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 Year 12 coursework (Unit F662)

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Mr. Hendrick


Posts : 42
Join date : 2009-09-01

PostSubject: Year 12 coursework (Unit F662)   Tue Sep 15, 2009 1:32 am

Task requirements
Candidates are required to produce a folder of coursework of a maximum of 3000 words with two tasks.

Task 1: Close reading OR re-creative writing with commentary

Candidates can select to do:
Either – a close, critical analysis of a section of their chosen text or poem. Candidates are recommended to select a small section of text, up to three pages of prose or drama or up to 40 lines of poetry.
Candidates are required to include a copy of their chosen passage when they submit their coursework folder.
Or – an item of re-creative writing based on a selected passage of their chosen text or of their chosen poem, with a commentary explaining the links between the candidate’s own writing and the original passage selected.
Candidates are required to include a copy of their chosen passage or poem when they submit their coursework folder.
This task must be based on one literary text.

Task 2: An essay on linked texts
Candidates submit an essay considering two texts exploring contrasts and comparisons between them, informed by interpretations of other readers. The term ‘other readers’ is defined as:

reference to recognised critics;

different theatrical interpretations of drama where candidates discuss different directors’ presentations or different actors’ portrayals;

exploring a text in relation to, for example, Aristotelian or other concepts of tragedy;

developing a theoretical approach to the study of their texts (feminism or Marxism, for example);

different interpretations of texts produced through rewriting or television/ film adaptations.

Candidates are required to cover three post-1900 texts of their choice: at least one text must be work first published or performed after 1990.
Candidates are required to cover three post-1900 texts. Of these three:

at least two must be literary texts;

one literary text must have been first published or performed after 1990;

one literary text may be a [significant/influential] text in translation;

one text may be a work of literary criticism or cultural commentary.
Literary texts may be chosen from within the same genre or across genres.

Note: The texts chosen must not appear on any of the set text lists for the externally-assessed units at AS and A Level.

Coursework cover sheet

Marking Guidelines

Coursework Guidelines

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Mr. Hendrick


Posts : 42
Join date : 2009-09-01

PostSubject: Assessment objectives   Tue Sep 15, 2009 6:30 am

These are your assessment objectives against which you will be graded.

AO1 Communication and Presentation

Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.

AO2 Analysis and Understanding

Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts.

AO3 Knowledge, Understanding and Evaluation

Explore connections and comparisons between different literary texts, informed by interpretations of other readers.

AO4 Knowledge and Understanding

Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
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Mr. Hendrick


Posts : 42
Join date : 2009-09-01

PostSubject: 1984 Revision   Mon Nov 09, 2009 4:25 pm

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Mr. Hendrick


Posts : 42
Join date : 2009-09-01

PostSubject: Re: Year 12 coursework (Unit F662)   Wed Dec 16, 2009 4:31 am

Brave New World
Brave New World presents a startling view of the future which on the surface appears almost comical. Yet humor was not the intention of Aldous Huxley when he wrote the book in the early 1930's. Indeed Huxley’s real message is very dark. His idea that in centuries to come, a one-world government will rise to power, stripping people’s freedom, is not new. In fact there are hosts of books dedicated to this topic. What makes Huxley’s interpretation different is the fact that his fictional society not only lives in this totalitarian government, but embraces it like mindless robots.
Soma, not nuclear bombs, is the weapon of choice for the World Controllers in Brave New World. These men have realized that fear and intimidation have only limited power; after all, these tactics simply build up resentment in the minds of the oppressed. Subconscious persuasion and mind-altering drugs, on the other hand, appear to have no side effects. Add to this the method of genetic engineering, and soon almost all "pre-Ford" problems have been wiped out permanently.
The caste system of this brave new world is equally ingenious. Free from the burdens and tensions of a capitalistic system which separates people into social classes by natural selection, this dictatorship government is only required to determine the correct number of Alphas, Betas, etc., all the way down the totem pole. There is no class warfare because greed, the basic ingredient of capitalism, has been eliminated. Even Deltas and Epsilons are content to do their manual labor. This contentment arises both from the genetic engineering and the extensive conditioning each individual goes through in childhood.
Freedom (as well as art and religion which are results of freedom) in this society has been sacrificed for what Mustapha Mond calls happiness. Indeed almost all of Huxley’s characters, save Bernard and the Savage, are content to take their soma ration, go to the feelies (the superficial substitute for actual life), and live their mindless, grey lives. The overwhelming color throughout Brave New World is grey. Everything and everyone seems dull to the reader, except perhaps the Savage, who is the only bright color in the novel. This grey happiness is the ultimate goal of the World Controllers like Mond.
Yet Mond has incorrectly associated lack of pain with happiness. Only the Savage knows that true happiness comes from the knowledge that one has value. He alludes to this when he describes his childhood in the Reservation where the only time he was happy was after he had completed a project with his own two hands. This, not soma, gave him the self-confidence to find happiness. The Savage knows his own value is as an individual, not a member of a collective.
Other characters in Brave New World, however, have no concept of self-worth. This results in their inability to find the happiness known to the Savage and the rest of the pre-Ford world which lives in the Reservation. True happiness is a consequence of freedom, not slavery. No slave can experience happiness until he is free. Yes, any slave can experience the contentment of a full belly and a full supply of instant gratification, but this doesn’t lead to happiness.
Bernard suffers throughout the book, being caught between both worlds. Although he has been conditioned to accept his servitude, he is constantly longing for freedom. He sees this freedom in the Savage, and envies him for possessing the inner happiness— genuine happiness— which Bernard’s society outlaws. Huxley uses Bernard to exemplify this struggle between freedom and slavery. Huxley argues that a genuine, free life requires suffering and pain. Men without anguish are men without souls. Huxley’s future describes a world without pain and a world without soul.

Chapter 1

Huxley’s first chapter begins with a chilling laboratory tour. Even the first paragraph seems a bit overpowering with the nonchalant reference to the "World State." Obviously the setting is in the future (A.F. 632); all of earth is dominated by a one-world government.
The Hatchery Director’s opening remarks should by themselves leave the reader a little perplexed. He lectures his students on the evil of generalities, saying "Not philosophers but fretsawyers and stamp collectors compose the backbone of society." Obviously public sentiment has changed from today’s common beliefs that philosophy is a very important undertaking.
The Director proceeds to lead the obedient students through the lab, pointing out incubators and other technological apparatus designed to fertilize and grow human fetuses. As the students furiously jot down what he says, "straight from the horse’s mouth," the Director tells them about how sperm and ova are removed from the human body. He points out casually, "the operation undergone voluntarily for the good of Society, not to mention the fact that it carries a bonus amounting to six months’ salary." Soon he begins to outline the Bokanovsky Process— the process by which many multiples of babies are genetically generated from one original cell. While the Alphas and Betas, the higher castes, are kept from this process, the lower castes of Gammas, Deltas and Epsilons are further multiplied, thereby diluting their intelligence. This system, he brags, "is one of the major instruments of social stability." He and another man even seem to joke about having a friendly competition with other regions of the world for the most organisms hatched from a single ovary. Obviously there is strict population control through the centralized government. Even the "specimen’s" gender is predetermined.
There is also a caste system. Some of the embryos are purposefully given oxygen shortages to deliver them mental birth defects. These specimens, the Deltas and Epsilons, will do manual labor while the Alphas and Betas have leadership positions. "In Epsilons," Mr. Foster points out, "we don’t need human intelligence."
Next there is conditioning. Many of the embryos are made to like the heat by conditioning them with cold temperatures. It’s evident that the people have no freedom, but must submit to the will of the World Controllers. The Director adds, "All conditioning aims at that: making people like their unescapable social destiny." Obviously this system has far surpassed communism and any other totalitarian-like societies for ultimate power. The government has used technology and science, not threats and bribes, to control its population.
Chapter 2
Huxley’s second chapter details the incredible and sickening methods used to condition small babies. Dozens of toddlers are put in the sunlight, immersed in countless books and flowers when suddenly bells and sirens sound and electrical shocks penetrate their tiny bodies. These lower caste members, future factory workers, are made to hate books, since this would prove to be unnecessary and wasteful to their line of work. Flowers are also shunned since factory workers need to be content with their urban environments. Any yearning to visit the countryside would hurt productivity.
Next, the first reference to Ford is made. Obviously this society uses it to replace God. The Director and others seem to worship him as God. Proof that this society takes place in the future is seen when the Director says that French and German are dead languages. Even the term parent is considered backward and outdated. This is because modern science has made everyone a test-tube baby. Government is its parents.
Finally, sleep-teaching hypnosis is used to give subliminal messages to the growing children. They are conditioned to love their own caste and despise all others through the constant repetition of key words and phrases. Some Beta babies are told, "I don’t want to play with Delta Children. And Epsilons are still worse. They’re too stupid to be able to read or write..." The Director boasts that hypnopaedia, "words without reason," is "the greatest moralizing and socializing force of all time.

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