OCR A2 English Literature Exams - 15th June?

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Summary of the main debate, quoting a couple of critics.

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Awareness of how interpretations are shaped by the language Shakespeare gives the characters but also by what is in the sub-text: ie. socio-historic context of play's performance

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A summary of what you will discuss, in the order you plan to discuss it - this gives a balance sense of structure and coherence

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Summary of the main debate, quoting a couple of critics.

•

Awareness of how interpretations are shaped by the language Shakespeare gives the characters but also by what is in the sub-text: ie. socio-historic context of play's performance

•

A summary of what you will discuss, in the order you plan to discuss it - this gives a balance sense of structure and coherence

•

Make a language point

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Integrate it with a context point

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Use a critics quote to support YOUR view (keep it highly individual, not just a summary of the main argument)

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Find another example from elsewhere in the text that demonstrated the strength of both Desdemona and Emilia in equal measure. At some point try and get a detailed language point in. For example, in Act III, scene iv:

'They are all but stomachs and we are all but food;
They eat us hungerly, and when they are full,
They belch us.'

The repeated anaphora extends over three lines, creating an accumulating effect before the verse ruthlessly subsides to the blunt, mono-syllabic admission: 'They belch us.' The pathos of the lines draws the audience in to sympathise with women and how they were rendered subservient to men in late-sixteenth century society. But - to 21st century audiences, their lack of action against their male superiors can be percieved a weakness as in today's society women have more liberties.

Detailed language point, context, staging and difference of interpretation are all brought in here, applying to most assessment objectives.

Then - look at the argument which supports the quotation (in this case, that women are weak) and apply the same process. Evaluate the evidence of this viewpoint against the other so that you are constantly making judgements.


Conclusion

Don't just surmise what has already been written: immediately offer a judgement and bring in something new. For example, audience and purpose could be brought in here. You could say that Shakespeare had a record for portraying strong women (Cleopatra, Rosalind and Juliet, for example) and that D + E are certainly no exception. You could say that what others see as a weakness can conversley be percieved a strength - ie. their ignorance at the play's descent to evil is testament to their innocence of spirit and courage as the play descends to it's diabolically tragic end.


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Please don't take my word as gospel! I am only relaying advice from my teachers and from the examiner's report. For the above essay I got 29/30 so the formula seemed to work.

Hope it helps!

•

Summary of the main debate, quoting a couple of critics.

•

Awareness of how interpretations are shaped by the language Shakespeare gives the characters but also by what is in the sub-text: ie. socio-historic context of play's performance

•

A summary of what you will discuss, in the order you plan to discuss it - this gives a balance sense of structure and coherence

•

Make a language point

•

Integrate it with a context point

•

Use a critics quote to support YOUR view (keep it highly individual, not just a summary of the main argument)

•

Find another example from elsewhere in the text that demonstrated the strength of both Desdemona and Emilia in equal measure. At some point try and get a detailed language point in. For example, in Act III, scene iv:

'They are all but stomachs and we are all but food;
They eat us hungerly, and when they are full,
They belch us.'

The repeated anaphora extends over three lines, creating an accumulating effect before the verse ruthlessly subsides to the blunt, mono-syllabic admission: 'They belch us.' The pathos of the lines draws the audience in to sympathise with women and how they were rendered subservient to men in late-sixteenth century society. But - to 21st century audiences, their lack of action against their male superiors can be percieved a weakness as in today's society women have more liberties.

Detailed language point, context, staging and difference of interpretation are all brought in here, applying to most assessment objectives.

Then - look at the argument which supports the quotation (in this case, that women are weak) and apply the same process. Evaluate the evidence of this viewpoint against the other so that you are constantly making judgements.


Conclusion

Don't just surmise what has already been written: immediately offer a judgement and bring in something new. For example, audience and purpose could be brought in here. You could say that Shakespeare had a record for portraying strong women (Cleopatra, Rosalind and Juliet, for example) and that D + E are certainly no exception. You could say that what others see as a weakness can conversley be percieved a strength - ie. their ignorance at the play's descent to evil is testament to their innocence of spirit and courage as the play descends to it's diabolically tragic end.


__

Please don't take my word as gospel! I am only relaying advice from my teachers and from the examiner's report. For the above essay I got 29/30 so the formula seemed to work.

Hope it helps!