Thursday, 3 December 2009
Friday, 20 November 2009
“Deliberate cruelty is not forgivable” (Setting H/W does not come under this heading btw!!)
Scene 10- The Real Climax
HERE ARE THE NOTES THAT YOU NEED TO ADD TO YOUR COPIES OF THE PLAY AS HOMEWORK... THIS IS NOT AN EXHAUSTIVE LIST SO OBVIOUSLY ADD YOUR OWN ANNOTATIONS AS WELL!!
OH AND DONT FORGET TO REVISE FOR THE NEXT GLOSSARY QUIZ ON MONDAY 23rd NOV.
LEXIS
STAGE DIRECTIONS: Scenes 7-10 all take place on the evening of Blanche’s birthday; progressively later (chronological = naturalistic theatre)
Blanche is described as being in ‘a mood of hysterical exhilaration’ at the outset of the scene; this is an explicit indication of the climactic scene which is about to ensue
“Spectral” (relating to a ghost; apparition); BLANCHE’s sanity is called into question once more (cohesion- Scene 9- “I don’t want realism”)
GRAMMAR
BLANCHE’s grammar breaks down in the middle of the scene: “But I have been foolish- casting my pearls before swine!”
The repetition “Oh” is as though BLANCHE is responding to physical blows (cohesion- scene 1?) as STANLEY’s declarative utterances undo her pretentions
Once again (cohesion) there is clear antithesis between the two character’s lexicon:
STANLEY is predominantly colloquial (“Huh?” “Yep”)
BLANCHE elevated register (“beau”, “Biscay boulevard” and “gentleman” “cultivated”)
PHONOLOGY
Opening STAGE DIRECTIONS: BLANCHE is described using sibilance “somewhat spoiled... Scuffed silver slippers” ; antithesis calming sound which contrasts with Blanche’s agitated state
Ambiguity: STANLEY:“Uh-huh” and BLANCHE: “Oh” the sheer contrast between the two is made evident by these phatic utterances
Ellison: STANLEY “You left th’ phone of th’ hook”
DISCOURSE STRUCTURE
Despite BLANCHE’s bizarre monologue, her duologue with STANLEY is suprisingly regular at first; characterised by completed adjacency pairs; STANLEY is in a cooperative mood due to imminent arrival of his child (“amiably” “happily”- SD’s)
BLANCHE begins to break adjacency pairs as STANLEY undresses; impinging on her personal space (“...privacy”); signal to the audience that theirs is still a fractious relationship
HERE ARE THE NOTES THAT YOU NEED TO ADD TO YOUR COPIES OF THE PLAY AS HOMEWORK... THIS IS NOT AN EXHAUSTIVE LIST SO OBVIOUSLY ADD YOUR OWN ANNOTATIONS AS WELL!!
OH AND DONT FORGET TO REVISE FOR THE NEXT GLOSSARY QUIZ ON MONDAY 23rd NOV.
LEXIS
STAGE DIRECTIONS: Scenes 7-10 all take place on the evening of Blanche’s birthday; progressively later (chronological = naturalistic theatre)
Blanche is described as being in ‘a mood of hysterical exhilaration’ at the outset of the scene; this is an explicit indication of the climactic scene which is about to ensue
“Spectral” (relating to a ghost; apparition); BLANCHE’s sanity is called into question once more (cohesion- Scene 9- “I don’t want realism”)
GRAMMAR
BLANCHE’s grammar breaks down in the middle of the scene: “But I have been foolish- casting my pearls before swine!”
The repetition “Oh” is as though BLANCHE is responding to physical blows (cohesion- scene 1?) as STANLEY’s declarative utterances undo her pretentions
Once again (cohesion) there is clear antithesis between the two character’s lexicon:
STANLEY is predominantly colloquial (“Huh?” “Yep”)
BLANCHE elevated register (“beau”, “Biscay boulevard” and “gentleman” “cultivated”)
PHONOLOGY
Opening STAGE DIRECTIONS: BLANCHE is described using sibilance “somewhat spoiled... Scuffed silver slippers” ; antithesis calming sound which contrasts with Blanche’s agitated state
Ambiguity: STANLEY:“Uh-huh” and BLANCHE: “Oh” the sheer contrast between the two is made evident by these phatic utterances
Ellison: STANLEY “You left th’ phone of th’ hook”
DISCOURSE STRUCTURE
Despite BLANCHE’s bizarre monologue, her duologue with STANLEY is suprisingly regular at first; characterised by completed adjacency pairs; STANLEY is in a cooperative mood due to imminent arrival of his child (“amiably” “happily”- SD’s)
BLANCHE begins to break adjacency pairs as STANLEY undresses; impinging on her personal space (“...privacy”); signal to the audience that theirs is still a fractious relationship
Wednesday, 4 November 2009
Mr Knight's set - homework. (And handy jpegs of the glossary)
Just to clarify...
Homework this week on Things Fall Apart is to re-read Chapters 12 and 13, looking for interesting language features, and write SEVEN sentences explaining how Achebe uses SEVEN DIFFERENT linguistic techniques to affect the reader (and specifying what the effect on the reader is). If you cannot find seven features you would like to comment on in those chapters, look back further in the book.
You should use the Glossary of linguistic terms which Mrs Metsaranta gave you a photocopy of to help with identifying techniques. Below are scans of the glossary in a nice high res so you can download them if you're feeling particularly technologically inclined (which I'm not - hence my attempts to edit html ending in these strangely alligned images.)
Homework this week on Things Fall Apart is to re-read Chapters 12 and 13, looking for interesting language features, and write SEVEN sentences explaining how Achebe uses SEVEN DIFFERENT linguistic techniques to affect the reader (and specifying what the effect on the reader is). If you cannot find seven features you would like to comment on in those chapters, look back further in the book.
You should use the Glossary of linguistic terms which Mrs Metsaranta gave you a photocopy of to help with identifying techniques. Below are scans of the glossary in a nice high res so you can download them if you're feeling particularly technologically inclined (which I'm not - hence my attempts to edit html ending in these strangely alligned images.)
Wednesday, 28 October 2009
Sings Fall Apart
OK, here we go.
Now, I know that we only really choose to study English because we quite often get to watch films in lessons, but, with Things Fall Apart, we've picked a wrong'un. Those of you whose hopes were briefly raised by Mr Roberts' promise of purchasing a film to show you (see below) will only have those hopes dashed on the floor like a red-eyed rat (Ch. 8) when you realize that the 'trailer' is not in fact the carefully thought through promotional material of a major Hollywood production company, but rather the product of somebody with too much time on their hands cutting together bits of '300' and 'Pirates of the Caribbean'.
There has been an actual adaptation of Things Fall Apart, but a quick look at the following video will reveal why we won't be investing time and effort in this series put together by the Nigerian Broadcasting Company:
http://www.youtube.com/watch?v=o7FS95IcRNU
Now. Here comes the competition bit, concentrate.
The theme tune of NBC's production is brilliant (I've been humming it to myself for weeks) but not exactly apt for the subject matter (far too cheery). So, my set and anyone else who wants to join in, here's your task: COME UP WITH A BETTER THEME TUNE. You can post a link to a video or just name the track.
Happy thinking...
Now, I know that we only really choose to study English because we quite often get to watch films in lessons, but, with Things Fall Apart, we've picked a wrong'un. Those of you whose hopes were briefly raised by Mr Roberts' promise of purchasing a film to show you (see below) will only have those hopes dashed on the floor like a red-eyed rat (Ch. 8) when you realize that the 'trailer' is not in fact the carefully thought through promotional material of a major Hollywood production company, but rather the product of somebody with too much time on their hands cutting together bits of '300' and 'Pirates of the Caribbean'.
There has been an actual adaptation of Things Fall Apart, but a quick look at the following video will reveal why we won't be investing time and effort in this series put together by the Nigerian Broadcasting Company:
http://www.youtube.com/watch?v=o7FS95IcRNU
Now. Here comes the competition bit, concentrate.
The theme tune of NBC's production is brilliant (I've been humming it to myself for weeks) but not exactly apt for the subject matter (far too cheery). So, my set and anyone else who wants to join in, here's your task: COME UP WITH A BETTER THEME TUNE. You can post a link to a video or just name the track.
Happy thinking...
Ten Things You Didn't Know about Tennessee Williams
1. Tennessee Williams's mum was very much a 'southern belle' and in many ways a real life equivalent of Stella's character. She was someone who could take care of herself - a 'survivor', just like Stella.
2. His father was a travelling salesman, often away, who was drunk and violent at home. Williams felt alienated from his father and relied on his mother and sister for emotional support.
3. Williams worked at a shoe factory, where his closest friend was a burly co-worker, someone who was easygoing and attractive to women. His name was Stanley Kowalski!
4. His father attacked his sister Rose (it may or may not have been sexual) and afterwards, his mum, Edwina, signed the papers for a lobotomy for Rose, who then spent the rest of her life in a mental institution. (Compare this to what happens to Blanche at the end of the play!)
5. Williams planned the play as a series of confrontations between working-class poker players and two refined southern women.
6. He won a Pulitzer Prize for 'Streetcar Named Desire'.
7. The first name for the play was 'The Poker Night'. The second one was 'The Moth', before Williams settled on 'Streetcar Named Desire'.
8. 'Streetcar' relies on effects of language, especially of a vivid and colloquial southern speech. Rhythms of language become an almost musical indication of character, distinguishing Blanche from the other characters. (Remember that Stella switches between registers with ease, which highlights Blanche's inability to fit in even further.)
9. According to Williams, Blanche is desperately attached to things that are going to destroy her.
10. He also said that 'desire is rooted in a longing for companionship, a release from the loneliness that haunts every individual.' Loneliness and desire propel his characters into extreme behaviour, no doubt, but such behaviour literally dramatizes the plight that Williams saw as universal.
PS: We are not studying the play as a representation of Williams's life. Rather, we should be interested in the messages conveyed in the play and these ten things might help you find your way.
PPS: Thoughts? Anything you can add to our list? Share your reactions, please! My groups need to post something by Thursday 5th November 2009 but everyone is welcome to join in!
2. His father was a travelling salesman, often away, who was drunk and violent at home. Williams felt alienated from his father and relied on his mother and sister for emotional support.
3. Williams worked at a shoe factory, where his closest friend was a burly co-worker, someone who was easygoing and attractive to women. His name was Stanley Kowalski!
4. His father attacked his sister Rose (it may or may not have been sexual) and afterwards, his mum, Edwina, signed the papers for a lobotomy for Rose, who then spent the rest of her life in a mental institution. (Compare this to what happens to Blanche at the end of the play!)
5. Williams planned the play as a series of confrontations between working-class poker players and two refined southern women.
6. He won a Pulitzer Prize for 'Streetcar Named Desire'.
7. The first name for the play was 'The Poker Night'. The second one was 'The Moth', before Williams settled on 'Streetcar Named Desire'.
8. 'Streetcar' relies on effects of language, especially of a vivid and colloquial southern speech. Rhythms of language become an almost musical indication of character, distinguishing Blanche from the other characters. (Remember that Stella switches between registers with ease, which highlights Blanche's inability to fit in even further.)
9. According to Williams, Blanche is desperately attached to things that are going to destroy her.
10. He also said that 'desire is rooted in a longing for companionship, a release from the loneliness that haunts every individual.' Loneliness and desire propel his characters into extreme behaviour, no doubt, but such behaviour literally dramatizes the plight that Williams saw as universal.
PS: We are not studying the play as a representation of Williams's life. Rather, we should be interested in the messages conveyed in the play and these ten things might help you find your way.
PPS: Thoughts? Anything you can add to our list? Share your reactions, please! My groups need to post something by Thursday 5th November 2009 but everyone is welcome to join in!
Things Come Together (Slowly)
Greetings all.
Apologies it's taken so long to get the Things Fall Apart side of the blog going, but the wheels are now in motion. As you might have realized, there aren't quite as many web resources available for Achebe's novel as there are for Streetcar, but I have a cunning plan, m'lord.
Stay tuned (or whatever the web equivalent is) and a little TFA competition should be posted here this afternoon (entry compulsory for my lot, open to all)
All for now,
Mr Knight
Apologies it's taken so long to get the Things Fall Apart side of the blog going, but the wheels are now in motion. As you might have realized, there aren't quite as many web resources available for Achebe's novel as there are for Streetcar, but I have a cunning plan, m'lord.
Stay tuned (or whatever the web equivalent is) and a little TFA competition should be posted here this afternoon (entry compulsory for my lot, open to all)
All for now,
Mr Knight
Tuesday, 27 October 2009
Things Fall Apart Trailer
http://www.youtube.com/watch?v=FipYAYojSoY&feature=related
So, it turns out there has been a film of Achebe's masterpiece. Probably dreadful, but I shall endeavour to purchase it and show it to you soon. For now, click on the link above, or copy and paste it into your address bar. I'm not quite as funky and technical as Mr. Stanley yet and haven't managed to work out how to place the clip into this blog. One day, I shall, no doubt!
Have a watch of the trailer and remember any symbolic, powerful images. I shall quiz you on it when we return next week! ;)
Enjoy your half term,
Mr. Roberts
Friday, 23 October 2009
Half term Streetcar homework- due: first lesson back
1) Essay response:
What attitudes towards masculinity are offered in ‘A Streetcar Named Desire’?
Respond with close reference to Williams’ linguistic and dramatic choices. Use the framework to structure your response.
2) Learn the first 17 terms of your glossary. There will be a test on these next lesson(from adjacency pair to complex sentence, i.e. the first column).
3) Optional Essay response:
Is Stella an abused wife? Blanche seems to think so and Eunice suggests that Stanley has hit her before, yet Mitch sees this as an understandable part of their relationship.
Respond with close reference to Williams’ linguistic and dramatic choices. Use the framework to structure your response.
Happy holidays!!
What attitudes towards masculinity are offered in ‘A Streetcar Named Desire’?
Respond with close reference to Williams’ linguistic and dramatic choices. Use the framework to structure your response.
2) Learn the first 17 terms of your glossary. There will be a test on these next lesson(from adjacency pair to complex sentence, i.e. the first column).
3) Optional Essay response:
Is Stella an abused wife? Blanche seems to think so and Eunice suggests that Stanley has hit her before, yet Mitch sees this as an understandable part of their relationship.
Respond with close reference to Williams’ linguistic and dramatic choices. Use the framework to structure your response.
Happy holidays!!
A Call to Arms!!
AS A SIXTH FORM WE ARE ENTERING THE LONDON ENGLISH SPEAKING UNION SCHOOL's MACE AND UGRENTLY NEED AN AUDIENCE/ INTERESTED PARTICPANTS TO OPPOSE THE MOTION:
"This house would make voting compulsory"
We will be meeting after school in 116 (in the main school building) on Friday 6th November for a mock debate before heading to Westminster for the first round!!!
See me after half term for more information
"This house would make voting compulsory"
We will be meeting after school in 116 (in the main school building) on Friday 6th November for a mock debate before heading to Westminster for the first round!!!
See me after half term for more information
Thursday, 22 October 2009
Group E on scene 6- applying the framework
A model of how to perform a close textual analysis on a short section of the play as performed by the world famous Group E...
POST YOUR WORK AS 'COMMENTS' HERE!
POST YOUR WORK AS 'COMMENTS' HERE!
Monday, 19 October 2009
Mr. Roberts in da house!
Hello to a/s massive!
Just to let you I am online now and ready to go.
The questions for the recent homework (which some great people have completed) are as follows:
1) How does Achebe represent the dangers of the Ibo culture?
2) What is the significance of Achebe's simplistic lexis and syntax?
3) In what ways is innocence represented in Chapter 4?
4) Why is Achebe so descriptive of his atmosphere?
5) What is the significance of yam?
I shall be expecting this in on Thursday from everyone.
Cheers,
Mr. Roberts
Just to let you I am online now and ready to go.
The questions for the recent homework (which some great people have completed) are as follows:
1) How does Achebe represent the dangers of the Ibo culture?
2) What is the significance of Achebe's simplistic lexis and syntax?
3) In what ways is innocence represented in Chapter 4?
4) Why is Achebe so descriptive of his atmosphere?
5) What is the significance of yam?
I shall be expecting this in on Thursday from everyone.
Cheers,
Mr. Roberts
Monday, 12 October 2009
The Poker Scene- H/W (due Weds 15/10/09)
What are the similarities between this scene from 'Casino Royale' and Scene 3 of Streetcar?
Think in particular about gender roles and the importance of masculinity...
Monday, 5 October 2009
Stella- Framework Homework
You are analysing Stella. Find a quotation for each aspect of the framework, from scenes 1 and 2. These can be in note form, or written out as analysis (which will help you with the essay task later this week).
a) Lexis
b) Grammar
c) Phonology
d) Discourse Structure
Example: LEXIS: Stella says, ‘It’s just incredible, Blanche, how well you’re looking,’ which seems like a dutiful compliment from an obliging little sister. However, the continuous verb ‘you’re looking’ and the adjective ‘incredible’ could also hint at sarcasm, or highlight worry about Blanche’s present mental state. Williams further highlights Stella’s dutiful responses with the stage directions, describing how Stella says the words ‘a little wearily’ and later, ‘dutifully’. Thus the verbs describing Stella’s actions are passive and compliant, as opposed to Blanche’s hyperbolic shrieks and touches to the forehead.
a) Lexis
b) Grammar
c) Phonology
d) Discourse Structure
Example: LEXIS: Stella says, ‘It’s just incredible, Blanche, how well you’re looking,’ which seems like a dutiful compliment from an obliging little sister. However, the continuous verb ‘you’re looking’ and the adjective ‘incredible’ could also hint at sarcasm, or highlight worry about Blanche’s present mental state. Williams further highlights Stella’s dutiful responses with the stage directions, describing how Stella says the words ‘a little wearily’ and later, ‘dutifully’. Thus the verbs describing Stella’s actions are passive and compliant, as opposed to Blanche’s hyperbolic shrieks and touches to the forehead.
Wednesday, 30 September 2009
Jamie Oliver in New Orleans
An excellent piece of contextual background for Streetcar AND example of spontaneous speech for us to analyse in Unit 2!
The Pukka Prince seen interviewing "Kermit", a New Orleans cook/ jazz musician... they discuss how food and music intermingle to form a unique culture in "The Big Easy"!
Thursday, 17 September 2009
The Streetcar Trailer- Homework
Considering the film was released in 1951 (over half a century ago!!) it's not too dissimilar from the kind of thing we're used to seeing for a modern day Hollywood blockbuster... or is it?
What do you find striking about the trailer? Is it effective in:
a) generating an interest in the film?
b) reflecting the intricate stage directions of Williams' original?
REGISTER AS A FOLLOWER OF THIS BLOG AND POST YOUR THOUGHTS BEFORE OUR NEXT STREETCAR LESSON ON MONDAY 5th OCTOBER.
Welcome to the Course
Hello and welcome to all in the 2009-2010 AS English Language and Literature cohort!
Keep checking back here for updates on the course/ useful links/ reading lists/ mock exam questions and important dates...
Once you are all registered (by clicking on "follow" and creating a new google account using an existing email address) the idea is to use the site as a springboard for discussion within and around the subject.
No doubt I'll see you around the college but until then happy blogging!
Mr. Stanley
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