13484296
Description
Mind Map by Grace Fawcitt, updated more than 1 year ago
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Created by Grace Fawcitt
almost 6 years ago
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A Streetcar Named Desire- Question
Structure
- The Assessment Objectives
- AO1
- Terminology and written expression
- Try to employ a range of
terms across different
elements of language and
literature
- Phonology
- Consonance/ assonance/ sibillance/ fricative/ plosive
- Consonance/ assonance/ sibillance/ fricative/ plosive
- Word choice
- Noun/ verb/
adjective/ adverb/
preposition etc.
- Try not to just use 'noun'- consider
the type e.g. abstract noun, dynamic
verb, post-modifying adjective
- Try not to just use 'noun'- consider
the type e.g. abstract noun, dynamic
verb, post-modifying adjective
- Noun/ verb/
adjective/ adverb/
preposition etc.
- Figurative language/ imagery
- Metaphors/ extended metaphors
- Consider the imagery linked to
Blanche's name- death, surreal,
decay- compared to that of
Stanley and Stella
- Click the paperclip for a mind map on names in Streetcar
- Click the paperclip for a mind map on names in Streetcar
- Consider the imagery linked to
Blanche's name- death, surreal,
decay- compared to that of
Stanley and Stella
- Similes
- Metaphors/ extended metaphors
- Sentence mood/ structure
- Declarative/ imperative/ interrogative/ exclamative
- Short/ minor sentences, multi-clausal sentences
- These are often good to compare-
Stanley's monosyllabic elliptical
sentences and Blanche's elaborate
multi-clausal sentences
- These are often good to compare-
Stanley's monosyllabic elliptical
sentences and Blanche's elaborate
multi-clausal sentences
- If you're totally unsure on how to
describe the quote you're using, state
the sentence mood- e.g. 'declarative'-
rather than just 'sentence'
- Declarative/ imperative/ interrogative/ exclamative
- Turn taking/ length of turn
- Upwards/ downwards convergence/ divergence
- Note the lack of accommodation on Blanche and Stanley's part
- Represents the conflict between the Old South and New America
- Represents the conflict between the Old South and New America
- Note the lack of accommodation on Blanche and Stanley's part
- Upwards/ downwards convergence/ divergence
- Phonology
- Try to employ a range of
terms across different
elements of language and
literature
- Terminology and written expression
- AO2
- Analysis and evaluative comments
- While you are given an extract to consider,
you should also look for examples
throughout the play- look for nuances and
subtleties that you can comment on, such
as symbols and motifs
- Ensure that you look at alternate readings of a quote
- Some quotes will have different
connotations to a contemporary
audience compared to an audience
at the time
- Some quotes hold a
certain ambiguity- they
could be interpreted in
multiple ways, so
comment on this
- Some quotes will have different
connotations to a contemporary
audience compared to an audience
at the time
- While you are given an extract to consider,
you should also look for examples
throughout the play- look for nuances and
subtleties that you can comment on, such
as symbols and motifs
- Analysis and evaluative comments
- AO3
- Context
- Play/ theatricality
- Remember to acknowledge that
Streetcar is a *play*, not a novel-
it doesn't have chapters, it has
scenes; characters are seen and
heard, so consider costume,
symbols and sounds.
- Click the paperclip for mind maps on theatricality ^
- Click the paperclip for mind maps on theatricality ^
- Remember to acknowledge that
Streetcar is a *play*, not a novel-
it doesn't have chapters, it has
scenes; characters are seen and
heard, so consider costume,
symbols and sounds.
- Williams' life
- Williams often included elements of
his own life in his work, such as his
homosexuality and family life
- Click the paperclip for mind maps on biographical and historical context
- Click the paperclip for mind maps on biographical and historical context
- Williams often included elements of
his own life in his work, such as his
homosexuality and family life
- Historical context
- The Civil War, the Second World War, and women's rights all
play a role in this work, amongst other factors, so be sure to
acknowledge their influence
- The Civil War, the Second World War, and women's rights all
play a role in this work, amongst other factors, so be sure to
acknowledge their influence
- Things to remember
- Make sure you use context 'consistently'
- Every paragraph needs to have contextual information that is relevant to your point
- Every paragraph needs to have contextual information that is relevant to your point
- Don't just add any old context at the end of your paragraphs
- e.g. Williams presents Stanley's soldier
mentality as a form of entrapment.
Also, Williams had a sister called Rose.
- For this example, a better piece of context would be
a link to the influence of WW2, which occurred just 2
years prior to the play
- For this example, a better piece of context would be
a link to the influence of WW2, which occurred just 2
years prior to the play
- Make it relevant to your point and integrate it into your response
- e.g. Williams presents Stanley's soldier
mentality as a form of entrapment.
Also, Williams had a sister called Rose.
- Make sure you use context 'consistently'
- Play/ theatricality
- Context
- AO1
- The introduction
- Present your argument linked to the steer
- When you first read the
question, consider
synonyms for your stee
- E.g. male dominance- superiority,
control, power, authority, command
- E.g. male dominance- superiority,
control, power, authority, command
- When you first read the
question, consider
synonyms for your stee
- Place the extract in context
- What has just happened?
This could be in the previous
scenes, or literally just
before the extract
- What has just happened?
This could be in the previous
scenes, or literally just
before the extract
- Suggest Williams' possible
intentions or messages within
the extract
- Add some contextual information,
however try to save the good stuff for
your paragraph
- Present your argument linked to the steer
- The paragraphs
- 1. Topic sentence
- Include a sentence which references your argument linked to the steer
- Include a sentence which references your argument linked to the steer
- 2. Evidence from extract
- Bring in evidence from the extract- don't be
quick to dismiss the resource they've
provided, they provided it for a reason!
- Bring in evidence from the extract- don't be
quick to dismiss the resource they've
provided, they provided it for a reason!
- 3. Link to other parts of the play
- Include a link to another part of the play, preferably in a different scene
- The examiners want to see your knowledge of the play,
and that won't happen if you only mention one scene
- The examiners want to see your knowledge of the play,
and that won't happen if you only mention one scene
- Include a link to another part of the play, preferably in a different scene
- 4. Context
- Include *relevant* contextual information in every paragraph, be it
biographical, historical, situational, political or cultural
- The mark scheme mentions consistency with
context, so be consistent with it! Integrate
throughout your paragraphs, ensuring its
relevance and that it aids your argument
- The mark scheme mentions consistency with
context, so be consistent with it! Integrate
throughout your paragraphs, ensuring its
relevance and that it aids your argument
- Include *relevant* contextual information in every paragraph, be it
biographical, historical, situational, political or cultural
- 5. Purpose/ message
- Consider why Williams would include this moment
in the play, and why he uses the language he does
- Consider why Williams would include this moment
in the play, and why he uses the language he does
- 6. Return to the question steer
- Always link back to the question steer to highlight
that you have in fact been discussing it, especially
if you have an obscure or subtle argument
- Always link back to the question steer to highlight
that you have in fact been discussing it, especially
if you have an obscure or subtle argument
- 1. Topic sentence
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