Shorter Coursework Piece 1: The Treatment of Scientific Progress in Both Novels

A summary of coursework information including tasks, assessment objectives and marks is available to download here.

You can access the mark scheme in more detail from Edexcel here.

Examples of further critical readings about That Hideous Strength and Brave New World can be found in the side-bars to the left. You may be interested in:

• Apocalyptic Themes in "That Hideous Strength" by Marisa White
• "Brave New World" an Essay by Leon Kass

You should make sure you complete reading Howard's The Miserific Vision and that you have planned similarities and differences based on the theme.

Begin drafting your ideas remembering to include an evaluation of contexts and other readers' opinions about the novels.

Good luck.

You can always email me for help or post an SOS here!

Image: Old isn't as bad as it looks!

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!

Brave New World and The Abolition of Man

This week we will focus on Brave New World and comparison with That Hideous Strength that focuses on your first coursework assignment.

The novels' openings

What similarities and differences between the openings of the novels did you find?

Compare with a partner.

The Conditioners

In his The Abolition of Man, C. S. Lewis wrote:

"if any one age really attains, by eugenics and scientific education, the power to make its descendants what it pleases, all men who live after it are the patients of that power...the man-moulders of the new age will be armed with the powers of an omnicompetent state and an irresistible scientific technique: we shall get at last a race of conditioners who really can cut out all posterity in what shape they please."

1. How do the planners in the Central London Hatchery "predestine and condition" (page 10) in Brave New World?
2. What techniques do they use in chapter 2 with babies?

Scientific Progress in Brave New World and That Hideous Strength

Mind Map similarities and differences between how scientific progress is presented in both novels.

Homework

1. Complete the mind map comparing the novels. Add quotations and references to contexts that could be important.
2. Find out about 'operant conditioning', B. F. Skinner and Behaviourism (Psychology students should have a head start here!). How does it apply to Brave New World?

Image: B. F. Skinner

Merlin, Ransom and the Central London Hatchery

THS Chapter12 review: Wet and Windy Nights

We will begin by reviewing this chapter. What do we learn from this chapter about

• Merlin
• The Macrobes
• That Hideous Strength

Chapters 13 -14

Discuss and take notes on what we further learn in these chapters about

• Merlin
• The Director Ransom
• What it is that opposes the NICE

What has happened to Jane and Mark at this point in the novel?

Brave New World: Studying the opening

We will finish this week by looking briefly at the opening of Huxley's Brave New World. In particular we will look at how he creates a convincing picture of the Central London Hatchery. in chapter 1.

Homework: Lewis' use of language (AO 2)

Find examples of Lewis' language from the novel. Look in particular for:

• metaphor
• simile
• colourful or vivid description
• invented words or terms (e. g. eldila)
• scientific vocabulary and phrases
• pseudo-scientific vocabulary or phrases
• literary references (e.g. Romance of the Rose, p. 72)
• dialogue to create character
• Biblical or Christian references
• symbols

Make notes on page numbers and examples with an idea of why and how Lewis uses them.

That Hideous Strength: The Conflict Gets Nearer

Chapter 10: The Saracen's Head

Make a brief summary of this chapter.

Chapter 11: Mark and Dr Dimble (pages 296-305)

What does the conversation between Mark and Dimble reveal about each character and each 'side'?

Coursework Theme: Scientific Progress in That Hideous Strength

Begin a mind-map on how scientific progress is portrayed in the novel and what it is set against. Find quotations about the NICE and about St Anne's that would support your ideas.

Homework

1. Complete any outstanding written work.
2. Complete the notes on scientific progress.
3. Summarise chapter 12 "Wet and Windy Nights".

Image: Human stem cells

Playing Catch-up: Parents' Evening and Resits

This week I would like to focus on completing written assignments and reading of That Hideous Strength by C. S. Lewis.

Please use class time to focus on this as you have a parent-teacher meeting with me next week!

Please hand in finished written work on that you are behind on including:

1. Essay on Jane and Mark - go here for original title
2. Essay on the NICE - go here

Parents' Evening is 22nd October 2009; please sign up with me and/or Mrs Sanders. Please also make sure your resit entries are given to Mrs Kerridge by Wednesday 14th October or you will pay EXTRA.

"That Hideous Strength" Chapter 7: On Marriage, Love and Obedience

Contexts

You will present your ideas on 4 contextual aspects of our novels:

• Eugenics in the twentieth century- Margaret Sanger
• Ideologies of the inhuman - Nazism and the Master Race
• The Sex Planners - Alfred Kinsey
• The Use of Propaganda

The Pendragon

Referring closely to chapter 7, discuss and take notes on these questions:

1. How has Jane come to be at St Anne's again in this chapter?
2. What does Miss Ironwood tell Jane about the Director before she meets him?
3. What impression does this create for the reader?
4. What further impressions of the Director do we get from the descriptions on pages 188-190?
5. What do we learn about Jane's views on marriage from her conversation with the Director?
6. How does it differ from the Director's views?
7. What does the Director mean when he says "you...have lost love because you never attempted obedience?" (195)
8. What "four Janes" return to Edgestow by train after this meeting (199ff)?
9. What happens to Jane on her return ?
10. How does Jane get back to St Anne's and why is this significant?

Homework: Moonlight at Belbury

Re-read chapter 8 and make notes on what more we learn about the NICE and its intentions in creating "the New Man".

Image: Eugenicist Margaret Sanger.