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Of Mice and Men Preparation

There is some confusion surrounding preparations for the Of Mice and Men assessment and this is a post to alleviate (note vocabulary) your sense of worry.

Lot's of you are stating that 'this is the hardest assessment you have done'. What you need to understand as it seems harder because I am stretching you to consistently improve. My job as a teacher is to keep honing and improving your existing skills, adding new ones and challenging you to use your skills in different contexts in different ways.

You are interested in using your skills and knowledge in assessments and exams and enjoy drilling them but that is only part of my job. My job is also to get you to be able to recognise the skills and knowledge you need to use when looking at a question and instinctively know how to tackle it. It may not seem it sometimes but it is not all about exams and assessments. The skills of analysing, evaluating, creating an effective argument and modifying your vocabulary depending on the context you are working in are key for the rest of your life whether you choose, College, A-Levels, University or straight into work.

That's the pre-amble over. Now for the bit you want. The explanation in relation to the assessment.

We have drilled the skills of Analysis and Evaluation looking at individual quotations and also evaluation writer's purpose and ideas. If you are uncertain about these skills then revisit this post that walks you through the ideas.

However, with an extended essay task like this we also need to draw out an argument that links all the analysis and evaluation of quotations that you do. You all did brilliantly well in the Shakespeare assessment at the analysis and evaluation of the quotations but this often read as separate paragraphs evaluating individual quotations without any real link to an argument - your answer to the question.

This is what I keep banging on about by linking your paragraphs to develop an argument.

If I put these two paragraphs next to each other

'Steinbeck  uses George and Lennie to portray thoughts and opinions on companionship. For example, we see this in the first chapter within the line “because I got you to look after me, and you got me to look after you.” With this, we can instantly see the two character’s dependence on each other; they feel as if they can’t look after themselves, so they look out for one another to ensure their safety. The words ‘look after’ can also indicate a sense of simplicity within their task, which can make us readers seem at ease with the fate of the two characters. However, we can also debate that this is used to imply a sense of weakness rather than a strong companionship. It can lead to the statement that there is no George without Lennie, and no Lennie without George. Conclusively, this can relate back to the writers overall message that friendship is a strong bond which should be treated with care. As these two characters come across lonely labourers, we are able to see the significance of friendship as it seems that everyone is in competition with the ones they’re close with, as if Steinbeck is trying to emphasise the idea that “maybe everybody in the whole world is scared of each other”. And so using this friendship can really highlight the contrast between companionship and independence as several characters look upon the two in somewhat jealousy. It could even imply that humans are weak and they always need someone to fall back upon as most of the characters are lonely ‘losers’ in the game that is life itself.'

Steinbeck gives the initial impression of life outside the ranch, being very peaceful and almost dreamlike. He gives this impression by using detailed descriptions of the view to help us see what George and Lennie see. He uses phrases such as, “golden foothill slopes curve up to the strong and rocky Gabilan mountains”. The imagery and absence of anything relating to man sets an idyllic atmosphere though the lack of human contact in the landscape may be hinting at the isolation and loneliness to come. Steinbeck seems to be taking the characters away from human contact to comment on how society breaks down when loneliness dominates people's psyche.

There isn't an explicit link or argument running through them  and they just become strong analysis of key areas of the text. You have a question to explore and development to highlight so you need to consistently link your ideas together into a fluent tackling of the task.

This is the simplest way I can put it (thanks Tom Mulvihill). The diagram represents the points you are going to make with the arrows representing the links to your argument. I would start with an overall statement you wish to make:


Steinbeck explores ... through the use of... to highlight...

E.g. Steinbeck explores the role of women through the use of structure and imagery surrounding Curley's Wife to highlight that despite having dreams and aspirations of the men they have even less power to achieve them.

This becomes your main idea that you wish to express. You introduce your topic (see here) then make your first point.

Steinbeck explores the role of women in Chapter 2






Develops in Chapter 3 with 'Old Susie'

 Shows abuse of power in C.W and Crooks

Develops similarities in Dreams in Chapter 5 and being unattainable just like the men.

Each arrow represents linking back to your original statement before you move on to your next analysis.

If we were to apply that to the original paragraphs:

'Steinbeck  uses George and Lennie to portray thoughts and opinions on companionship. For example, we see this in the first chapter within the line “because I got you to look after me, and you got me to look after you.” With this, we can instantly see the two character’s dependence on each other; they feel as if they can’t look after themselves, so they look out for one another to ensure their safety. The words ‘look after’ can also indicate a sense of simplicity within their task, which can make us readers seem at ease with the fate of the two characters. However, we can also debate that this is used to imply a sense of weakness rather than a strong companionship. It can lead to the statement that there is no George without Lennie, and no Lennie without George. Conclusively, this can relate back to the writers overall message that friendship is a strong bond which should be treated with care. As these two characters come across lonely labourers, we are able to see the significance of friendship as it seems that everyone is in competition with the ones they’re close with, as if Steinbeck is trying to emphasise the idea that “maybe everybody in the whole world is scared of each other”. And so using this friendship can really highlight the contrast between companionship and independence as several characters look upon the two in somewhat jealousy. It could even imply that humans are weak and they always need someone to fall back upon as most of the characters are lonely ‘losers’ in the game that is life itself.'

This idea of the loneliness is further developed within the setting. Steinbeck gives the initial impression of life outside the ranch, being very peaceful and almost dreamlike. He gives this impression by using detailed descriptions of the view to help us see what George and Lennie see. He uses phrases such as, “golden foothill slopes curve up to the strong and rocky Gabilan mountains”. The imagery and absence of anything relating to man sets an idyllic atmosphere though the lack of human contact in the landscape may be hinting at the isolation and loneliness to come. Steinbeck seems to be taking the characters away from human contact to comment on how society breaks down when loneliness dominates people's psyche again exploring the weakness of humans and the need for companionship.'

We now have the a seamless argument that runs throughout reinforcing the points made previously and linking back to a key idea. 

This is what I mean by developing an argument. The only real change is rather than focusing on your analytical and evaluative skills, I am now confident you can do this naturally and want you to trust your natural skills and give extra focus to your argument.

The last focus is to make sure you modify your language. When you start writing, you need to throw out your everyday vocabulary and use your expert academic vocabulary. See here for further details.

So to summarise:

General Tips
  •  John Steinbeck in introduction and Steinbeck throughout the rest of the essay - not John!
  •  Write in the 3rd Person to highlight Academic Confidence
  •  Use Modal Verbs to indicate that your analysis is just a possible interpretation
  •  Use your expert academic vocabulary - No 'putting across' 'zooming in' or 'to the max'
Structural Tips

Introduction - Show a broad knowledge of the text and then narrow the focus to your key argument in the last sentence of your introduction.

Paragraphs - Point, Quotation, Explanation, Analysis, 2nd Interpretation, Evaluation - 

Links - Sandwich the skills you used with links back to your key argument at the beginning and end of each paragraph.

Conclusion - Sum up your argument in a few succinct sentences drawing on the points you've made in paragraphs. State overall what you think Author is exploring.

If you have any questions, post them in the comment box below and I'll get back to you over the weekend. 
 

 

Year 9 Challenge - 6 Books in 6 Weeks


 The 6 books in 6 weeks reading challenge has kicked off. I started by getting into the swing of things with the book / genre of my choice and finished it within 5 days. Remember each time you finish your book you need to create a 6 sentences review capturing the essence of the text.

Genre of Choice - Whit by Iain Banks

I read The Wasp Factory as a 14 Year old and thoroughly enjoyed it but as I've grown older, I've particularly enjoyed the dark humour and descriptions of Scottish countryside of The Crow Road and others alike. Whit focuses on the dark secrets of a religious 'sect', the mission of the 'chosen one' Isis and the corrupting nature of power and belief. I found Bank's satirical take on organised religion particularly entertaining. He has a habit of building up the pomposity of his characters readying them for dramatic falls from grace. Overall the book gave me a nostalgic glance at an area that I grew up in and some great laughs along the way. I'd highly recommend it.

Non-Fiction - Touching the Void by Joe Simpson

After 5 Chapters I was hooked. As someone who seems to permanently injure his knees, some of the description of the mountain top injuries of Joe Simpson made me absolutely squirm. For something so technically written (lots of climbing jargon), there is vivid description and at its heart, an astounding tale of what the body can endure. As the voice inside Joe's head told him to keep going, I'm now channelling that voice at X-Fit class and pushing my body on past its breaking point. I wouldn't recommend a crash diet of severe injury, dehydration and falling over a lot as a way to lose 3 stone. I'll keep Simpson in mind as I hang safely harnessed in the Alps this summer.

Autobiography - Mighty Mouse by Iain McLauchlan

Science Fiction - The Caves of Steel by Isaac Assimov

Here is a turn up for the books - though reading with an open mind, I didn't expect to like Assimov. I've like dystopian fiction but never really sought out Science Fiction. I have read Day of the Triffids and another trilogy called the Tripods Trilogy but they never really stuck in my mind. This was a rip-roaring murder mystery set in a futuristic world and Assimov is startling accurate in his prediction of the future - an unsustainable population (8 Billion) expansion of cities and people living in closer proximity. I loved the antagonistic society hell bent on eradicating robots who 'come to our city and steal our jobs'. Sound familiar? Clearly a man at ease with sociology and the human psyche - I'll read more!

Counter Attack and Other Poems - Siegfried Sassoon

I'd been fascinated with the poetry of Sassoon ever since reading Pat Barker's Regeneration Trilogy as a teenager. The character, born in Barker's fiction based in fact novel, caught my imagination and I have become somewhat a Sassoon fanatic since. I read the last poems in this collection as teaching often limits you to a few set poems. What I love about Sassoon's work is the honest expression of conflict, not in war but in humanity. The beauty of the world captured in parts of his poem is always contrasted with the cruelty of the first world war. My favourites were 'Repression of War Experience' and 'Survivors' (penned at Craiglockart where Barker bases her fiction); what about 'Men who went out to battle, grim and glad; Children, with eyes that hate you, broken and mad.' for a condemning last line - beautiful!

Pre 1914 - Jane Eyre by Charlotte Bronte
 

Evaluation of the Blog

This blog was started as an experiment on the request  / moan of students who didn't know how to revise. I've been staggered by the success (in terms of viewing figures) of this but there is a nagging doubt at the back of my mind as to how this is being used.

The time put into this could be used in other ways to improve the learning experience of students so I am looking to collect some data to look at the impact of the site.

If you have used the site in any way since it's birth in October, please fill in the survey here:

http://svy.mk/12zwlCx

Thanks
 

Year 10 Of Mice and Men Assessment Work

As we focus in on what is required of us to hit the top bands in the Of Mice and Men assessment, we need to begin developing some sophistication in our language and ideas.

After 7 years of teaching the text, the most successful students have always been the ones that have engaged the examiner / me in some ideas that show they have understood the complexities of the text and not just the surface level of characterisation, setting and plot.

The key words in the mark scheme are sophisticated / impressive / perceptive.

Friday's twitter cast was aimed at developing answers and points that highlight the more complex nature of the text.

Here are two links to the storify version of Friday's lessons with everyone's ideas linked together.

http://storify.com/MrMilne/10x1-of-mice-and-men-twitter-cast

http://storify.com/MrMilne/of-mice-and-men-q2-twittercast

There were a few issues that came up that were quite interesting:

1) That the characters are lonely but a bigger factor behind the feelings of the character is how the setting has thrown them together. From the isolated nature of the ranch, the claustrophobic nature of the bunkhouse and the irony of all the men being thrown together into a small setting yet all feeling equally alone to the more obvious nature of Crook's isolation from the men and proximity to the animals.

2) That the fear of being isolated keeps the men isolated. Nobody is prepared to take a chance with another character for fear of being left behind / outcast.

3) That most of the joy in the novel comes from the characters being with each other (especially Lennie as a 'safe' listener) yet the men all end up fragmented and alone at the end.

You all know the 6 skills you need to show top level skills - you can refresh your memory here and you also know that you need to modify the way you express your ideas by moving to a more formal academic register (see here) - but your key top level thinking skill is Evaluation.

Remember when evaluating and exploring Steinbeck's ideas that he has not written this text as a  historical text (although we sometimes treat it as such). He was living in the Great Depression and the hangover of the 'roaring twenties' and The American Dream. He hasn't written this exclusively to show us what living in that time was like. There is a greater purpose to the text as I his highlighting what society was like but from the negative way he treats his subject material it is like he is trying to point out that changes are needed.

It is your job to show insight and make perceptive points about what Steinbeck is getting at.

Look through the ideas in the tweets - start to formulate your own ideas and if you want to discuss them, post them in the comment box below.
 
 
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