Module A: Comparative Study – Frankenstein and Blade Runn - PowerPoint Presentation

Slide1

Module A: Comparative Study – Frankenstein and Blade Runner

CommentsSlide2

Module A: Question.

To

what extent has your comparative study of Frankenstein and Blade Runner

developed your understanding

of

the personal struggles experienced by individuals?Slide3

Composes a

sophisticated comparison

between the texts,

evaluating skilfully

and

perceptively

to what extent an

understanding

of the

personal struggles experienced by individuals.

Analyses skilfully

the

relationships

between

texts

and

context

using well selected and detailed textual references.

Composes a perceptive analysis

using

language appropriate

to

audience, purpose and form.Slide4

Comments:

Put specific dates of the texts

; Film/novel

-(1992

, 1818)

Should mention the form, epistolary or concentric circle plot – Three perspectives. This would have been good to mention in this question, as

this structure

reveals the struggles of characters from their

personal recounts and perspectives.

Film, futuristic setting of 2019.

The

replicants

are

human facsimiles

- great termSlide5

Context

Each

idea, integrate the contextual influences for this idea. This doesn’t have to be too lengthy, just make the link to the context. Don’t do separately and I would do it towards the start, after you give your topic sentence or idea, then give a bit of background before starting on textual references, techniques and so on.Slide6

Re-telling – a big no no

!

Student’s are re-telling their stories, it sounds like you are giving me a summary and you’re wasting time, with this. You don’t really need to summarise the story of Blade Runner and Frankenstein. This will all unravel through your ideas. If you need to you here is an example of a one line sentences that you can use. Shelley’s

Frankenstein entail

s a failed artificial life experiment that has produced a monster. That’s it, everything else will come out (well all that is necessary for your argument). In your paragraphs don’t explain the story, just assume they know it. The only time I’d give a short one sentence summary is in regards to your ORTS.Slide7

Textual reference

You need more references, way more. Some students used

one

. Remember 8-10 quotes per text. At least aim for 8. I wouldn’t dare go less than 6.

Once you acknowledge these examples you need to show how the techniques are used to portray them. But you don’t just say imagery is used here. You need to identify the TYPE of imagery - The use of natural imagery, to what? Why is it used, what’s the effect and how does this link to your idea?Slide8

Techniques can be your literary/visual/film.

They can relate to punctuation– short, truncated sentences - effect? Can quicken the pace to create a sense of immediacy, what else?

They can be

figurative – comparisons, transference of ideas, exaggerations.

Imagery

Personification

Alliteration

Simile/metaphor.

HyperboleSlide9

Techniques

Description, word choice – emotive language, negative connotations

Tone/mood:

despair, gloomy.

Grammar: Nouns, pronouns, verbs, adjectives –

effect?

Active verbs, passive

verbs, effect?

Personal pronouns – reflective and personalised.

Collective – ‘we’ etc.

We

need to look at techniques

more, we will revise these and work through the English book so bring it tomorrow, along with your Frankenstein novel!!Slide10

Textual reference

Sometimes you may just use a quote as part of sentence to highlight something – if you remove the inverted commas, it should still sound like a sentence. Just analyse the quotes where you’re supporting your ideas, then analyse this quote to show the effect. After you have given all your examples to support your ONE idea, then evaluate and make a judgment. What does this prove and how it links to the question. Support the question once again at the end of every paragraph. Don’t get too repetitive and over the top, find a nice flow.Slide11

Sophistication

Sometimes students are using absurd comments that don’t sound sophisticated. It is nice to have your personal voice but stay focused on the question and don’t put in your comments unless your supporting them. Sometimes, sophistication is lacking in your sentences. Terms like; this shows, this sounds happy etc. Can easily be re-worded for sophistication.Slide12

Themes

Sometimes student’s go straight to themes and let the themes dominate your ideas. It is good to remember themes so that you can categorise your information, quotes etc. When you get a question that links specific to characters, try and integrate the themes but don’t make it dominate the question, always reinforce to how personal struggles are experienced.Slide13

Time-management

Those students who struggle with time management – don’t make your argument as extensive. Just look at one character from Frank and one from BR. Can be Victor and Roy, or the creature and Roy. This way you don’t have to focus on covering so many and you can focus on giving an in-depth analysis in regards to two characters.Slide14

It is a comparison, so you could always do with linking sentence between the two. The best way to do this is start with frank – then you can say this idea is augmented in BR.... Or Frank sets the paradigm for this idea in BR, or Frank sets the basis of this idea (whatever it is) in BR, however this is portrayed in this way (state). Or you can make a comment on how the similar idea is produced in Blade Runner, but due to the contextual influence of modernisation, the consequences are portrayed on a larger scale, through a futuristic setting.Slide15

With Blade Runner – acknowledge the scene and comment on the techniques, hardly anyone referred to any film techniques. The opening scene is easy to portray most ideas and we did an analysis of this in class. Comment on the bleak futuristic setting, shown in the aerial view.

The last scene – the struggle between Deckard and Roy. Roy kills Tyrell – piercing his eyes with his hands, what’s this symbolic of? Roy unleashed his anger, frustration and inner turmoil on his creator – here we have a physical struggle to reflect these feelings. Why his eyes? What shot is used to express this struggle, how effective is it? Slide16

Only use references that refer to your idea in the paragraph

New idea = new paragraph. Don’t find a reference that doesn’t fit in with your idea.

How

has it developed your understanding? Could be more insightful and especially in the conclusion, what did u learn from these struggles? Balance in life, can’t disrupt nature, it teaches us humanity.Slide17

Example from Zowie’s

Both Frankenstein and Blade Runner have revealed that the struggles experienced in life cannot be ignored or avoided. The representation of these struggles can increase our understanding on how we as individuals can deal with the same issues relevant in today’s society. Isolation through both texts is the result of obsessive ambitions, which acts as a warning in losing contact with the world. The struggles Roy and the Creature face due to non-acceptance, reflect societies disregard for those who deter from the mainstream and have also increased our understanding as we learn not to be so judgmental on one’s appearances.Slide18

Introduction

Introduce the two texts, form and date.

Could mention the features – gothic novel, futuristic text, film noir elements.

Answer the question! What are the personal struggles in the text – how are you going to address the question. What aspects of the text are you looking at? Which characters, what are they struggling with? Struggles with nature, with themselves, with others? Outline this. In your body only address these points.Slide19

Examples of introductions: Struggle with nature.

Humanity

is the demonstration of morals and a conscience. Mary Shelley the author of ‘Frankenstein’, 1818 and Ridley Scott the director of ‘Blade Runner’, The Director’s Cut 1992, address the struggle to maintain humanity in a fast deteriorating world. The abrogation of moral responsibility is a concept explored in both texts revealing that man indeed lacks this care and responsibility towards what they create. Advanced scientific experimentation and increased consumerism caused both authors to convey what they perceive the results of unchecked advances of technology will be. Each composer addresses the struggle of individuals to maintain their humanity through various literary and cinematic techniques. Their perspectives will also differ according to their relevant contexts.

Charlottes focus/idea is on the personal struggle of the characters (she reveals which

characters

in the body) is their struggle to maintain humanity.

This is due to two things. 1. Abrogation of moral responsibility. 2. Unchecked advances of science and technology. Slide20

Short: but effective enough! Struggle with themselves and others.

Mary Shelley’s ‘Frankenstein’ and Ridley Scott’s film Blade Runner both anchor their visions on personal struggles. The personal struggle of power and ‘playing God’ and the struggle of acceptance sit at the core of the texts. Both MS and RS have conveyed their message through the theme of creator versus the creation, which is the centre of the personal struggles in both texts.Slide21

Setting out a paragraph:

Set out your paragraph:

Idea

–

Victor’s personal struggle with his obsessive and idealistic desires

.

Context (link) –

Enlightenment values/Romantic opposing values

Textual references to support your idea

. (4)

Analysis of techniques used for these examples –

imagery, pathetic fallacy.

Evaluate /judgement – link back to question –

Reinforce the character’s (Victor) personal struggles and what my understanding of them are.Slide22

Mary Shelley’s Frankenstein uses a concentric circle style plot to reveal the character Victor Frankenstein’s perspective on the turn of events in the novel. Through his perspective, we witness his obsessive thoughts and idealistic views in discovering the secrets of life, reflected in his comment “What had been the study and desire of the wisest men since the creation of the world was now within my grasp”. These thoughts exude the enormity of Victor’s task, which he views with great optimism as he attempts to use his knowledge of science to create an artificial life form

.

Shelley’s

novel was written during the Romantic period, this era opposed the previous views of the Enlightenment, where through science one could achieve the ideal of peace, harmony, and ultimate perfection. Victor’s idealistic views are reflective of the Enlightenment values where he voices “A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me”. The enormity of the task and Victor’s proud and arrogant outlook, slowly start to take their toll on him, as he obsessively struggles to complete such a task. Perhaps, Shelley is taking on the Romantic values in warning of the dangers of such scientific idealism

.

This struggle becomes physically apparent as Victor’s “...cheek had grown pale with study, and my person had become emaciated with confinement”. The imagery of decay is created through Victor’s “pale” and “emaciated” figure, his inner struggles and torments are physically leaving their mark and symbolise his unlawful practices. Victor confines himself to his study and cuts off any form of communication with his friends and family, he becomes too consumed by his own desires and disregards all other aspects of life. This is

further

established

through

“The leaves of that year withered before my work drew to a close”. Pathetic fallacy of the withered leaves is used as a parallel to Victor’s withering soul, intensifying the inner turmoil Victor faces as he comes closer to the completion of his forbidden task.

I understand Victor’s personal struggles are due to his obsessive pursuit of unlawful desires, where Shelley uses her cautionary tale to warn people of the dangers when becoming too involved with their ambitions and neglecting other significant aspects in their lives, such as family and loved ones. Slide23

Re-do one of your paragraphs.

!