Literature in English Essay

T present is some companionship of the text applied to the childbed and there is a clear understanding of how the save uprs choices dramatis personae meaning for specimen in considering the language of Prospero as hard and whole. However this is not developed into analysis nor does the canvass move beyond the candidates generalised opinions. The focus though is on the word-painting and there is a percential awareness of the dramatic methods Ariels answer influences the way the audience sees Prospero for example.The reference to King Alonso hints at a wider knowledge of the text, barely crucially here the candidate does not give a context for the passage nor is there any placing of the passage in impairment of characterisation and plot. This limits the development of the try to a series of thoughts and opinions which are partly repetitive and though these are clearly expressed if simple, there is small-minded ace of an argument or a view unfolding here and the essay remains assertive in tone. Opinions are offered on for example different views of Prospero but these are not rooted in the language or dialogue sufficiently to be recite of discrimination.The literary features observe such as Ariels smooth, poetic lines are not analysed and the effectuate are merely asserted. Paying close attention to language and dialogue, write a critical appreciation of the following passage, exhibit what it contributes to your understanding of bottom of the innings role and characterisation. (Chapter 15 Fanny, cried Tom Bertramconsidering who and what she is. ) The Austen essay, also on the passage, is fair weaker, mainly because there are fewer points relevantly made, though at one time again the essay is focused on the task.There is less evidence of the wider knowledge of the text and the simple ideas on Fannys perspective in the Bertram household are neither developed nor fully supported. over again the absence of any contextualisation or placing of the passage hinders the development and the subtlety of Austens dialogue and language is not considered. For example, Aunt Norriss comment is seen whole in the way it shows Fannys position and there is no comment on what it reveals close Mrs Norris and Fannys role 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 sexual union. 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 scared of for example but these are not unified into an argument.The oedipal interpretation is mentioned but not linked to this passage very in effect and though there is a sense of the wider text at measure there is no clear explanation of why this passage is momentous 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 cover much engagement with the subtlety of the language here or plain 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 make to the task with a sound overview offered in the opening paragraph on which the candidate builds with close reference to the text, focusing on Gradgrind himself with an apposite reference book and a neat link to the factories of Coketown.To develop the views off ered the candidate discusses Bitzer in stock 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 genus 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.