Sunday, 6 October 2013

The carousel of the darkness of our hearts...

Hello
Lack of internet and then a weekend away surfing have meant this is somewhat delayed. Sorry.
Civil v savage

Golding's emphasis on the negative consequences of savagery can be read as an clear endorsement of civilization. In the early chapters of the novel, he suggests that one of the important functions of civilized society is to provide an outlet for the savage impulses that reside inside each individual. Jack's initial desire to kill pigs to demonstrate his bravery, for example, is channeled into the hunt, which provides needed food for the entire group. As long as he lives within the rules of civilization, Jack is not a threat to the other boys; his impulses are being re-directed into a productive task. Rather, it is when Jack refuses to recognize the validity of society and rejects Ralph's authority that the dangerous aspects of his character truly emerge. Golding suggests that while savagery is perhaps an inescapable fact of human existence, civilization can mitigate its full expression.
The central concern of Lord of the Flies is the conflict between two competing impulses that exist within all human beings: the instinct to live by rules, act peacefully, follow moral commands, and value the good of the group against the instinct to gratify one’s immediate desires, act violently to obtain supremacy over others, and enforce one’s will. This conflict might be expressed in a number of ways: civilization vs. savagery, order vs. chaos, reason vs. impulse, law vs. anarchy, or the broader heading of good vs. evil. Throughout the novel, Golding associates the instinct of civilization with good and the instinct of savagery with evil.
The conflict between the two instincts is the driving force of the novel, explored through the dissolution of the young English boys’ civilized, moral, disciplined behavior as they accustom themselves to a wild, brutal, barbaric life in the jungle. Lord of the Flies is an allegorical novel, which means that Golding conveys many of his main ideas and themes through symbolic characters and objects. He represents the conflict between civilization and savagery in the conflict between the novel’s two main characters: Ralph, the protagonist, who represents order and leadership; and Jack, the antagonist, who represents savagery and the desire for power.
Throughout the novel, the conflict is dramatized by the clash between Ralph and Jack, who respectively represent civilization and savagery. The differing ideologies are expressed by each boy's distinct attitudes towards authority. While Ralph uses his authority to establish rules, protect the good of the group, and enforce the moral and ethical codes of the English society the boys were raised in, Jack is interested in gaining power over the other boys to gratify his most primal impulses. When Jack assumes leadership of his own tribe, he demands the complete subservience of the other boys, who not only serve him but worship him as an idol. Jack's hunger for power suggests that savagery does not resemble anarchy so much as a totalitarian system of exploitation and illicit power.
Loss of innocence. 
As the boys on the island progress from well-behaved, orderly children longing for rescue to cruel, bloodthirsty hunters who have no desire to return to civilization, they naturally lose the sense of innocence that they possessed at the beginning of the novel. The painted savages in Chapter 12 who have hunted, tortured, and killed animals and human beings are a far cry from the guileless children swimming in the lagoon in Chapter 3. But Golding does not portray this loss of innocence as something that is done to the children; rather, it results naturally from their increasing openness to the innate evil and savagery that has always existed within them. Golding implies that civilization can mitigate but never wipe out the innate evil that exists within all human beings. The forest glade in which Simon sits in Chapter 3 symbolizes this loss of innocence. At first, it is a place of natural beauty and peace, but when Simon returns later in the novel, he discovers the bloody sow’s head impaled upon a stake in the middle of the clearing. The bloody offering to the beast has disrupted the paradise that existed before—a powerful symbol of innate human evil disrupting childhood innocence.
At the end of Lord of the Flies, Ralph weeps "for the end of innocence," a lament that retroactively makes explicit one of the novel's major concerns, namely, the loss of innocence. When the boys are first deserted on the island, they behave like children, alternating between enjoying their freedom and expressing profound homesickness and fear. By the end of the novel, however, they mirror the warlike behaviour of the adults of the Home Counties: they attack, torture, and even murder one another without hesitation or regret. The loss of the boys' innocence on the island runs parallel to, and informs their descent into savagery, and it recalls the Bible's narrative of the Fall of Man from paradise.
Accordingly, the island is coded in the early chapters as a kind of paradise, with idyllic scenery, fresh fruit, and glorious weather. Yet, as in the Biblical Eden, the temptation toward corruption is present: the younger boys fear a "snake-thing." The "snake-thing" is the earliest incarnation of the "beast" that, eventually, will provoke paranoia and division among the group. It also explicitly recalls the snake from the Garden of Eden, the embodiment of Satan who causes Adam and Eve's fall from grace. The boys' increasing belief in the beast indicates their gradual loss of innocence, a descent that culminates in tragedy. We may also note that the landscape of the island itself shifts from an Edenic space to a hellish one, as marked by Ralph's observation of the ocean tide as an impenetrable wall, and by the storm that follows Simon's murder.
The forest glade that Simon retreats to in Chapter Three is another example of how the boys' loss of innocence is registered on the natural landscape of the island. Simon first appreciates the clearing as peaceful and beautiful, but when he returns, he finds The Lord of the Flies impaled at its centre, a powerful symbol of how the innocence of childhood has been corrupted by fear and savagery.
Even the most sympathetic boys develop along a character arc that traces a fall from innocence (or, as we might euphemize, a journey into maturity). When Ralph is first introduced, he is acting like a child, splashing in the water, mocking Piggy, and laughing. He tells Piggy that he is certain that his father, a naval commander, will rescue him, a conviction that the reader understands as the wishful thinking of a little boy. Ralph repeats his belief in their rescue throughout the novel, shifting his hope that his own father will discover them to the far more realistic premise that a passing ship will be attracted by the signal fire on the island. By the end of the novel, he has lost hope in the boys' rescue altogether. The progression of Ralph's character from idealism to pessimistic realism expresses the extent to which life on the island has eradicated his childhood.
I think that this idea of the beast being within all of us and the beast being linked to Satan shows how there is evil within all of us: there is a fragility to society and our civilisation could diminish rapidly. In these circumstances, we do not know what we might be capable of.
Some of this is taken from websites such as shmoop and sparknotes. I highly recommend them as revision sites. Don't forget we've also got revision guides for sale in the library. 
Enjoy work-experience! 
Ms

Saturday, 28 September 2013

Where we are at the beginning of Y11

Hello
The holidays have meant I'm out of the blogging habit.
Now is a good time to look at where we and to concentrate on what is a significant year.
A reminder then of some of the course specifics.
GCSE Language
You have 3/4 Controlled Assessments completed for this and they are worth 40% of you overall grade. You have completed Of Mice and Men, Spoken Language (texting) and one of two creative writings. The other creative writing you are going to do on someone from LOTF.
AQA have now removed the Speaking and Listening elements, which means the exam is worth 60% of the overall grade.
There is one exam for this and it is 2h15mins long. This will also be your mock exam in Novemeber.
GCSE Literature
You have completed 25% with your Macbeth and Frankenstein essay. You will have two exams for this; one on LOTF and OMAM and one on Poetry.

So, in lessons we have been looking at the dark wonder that is Lord of the Flies. We have looked at the development of the characters, some themes and we're moving on to structure.
This is what you should have at the beginning of next week.
Checklist:

  • Character profiles of Piggy, Ralph and Simon.
  • A short essay on how Golding shows the power struggles in LOTF.

Then we'll have a look at structure, we have a themes carousel.You'll do a Jack profile over your work experience. Then the last weeks of term will be a exam including a mock LOTF exam. 
As ever, let me know if you have any problems. 
Ms
(You only have a 3.5 day week this week. Lucky you.
Themes. These often overlap.
Betrayal 
Survival
Bullying
Justice and Injustice
Violence and Death
Leadership
The Problem of Evil in Man
The need for civilisation/The Basic needs of society 
Innocence and the loss of it
Fear of the unknown
Blindness and Sight
Use and Abuse of Power
The Loss of Identity

Wednesday, 10 July 2013

The final throes of Spoken Language

Hello Y10

We will now sit the CA next week due to absence and people not feeling quite prepared.

After reading your paragraphs, I think that what we’re missing is thorough analysis of debate. We may want to think about structuring this in a different way. We could have a paragraph about how you use and adapt language, then some analysis of spoken language data and then analysis of debates around multi-modal communication. You don’t have to do it this way, but it would ensure you cover all the AOs. Remember, this is only an 800-1000 word essay.

It'll be like this:
Brief intro – a little over view of the debates around digital communication
1 – How you use and adapt language to different contexts. You speak differently to me than you do your mum, and your mum differently than your friends. Add in a little data to show evidence of this.
2 – Analyse some of the data you have. How does it replicate face to face communication? Why does it do this? This is a full analysis of your data (transcripts). You have had a thinking square to help you do this.
3 – Analyse the debates around digital communication. Have two opposing debates. What do you think about them? You have had a thinking square to help you do this.
Conc – round it up with your opinion. Is it that language changes all the time and digital technology has increased the speed of the change? Do you think that such quick changes will damage language? 

Here are the articles from the lesson:
Article 1 - texting. 
Article 2 - attention span

The best analysis came from those that used the thinking squares really well. Use them to analyse debate and how you use and adapt language. These would be good for planning too.  Three thinking squares could be a really good plan!

Success Criteria for your essay
Skilled is 
  • Confident explanation and analysis of how they and others use and adapt spoken language for specific purposes (this also comes out in your analysis)
  • confident analysis and reflection on features found in some spoken language data
  • confident analysis of some issues arising from public attitudes to spoken language varieties.

Excellent is...
  • Sophisticated, perceptive analysis and evaluation of aspects of how they and others use and adapt spoken language for specific purposes
  • Impressive’ sustained and sophisticated interpretations of key features found in spoken language data
  • Sophisticated analysis and evaluation of key issues arising from public attitudes to spoken language varieties

 Homework: 
Research Accommodation Theory. This is good for how people use and adapt language. What are the main points?

Here is the thinking square we used in Friday's lesson:


Thinking square debate from Cherwelllearning

As ever, let me know if you need anything.
Ms 

Saturday, 29 June 2013

Spoken Language the plan so far

Dear all
I thought it would be wise to share the plan as well as today's lesson.
Do what you are told on the final slide.
On Monday 8th of July, you'll plan and peer assess your work. I'll also be there to answer any questions etc.
Thursday 11th July you'll sit your CA and you will complete it on Monday 15th.
If you've not finished it here,  it'd be less complicated if you come after school so you can get it out the way. I have other plans for our final Monday lesson. I also think that you should easily complete this in two hours though and will not need to come after school: it's an 800-1000 word essay.
Please share any good articles in the comments box. Or, if any of this does not make sense to you, leave a comment and I will get back to you.
MS



Saturday, 18 May 2013

Some final points on our texts


Hi Y10
Right, a few things in this post then.  Some general advice, comparative points, a little bit on tragedy and an example.
The most common errors:
Be specific about the emotion (love and hate are both emotions).
Err. Hello? Mary Shelley... Shakespeare. If you write about the characters, you write as if they are real and this limits your analysis. Author's names should be littered throughout your essay.
Upgrade your topic sentences.
Focus on the quotation. (Groan!) Pick and word out and analyse it.  (10% of your GCSE is this alone.)
Link your context to the quotation precisely.
Don’t say very. It’s the ‘nice’ of analysis.
Romantics. Romanticism. Capital letter please (otherwise, you’re talking more red roses and candlight!)
Sweeping statements. Much better to say: I could be seen. This suggests. This connotes.
If one more person writes constantly, I might just give it all up...
Comparative elements
•       Pathetic Fallacy
•       Settings
•       The Gothic
•       Voices – Soliloquy and Narrative voice
•       Imagery
•       Tragic structure
•       Recurring Motifs
•       Religious beliefs/Christianity/ Biblical language/Paradise Lost
•       Hallucinations
•       Character physical reactions and manifestations of fear
•       Supernatural
•       Consequences of actions
•       ‘Vaulting ambition’
•       Rhetoric ( Rhetorical questions, balanced phrases that becomes fragmented)
•       Natural world/ order
•       Babies, innocence , new born, corrupted by man
Tragedy
A tragedy is a drama or literary work in which the main character is brought to ruin or suffers extreme sorrow, especially as a consequence of a tragic flaw, moral weakness, or inability to cope with unfavourable circumstances (from dictionary.com). You can see how we can apply this to our texts.
A classic tragedy (Aristotle’s Poetics) has a number of common features.
Firstly, you have a hero. Their status is established as high (been better to see higher status fall from Ancient Greece to Closer magazine...) Don’t get confused with hero – it doesn’t mean good. This character has hubris; essentially, they are arrogant. They also have a fatal flaw that leads to their downfall; this is called hamartia. They realise this flaw has caused great suffering, anagnorisis, but it’s too late as death is inevitable. Often this is the turning point, peripetia, that leads the play to its tragic denouement, but not always so. Through this, pity and fear are provoked in the audience until we come to the catharsis where we are purified by the play that we have seen. We leave better people!
There are some other points, like the three unities and a cart to wheel dead bodies off, but this is the basic structure. A (usually noble) hero is arrogant and has some flaw that makes them do something awful. This causes their downfall and they realise this too late and die probably with other people.
You should be able to see how you can relate this to the texts. Is Frankenstein a tragic novel? It’s a good point of comparison, but very much an extension and not something you need to worry about.

Example paragraph.
Shakespeare uses classical references to show the intensity of Macbeth’s remorse and this illustrates his desire to be King as damaging from the start. As soon as Macbeth has murdered Duncan, Shakespeare shows his language is regretful: ‘Will all great Neptune's ocean wash this blood Clean from my hand?’ The immediacy of Macbeth’s guilt and regret is made apparent with a direct link to the metaphor of having blood on your hands. This metaphor is repeated throughout the play as Lady Macbeth sees an immovable ‘spot’ on her hand and, when Macbeth’s downfall  is imminent later in the play, McDuff says that ‘[Macbeth’s] secret murders [are]sticking on his hands’. Here, Shakespeare shows the tragic outcome as inevitable because Macbeth will not be able to wash his hands clean and he seems to know that this will end in his own death. Furthermore, the classical reference to ‘Neptune’ conveys a sense of prayer to the language and the rhetorical question accentuates the intensity of his fear.  It also gives a hyperbolic exclamation of Macbeth’s remorse as the water will literally be able to wash his hands. As Neptune is the God of the sea, known to the Jacobean audience, not the Christian god the audience would have also viewed this with suspicion as it was an intensely religious time; Shakespeare uses this reference to show how Macbeth has also gone against the Christian god by going against the Divine Right of Kings and this places him alongside the evil witches. His appeal to ‘Neptune’ shows how far ‘Brave Macbeth’ has fallen; Shakespeare shows how this outrageous sin will ‘stick’ as such a blasphemous act can only result in a gruesome demise and the character dramatically shows confusion and horror at this prospect.
As ever, let me know if you need anything.
Ms

Saturday, 27 April 2013

Homework

Sorry Y10 - I know a few of you have looked at this this morning.


We are now at the stage where we are comparing our texts.

During this task we have had a focus on analysing language - that's because you get more marks for it! We've done this through mind-mapping, which is an incredibly useful revision tool. These should look something like this (please note, some of the sentences aren't quite right - it's hard to see in a small box in PowerPoint!)


These mind-maps are now essential for your thoughts on comparison.

So, your homework is to write a paragraph of comparison. This is your first one so it will be hard. You have to get things wrong to get them right!




Let me know if you have any problems/ questions.
Ms