A Level Blog – By the students for the students



Duffy Revision Booklet: Use the chart below to start your revision of themesThemeQuotesComparison QuotesAnalysisLinks between the poemsLanguage and Structural – TerminologyLove Valentine“I give you an onion.”Havisham“beloved sweetheart bastard.”V – See a realistic interpretation of love, something real and useful not transient and traditionally symbolic. Shows depth of feeling perhaps?H – Shows confusion of feelings but is left on the strongest emotion of betrayal and the tone is bitter.Both show real emotion and depth of feeling, both raw in their recounting of emotions. V is realistic whereas H is bitter and remorseful showing differences in the way they portray love.V – Metaphor. End-stoppingH – Oxymoron, triplets, short sentence, plosives.The Past ReligionChildhood Language Relationships Sex Other?Love The Past ReligionChildhood Language Relationships Sex Other?Other?Other?Other?PoemSuggested themePoems you would compare with this and why?Captain of the 1964 ‘Top of the form’ TeamThe Past / Education /Childhood Well TreadThe Past, Childhood, EducationThe Good TeachersChildhood, Education,RebellionLike Earning a livingEducation,Dissatisfaction with Political climateStafford AfternoonsChildhood, Discovery, Corruption of YouthBefore you were mineThe Past, Love and RelationshipsPlutoThe Past, Discovery, LossBeachcomberThe Past, ChildhoodCafe RoyalThe PastNever Go BackThe PastLitanyChildhood, LanguageNostalgiaThe Past, LanguageBrothersLanguage, Childhood, Family relationshipsCaulThe Past, LanguageMoments of GraceThe Past, LanguageThe Grammar of LightInadequacy of LanguageThe WindowsWriting Poetry / LanguageThe Cliche KidChildhood, IdentitySmall Female SkullLove, IdentityOsloIdentity / ValentineLove / RelationshipsSleepingSex/RelationshipsSteamRelationshipsFirst LoveLove, ChildhoodCrushLoveCloseLove / Destructive nature of RelationshipsAdulterySex / Forbidden / Destructive RelationshipsHavishamDestructive nature of RelationshipsThe SuicideDestructive nature of relationshipsStuffedPossessiveness in relationshipsThe BiographerLoneliness / Obsession / RelationshipsDisgraceBreakdown of a relationshipMean TimeThe Past / Regret in RelationshipsFraudSociety -Money / power corrupts / False appearancesRoomSociety -Poverty / Social OutcastsAway and seeLanguage , New experiences / travelDrunkChanging perceptions / new experiencesConfessionReligionPrayerReligionYou could use the examples below to plan comparison essays, to write example essays or to create posters which help you compare the ideas suggested in the questions.Poetry comparison questions:The Examples from the Specimen Assessment: Carol Ann Duffy: Mean Time (Picador)9. Re-read Havisham on page 36. Explore connections between the ways in whichDuffy creates atmosphere here and in at least one other poem in the collection.[50]Or,10. Re-read Valentine on page 30. Explore connections between the ways in which Duffypresents ideas about love here and in at least one other poem in the collection.[50]Some Examples that may be useful Re-read Caul on page __. Explore connections between the ways in which Duffy reflects on the past here and in at least one other poem in the collection. Re-read Litany on page __. Explore connections between the ways in which Duffy presents ideas on religion in this and at least one other poem in the collection.Re-read The Good Teachers on page __. Explore connections between the ways in which Duffy explores education here and in at least one other poem in the collection. Re-read Small Female Skull on page __. Explore connections between the ways in which Duffy identity in this and at least one other poem in the collection.Re-read Windows on page __. Explore connections between the ways in which Duffy creates emotions here and in at least one other poem in the collection. Re-read Disgrace on page __. Explore connections between the ways in which Duffy writes about relationships in this and at least one other poem in the collection.Some other ways/things you can do to reviseTask: Create a quote based post it note wall in your room – add to this with quotes that you remember. Use the quotes to organise them into themes and important events from the poemsTask: Create a poem link chart which shows how different poems can be linkedTask: Make various posters with examples from the text Task: Mind Map different examples from the text with links to comparison textsTask: Log in and add to the Quizlet on Duffy Reminder: Ways to reviseAnnotate the poems moreLook over the language and structure techniques Theme poems and colour codeDiscussion over group chatMind map poems/links/quotes etc Theme link – flowchart Flashcards Create a gameAdd to quizlet resources/print etc.Write an essay or paragraphs about the poemPlan a variety of essays Poems you could link: Death & Old Age Café Royal, Pluto, Crush, Beachcomber, The Biographer, Suicide, Moments of Grace, The Grammar of Light & Stuffed.Family, Home & BelongingHavisham, Oslo, Pluto, Beachcomber, Brothers, Nostalgia, Never go back, The Biographer, Close, Caul, Litany, Windows, Before you were mineIdentity & Use of Language Moments of grace, Drunk – new identity, Brothers – names identified by language, Language – Grammar of Light, Identity – The Biographer – admiration for another allows then to learn their own identity, Café Royal. Sex & Loss of Innocence Stafford Afternoons, Adultery, Sleeping, Steam, Before you were mineObsession and Mental HealthWindows, Stuffed, The suicide, The Biographer, Adultery, Sleeping, HavishamMark Scheme for Duffy9220201146810AS ENGLISH LITERATURE Specimen Assessment Materials 76 Component 2 Section A Assessment Grid Band AO1 Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression 15 marks AO2 Analyse ways in which meanings are shaped in literary texts 15 marks AO4 Explore connections across literary texts 20 marks 5 13-15 marks ? perceptive discussion of poems ? very well developed argument ? confident grasp of concepts and apt use of terminology ? accurate, fluent expression 13-15 marks ? detailed, perceptive analysis and evaluation of writer’s use of language and poetic techniques to create meaning ? confident and apt textual support 17-20 marks ? productive and discerning comparisons/connections between poems and poets 4 10-12 marks ? clearly informed discussion of poems ? effectively structured argument ? secure grasp of concepts and secure and sensible use of terminology ? expression generally accurate and clear 10-12 marks ? sound analysis and evaluation of writer’s use of language and poetic techniques to create meaning ? appropriate and secure textual support 13-16 marks ? makes purposeful use of specific connections and comparisons between poems and poets 3 7-9 marks ? engages with poems ? response is mostly relevant to question ? some sensible grasp of key concepts and generally appropriate terminology ? expression tends to be accurate and clear, but there may be lapses 7-9 marks ? clear analysis of writers’ use of language and poetic techniques to create meaning ? generally clear and appropriate textual support 9-12 marks ? makes generally clear and appropriate comparisons/connections between poems and poets 2 4-6 marks ? attempts to engage with poems ? attempts to organise response, though not always relevant to question ? some, not always relevant use of concepts and terminology ? expression may feature inaccuracies, more so at the lower end of the band 4-6 marks ? makes some basic points about writer’s use of language and poetic techniques to create meaning ? supports some points by mostly appropriate reference to poems 5-8 marks ? makes some basic, usually valid comparisons/connections between poems and poets 1 1-3 marks ? understands poems at a superficial or literal level ? response may lack organisation and relevance ? shows some grasp of basic terminology, though this may be occasional ? errors in expression and lapses in clarity 1-3 marks ? identifies a few basic language and stylistic features ? offers narrative/descriptive comment on poems ? occasional textual support, but not always relevant 1-4 marks ? identifies basic links between poems and poets 0 0 marks: Response not credit worthy or not attempted. ? WJEC CBAC Ltd. 00AS ENGLISH LITERATURE Specimen Assessment Materials 76 Component 2 Section A Assessment Grid Band AO1 Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression 15 marks AO2 Analyse ways in which meanings are shaped in literary texts 15 marks AO4 Explore connections across literary texts 20 marks 5 13-15 marks ? perceptive discussion of poems ? very well developed argument ? confident grasp of concepts and apt use of terminology ? accurate, fluent expression 13-15 marks ? detailed, perceptive analysis and evaluation of writer’s use of language and poetic techniques to create meaning ? confident and apt textual support 17-20 marks ? productive and discerning comparisons/connections between poems and poets 4 10-12 marks ? clearly informed discussion of poems ? effectively structured argument ? secure grasp of concepts and secure and sensible use of terminology ? expression generally accurate and clear 10-12 marks ? sound analysis and evaluation of writer’s use of language and poetic techniques to create meaning ? appropriate and secure textual support 13-16 marks ? makes purposeful use of specific connections and comparisons between poems and poets 3 7-9 marks ? engages with poems ? response is mostly relevant to question ? some sensible grasp of key concepts and generally appropriate terminology ? expression tends to be accurate and clear, but there may be lapses 7-9 marks ? clear analysis of writers’ use of language and poetic techniques to create meaning ? generally clear and appropriate textual support 9-12 marks ? makes generally clear and appropriate comparisons/connections between poems and poets 2 4-6 marks ? attempts to engage with poems ? attempts to organise response, though not always relevant to question ? some, not always relevant use of concepts and terminology ? expression may feature inaccuracies, more so at the lower end of the band 4-6 marks ? makes some basic points about writer’s use of language and poetic techniques to create meaning ? supports some points by mostly appropriate reference to poems 5-8 marks ? makes some basic, usually valid comparisons/connections between poems and poets 1 1-3 marks ? understands poems at a superficial or literal level ? response may lack organisation and relevance ? shows some grasp of basic terminology, though this may be occasional ? errors in expression and lapses in clarity 1-3 marks ? identifies a few basic language and stylistic features ? offers narrative/descriptive comment on poems ? occasional textual support, but not always relevant 1-4 marks ? identifies basic links between poems and poets 0 0 marks: Response not credit worthy or not attempted. ? WJEC CBAC Ltd. ................
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