Exploratory Study: Comparing "Hamlet" and "Doctor Faustus"

Here is the exploratory study title again:

Compare Shakespeare and Marlowe’s treatment of human desire in Hamlet and Doctor Faustus. This should include reference to performance criticism and critical interpretation as well as the significance and influence of the contexts in which the plays were written.

Approximate word count: 1800

Assessment Objectives:

AO1: Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.

AO2: Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meaning in literary texts.

AO3: Explore connections and comparisons between different literary texts, informed by interpretations of other readers.

AO4: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and achieved.

Homework

In 200-300 words summarise what you have learned about the Prologue from "Doctor Faustus". Indicate how it may be compared to "Hamlet" at this point.

Image: Christopher Marlowe

The Critical Creative Response: Adapting a scene from "Hamlet"

Coursework task for Creative Critical Response

Here is the title you will be working with again:

Choose a scene from "Hamlet" that you could adapt for television or film. Rewrite the script including stage-directions then write a commentary on how and why you adapted the scene in the way you did. You should include reference to critical views/sources about the play and how they shaped your decisions.

It is helpful here to think of yourself as writing a set of Director's notes for a new production of your scene.

Approximate word count: 600

We will continue work on this this week. Aim to ensure that you have:

• Edited your scene down in length
• Made notes on what cuts you and why
• Made notes on the importance of what is left in
• Added stage directions appropriate to your production
• Indicated details about the modernisation (e.g. setting)

You will need to produce a typed version of your edited scene.

Comparing contexts

What differences can you identify between:

• The 16th/17th century (renaissance) context and the modern context for your scene and the play
• How audiences might have received the play and you will scene in the 16th/17th century compared with now

Make notes on similarities and differences between these two contexts. These will support your writing of the commentary on your adaptation of a scene from "Hamlet".

Assessment objectives

Here are the two key assessment objectives again:

AO1: Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.

AO4: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and achieved

Homework: Masterpiece Theatre

1. Read and make notes on this essay on "Adapting Shakespeare"on the Masterpiece Theatre website that describes how one director views the adaptation of Shakespeare from stage to screen.
2. Carry out research on Christopher Marlowe and "Dr Faustus". Hint: use the sidebars.
3. Find out about the Faust legend.

Have a blessed Christmas!

New Readings for "Brave New World" and "That Hideous Strength"

Online readings

Now that we have finished the 'great debate' - which I thoroughly enjoyed by the way - you can move on to your next shorter study for unit 4. The title is:

Examine how both novels deal with the relationship between the individual and society (1250-1500 words).

To enhance your work on AO3 (different readers), you could consider referring to any of the readings below. Click on the link to go to the reading, download then read and annotate to select suitable quotations/ideas you could use:

Main Themes in Brave New World by Mireia Ferrandis Pradas, 2000.

Brave New World: A Defense of Paradise-Engineering? by Dave Pearce, 1998.

Brave New World: The Cost of Stability by Ricky Gehlhaus, Jr., 1998. See also the pages about Huxley at somaweb.org.

Don't foget about:

Apocalyptic Themes in "That Hideous Strength" by Marisa White.

Homework

Chose one reading and prepare notes on it for next week.

The Miserific Vision: Further steps in coursework preparation

Our focus this week will be upon some further key scenes from That Hideous Strength and Brave New World. We will also look at using Tom Howard's chapter "The Miserific Vision" about That Hideous Strength as your third and critical text in your coursework.

Further key scenes from Brave New World

With a partner, identify what you believe to be the five most significant scenes from Brave New World after chapter 2.

Choose one to present in detail to the class. You should include:

• Characters
• Main incidents
• Themes suggested
• Links to coursework theme ('scientific progress')
• Links to That Hideous Strength

The Ending of That Hideous Strength

Discuss together which three episodes seem to you most important in the ending of Lewis' novel?

Be prepared to explain why.

"The Miserific Vision" by Tom Howard

Assuming you have read and annotated Howard's essay, work together to select 5-10 key quotations that you might use in your coursework. Remember that the theme is 'scientific progress'.

Be prepared to explain the significance of Howard's quotations.

Homework

At this point, you should begin to draft ideas for your first piece of coursework.

The two original titles are:

1. Compare the treatment of scientific progress in C. S. Lewis'That Hideous Strength and Aldous Huxley's Brave New World (1250-1500 words).
2. Examine how all three novels deal with the relationship between the individual and society (1250-1500 words).

The assessment objectives are:

1. Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.
2. Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meaning in literary texts.
3. Explore connections and comparisons between different literary texts, informed by interpretations of other readers.
4. Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

Compare means similarities and differences.

Good luck!

Unit 4 coursework tasks: The Miserific Vision

The Miserific Vision

All three texts you are studying - That Hideous Strength by C. S. Lewis, Brave New World by Aldous Huxley and Nineteen Eighty-Four by George Orwell - present to greater or lesser degrees nightmarish visions of not just the world but the future of our society.

You will complete two shorter tasks for your coursework based on these texts:

1. Compare the treatment of scientific progress in C. S. Lewis' That Hideous Strength and Aldous Huxley's Brave New World (1250-1500 words).


2. Examine how all three novels deal with the relationship between the individual and society (1250-1500 words).

Assessment Objectives

For unit 4 Reflections in Literary Studies you will be expected to produce a coursework folder of between 2500 and 3000 words maximum that meets the four assessment objectives:

• Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.
• Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meaning in literary texts.
• Explore connections and comparisons between different literary texts, informed by interpretations of other readers.
• Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

The folder is marked out of 80 and is worth 40% of the A2 marks.

Don't forget that you are expected to read secondary sources, carry out some of your own research on the novels and provide a bibliography with each piece of coursework.

The word count must stick strictly to those given and each page of your coursework must have a word count at the bottom.

Image: from Dante's Inferno illustrated by Gustave Dore.

Unit 4 coursework: The Miserific Vision

The Opening of That Hideous Strength by C. S. Lewis

Today we will begin studying That Hideous Strength by C. S. Lewis. I will supply you with the opening sections of the first chapter if you don't have a text yet. The opening of the novel introduces the reader to Jane Studdock, wife of Mark Studdock. Both are the main characters in the novel.

Jane and Mark are recently married; Jane is working on a doctoral thesis about John Donne and Mark is a sociologist who belongs to Bracton College in Edgestow where they live. We also meet Mark in conversation with a colleague Curry on the way to the college and then are introduced by the narrator to Bragdon Wood, a mysterious and ancient woodland located next to Bracton College.

After reading, discuss and answer these questions:

1. How is Jane Studdock presented to the reader in the first section?
2. What is her attitude towards marriage and being married?
3. What is Jane's dream about and how is it presented?
4. Why does Jane abandon her thesis and go out?
5. What does Mark's conversation with Curry tell us about them both?
6. What is the 'inner ring' Mark seems so keen on?
7. Who is Lord Feverstone?
8. How is Bragdon Wood introduced to the reader by the narrator?
9. What people and events seem to be associated with Bragdon Wood?
10. What kind of atmosphere does the narrator create through his description of the Wood?

I will also be giving out two secondary sources: One by Walter Hooper about the novel from the monumental C. S. Lewis Companion and Guide that he edited and the other by Thomas Howard. Hooper is Lewis' main editor and probably the world's foremost authority on Lewis's work; Thomas Howard lectures in English Literature in the USA and has written widely on Lewis and his contemporaries.

Essay Planning

How does Lewis introduce the reader to his two main characters in the opening of That Hideous Strength? Consider how the opening establishes them in relation to each other and to their interest, work and environments (800 words).

Work together to plan ideas you could include in your writing.

Coursework Information

For unit 4 Reflections in Literary Studies you will be expected to produce a coursework folder of between 2500 and 3000 words maximum that meets the four assessment objectives:

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


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


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


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

Your folder will consist of two studies, each referring to more than one text studied in the unit. We will base these on That Hideous Strength as the main text. The folder is marked out of 80 and is worth 40% of the A2 marks.

You should read all the texts, including secondary sources I give you to prepare properly for this coursework.

I will also be taking you for part of Unit 3 Interpretations of Prose and Poetry to help you prepare for the Unseen part of the examination which is worth 60% of the A2 marks.

Homework

1. Get your texts!
2. Essay writing about the opening of That Hideous Strength.

Image: Ancient English Woodland (Bragdon Wood).