Welcome to the revision blog

Welcome, year 13, to the Unit 4 coursework blog. Here, you can ask questions, share strategies, and find direct links to the most useful web resources for Literature. It will also give you an update on homework tasks and any essays set.

Any questions--just ask.



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Tuesday 3 April 2012

Gothic, Angela Carter, Dracula and Cormorants

Dear year 13,

once you come back after the Easter holidays, we shall be working on the Gothic unit, so I am going to use the blog to keep up with some Gothic thoughts and background reading over the break.

We shall be working on Angela Carter's The Bloody Chamber next term, but I would like you to start thinking about the Gothic precursors to Carter, and the ways in which other texts can be helpful in approaching the Gothic from--for instance--a feminist angle.

But today, I am going to blog about Dracula and Cormorants.

Did you know that these inoffensive seabirds are supposed to be as popular a symbol for Dracula as the bat? Well, you can easily see why, when you think of Lucy's vaguely menacing reference to being 'as hungry as a cormorant', though it always makes me think of that HSBC advert with the wise chinese fisherman... You can see an article about the connection here.

Satan in Paradise Lost is also seen as a cormorant in Book4, ll 194-6:

Thence up he flew, and on the Tree of Life,
The middle Tree and highest there that grew,
Sat like a Cormorant;

This reminds me of one of my favourite poems, by Christopher Isherwood:
The common cormorant or shag
Lays eggs inside a paper bag
The reason you will see, no doubt,
It is to keep the lightning out
But what these unobservant birds
Have never noticed is that herds
Of wandering bears may come with buns
And steal the bags to hold the crumbs.

Notice the sentential adverb?


Wednesday 22 February 2012

Thursday afternoon

Dear Year 13,

I am looking forward to seeing your plans for your comparative coursework--you do need to have decided on your texts AT LEAST and written a basic plan if you want to have the freedom for more independent working. Ideally, your plans should be fairly detailed.

As I am not here today, I would like you to please share your plans with each other--just as we did with the essays and plans last term, try and see what you can learn from each other in terms of organisation. You may have tomorrow's lesson to look through them and check them (rewrite if necessary) before showing them to me on FRIDAY. As you will have had an extra lesson to work on them, excuses for work not done will NOT be welcomed, you have been warned...

I will see you on Friday,

MMc

Wednesday 25 January 2012

Thursday 26th January

Dear Year 13. Many apologies, but I will be out tomorrow. You may spend the time working on your coursework, and planning your comparison if you have aleady decided on your paired texts. If thisis the case, I expect to see evidence of this tomorrow.

If you have not used the time for this, I would like you to please tackle an essay questIon on The Handmaid's Tale. Plan the essay and try to write the first part of it, at least, in the hour available to you.

Consider one of the following quesitons:

1. Is Offred a heroine? Discuss


2. Compare the ending of this novel to that of 1984. How are they different? How deos the end ing affect the message of the novel?


3. 'Dystopian novels are often used to signal injustice in society at the time of writing'. Is this true of The Handmaid's Tale or is the novel more subtle than such a reading might suggest?


4. Is the reader meant to take the final section of The Handmaid's Tale seriously or not? What difference does it make to the narrative? Explain.

Good luck--and see you on Friday to discuss this.

Thursday 8 December 2011

Thursday--and some excellent essay-writing advice!

Dear year 13,

Just to remind you that today's lesson is reserved for you to be getting on with your coursework, but that I will see you tomorrow as usual to give you feedback, and hopefully collect in a few finished pieces.

Most of you are working fine, but there are a few (you know who you are) who have not yet submitted an appropriate piece--be warned, if you do not hand in coursework, then whatever I have from you will have to be submitted, even if you feel it is not your best work. Why ask your examiner to mark a piece that is 700 words long, when they are expecting something much more substantial? You are losing easy marks here.

Don't miss the opportunity to create a good coursework essay. This is an ideal opportunity for you to improve your grade, and save yourself from any problems later on by underpinning your exam work with a solid coursework grade

Below is some excellent advice if you are having problems in structuring your essay--from Miss Glynn.

First of all, although some people are in the habit of starting an essay without having written a plan first, that isn't good practice. Now is a good time to learn how to write an effective plan! It will enable you to have a detailed overview of the essay before you start writing. Otherwise you may find yourself trying to trawl your way through an essay, whilst scouring the text for useful references, only to find at the end of it that you've totally strayed from the question - NOT a pleasant experience! If you write a detailed plan, you will find the process far more satisfying, I guarantee it. If your argument changes as you progress, you can always adapt your plan.







Introduction:


1) Break the question down into points for discussion.


2) Bullet-point your introduction. This should touch on every point that you plan to cover, and these points should be informed by your essay question.


3) Your introduction should hint towards your stance, but leave room for you to round those ideas off in your conclusion.


4) If you removed the main body of the essay, your introduction and conclusion should stand alone as a clear, linear argument.






Each paragraph should include:


1) A focus on one of the points for discussion raised in your introduction.


2) An exact textual reference - these should be in place before you start writing your essay!


3) Critical reference if appropriate - how does it support or challenge your point?


4) Link to the title - essential in every paragraph!!! This may come through in your analysis*.


5) Reference to the form of the text. How does form influence your argument?


6) Your analysis* of the points raised in the paragraph, as informed by the evidence given.


7) Clear links to the previous and following paragraphs.






Conclusion:






This should round off the points raised in your introduction, giving a clear opinion.


Your opinion should start to form in the introduction, develop paragraph-by-paragraph, and reach a clear conclusion at the end. Your opinion doesn't need to either agree or disagree with the question. A balanced opinion is just as valid, it just needs to have conviction!!


Don't let your conclusion be a lazy add-on to the rest of your essay. It will leave a lasting impression and give justification to the main content of your argument. Similarly, a strong introduction and conclusion cannot support a weak essay, they will only draw attention to half-hearted or confused writing. Make sure the quality of your work is consistent!


To summarise, I suggest that your essay plan should look like this:






Introduction:




Paragraph 1:


All info as suggested above.






Paragraph 2:






Paragraph 3: etc...






Conclusion:




Good luck!!

Sunday 4 December 2011

The Sick Rose

Here is the poem; please post your critical thoughts! (well done AO1 for getting there first)


O Rose, thou art sick!
The invisible worm,
That flies in the night,
In the howling storm,

Has found out thy bed
Of crimson joy;
And his dark secret love
Does thy life destroy.



To enhance your reading of the poem, please look closely at this annotated bibliography, which gives you a quick route through some of the key critical ideas about he poem.  We looked at some of the major ideas last lesson, but this site has many more.

Tuesday 29 November 2011

Coursework title for 'The Fly'

To what extent does Katherine Mansfield's use of symbolism in 'The Fly' conform to David Lodge's description of 'a shimmering surface of suggested meanings without a denotative core'?



Thursday 17 November 2011

More on The Fly

Well done those of you who have already commented... the rest of you, get to it--I expect to see some more comments and responses please!

Here is some further food for thought. How do these critical snippets affect your reading of the story?


The experiment with the Fly by the Boss, so named because he appears to be the boss of his little world and of the little life of the Fly who has fallen into his inkpot, the boss as well over his employees Woodifield and Macey and over his dead son (all are as flies to him), dramatizes both the plot (the conflict between time and grief) and the theme (time conquers grief). At the first stage of the experiment the Boss is to be equated with the Fly. He is, ironically then, at once both boss and fly.
Robert Wooster Stallman “Mansfield's ‘The Fly,’” in The Explicator, Vol. 3, No. 6, April, 1945, item 49

On January 11, 1918, after a wartime train trip to the South of France for her health, Katherine Mansfield wrote her husband, John Middleton Murry, that she felt “like a fly who has been dropped into the milk-jug and fished out again, but is still too milky and drowned to start cleaning up yet.”1 As early as 1913 her story “Violet”2 had idealized a “tender and brooding woman” lifting a small green fly from a milk glass and talking about Saint Francis. These passages prefigure one of her best-known stories, “The Fly,” wherein the Boss rescues a fly from the inkwell
Celeste Turner Wright “Genesis of a Short Story,” in Philological Quarterly, Vol. 34, No. 1, January, 1955, pp. 91-6.

The difficulties Miss Mansfield's excellent story “The Fly” have occasioned interpreters stem from their eagerness to make one of two obvious equations: (1) within the story itself, to see the fly symbolizing the boss (Stallman, EXP., April, 1945, III, 49; Berkman, K. M.: A Critical Study, p. 195); (2) biographically interpreting, to see the fly as K. M. herself (Jacobs, EXP., Feb. 1947, v, 32; Bledsoe, EXP., May, 1947, v, 53; Wright, EXP., Feb., 1954, XII, 27).
Stanley B. Greenfield “Mansfield's ‘The Fly,’” in The Explicator, Vol. 17, No. 1, October, 1958, item 2.

“The Fly” seems to me to be unified by one predominant theme: death, its inevitability, and man's resistance to it. The most significant single sentence in the story occurs in the opening paragraph: “All the same, we cling to our last pleasures as the tree clings to its last leaves.”
Pauline P. Bell  “Mansfield's ‘The Fly’,” in The Explicator, Vol. 19, No. 3, December, 1960, item 20.

Late in 1915 when Katherine Mansfield received the news that her brother had been killed fighting in France, she wrote in her journal:
The present and the future mean nothing to me. I am no longer “curious” about people; I do not wish to go anywhere; and the only possible value that anything can have for me is that it should put me in mind of something that happened or was when we were alive. … Supposing I were to die as I sit at this table, playing with my Indian paper-knife, what would be the difference? No difference. Then why don't I commit suicide? Because I feel I have a duty to perform
John T. Hagopian  “Capturing Mansfield's ‘Fly,’” in Modern Fiction Studies, Vol. 9, No. 4, Winter, 1963-1964, pp. 385-90.


The chief characteristic of the boss in Katherine Mansfield's “The Fly” (see EXP., April, 1945, III, 49; Feb., 1947, v, 32; May, 1947, v, 33; Feb., 1954, XII, 27; Nov., 1955, XIV, 10; Oct., 1958, XVII, 2; and Dec., 1960, XIX, 20) is, I think, his inability to recognize that others have a breaking point. This is shown in his attitude toward the fly, toward Macey, toward Mr. Woodifield, and toward his son. He does not intend to kill the fly; he only admires its courage and its ability to free itself of ink. After the fly's fourth soaking, he does not see that the fly has suffered all that it can, and he encourages it with: “Come on. … Look sharp”
J. Rea “Mansfield's ‘The Fly,’” in The Explicator, Vol. 23, No. 9, May, 1965, item 68.

Obviously the boss stands for a superior controlling power—God, destiny, or fate—which in capricious and impersonal cruelty tortures the little creature struggling under this hand until it lies still in death. At the same time the boss is presented as one who has himself received the blows of this superior power through the death of his only son in the war.

Sylvia Berkman, from Katherine Mansfield: A Critical Study, cited in Mary Rohrberger “Katherine Mansfield: ‘The Fly,’” in Hawthorne and the Modern Short Story, Mouton and Company, 1966, pp. 68-74.

 

 

No other story of Katherine Mansfield has prompted such a critical controversy.1 Many critics have proposed interesting interpretations; yet the more one reads of the criticism, the more one realises that the answer to the problem the story raises is not in fact found in just one or another sentence, symbol or parallel inside or outside the story. Critics seem to have been obsessed by the necessity to equate the fly with either the boss, Woodifield, the boss's son, or the boss's grief.
Paulette Michel-Michot “Katherine Mansfield's ‘The Fly’: An Attempt to Capture the Boss,” in Studies in Short Fiction, Vol. 11, No. 1, Winter, 1974, pp. 85-92.


This much-explicated1 story is deservedly famous. It was completed on 20th February, 1922 and published in ‘The Nation’ on 18th March in the same year. Exceptionally short in length, it tells by implication much more than what it states explicitly. The result is not only an extraordinary depth and suggestiveness but also a puzzling obscurity. For, with many of the suggestions left deliberately vague, the story becomes an enchanting, but baffling riddle which lends itself to many conflicting and, sometimes, fanciful interpretations.
Atul Chandra Chatterjee “1918-23; The Final Phase,” in The Art of Katherine Mansfield, S. Chand & Company, 1980, pp. 234-321.