Literature in English Essay

There is some knowledge of the text applied to the task and in that location is a clear understanding of how the writers choices shape meaning for example in considering the words of Prospero as hard and strong. However this is not developed into analysis nor does the rise move beyond the nominees generalised opinions. The focus though is on the portrayal and there is a partial(p) aw arness of the dramatic methods Ariels reaction influences the way the audience sees Prospero for example.The reference to King Alonso hints at a wider knowledge of the text, but crucially here the medical prognosis does not give a context for the passage nor is there any placing of the passage in terms of characterisation and plot. This limits the development of the essay to a serial publication of thoughts and opinions which are partly repetitive and though these are clearly expressed if simple, there is little sense of an argument or a view florescence here and the essay remains assertive in ton e. Opinions are offered on for example different views of Prospero but these are not rooted in the spoken language or dialogue sufficiently to be evidence of discrimination.The literary features noticed such as Ariels smooth, poetic lines are not analysed and the effects are merely asserted. Paying close attention to language and dialogue, write a critical appreciation of the following passage, showing what it contributes to your understanding of Fannys consumption and characterisation. (Chapter 15 Fanny, cried Tom Bertramconsidering who and what she is. ) The Austen essay, also on the passage, is somewhat weaker, mainly beca practice there are fewer points relevantly made, though once again the essay is rivet on the task.There is less evidence of the wider knowledge of the text and the simple ideas on Fannys position in the Bertram household are incomplete developed nor fully supported. Again the absence of any contextualisation or placing of the passage hinders the developmen t and the subtlety of Austens dialogue and language is not considered. For example, Aunt Norriss comment is seen only in the way it shows Fannys position and there is no comment on what it reveals about Mrs Norris and Fannys spot in the novel as the method through which Austen reveals the hypocrisy and wickedness perhaps of Mrs Norris.This is characterised by the candidate as distant, tense and cold because of the hasty pairing. But there is no more detailed context offered, so that the Mousetrap is ignored and the refused chance to murder the praying Claudius. There is some sense of exploring the language the references to you and thou and the effect of the repetitions by Hamlet but these do not develop into analysis of the effects. The candidate does offer other opinions on the relationship what Gertrude is terrified of for example but these are not structured into an argument.The oedipal interpretation is mentioned but not linked to this passage very effectively and though there is a sense of the wider text at times there is no clear explanation of why this passage is significant in terms of either the relationship or the characterisation or the development of the plot. Overall this is a strong Band 4 essay quite detailed and aware of some of the literary features, but not able to develop a structured argument or showing much engagement with the subtlety of the language here or even with the dramatic nature of the events unfolding.Discuss Dickenss presentation of schools and ideas about education in Hard Times. The Dickens essay is an option (a) essay and presents a competently organised response to the task. Relevant knowledge has been selected and shaped to the task with a sound overview offered in the opening paragraph on which the candidate builds with close reference to the text, guidance on Gradgrind himself with an apposite quotation and a neat link to the factories of Coketown.To develop the views offered the candidate discusses Bitzer in co ntrast to Louisa and sees the effect of the use of the fire and the concept of wonder, thus showing sound understanding of Dickenss methods and how meaning is created for the reader. The second part of the essay in focusing on fancy and Slearys circus is a less obvious choice of material for this task but is successfully adapted to the task by concentrating on Sissy and her inability to adapt to the Gradgrind system.