Literature Paper 1: Shakespeare and the 19th Century novel. I hour 45 minutes (40%) AO1 Read, understand and respond to texts. Students should be able to:

Maintain a critical style and develop an informed personal response

Use textual references, including quotations, to support and illustrate interpretations.

A02 Analyse the language, form and structure used by a writer to create meanings and effects, using

relevant subject terminology where appropriate.

A03 Show understanding of the relationships between texts and the contexts in which they were

written. Section A: Romeo and Juliet (34 marks) (A04 -4marks) You will be provided with an extract to read from the play and asked to respond to a question relating to the extract and then how this links to the play as a whole. Spend 50-55 minutes (including 10 minutes reading/planning time) Section B: 19th Century Text: A Christmas Carol or The Sign of Four or The Strange Case of Dr. Jekyll and Mr. Hyde)(30 marks) You will be provided with an extract to read from the novella and asked to respond to a question relating to the extract and then how this links to the play as a whole. Spend 50-55 minutes (including 10 minutes reading/planning time)

For both A Christmas Carol and Romeo and Juliet, make

sure that you really understand the text’s plot,

characters, themes, context and writer’s techniques

To get top marks, level 6 (26-30 marks) you need to demonstrate: A01: Critical, exploratory, conceptualised response to a task and whole text. Judicious use of precise references to support interpretations AO2: Analysis of writer’s methods with subject terminology used judiciously. Exploration of effects of writer’s methods on the reader. AO3: Exploration of ideas/perspectives/contextual factors shown by specific, detailed links between context/task.

In other words: a critical, exploratory, well-structured argument with fine-grained, insightful analysis of structure, language and form, a convincing exploration of one or more ideas/perspectives/contextual factors/interpretations.

Section A: Romeo and Juliet You will be provided with an extract from the play. The first part of the question will be focused on the passage; the second will relate to the play as a whole. ‘Romeo and Juliet’ is meant to be watched. Think about the stagecraft (the skill of writing a play so that it works well on a stage). Consider: stage directions, props, settings as well as Shakespeare’s words. Consider context. Theatre was popular and Shakespeare the most successful playwright of his era. Know his audience at the time; how people lived and looked at life and what Shakespeare was trying to communicate. You should also consider how other audiences react. Themes: You may get a question on a theme. The main ones are: Love, Conflict, Family and Fate. Or you may get a question on a character. Know the significance of these themes and characters; when

they occur in the play and relevant key quotes.

You will be expected to comment on the writer’s methods. These might include (but are not limited to):

Language – the words written to help the actors speak their lines and convey ideas and feelings through imagery, metaphor, etc. You should also consider the use of poetry and rhythmic speech (iambic pentameter) at key moments in the play – these things may reflect character feelings or the tone of the scene.

Form - this is a five act play, with each act divided into scenes. Consider patterns or progress through each act and consider if there are pivotal scenes which begin or turn the action of the play.

Structure – based on Romeo and Juliet’s progress, from first meeting to secret marriage to tragic outcome. Consider comic relief scenes too – why might they be used?

Tone – the mood or feeling in certain scenes or across the play. Consider how tone is created.

Genre – this is a tragedy overall, but does it begin this way? What other genres is Shakespeare working with in this play?

Roles – some characters are given key roles and are used strategically to create situations or present certain ideas. Think about their actions and behaviours and their involvement in the outcome of the play.

The best answers will offer well-written interpretations of the evidence in specific scenes, commenting on how Shakespeare explores key issues and considering their impact. Quotations will be embedded in the writing and skilfully analysed. Structuring a response: Read the question through twice and underline the key words. Read the passage through carefully; highlight and annotate words and phrases in the passage that you think link to the question. Then think about how you can comment and analyse the rest of the play. Imagine that this is your question: Starting with the conversation, explain how far you think Shakespeare presents Lord Capulet as a good father. Write about:

how Shakespeare presents Lord Capulet in this extract

how Shakespeare presents Lord Capulet in the play as a whole

Plan The passage: Act 1 Scene 2 The play as a whole Tells him to ‘woo’ her – appears to put her happiness first but Emphasises her youth – only 13. Rare to get married to so young- seems to protect her Highlights she is the only child: ‘Earth has swallowed all my hopes…’ (children) looks like a trade off – she will be rich; wealth will passed on to Paris when Lord C dies as women cannot own. He is advocating her, making sure Paris is not put off by waiting. Imagery: ‘wither’ ,’ripe’ show her caught between childhood and adulthood Says his ‘will to her consent is but a part’ later his ‘will’ changes

Act, scene 5 – Contrast: treats her as something he owns – marriage a contract. Mimics her “I’ll wed not’ Angry/confused ‘Chop logic!’ Mocks her: ‘Whining mammet’, ‘green sickness carrion.’ Threatens her – ‘or never after look me in the face again.’ ‘Hand, beg, starve, die in the streets’. Act 4, scene 5 – ‘O child! O child! My soul, and not my child!’ ‘Alak! My child is dead.’ His happiness is buried with his child. Exclamatory phrases show distress End of play: will build a gold statue – is this a status symbol or one of true regret and devotion? “O brother Montague, give me thy hand.’ ‘This is my daughter’s jointure’ – a payment for her actions. Feud is over. Only the shock of her death can mend

Prose- normal speech (used by servants) Blank verse-unrhymed verse with carefully placed stressed and unstressed syllables which is usually iambic pentameter –rhythm created by a line of 10 syllables (with 5 stressed syllables) Rhymed verse for the nobility . Soliloquy – a long speech given by a character, usually alone on stage, as if they are thinking aloud Sonnet - a verse form popular in the 16th century, especially when writing about love. It is a poem of 14 lines. Couplet- a unit of two lines of poetry: often a rhyming couplet. Dramatic Irony – when the audience knows something about a character or plot that the character on stage does not.

This is Act 1, scene 2. Lines 5-19. Lord Capulet is talking to Paris

How to Structure a response with extract example:

As the extract begins, the two men are discussing the future of a young woman. She is not only silent but completely absent. The men have clearly had previous discussions on the same topic: how one man will give a young woman to another man as if she were an object, a present or a means for Lord Capulet to advance himself by becoming associated with Paris’ family. Juliet herself has no say in her future. Even though Paris appears to defer to Lord Capulet, calling him ‘My Lord’, it is obvious to the audience that it is Paris who is the social and financial superior. Any links with his family would make the Capulet family even more powerful. In fact Lard Capulet uses sexual connotations when he talks about her being ‘ripe’ for Paris. Implying that she will be worth waiting for as he tries to delay Paris’ ‘suit’. The audience understand that when Lord Capulet explains that the ‘Earth has swallowed all my hope but she; she is the hopeful lady of my earth’, he means not for Paris to feel empathy for his lost children but to be attracted by the fact that he will become the sole benefactor of his estate, his ‘earth’ through his marriage to Juliet as his only child. The repeteated image of ‘earth’ is used not only to depict the literal ground that they are buried in but also his world meaning his wealth and possessions: Juliet being one of them. Lord Capulet could be seen as a devoted father to Shakespeare’s audience as he strives to make the best deal for his child. A modern audience may find the conversation distasteful and sexist….

How far does Shakespeare present Lord Capulet as a good father? From the start, he seems like a reasonable man, but one who also takes his status in the community and role as husband and father seriously. He believes in what the law allows, which is marrying off his daughter to whomever he chooses. He also expects his wife, daughter, and employees (such as the nurse) to do their duties to support him and to do what he says. Shakespeare shows us that when he is challenged, he is unreasonable but does this make him a bad father at that time. Shakespeare’s use of dramatic irony affords his audience the knowledge of what his daughter has done, which, in from their perspective may show Juliet as rather a ‘bad’ undutiful daughter; lacking in filial love. In the other hand, Lord Capulet is a man of his time and perhaps more liberal. Although, to a modern audience, he treats his daughter as a commodity, Lord Capulet protects her, spent her life finding a ‘perfect’ match and brings the wedding forward with good intentions.

• Get to the point staight away. You should give a brief clear answer to the question. Use the exact words from the question in your response.

• Make it clear how you are going to respond to the question. Use the rest of the introduction to develop this idea. Try to include your main paragraph ideas from you plan but save the evidence for later. Refer to the extract and the text as a whole. Show your understanding of the wider context.

Introduction

•Explain your answer in more detail and provide evidence. Make a variety of points. PEED Identify the techniques used by the writer and why they are used.

•Comment on your evidence and explain how it helps to prove your point. Try to embed lots of short snappy bits of evidence as you respond

•Identify where in the play your evidence is from. Refer to context in relation to the question analytical example on the right.

Middle section -paragraphs

expanding your argument

• Remember to conclude with a paragraph which sums up your main points. It is you last chance to persuade the examiner

• Your conclusion must answer the question. Here you could develop your own opinion or highlight which of your points you thought was the most interesting

Conclusion

This conversation in this extract not only shows the difference between men and women; old and young in society of the time, in terms of the play’s structure, it also lads directly to the first meeting of Romeo and Juliet. What it reveals about Lord Capulet as a father contrasts greatly with what is presented later on in the play. We see a father who considers himself to be good insofar as his ’care hath been to have her matched’. However, his ‘will’ changes with drastic consequences.

Literature Paper 1: Shakespeare and the 19th Century novel. I hour 45 minutes (40%) NOTE: Students studying Jekyll and Hyde or The Sign of Four should consider how they would answer this type of question on their own text, using the following information as an EXAMPLE. You should NOT revise the story, characters and themes of A Christmas Carol if it is not your option.

Section B: Charles Dickens, A Christmas Carol (30 marks) You will be provided with

an extract to read from the novella and asked to respond to a question relating to the extract and then how this links to the play as a whole. Spend 50-55 minutes (including 10 minutes reading/planning time)

As with Romeo and Juliet you must be confident that you really understand the text’s

plot, characters, themes, context and writer’s techniques

Themes: Poverty and Social Responsibilty, Family, Redemption, The Christmas Spirit. Revise

these thoroughly.

Literary Language and Techniques

Mood: the overriding mood of the novella is jolly and festive however, Dickens creates

a much darker mood when he wants to highlight the message of social responsibility.

Figurative language is used to create powerful descriptions such as:

Similes: “as solitary as an oyster”

Metaphors: the fog was so dense that “the houses opposite were mere phantoms” (Pathetic

fallacy)

Vivid clear descriptions such as:

Long sentences used to list lots of items – almost to overwhelm the reader

Repeated phrases and lists: ‘In came..some shyly, some boldly, some gracefully, some

awkwardly, some pushing…’ This gives the sense of a bustling room full of people, noise

and movement.

Use of the five senses: to make his description vivid and engaging. For example when

the ghost of Christmas Present appears, the scene is brought alive by “bright gleaming

berries”, the “delicious steam” from the punch, the “roaring” blaze of the fire and the

spirit’s “cheery voice”.

Personification: ‘the crisp air laughed’ this brings the novel’s setting to life and

adds to the text’s mood

Hyperbole: ‘a squeezing, wrenching, grasping, scraping, clutching, covetous old

sinner.’ This exaggeration makes the negative image of the misanthropist, Scrooge, more

entertaining.

Dramatic Irony: ‘The case of this unhappy man might be my own.’ Scrooge is unaware of

his destiny, but the readers understand.

Symbolism: Marley’s chain was forged by him “link by link” of his “own free will” This

is symbolic of Marley’s obsession with money and how that led him to selfishly ignore

his “fellowmen”. There are also many symbols associated with the ghosts. Warmth and

brightness symbolise joy and companionship.

Dialogue: Dickens uses this to reveal various characters’ thoughts and feelings. He

also describes the speakers’ manner and body language.

Questions: Dickens often uses questions to engage the reader “Scrooge knew he was dead?

Of course he did.” and he sometimes leaves them unanswered: “What good had it ever done

him?”

Structure and narrative: A strong narrative voice; Dickens writes as an omniscient

narrator (all knowing) it is almost as if he is at your elbow throughout text

Time scheme: This story in a sense is about time travel. The ghostly visitations disrupt time. Past, present and future all come together in one night. The supernatural

drive the action

Simple structure: basic plot structure - exposition, rising action, climax and resolution

Planning your answer

Your question may look something like this: Read the section from Chapter two (the first of the three spirits). Beginning with this passage with this passage, write about how Dickens presents the importance of family in A Christmas Carol.

Remember to link your response to the novel’s context and themes Introduction example:

Dickens uses a variety of techniques, including imagery and characterisation to present the

importance of family in leading a happy life. At the time when Dickens was writing, a positive image

of family life was clearly important as Queen Victoria’s own family was presented as a model for a

loving happy family to her subjects. Dickens’ favourable portrayal of family and the role it plays in a

happy life is strongly contrasted by Scrooge’s loneliness – his life without a family is shown as

miserable and undesirable to the reader. An example of one developed analytical paragraph: (you will develop more)

Dickens uses Fan’s visit to Scrooge to contrast the misery of isolation with the happiness of family

life. When he’s alone at the school, Scrooge walks “despairingly”, and the room he is in is unpleasant:

the windows are “cracked” and there are “fragments of plaster” missing from the ceiling. In

contrast, Fan says that their Christmas as a family will be “the merriest time in all the world”.

Dickens presents spending time with family as a happy event, so Fan’s language is positive. Her

speech is full of exclamation marks and repetition to indicate her enthusiastic tone – “To bring you

home, home, home!” Fan’s joy suggests that families are important because they can be a source of

contentment, as well as a way to escape isolation.

An example conclusion

‘A Christmas Carol’ portrays family relationships as an important aspect of a good and happy life.

Dickens uses examples of delightful family relationships, such as the Cratchits, Belle’s family and

Fan’s relationship with Scrooge to convey families as an important source of happiness and support.

Scrooge’s solitary life as a misanthropic miser is a stark contrast to this and, in doing so, Dickens

emphasises how much joy and comfort being in a family can bring.

Spider Diagram

pm

An idea

Another idea

Another

idea

Introduction

Conclusion

Bullet Point Plan Introduction An Idea linked to extract + quote Another Idea linked to extract + quote Another Idea linked to whole text +

quote Yet another idea linked to whole text +

quote Conclusion