This week the Government announced that schools would remain closed until February 1st, and that Leaving Cert students would be able to attend school for three days a week, beginning on Monday January 11th. That Government decision remained in force for all of twenty-four hours! Because of this continuous disruption and uncertainty, no doubt caused by the Covid-19 upsurge in the community, but not helped by Government indecision, I have brought together here in one post links to a series of relevant notes which you may consider useful in your English course studies for 2021. These notes are not exhaustive but focus mainly on Single Text, Comparative and Poetry Sections.
Caveat Emptor! Leaving Cert Student Beware !! These are resources which you should use wisely. They are personal responses to the various texts and you should read and consider them if you find them useful.
IN OTHER WORDS, MAKE YOUR OWN OF THEM, ADD TO THEM OR DELETE FROM THEM AS YOU SEE FIT. ALSO, YOU MIGHT SPREAD THE WORD, DON’T KEEP THEM ALL TO YOURSELF!
THE SINGLE TEXT AND A SELECTION OF TEXTS PRESCRIBED FOR THE COMPARATIVE STUDY 2021
(You know the drill, click on the link!)
King Lear (H/O)
Single Text Study Notes on King Lear
Some Central Themes in Shakespeare’s King Lear
Wuthering Heights (H/O)
Major Themes in Wuthering Heights
Imagery and Symbolism in Wuthering Heights
The Depiction of Childhood in Wuthering Heights Some Observations on Characterisation in the Novel
Grace Notes on Wuthering Heights
Philadelphia Here I Come (O)
Characters and Relationships in Philadelphia Here I Come!
The Theme of Communication in Philadelphia Here I Come!
The Theme of Escape in Philadelphia Here I Come!
Some Themes in Persuasion by Jane Austen
Characterisation in the novel Persuasion
Fairy-Tale Motifs in Persuasion by Jane Austen
Fairy-Tale Elements in Silas Marner
A FEW OBSERVATIONS ON THE COMPARATIVE STUDY QUESTION IN 2021
MODES OF COMPARISON
For each Leaving Certificate course, three modes of comparison will be prescribed. This means that the texts chosen for comparative study must be studied under these particular modes (headings).
This year the modes of comparison at Higher Level and Ordinary Level are as follows:
- Theme or Issue
- Cultural Context
- General Vision and Viewpoint
- Social Setting
This year there will be two questions on EACH of these modes of comparison. In reality this means that because of the time constraints and limited time given to you to study the syllabus properly you only need to focus on ONE mode of comparison.
FYI the following adjustments have been made to the Comparative Section in the Leaving Cert English Syllabus for 2021: next June the Comparative Section will include questions on all three modes prescribed for examination in 2021 – namely, Theme or Issue, Cultural Context, and General Vision and Viewpoint.
Candidates will be required to answer on one mode only. This will allow you to concentrate your efforts because in effect, if you wish, you can simply concentrate on one mode of comparison only and you can be guaranteed that there will be a choice of two questions for you to answer on that chosen mode of comparison. Remember, the standard required won’t alter but you are being given greater choice this year in your Comparative Study.
The internal question choice within modes will remain the same. Single questions (marked out of 70) will require candidates to refer to AT LEAST TWO texts in their response. The same criteria for assessment will apply to candidates irrespective of whether they refer to two texts or to three texts when responding to 70 mark questions. Two-part questions (marked out of 30 and 40) will require candidates to refer to ONE text in answer to part (a) and to TWO other texts in answer to part (b).
Theme or Issue
This involves comparing texts on a prescribed theme(s). These would have to be themes that were pervasive and central to the texts chosen for study e.g.
Isolation and Loneliness
Fantasy and reality
These themes/issues will be the messages or concerns that the writer or film director wishes to impart to the audience. In most texts, there will be a number of themes/issues worth considering
Your task, therefore, in this section is to compare and contrast the same theme as it is treated by different authors or film directors.
Compare the texts focusing on social rituals, values and attitudes. This is not to be seen as a sociological study of the texts alone. It means taking some perspectives, which enable the students to understand the kind of values and structures with which people contend. It amounts to entering into the world of the text and getting some insight and feel for the cultural texture of the world created. This would imply considering such aspects as the rituals of life and the routines of living, the structures of society, familial, social, economic, religious and political: the respective roles of men and women in society, the position of children, the role and nature of work, the sources and structures of power and the significance of race and class.
Vision and Viewpoint
The term, general vision and viewpoint, may be understood by candidates to mean the broad outlook of the authors of the texts (or of the texts themselves) as interpreted and understood by the reader – excerpt from Marking Scheme, 2003
When approaching this mode of comparison it is important to examine each text to discover what particular vision or view of life is presented by the novelist, playwright or film director. We need to find the overall view of the writer as it is reflected through the themes and issues raised in the text. We will probably realise that we as readers or as an audience have been given a privileged position by the author and that we often know more than the characters in the novel or the actors on the stage or film set. We are, after all, entitled to our own viewpoint also! Commonly, we are expected to judge whether the text is positive or negative, optimistic or pessimistic, realistic or dystopian, etc., etc.
When you answer a question in the Comparative Section remember that you have to be selective in emphasising the most meaningful similarities and differences between texts. The more similar they appear to be, the more provocative and challenging it is to contrast them and to draw out differences between them. Remember also that when you draw out surprising or disputable similarities or differences, you require detailed support from the texts.
In a Comparative answer, it is vitally important to compare and contrast these different ways of looking at life, or to examine if there is coherence or a lack of coherence between all these differing viewpoints.
THE POETRY SECTION IN 2021
I include links to SIX of the eight poets on your course here – simply click on the link. Again, in this area, the Department and the Examinations Commission have made very generous adjustments to the Syllabus for 2021. So, this year, ONE additional poetry question will be included i.e. candidates will be required to answer one of five questions instead of the usual four. In reality, therefore, instead of having to have at least FIVE poets prepared for examination, you now will need to have at least FOUR poets studied at Higher Level this year. (Two extra poems will also be included in the Ordinary Level paper).
The Poetry of Seamus Heaney: Some Recurring Themes
Analysis of The Forge by Seamus Heaney
Analysis of The Harvest Bow by Seamus Heaney
Themes and Issues in the Poetry of Elizabeth Bishop
Elizabeth Bishop: The Poets Poet
Major Themes in Eavan Bolands Poetry
The Beauty of Ordinary Things In the Poetry of Eavan Boland
Child of Our Time by Eavan Boland
AN ANALYSIS OF THE POETRY OF ROBERT FROST (1874 1963)
Commentary on A Tuft of Flowers by Robert Frost
Analysis of Spring Pools by Robert Frost
Some Personal Thoughts on The Road not Taken by Robert Frost
Gerard Manley hopkins
The Poetry of Gerard Manley Hopkins
Analysis of The Windhover by Gerard Manley Hopkins
Commentary on Pied Beauty by Hopkins
An Analysis of Inversnaid by Gerard Manley Hopkins
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