Free Resources for Leaving Cert English Students 2020

Because of the ongoing school closures and the uncertainty and anxiety which this causes all Leaving Cert students, 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 2020.  These notes cover 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

(You know the drill, click on the link!)

Hamlet

Shakespearean Tragedy Defined

Hamlet: An Introduction

Hamlet: The World of the Play

The Problem with Hamlet – is Hamlet

Hamlet’s ‘Antic Disposition’ – That is the Question!

Hamlet’s Delay

Death and Deceit in Hamlet

The Moral Question in Hamlet

The King and Queen in Hamlet

Polonius and his family in Hamlet

Comparisons and Contrasts in Hamlet

Ghosts and the Supernatural in Hamlet

funny-Shakespeare-spoilers-Hamlet-Macbeth-King-Lear

Persuasion

Some Themes in Persuasion by Jane Austen

Characterisation in the novel Persuasion

Fairy-Tale Motifs in Persuasion by Jane Austen

The Playboy of the Western World

An Analysis of the characters of Christy Mahon, Pegeen Mike and the Widow Quin in The Playboy of the Western World by J.M. Synge

 

THE COMPARATIVE STUDY QUESTION IN 2020

RATIONALE
This section was introduced in order to bring some variety and interest to the manner in which texts are studied at Leaving Cert. level and to give students another perspective on the potential of literature in their lives.

Although literary texts are aesthetic artefacts they can be gainfully approached from a range of other viewpoints, e.g. cultural, historical, social, which can enrich our understanding of the role and significance of literature.

Studying texts comparatively from these perspectives invites students to interact with the different worlds encountered and to make discriminations and evaluations. Such study will hopefully reflect back on the student’s own world and raise her or his awareness of it.

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 are as follows:
• Literary Genre
• Theme or Issue
• Cultural Context

Two of these three will be examined in 2020.

Literary Genre
This mode focuses on the ways that texts tell their story. This is also a legitimate basis for comparison: whether it is a tragic play, a detective thriller, a film, a historical novel, an autobiography or a travel book. (The amazing thing is that all these differing genres are available for study on this course!).

The following questions should be asked about the texts being studied by you:
• How is this story told? (Who tells it? Where and when is it told?)
• Why is the story told in this way?
• What effects do all these have?
• Is there just one plot or many plots? How do these relate?
• What are the major tensions in the texts? Are they resolved or not?
• Was this way of telling the story successful and enjoyable?
• How do the texts compare as stories?
• Is the story humorous or tragic, romantic or realistic?
• To what genre does it actually belong?
• Because your three texts are so different you have to be very aware of how different the experience of encountering a novel, a play, and viewing a film is.

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
  • Relationships
  • Family
  • Childhood
  • 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.

Cultural Context
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.

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 COMPARITIVE STUDY

EXAM HINTS

• There are three modes of comparison this year – literary genre, themes and issues, and cultural context. Two of these modes will be examined this year.

• Four questions will be offered in this section to cater for the variety of texts that have been studied. (Only one question is to be answered from this section.) You must read each question carefully and in full to see if it suits your own set of texts.

• Some questions will be in the form of a statement to be discussed. Others will be presented in parts with the marking for each part clearly stated following the question.

• It is vitally important that you remember that the questions here will be mode-specific and not text-specific. Remember that you must approach this section with the comparative headings in mind and then you must apply them to your chosen texts.

• You should bear in mind that, as with the single text, e.g. Hamlet, you must avoid the easy option of merely summarising the story. This will fill up pages (and pages!) of foolscap and will give the impression of writing a lot but will not give the examiner the opportunity of awarding marks. Remember, THINK, ANALYSE, PROVE AND SUPPORT your points as you go.

• The most important words to remember in writing answers here in this section is COMPARE and CONTRAST. You should present texts alongside one another and then compare, contrast and think about interesting parallels and divergences as they arise.

• Remember to have your KEY MOMENTS well prepared for this section so that you can make use of them in comparing one text with another.

 

Links to Notes on Comparative Texts

A Doll’s House

Study Notes on A Doll’s House by Henrik Ibsen

Persuasion

Some Themes in Persuasion by Jane Austen

Characterisation in the novel Persuasion

Fairy-Tale Motifs in Persuasion by Jane Austen

Wuthering Heights

Major Themes in Wuthering Heights

The Depiction of Childhood in Wuthering Heights – Some Observations on Characterisation in the Novel

Grace Notes on Wuthering Heights

Silas Marner

Themes in ‘Silas Marner’

Silas Marner – The Characters

Imagery in ‘Silas Marner’

Fairy-Tale Elements in Silas Marner

Silas Marner by George Eliot is a radically disturbing social document…

The Great Gatsby

Introducing ‘The Great Gatsby’

The Spinning Heart

The Spinning Heart by Donal Ryan

 

THE POETRY SECTION IN 2020

I include links to FIVE of the eight poets on your course here – simply click on the link.

Eavan Boland

Major Themes in Eavan Boland’s Poetry

The Beauty of Ordinary Things – In the Poetry of Eavan Boland

‘Child of Our Time’ by Eavan Boland

Emily Dickinson

An Overview of the Poetry of Emily Dickinson

Robert Frost

AN ANALYSIS OF THE POETRY OF ROBERT FROST (1874 – 1963)

Some Personal Thoughts on ‘The Road not Taken’ by Robert Frost

Analysis of ‘Spring Pools’ by Robert Frost

Commentary on ‘A Tuft of Flowers’ by Robert Frost

Adrienne Rich

Exploring the Poetry of Adrienne Rich (1929 – 2012)

Hidden Riches in The Poetry of Adrienne Rich

William Wordsworth

William Wordsworth’s Poetry

Tintern Abbey – An Analysis

Analysis of ‘Upon Westminster Bridge’ by William Wordsworth

 

REMEMBER ALL THIS WILL PASS – STAY SAFE AND KEEP THOSE CLOSE TO YOU SAFE ALSO.  IN ACTUAL FACT, MOST OF THESE SHAKESPEAREAN TRAGEDIES WOULD HAVE BEEN AVERTED IF PEOPLE HAD STAYED HOME…..

IMG_4062 (1)

The Poetry of Seamus Heaney

Digging

by Mary Hanley

(Note:  Leaving Cert Poetry questions have in recent years become more sophisticated and focused on particular aspects of the poet’s work.  The first ever question on Heaney simply expected the candidate to give their personal reaction to his poems – today the focus is given in the question and these are the major aspects which you must address in your answer.  This is then policed firmly by the Examiner’s by their application of the PCLM marking criteria.)

Sample Answer:  Would you agree that Seamus Heaney is an essentially backward looking poet, finding answers only in the past?

Soundbites are dangerous and the thesis stated above does not do Heaney or his poetry justice.  I agree that Seamus Heaney is “an essentially backward looking poet”.  However, I remain steadfastly reserved about Heaney “finding answers only in the past”.  This statement does not give the whole scope of his poetry true justice.  It only skims the surface, and using Heaney’s own analogy, if we are to truly understand his work we must go “down and down for the good turf” before we can get a true estimation of his worth.

Irishness, tradition and identity remain the cornerstones of Heaney’s poetry.  He celebrates local craftsmanship – the diviner, the digger, the blacksmith and the breadmaker.  He hankers back to his childhood and the community of that childhood for several reasons.  Indeed, part of the excitement of reading his poetry is the way in which he leads you from the parish of Anahorish in County Derry outwards in space and time, making connections with kindred spirits, both living and dead, so that he verifies for us Patrick Kavanagh’s belief that the local is universal.  For example in ‘The Forge’ he appears at first glance to be looking back with fond nostalgia at the work of the local village blacksmith.  However, the real subject of the poem is the mystery of the creative process.  The work of the forge serves as an extended metaphor for the work and craftsmanship of poetry.  Even the uncouth and uncommunicative blacksmith of his childhood can create!

Heaney has been branded a nostalgic romantic, a poet whose head remains steadfastly stuck in the sand, and a man when confronted with political violence and trauma regresses back in time to the womb-like warmth of his aunt’s kitchen in Mossbawn.  “Sunlight” is seen as a prime example of Heaney’s romanticism and escapism.  This poem was, after all, written at the height of the ‘Troubles’.  Yet, seemingly in denial of such violence, he hankers back to the security of his childhood.  Can it therefore be said that he is essentially a backward looking poet, finding answers only in the past?  Undoubtedly, Heaney travels back in time but it is to find answers for the present day realities.  On another level, this poem is a search for alternative human values, values no longer to be found in present day society.  Heaney can draw strength from his picture of childhood Eden – ‘the helmeted pump’, ‘scones rising to the tick of two clocks’ and ‘love, like a tinsmith’s scoop sunk past its gleam’.

Heaney is a poet, like Kavanagh and Hartnett, who has remained attached to his home place and the values and traditions of his parents.  ‘All I know is a door into the dark’.  Poets, too, have to force themselves to go into the dark, the unknown.  Their craft is multi-faceted.  They are pioneers, working at the frontier of language.  They are translators, translating for us events that we cannot grasp.  He translates the atrocities of Northern Ireland by excavating and exploring the past.  Heaney can travel through ‘the door into the dark’ only by drawing strength from the past.

The bog plays a major role in the poetry of Heaney.  This soft, malleable ground is ‘kind black butter.  Melting and opening underfoot’.  The bog is the memory of the landscape.  It draws us inwards, downwards and backwards through history.  Our bogs are as deep as the American prairies are wide.  Heaney talks about the ‘Great Irish Elk’ and ‘butter sunk under’.  In offering the poet an opportunity to consider its hoard from the past it affords him some deeper understanding of the present.

It is obvious from his poetry that Heaney needs to distance himself from the immediate face of danger.  Unlike Longley, Heaney is not eager to touch it, to write about it, to feel its flank and guess the shape of an elephant.  He needs space.  He uses the rich tapestry of history to give him perspective and a parallel to confront ‘the Troubles’.  In ‘The Tollund Man’ the discovery of a book gives Heaney a new perspective to explore the past and examine the present.  Make no mistake about it, Heaney here is talking about Northern Ireland.  It is difficult to interpret but this poem is a direct response to the continuing murders and violence of the 70’s and 80’s.  Heaney’s style may not be as direct as Longley’s, but I believe it is still very effective.  I believe he is saying here these atrocities, albeit sometimes more brutal, are just modern day versions of an age old custom.  In every society, people are sacrificed to a political or religious goddess, whether it is the goddess Nerthus or Kathleen Ni Houlihan.  One common motif linking the three parts of the poem is that of a journey.  The sacrificial journey of the Tollund Man, the journey of the brothers ‘flecked for miles along the lines’ and the pilgrimage of Heaney in the final part.  I believe there is one more journey to be made and this Heaney skilfully passes on to the reader.  We, the readers, have to make the final journey ourselves to discover and interpret, to read between the lines and around the happenings of the time the poem was written, to get at the true meaning of the poem.  This analogy can be transferred to all of Heaney’s poems.  He doesn’t do all the work for us but the meaning is more valued when we get to the essence of the poem ourselves.

                   ‘Out there in Jutland in the Old Man killing parishes,

I will feel lost, unhappy and at home.’

No one can deny that Heaney is “essentially a backward looking poet”.  Yet he makes no apologies for it.  The influence of Kavanagh and his writings on Monaghan gave him a strength to continue writing about the traditions and customs of his local community.  The cynic may see it as escapism but Heaney finds inspiration about the present in his wealth of memory.  He finds a metaphor for the finely crafted work of the poet in such poems as “The Forge”.  The bog offers Heaney a perspective.  In “Bogland” and “Tollund Man” Heaney finally turns to the security of his youth to find an answer to the shocking realities of violence and death.  It stands as an antidote to the brutal reality of the wider society.  Heaney’s poetry also stands as an antidote, dealing with harsh issues in a gentle retrospective yet effective way.

                   ‘Then grunts and goes in with a slam and flick

To beat real iron out, to work the bellows.’

Therefore, I would be in agreement with The Field Day Anthology of Irish Writing when it says of Heaney’s poetry that it is, ‘excavating in every sense, reaching down into the ground and back into the past’.

Digging by Seamus Heaney copy