Northanger Essay Practice - '"Northanger Abbey is a celebration of the Gothic rather than a condemnation of it." Consider Jane Austen's use of the gothic elements in the novel in the light of this comment.'
Points to add:
- Bathos - build up and crash down into reality (Henry's speech) (Comic Device)
- Lexical field
- Parody gothic writing
- Catherine's expectation of and reaction to Northanger Abbey - excessive imagination.
- Bathos - build up and crash down into reality (Henry's speech) (Comic Device)
- Lexical field
- Parody gothic writing
- Catherine's expectation of and reaction to Northanger Abbey - excessive imagination.
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 meanings 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 received.
Band 5
‘Analysis’ is shown when students are breaking down ideas and concepts in their arguments.They are holding up ideas to the light in their discovery of meanings.
Band 6
‘Evaluation’ is shown when students are determining the value of ideas put forward in their arguments. They are examining and judging carefully showing the ability to stand back and assess.
terminology and concepts, and coherent, accurate written expression.
AO2 - Demonstrate detailed critical understanding in analysing the ways in which structure,
form and language shape meanings 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 received.
Band 5
‘Analysis’ is shown when students are breaking down ideas and concepts in their arguments.They are holding up ideas to the light in their discovery of meanings.
- At the top of the band students will demonstrate detailed analysis several times in the course of their argument.
- At the bottom of the band there will be the beginnings of analysis. Ideas will be well explained and there will be a flash of deeper enquiry.
- argument or debate will have a shape and direction; several points are likely to be well developed and explored;effective use of genre specific critical vocabulary
- several points fully developed and analysed; well-illustrated in connection with the argument
- a view or views are developed with some depth; textual support is likely to be very well chosen and wide ranging
- context is likely to be analysed and integrated into the argument
Band 6
‘Evaluation’ is shown when students are determining the value of ideas put forward in their arguments. They are examining and judging carefully showing the ability to stand back and assess.
- At the top of the band students will demonstrate evaluative skills several times in the course of their argument.
- At the bottom of the band there will be confident analysis with a little evaluation.
- argument or debate will be coherently structured and sustained; the question is likely to be fully interrogated;argument is likely to be notable for its depth and perception;excellent use of genre specific critical vocabulary
- several points fully developed and evaluated; excellent illustration integrated into the argument.
- a view or views are explored in depth, argument driven through to its conclusion; textual support is likely to be excellently selected and integrated
- context is likely to be perceptively evaluated as part of the argument
Hints to write a good essay:
> What is the answer?? What is the point of it?? Take the key information. An introduction is proposing the argument/answer and a conclusion answering the question and showing the judgement you have reached.
> Rough idea - outlining the sections in general.
> Direct approach - avoid lengthy introduction, just get to the point.
> Take it personal - show your viewpoints/ opinions/ thoughts and analysis. Be careful of the preposition 'I'! Try to use 'me' instead - 'It seems to me...' 'This highlight issues for me...'
> Use the present tense - write as if the events were happening.
> The reader is in the know - the reader knows everything, so don't describe the events, analyse it - Don't retell the story!!
> Don't use huge chucks of texts - keep it short and pithy, and don't list quotes - Say a lot about a little.
> Look at the language and style - so the reader gains understanding.
> Don't summerise all the points in the conclusion, save the best point til last.
> What is the answer?? What is the point of it?? Take the key information. An introduction is proposing the argument/answer and a conclusion answering the question and showing the judgement you have reached.
> Rough idea - outlining the sections in general.
> Direct approach - avoid lengthy introduction, just get to the point.
> Take it personal - show your viewpoints/ opinions/ thoughts and analysis. Be careful of the preposition 'I'! Try to use 'me' instead - 'It seems to me...' 'This highlight issues for me...'
> Use the present tense - write as if the events were happening.
> The reader is in the know - the reader knows everything, so don't describe the events, analyse it - Don't retell the story!!
> Don't use huge chucks of texts - keep it short and pithy, and don't list quotes - Say a lot about a little.
> Look at the language and style - so the reader gains understanding.
> Don't summerise all the points in the conclusion, save the best point til last.
Introduction
Conclusion
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Linking paragraphs and topic sentences
Apostrophes
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Bathos
Context
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