O Level Literature in English: What Are the Questions Actually Asking?

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Deconstruction of the Questions

Words   from Question

What   You Have to Do

Explore   the ways in which Catherine Linton and Hareton are presented in this extract. The   instruction in this passage-based question is to ‘explore’, or to examine in   detail. There is no requirement to move outside the extract. The focus is on   how two characters are presented by the novelist in the given circumstances.Make sure you present the location and the brief summary of events leading to this moment, in no more than 50 words.
What   makes this such an exciting moment inthe   novel? This   passage-based question relates to a scene from Wuthering Heights and   ‘this’ refers to the passage. The main focus of any response should be on the   detail of the passage itself: how does the writer make the moment an exciting   one? The phrase ‘moment in the novel’ indicates that some consideration   needs to be given to the episode’s significance in the overallnovel.   But the main concern remains to analyze the detail of the passage.
In   what ways do you think the poet makesvivid   the power of  her emotions  in Browning’s Sonnet 43 This   question includes the phrase ‘do you think’ as a reminder to you to give your   own response to the poem. The main focus of the question is on the‘ways’   in which the poet ‘makes’ her topic ‘vivid’. A really good response will show   how she uses language, structure and form to achieve her effects.
How   does Bronte make Heathcliff’s revenge seem  seem so just/unjust? The   focus on the writing is clear from theopening   ‘How does Bronte make…?’So a clear examination of events leading to Heathcliff emerging as a vindictive character is required.
What   makes  Julius Caesar have such a dramatically compelling plot? The   focus on the form (drama) is made clear in the phrase ‘dramatically   compelling’. How does the playwright employ various dramatic devices ( such as earlier onset of conflict, fickleness of mob, dramatic irony, soliloquy) ? What is the likely effect on the Elizabethan audience?What do you   think?
To   what extent does/ does not  Bronte make   yousympathise   with Heathcliff? The   question requires you to explore the methods used by Bronte in presenting   this character.The   opening ‘To what extent’ might lead to answers which find an interpretaion that is very sympathetic, not   sympathetic at all, or both at different points in the novel. The best   approach here would be to sift the evidence very carefully before coming to a   settled view.The best apprach could be a chronological evaluation of events leading to the state of Heathcliff , as we see him in the first chapter of the novel.


Both   a hero and a kind of villain.How   far do you agree with this view ofHeathcliff? The   ‘How far do you agree?’ opening to this question is an invitation for you to   consider in detail the evidence for both parts of the prompt – ‘hero’ and   ‘kind of villain’ –before reaching your final verdict.Remember to adopt either an Argumentative stance or a discursive one. If you feel your response seriously inclined towards ‘ a villian’, do mention the counter arugument with a ‘ However’.
You   are Joseph /Hastings / Buckingham / Isabella…Write   your thoughts. Empathic   question: You have to write as if the character at the time specified in the   question. You must root your answer clearly in the world of the play and   not stray too far from it. You must write in a voice that is clearly   recognizable for the character.



About Ms. N's Rhyme and Reason

Hi, In the beginning was the word. Hence begins the history of humankind, in all domains of evolution. The thriving of civilizations has depended on how articulate were their teachers- the ones who descended with the learned art to their offspring generations. This phenomenon of transmitting of genetic code of learning has been at the heart of my inspiration to teach. This art somehow has transformed into a mantra for me, and it has never ceased to amaze me. Although to become a perfect teacher one might take a lifetime, but if one tries to be perfect, one negates the reason to experiment and fail. Hence, I may have faltered in some of my approaches, but my aspiration has been to try rectifying the short-coming, to connect again with the subject-matter and my pupils, to demystify the intended outcome, to enthuse the learners again, and to keep the cycle going.
This entry was posted in GCE O Level Literature in English, Julius Caesar by William Shakespeare, Poetry Anthology for the year 2012-13 and tagged , , . Bookmark the permalink.

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