Possible
Presentation Topics
The Presentation may be based on:
You can present on
anything that you are interested in as long as it is in some way related to the
texts we studied, possible areas of focus might include:
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the cultural setting of the work(s) and related issues
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an exploration of themes, characterisation,
technique or style
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the author¡¦s attitude to a part of the text, e.g. a
particular character or set of characters
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the interpretation of particular
elements from different perspectives.
Suggested Ideas:
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A critique of your own writing that has been produced in the
style of one of the literary genres studied
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The examination of a particular interpretation of a work or
the comparison of two opposing readings of a work
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The setting of a particular writer¡¦s work against another
body of material, for example, details on social background or political views
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An exploration of the use of a particular image, motif, idea
or symbol in one text or in a writer¡¦s work
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A performance or a pastiche of a poem / or extract from a
text being studied
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A comparison of two passages, two characters or two works
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A detailed commentary of a 30 ¡V 40 passage from a work
studied in class, which has been prepared at home
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An account of your developing response to a workA monologue or dialogue by a character(s) at an
important point in the work / at some point in the future
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An author¡¦s reaction to a particular interpretation of
elements of his or her work in a given context (for example, a critical defence of the work against a charge of subversion, or
immorality, before a censorship board)
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An extra scene for a novel / play
in keeping with the rest of the text and an explanation of the effect you have
tried to create and how your new scene is in keeping with the original text in
terms of theme, characterization and style
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A piece of artwork that is based
on a text with an explanation of the effect you tried to create and of how this
links back to the original text in terms of key moments, themes, characterization
or style
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Different performances of the same
scene to indicate different possible interpretations
Note: in order to demonstrate your
ability a good to excellent understanding of the text, which you will need to do
to score highly in criterion A, ANY creative (or in any way unusual) response
must end with an rationale where you clarify for the audience how your
presentation was based in the text you studied.
Note: in any role play or
discussion that requires participation from anyone other than the presenter,
only the presenter will be marked. Be wary, therefore, of pair work.
Some Specific Examples:
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A student explored the role of
fruit and flower imagery in Szymborska¡¦s poetry
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A student compared Szymborska¡¦s version of ¡¥
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A student provided a detailed
analysis of Szymborska¡¦s ¡¥Autotomy¡¦
a poem not previously studied in class
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A student compared the translated
version of ¡¥I am too close ¡K¡¦ with the original (because they spoke Polish) and
explored the differences
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A student explored the importance
of the motif of food in ¡¥Kiss of the Spider Woman.¡¦
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A student picked a key moment from
¡¥Running in the Family¡¦ and analysed it in detail
exploring how an in depth understanding of that extract could provide us with
an understanding that ¡¥unlocked¡¦ the whole text.
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A student compared the poetry of
Blake with his engravings and drew out common themes that ran through each
Creative and Dramatic Responses
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A student produced their own scene
from ¡¥Waiting for Godot.¡¦ This was initially read out and then analysed to draw
out the similarities with Beckett¡¦s style in the original version
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A student produced their own
version of ¡¥A Modest Proposal.¡¦ This was initially read out and then analysed
to draw out the similarities with Swift¡¦s style the original version
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A student took the
persona of a minor character in ¡¥The Outsider¡¦ and created a dramatic monologue
of their thoughts during the court scene and their statements in the witness box
during Meursault¡¦s trial. This was followed with an
analysis which explained how the monologue revealed an understanding of Camus
major themes and the characters role within the novel
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A student wrote a
monologue based on Kafka¡¦s ¡¥The Trial¡¦. He taped it, with different kinds of
music accompanying different moods during the piece, and played it while he
mimed the situation. He later answered questions about his character and
actions.