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English, timeline of Jane Eyre with quotes and what not, Overarching…

- - - - Q1 and 2 (3)
        
        The examiners are assessing your ability to select relevant, precise words and phrases. The following advice applies to both questions 1 and 2:
        
        • Focus only upon the lines given
        
        • Read the question so you select the correct information
        
        • Give a word or phrase – this means identify a quotation. It is not necessary to offer any explanation or justification to achieve the mark
        
        • Do not copy out large portions of text
        
        • Give the correct number of quotations. If the question asks for two, give two.
      - Question 3 (6)
        
        This is worth six marks and tests your ability to explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support your views.
        
        • Focus on the terms of the question
        
        • Quote to support your answers
        
        • Analyse the effect – do not just list features with quotations. You must explain how the quotation/structural element you have identified creates a particular effect on the reader
        
        • Use correct terminology where appropriate
        
        • Comment on language AND structure. You do not have to discuss both equally. Use SPAMCAVES and APEPROFITS to help you
        
        • Be precise and be specific
        
        Focus on the literary technique - show you understand the techniques used through in-depth analysis
        
        Full marks answer
        
        At the beginning of the paragraph the narrator is confident - 'I was singularly at ease'. Allan Poe uses short sentences in the piece at the start and middle to convey the narrator's confidence in the circumstances. He uses statements that although related to feelings are presented like facts to show confidence . The use of the word 'But' is the start of the change in the narrator's mood. Allan Poe writes about the nervous symptoms that the narrator is getting and this becomes almost list-like, suggesting the tension is building: 'I felt myself getting pale', 'My head ached' and 'I fancied a ringing in my ears'. The use of the verb 'fancied' also shows that the narrator's nerves are getting to him as he is starting to imagine things happening. Verbs such as 'ached' connote the stress of the narrator. The narrator moves into thinking that what he 'fancied' as a ringing 'became more distinct'. Using the superlative 'more' Allan Poe is able to add to the change in mood he wishes to create. Allan Poe doesn't just use word choice to create an atmosphere. As mentioned before his sentence structure is crucial to his set up towards the crux of the story. At the end of this particular paragraph then sentences have become considerably and noticeably longer to those at the beginning. The longer sentences are constructed through the use of colons, hyphens and embedded clauses. Using this punctuation the writer has been able to include large amounts of information in a single sentence, showing a stream of consciousness. This results in a hectic - almost dizzying - finish to the paragraph as the narrator's mind becomes confused and taken over by paranoia.
      - Question 4 (15)
        
        This question tests your ability to evaluate texts critically and support your evaluations with appropriate textual references. The focus of evaluation is upon how well something has been achieved, not just how it has been achieved; it is an assessment of the relative success of the writer rather than just an explanation of the techniques that have been used.
        
        • Do not bother with an introduction
        
        • Use evaluative language (see below)
        
        • Explain how the writer is weaving together different elements to create an overall effect
        
        • You can use points you made in earlier answers, but the emphasis must be on how and why the writer’s work is effective
        
        • You should start by identifying the theme or purpose of the passage and comment on how the writing supports that theme or purpose.
        
        Focus on the effect on the reader
        
        Example 'introductions'
        
        The theme of the passage is__. The opening effectively conveys this through___, which establishes the (effect specified in the question, e.g. sense of tension/mystery etc).
        
        The purpose of this passage is to allow us to experience the narrator’s emotions along with him (or her!) as the events unfold. The opening effectively conveys this through___, which establishes the (effect specified in the question, e.g. sense of tension/mystery etc).
        
        The theme of the extract is hiding a secret and the guilt that this can lead to. Because of this the tension is developed through the piece, and very quickly builds up in a short space of time. The idea of a secret is shown at the start of the extract and the way that this is described by the writer develops tension. The language used avoids description of whatever is being hidden, and because of this the reader feels a sense of intrigue initially. He writes 'deposited all between the scantlings', but 'all' is not specific. The use of the narrator's reflection on how well he has done to hide the item moves the reader from intrigue to concern. Because he uses the adverbs 'cleverly' and 'cunningly' the reader is manipulated into thinking that he is deliberately trying to concealthe item from someone else. The confirmation of the idea that something is wrong is seen in the use of 'wrong' at the end of the sentence. At this point the reader's tension has been built through the themes of intrigue and concern about what he has done. The language to describe what is not visible, the blood, shows us that whatever is hidden is something that was alive, and this confirms the suspicions we had. In the next section the narrator is telling us what the police say happened so the reader's tension is built. We are drawn into the idea that something could have happened and the evidence that is presented - a 'shriek had been heard by a neighbour', 'suspicion of foul play had been aroused', 'information had been lodged'. This evidence, set against the evidence suggested in the previous paragraph, effectively builds tension by contrasting the ideas - the reader is led to wonder if what has been hidden is related to the possible incident that the police are investigating. The narrator has hinted that it is by saying 'for what had I now to fear?' The question in itself makes the reader tense, as they know that there is something to fear because of the blood and hidden item. In the next section the narrator's risky behaviour creates tension as the narrator tells us that he decides to almost show off what he has done - 'I bade them search - search well', 'I brought chairs into the room...placed my own seat upon the very spot beneath which reposed the corpse of the victim.' This behaviour creates divided emotions in the reader ' thinking that he is mad to take such risks as he is going to be caught by showing off and hoping that he will be caught. This division is tense and creates suspense very cleverly.
        
        In the next sections the narrator's thoughts and feelings begin to dominate rather than his actions. This builds tension as the reader becomes more aware of how he is feeling through his physical symptoms - 'My head ached, and I fancied a ringing in my ears'. We then experience the tension with him as he starts to feel unwell. From this point the focus is very much on the narrator's thoughts and feelings, rather than what the police are doing. This increases the tension as the reader is aware that it is not the police investigation that could incriminate him but he own behaviour as they 'chatted of familiar things' and cannot hear the noise he hears. The contrast between his behaviour and the police's behaviour becomes even more evident as his mental state deteriorates as he 'talked more quickly - more vehemently', 'argued about trifles, in a high key and with violent gesticulations'. The tension reaches its climax in the structure and language used by the narrator to show his feelings of guilt and paranoia. There are repeated exclamations and the verbs used to show what he does build tension by showing extreme actions 'I foamed! - I raved - I swore!' The pace becomes much quicker here due to the language and structure and this build tension because the reader feels things are moving very quickly. The contrast between the ideas of what he thinks the police are doing - 'They heard! - they suspected - they knew!' - and what they are actually doing -
        
        'chatted pleasantly, and smiled' - demonstrates to the reader his complete breakdown, creating a sense in the reader that he will be caught. The tension is brought to a final climax as the reader realises that he cannot continue with what he has done and must confess, which he finally does
        
        Marker comment
        
        This answer evaluates the ideas of secrecy, guilt, conscience along with the events of the extract and the overall theme of investigation of a crime. The answer shows a sustained and detached critical overview of the text and where language and structure are commented on this is to support this overview. There is discriminating use of references to persuasively support the points being made. This is a full and detailed evaluation of how the purpose of conveying tension is achieved.
        
        Attack extract chronologically - analysing what effect the writing has on the reader and what this conveys - don't get bogged down in analysis
      - Distinction between Structure and Language/ checklist what to look for in an extract
        
        Language - Spam Caves
        
        S - Similes
        
        P - Personification
        
        A - Alliteration
        
        M - Metaphors
        
        C - Colour
        
        A - Alliteration
        
        V - Verbs
        
        E - Emotive Language/ Exaggeration (hyperbole)
        
        S - Setting
        
        Structure - APE PROFITS
        
        A = anti-climax / climax
        
        P = punctuation
        
        E = exposition
        
        P = perspective
        
        R = repetition
        
        O = order
        
        F = focus
        
        I = indirect / direct speech
        
        T = tone / tension
        
        S = sentence structures
      - Useful evaluative words:
        
        Skilful
        
        Masterful
        
        Cleverly
        
        Creative
        
        Ingenious
        
        Inventive
        
        Expertly
        
        Vividly
    - - Marks are divided into 24 and 16
        
        There are 24 marks for your ability to communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences; and in addition, how well you organise information and ideas, using structural and grammatical features to support coherence and cohesion.
        
        The remaining 16 marks are for how well you use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
      - Summary: There is no set text type for this section; you are expected to produce clear and coherent text and to write for impact. Your work will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.
      - YOu Can:
        
        • You can make things up
        
        • If you set something in the past, you won’t be marked down for historical inaccuracy (although Queen Victoria using a mobile to summon an Uber might irritate the examiner!)
        
        • You can use first or third person, past or present tense – just keep it consistent!
        
        • Use your experiences as a reader to inform your own writing. Use the sort of techniques that you have seen other writers use, then make those techniques your own by adapting them to your own purposes
        
        • The more fiction you read, the better your creative writing is likely to be!
- - - - I will keep the law given by God; sanctioned by man - means she will observe the truths of the Bible which conform to recognised rules set by man
- - - - Intelligent
      - Honest and integral
      - Plain in appearance
      - has strong core principles of justice, human dignity, and morality
        
        Believes that these are the keystones for fulfillment
      - Values intelectual and emotional fullfillment
        
        Bronte uses this to argue that neither men or women are content with a life that leads little space for growth and self-development. this needed to be addressed through an increase in independence of women and reater equality
    - - Strong belief in gender and social equality challenges the Victorian prejudices against women and the poor
    - - Beginning
  - - - Fire is the only way to purify things - or sanctify
- - - - this lead to a sort of representation of herself
      - Ambiuos role in society - leads to a large scope for commentary
- - - - When Rochester tells Jane about his past, both with his relationship with Celie Varens and then about his marriage to Bertha Mason
        
        Decreases the relatability of the actions as don't et to really experience how forgiving they are, Bronte trying to show us it is never okay to strive away from your morals
      - When Mrs Reed reveals her thoughts aout Jane when she is dying seems to be reliving the past in her mind
    - - Get thouhts of Jane at the time of the events
      - Thouhts about them 'now' - view back on them when she is writin this book
        
        Will switch into the present tens - pay attention to when she does this and the effect - sometimes foreshadowing or other things like that
  - - - Shows Jane's feelins: When Jane listens to the wind howlin at Lowood and feels her own urge for chaos and rebellion
      - When lightning strikes the oak tree in half as Mr. Rochester and Jane agree to marry in the garden, forshadows Jane leaving and the darker secret of Mr. Rochester
        
        The oak tree symbolises their marriage - symbolism
      - Jane and Mr. Rochester's relationship is often escribed with images of storms/ choppy seas
    - - When Mr. Rochester recounts his unhappy marriage and his brief intention to shoot himself, he remembers that that night was stormy
  - - - Jane experiences emotional turmoil after leaving Thornfield, she wanders from place ot place as Bronte is emphasising the Jane is lost, emotionally, figuratively and literally
- - - - St. John tries to define Janee by deciding she is not 'made for love' and that she should serve instead as wants her to help him fulfil his goal of spreading Christianity in India
      - Metaphor of a 'reed' used with Both Mr Rochester and St John
      - Mr. Rochester molds Jane into his 'English Celine Varenes' trying to define her as more passionate than she actually is
        
        However, Jane does not outright reject her morals and sense of duty and Religious faith - nor her passionate side - but feels both on her own terms instead of as the men in her life want her to feel, this makes her happy.
  - - - Does this throuh Jane - Jane cannot become Mr. Rochester's mistress as she is not seen as his equal - even if he says he treats her as such
        
        Relationship between them only continues once Jane has become economically independent and they are equal as Mr. Rochester has been physically weakened
      - Mr Rochester is seen as agreeing with Jane in the need for greater equality between Men and women but then tries to make Jane his 'English Celine Varenes' - attempts to make her his mistress
        
        Dresses her up - gets jewlerry from bank
        
        Meant to make Women happy to be showered with gifte but has the opposite effect with Jane, she starts to question the relationship and feels a lack of conection
        
        Allows Adele to come with them on the coach as a buffer between the two even though she is not fond of Adele
        
        This leads to the end of their relationship
        
        Relationship restarts only once Mr. Rochester is physically weaker and they Jane can be his wife instead of mistress
        
        Jane re-enters Mr. Rochesters life through serving him a glass of water and some candles - Jane can serve people and help but need to be treated as equal
    - - Jane is not content till she is Mr. rochester's equal in terms of worth and value
- - - - Uses Christian virtues of simplicity and restraint to justify cruelty
      - Also is hypocritical as doesn't follow the rules he sets for others - considers himself above them
    - - Sees God as an ineffable master who ive orders and people must obey - no regard to humanity or human emotions
      - Repeatedly described as 'cold' and 'marble', suggesting that lacks emotional warmth and doesn't understand human shortcomings - only lives his life by Christian principles
        
        Rejects human love (from Rosmand Oliver) and chooses love of God and faith instead
        
        Presented as admirabal in theory but not practical or healthy for normal people like Jane
        
        quote for this on Page 456 - somewhere round there
- - - - Mrs Reed cannot do this so doesn't change
        
        Mrs Reed is also used to show that even thoug self-developmetn is hard the opposite of that is worse and that there is a great reward at the end - shown by the happy ending of the book, with Mr. Rochester and Jane married as equals
    - - Helen Burns teaches Jane at a young age virtue (throuh her love of God) and the value of integrity and dignity (Jane was spiteful to Mrs. Reed and Helen shows her love is the best way to deal with paste hatred of someone) - which shekeeps throughout the book and it is what guides her and motivates her to keep going
        
        Need a quote for this stuff
      - Mr. Rochester shows Jane how to accept the passionate and emotional side of herself - stops beating herself up and starts to love herself and sees she is fine as she is :tada::
  - - - Mr. Rochesters own journey to become a bettter person
      - Mrs. Reed's failure to chane - even on her death bed
        
        Mrs Reed fails as she is not able to admit that she treated Jane badly
        
        Subsequently dies alone and unloved
      - jane's own journey to self-knowledge and happiness
- - - - Jane goes on long walks during periods of boredom and loneliness
        
        Nature is described by Bronte as 'the universal Mother' who protects and shelters Jane
      - Jane also is sustained by nature through berries and drinks from a stream when she leaves Rochester
        
        'Finding a moss-blackened granite crag in a gidden angle, I sat down under it. High banks of moor were about me; the crag protected my head: the sky was over that.'
- - - - Shows the hate Mrs Reed had for Jane, was not because Jane was a burden - could have got rid of her by letting her have a better life in Madeira, she actively wanted to continue to treat jane in this spiteful wya - maybe it made her feel better?
    - - Gypsy lady/ fortune episode incident
      - flirtin with Blanche Inram
      - New job in Ireland for Jane
      - All a series of test for Jane
      - Concealment of first wife Bertha
  - - - Discovered by God or by mortals