues in the play
Bolt has constructed the Common man with the intent that he should be the character the audience most relate to but in doing so has created a powerful theatrical device which is crucial to building an understanding of the play…
The Common Man is the most important feature of this play. Do
you agree?
He uses a more modern style of speech
He speaks directly to the audience
He explains the action and provides historical facts to the audience
He plays characters that are recognisable and within the audience’s realm of experience
He illustrates how the lives of ordinary men are influenced and affected by the decisions and scruples of those with power
He explains the characters motivations and suggests where our loyalties should lie
He provides comic relief
He is a Brechtian alienation device and as such breaks down the fourth wall of the theatre allowing us a view of Bolt’s theatrical intentions
He is a link to the 21st Century and as such helps us to consider the themes as they relate to our own time
He behaves as aGreek chorus and helps us to understand where Bolt’s sympathies lie
He is part of Non-naturalist or meta-theatre which calls attention to the themes and issues in the play
Bolt has constructed the Common man with the intent that he should be the character the audience most relate to but in doing so has created a powerful theatrical device which is crucial to building an understanding of the play. Without him, the audience might be left wondering what relevance the moral dilemmas of a cast of characters from distant history could possibly have some 500years later ……
Conscience
Law and Justice
Morality
Individual and integrity
Suffering and knowledge
The Devil and Pragmatism
Expediency and PragmatismThe End, and the Means
‘A Man for all Seasons contends that “The Sixteenth Century is The
Century of the Common Man. Like all the other centuries.”’ Do you
agree
Bolt has constructed the Common man with the intent that he should be the character the audience most relate to but in doing so has created a powerful theatrical device which is crucial to building an understanding of the play. Without him, the audience might be left wondering what relevance the moral dilemmas of a cast of characters from distant history could possibly have some 500 years later. It is possible to see that the issues The Common Man faces are still pertinent in today’s society, however, the historical context makes it clear that the common man today has far more control of his destiny than his counterpart in the sixteenth century .
Do we understand and totally sympathise with More’s choice and its consequences
Are we prepared to accept his belief that his silence ‘betokened’ nothing?
Are we as totally dependent on the choices and scruples of those with power?
Is there ever a time when administrative convenience or statesmanship should take precedence over personal belief?
‘A Man for all Seasons contends that “The
Sixteenth Century is The Century of the
Common Man. Like all the other centuries.”’
Do you agree?
The Common Man is the most important feature of this play. Do you agree?
How does the use of the Common Man influence
our understanding of this play?
The Common Man is the only character we can
really understand in this play? Discuss.
2009 Exam Topics
More says: “I do none harm, I say none harm, I think none harm”. ‘More’s decision to place his principles above his family is difficult for a modern audience to understand.’
Do you agree?
OR
The Steward says: “The great thing’s not to get out of your depth . . .”
To what extent are the characters in the play out of their depth?
2009 Examiners report
All topics required student responses to address the full range of key knowledge and skills and to be supported by detailed analysis and specific reference to the selected text.
The better responses did not rely entirely on the most obvious scenes from the texts. Their familiarity with the entire text and the discerning selection of scenes to support and explore ideas ensured thoughtful responses that moved beyond predictable and superficial discussions.
2009 Examiners report
There were far fewer responses that simply provided a plot summary, suggesting that students have been well taught how to select relevant supporting evidence.
Where this did occur, it was often due to poorly constructed paragraphs where the direction of the topic sentence caused students to simply retell an incident or scene rather than deal with the ideas offered by the topic.
Students should not offer a series of examples that support the general premise of the topic without exploring its implications.
2009 Examiners report
Students’ ability to understand, acknowledge and explore the genre of their selected text is improving.
Responses that focused on Bolt’s use of the Common Man in his play and the visual imagery employed by Sarah Watt suggested that insightful discussions are taking place in classrooms regarding how the construction of a text adds to its meaning and our understanding.
2009 Examiners report
Students should be encouraged to have confidence in their own reading and demonstrate a personal understanding of the text rather than relying exclusively on commercially produced material.
Students must be able to support their interpretations with insightful supporting evidence from the text.
If students have an excellent knowledge of their text and a grasp of the topic, then they should be confident and bold when constructing their essays and presenting their ideas.
2009 Examiners report
Students’ understanding, deconstruction and organisation of responses in relation to the set topics are the areas that require the most work.
Students should be taught to look critically at the wording of the topic and to consider what assumptions are being made within it. It is still a problem that too many students want to respond to their own question rather than grapple with the ideas of the set topic.
Students should have the confidence to challenge the position of the topic instead of simply accepting or disregarding it.
Students would benefit from more practice analysing and distinguishing different topics and approaches to topics.
Students must also ensure that they explore all of the elements presented in the topic. Too often students took a key point from the topic and produced an essay which did not include discussion of a significant idea that had a major bearing on the topic itself.
2008 Exam Topics
After the execution of Thomas More, the Headsman announces: “Behold–the head–of a traitor!”
Do you agree with this view of Thomas More?
OR
‘The play suggests that few people do what is right; most people do what is expedient.’
Discuss.
