Comparative preparation

• Engels
• Upper Secondary (Key Stage 4)
• GCSE

Lesson objectives 

Developing linking topic, message or concepts for two works 

Exploring the authorial choice in both works 

Exploring the genres of these two works 

Root of the week 

Op(s) - From Latin  meaning "riches, goods, abundance, gifts, plenty, power & help" 

Op - 'to, toward and against' prefix 

Opposite 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Optimum 

Word of the day

Optimum (adj) - the best; most likely to bring success or advantage

 

The chemical substances were mixed in various proportions until an optimum was reached.

Keep a note of what events are grouped together under what titles. 

 

The titles of the groups of chapters 

Night 

Shopping

Waiting Room

Household

Birth Day 

Soul Scrolls 

Jezebel's 

Salvaging 

Nap 

Historical Notes 

The Journey 

On the Bottom 

Initiation

Ka-Be

Our Nights 

The Work 

A Good Day 

The titles of the chapters 

This Side of Good and Evil 

The Drowned and the Saved 

Chemical examination 

The Canto of Ulysses 

The Events of the Summer 

October 1944 

Kraus 

Die drie Leute vom Labor 

The Last One 

The Story of Ten Days 

Add events or quotes 

Add events and quotes to your influencing context mind map 

1. Biblical references and the Old Testament 

2.Dystopian fiction and 1984

3. Puritan New England 

4.The rise of the Christian right in the USA

5.Environmental issues & ecofeminism 

Concepts we generated: 

Power dynamics, oppression, patriarchy, identity, rebellion 

Concepts HL literature 

Act 1

Concepts  

If This is a Man 

Concepts generated: 

Dehumanization,(loss of) identity, humanity, language & morality 

Which topic, concept or message links these two works?

Non-fiction memoir 

A memoir is a non-fiction book that presents a firsthand retelling of a period in an author’s life. It does not document the memoirist’s entire life story but rather a selected era or a specific multi-era journey. Alternatively, a memoir may concern its author’s entire life but through a particular lens—such as the events leading up to and surrounding their professional career. As such, a memoir is comparatively focused when considered side-by-side with an autobiography.

Adapted: Masterclass.com 

Characters 

Offred​

Serena Joy​

The Commander​

Ofglen​

Nick​

Moira​

Offred’s mother​

Professor Pieixoto​

Janine​

The Handmaid's Tale 

If This is a Man 

Make links similarities 

Consider differences

Lesson objectives 

Exploring the two works in preparation for summative 

Investigating a question 

Construct a thesis statement 

Construct a introduction and assess an example 

Write a body paragraph and assess a student's work 

Word of the day

Optimum (adj) - the best; most likely to bring success or advantage

 

The chemical substances were mixed in various proportions until an optimum was reached.

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Copious 

Word of the day

Copious (adj) - in large amounts, or more than enough

Unscramble the synonym: PALME

 

The student took copious notes, filling page after page.

Ample

Setting 

The Republic of Gilead ​

Offred’s room​

The Commander’s study​

The Commander's bedroom​

Serena Joy’s garden​

The shops, the streets and the wall​ (Harvard University) 

The Red Centre​ - Rachel & Leah

The Colonies​

Jezabel’s​

The University of Denay, Nunavit​

The Handmaid's Tale 

If This is a Man 

Make links similarities 

Consider differences

(Narrative) structure 

Often non-linear and fragmented. Lots of flashbacks.​

Offred as single narrator for most of the novel.​

Offred’s testimony as an oral account.​

Use of intertextual references and allusions to other works of literature

Short chapters and recurring “Night” sections.​

‘Historical notes’ section at the end.​

Lack of closure: ambiguous fate of Offred and mysterious nature of Offred’s document.​

The Handmaid's Tale 

If This is a Man 

What themes do these texts have in common and what do they not share? 

The Handmaid's Tale 

If This is a Man 

How do two of the works you have studied portray the struggle to be understood?

• Who is struggling to be understood? Characters? The author? 
  
• Understood by whom? Other characters? The reader? 
• How is the struggle to be understood connected to a major conflict? 
• In what way does the struggle get resolved in our works? 
• What is the main message that needs to be understood?  

Ask the question 4 questions to explore the scope you will address. 

Thesis statement 

A good thesis statement offers a clear direction for your paper. It should: 

1. Identify the two works and authors being used (these may have been done earlier in the introduction) 

2. Use (some of) the wording of the question

3. Acknowledge the similarities and differences

4. Make an argument and share an insightful idea 

5. Use evaluative language 

Your thesis statement for the question: How do two of the works you have studied portray the struggle to be understood?

Introduction for the essay 

Hook (you can also add it when you have finished) 

Titles of the works (underlined) 

Text types of the works 

Authors of the works

Dates of the works - publication, translation into English and first performance

Summary of the works as a whole

Thesis statement = comparative in nature, point out similarities and differences and have a central argument. 

Write an introduction for this essay

Hook	In a world where voices are often silenced, the struggle to be understood becomes a profound human right.
Titles	The Handmaid's Tale & If This is a Man
Text types	Dystopian prose fiction & memoir
Authors	Margaret Atwood & Primo Levi
Dates	THT first published 1985 Canada ITIAM first published 1947 Italy First translation English 1959
Summary	The Handmaid's Tale concerns the experiences of a young woman, Offred, in an imagined American dystopia called Gilead. The protagonist is forced, by a totalitarian theocratic regime, to act as a surrogate mother to a Commander through state sanctioned rape.
Summary	If This is a Man investigates the experiences of the author, an Italian Jew, during the Second World War. Through his experiences in Auschwitz, the author considers identity, morality and dehumanisation.
	Although Atwood is concerned with the concepts of gender and power, and Levi considers the resilience of the human spirit in abhorrent circumstances, both consider language to be a defining human characteristic and the need for understanding, empathy and recognition as keystones to life.

In a world where voices are often silenced, the struggle to be understood becomes a profound human right. The works, The Handmaid’s Tale and If This is a Man, depict this struggle through their narratives. The Handmaid’s Tale is a dystopian prose fiction written by Margaret Atwood and first published in 1985. It concerns the experiences of a young woman, Offred, in an imagined dystopian America called Gilead. The protagonist is forced, through state sanctioned rape, by a totalitarian theocratic regime, to act as a surrogate mother to a powerful Commander. If This Is a Man, a memoir by Primo Levi, published in 1947 and translated into English in 1959, recounts the experiences of the author, an Italian Jew, during the Second World War. Through his horrific experiences in Auschwitz, the author considers morality, dehumanisation and the struggle to communicate. Both works, though differing in text type, share the common concern of individuals fighting to be heard and understood in oppressive environments. Although Atwood is concerned with the concepts of gender and power, and Levi considers the resilience of the human spirit in abhorrent circumstances, both consider language to be a defining human characteristic and the need for understanding, empathy and recognition as keystones to life. 

Example introduction paper 2 

How do two of the works you have studied portray the struggle to be understood?

What should be in a BP

1. A clear topic sentence with some wording of the question or  your thesis statement and an insightful idea. (What aspect of the topic will you focus on)

2. Clear textual references or evidence If quotations, they are embedded into your sentences.

3. Labelling of literary, dramatic or stylistic features and a discussion of their effects. 

4. Discussion of the author/reader relationship. 

4. Some context.

5. Comparative language. 

Write one body paragraph for the questions and using your thesis statement to guide your response. 

Colour coding body paragraph

1. A clear topic sentence with the wording of the question and an insightful idea. 

2. Clear textual references or evidence If quotations, they are embedded into your sentences.

3. Labelling of literary, dramatic or stylistic features and a discussion of their effects. 

4. Discussion of the author/audience(reader) relationship. 

4. Context.

5. Comparative language. 

Look at the example colour coded essay from the IB Guys. The grading is on the back, but don't read it until you have read the response.

Give feedback BPs 

1. You will receive a body paragraph from a peer. 
   
2. Read the question they responded to.
   
3. Read their thesis statement & introduction 
   
4. Colour code one body paragraph. 
5. What was missing? 
   
6. Give a WWW and EBI 
7.  Do not grade the work
   

Lesson objectives 

Example response 

colour coding & structure consideration 

Marking the response 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Copious 

Word of the day

Copious (adj) - in large amounts, or more than enough

Unscramble the synonym: PALME

 

The student took copious notes, filling page after page.

Ample

Colour coding body paragraph

1. A clear topic sentence with the wording of the question and an insightful idea. 

2. Clear textual references or evidence If quotations, they are embedded into your sentences.

3. Labelling of literary, dramatic or stylistic features and a discussion of their effects. 

4. Discussion of the author/audience(reader) relationship. 

4. Context.

5. Comparative language. 

Look at the example colour coded essay from the IB Guys. The grading is on the back, but don't read it until you have read the response.

Conclusion 

A literary essay should analyze and evaluate a work of literature or an aspect of a work of literature. A strong conclusion will restate the thesis statement and broaden the scope of the essay in four to six sentences. You should also have an effective last sentence in the essay so you can wrap it up on a high note.

Rephrase your thesis statement

Rephrase your thesis statement. Avoid repeating your thesis statement as it appears in your introduction. Change the language and word choice in the original thesis statement so that it reflects the analysis that you have shown in your literary essay.

Another option is to revise your thesis statement to be more clear, making  edits to it. Go back to your introduction and read your thesis statement again. Then, keep your thesis statement in mind as you read over your body paragraphs. Consider whether your thesis statement still feels relevant to your essay, or if it could be revised. 

Rephrase but do not repeat

Start with your revised/ rephrased thesis statement. The middle section of your conclusion should be three to five sentences long. It should broaden the scope of your essay. 

• Important themes or ideas 
• summarize your most important findings 
• No new information in your conclusion 

Answer the question 'so what?'

Think about why someone would care about what you are addressing in your essay and why the focus of your essay is important. Answering the question “so what?” can help you generate interesting things to finish your essay within the conclusion. Possible final sentences: 

• Finish with a powerful image or detail from the text
• End with a simple sentence straightforward sentence
• Set your findings in a larger context

Grade the response using the assessment criteria. 

Discuss in your pairs 

Criterion A: Knowledge, understanding and interpretation (10 marks)

• How much knowledge and understanding of the works does the candidate demonstrate?
  
• To what extent does the student make use of knowledge and understanding of the works to draw conclusions about their similarities and differences in relation to the question?
  

• 9 out of 10
• Excellent knowledge and understanding in response to the question with a sustained interpretation of both texts in relation to the question, and each other. 
  

Criterion B: Analysis and evaluation (10 marks)

• To what extent does the student analyse and evaluate how the choices of language, technique and style and/or broader authorial choices, shape meaning?
  
• How effectively does the candidate use analysis and evaluation skills to compare and contrast both works?
  

• 8 out of 10
• Analysis of the texts is good with some detailed exploration and evaluation of how authorial choices contribute to the portrayal of relationships. 
  

Criterion C: Focus and organisation (5 marks)

• How well structured, balanced and focused is the presentation of ideas?
  

• 5 out of 5
• This is a well organised essay. Treatment of the texts is well balanced and the essay moves effectively between them, as well as in terms of developing an argument. 
  

Criterion D: Language (5 marks)

• How clear, varied, and accurate is the language?
  
• How appropriate is the choice of register and style?
  

• 5 out of 5
• There are some minor slips but overall the language is accurate, appropriate throughout and effective. 
  

Suggested timing 80 mins

1. Choose your question, deconstruct the question, 5 - 10 mins 

4. Generate ideas and make a plan (mind map or table) & write your thesis statement - 10 min 

5. Write your introduction 12 mins 

6. 2 comparative paragraphs & conclusion 45 mins

6. Revise & edit your work - 5 min - 10 min 

+ 10 mins extra time

Re-write the second sentence 

This is further illustrates by Atwood by the use of repetition of the word 'usual' in lines 1 through 5. The narrator is telling herself it was normal, not believing the prior statement made, attempting to gain some autonomy. 

Make two sentences from this one sentence. 

Re-write the second sentence 

This is further illustrated through Atwood's use of repetition of the word 'usual' in lines 1 through 5. The narrator persuades herself that a restrictive and controlling patriarchy must be considered as "usual"; however, she does not appear to believe this statement. This internal resistance allows the narrator to feel that she has gained some autonomy. 

Re-write this long sentence 

This mini-soliloquy explains more about Nora's feelings and realisation, giving the audience some foreshadowing as to what might happen within minutes, and through these techniques, Ibsen also showcased how Nora's revelation is impactful in the Victorian society she is in, where women are supposed to be meek and follow men's orders otherwise known as a patriarchal society. 

Make three sentences from this one comma spliced sentence. Each sentence contains one idea and is linked to the other through linking words or phrases. 

Re-write this long sentence 

Nora holds a short monologue expressing her feelings and revealing to the audience her realisations. Through this technique, Ibsen foreshadows her final revelation that leads to her leaving her husband and children. For a patriarchal, Victorian audience this is shocking  as the expectation is that she should  be meek and follow the wishes of her husband. 

Make three sentences from this one comma spliced sentence. Each sentence contains one idea and is linked to the other through linking words or phrases. 

by the use of 

sends ... into a spiral 

figures out 

hit an all time low 

the goal in the end 

extract talks about 

roles enforced by rule books 

made into 

open up about 

killed her desire 

looking at 

took a turn 

true colours 

looms over

stipulations of law 

developed 

through 

showed authenticity 

the main objective is 

confuses 

was deeply affected by 

considering 

understands 

the extract highlights 

become/became

precipitated honesty 

eradicated her yearning for 

influences 

link the informal term on the left to a more formal alternative on the right. Write both terms down in your exercise book or Teams class notebook. 

A  novel, poem or play is built from literary techniques and novelistic conventions for both aesthetic and functional reasons. ​

​

These techniques serve the purpose of constructing a coherent narrative, conveying the main themes and social comment of the author, and engaging the reader on an emotional level.

In summary:​

​

You need to analyse a novel like it’s an artificial, constructed thing: a product designed by a creator to achieve various purposes (a main one being to convey their viewpoints about society). Focus on the methods they have used to do so, and what you think may have been their intentions for using these methods. ​

​

Do NOT get lost in description of plot or writing about characters and plot events as if they were real.​

The Handmaid's Tale by Margaret Atwood

Global Issue: Women struggle for autonomy in patriarchal or totalitarian societies which control or oppress their desire for liberation and self-determination. 

Purpose = Atwood illustrates that control and oppression of women happened in subtle ways long before the totalitarian regime of Gilead. 

Flashback/non-linear narrative= illustrates to the reader that the narrator is aware of and can communicate with the reader about a society that is not totalitarian. However, the control of women prior to Gilead meant that they were not free although they felt that they were. 

Author's choices 

Metaphor/analogy= " in a gradually heating bathtub", "We lived in the blank white spaces". Women were unaware of the oppression and control that the state was enforcing upon them and, although they had an illusion of "freedom",  this was not was not self-determination. 

Repetition = The adverbial phrase "as usual" is repeated to indicate how control is exerted on women in society. Atwood highlights how people accept the existing conditions in order to protect themselves from being targeted. 

Author's choices 

Repetition = The adjective "Ignoring" is repeated to signify how disregarding control and oppression allows the narrator to pretend that the situation is "usual". "Dreams" and "dreamt" is repeated to further signify that the women's reaction to this control is a delusion and results in a failure to become aware of the control and oppression that is being exerted by patriarchy. "men", "awful"

Simile= "newspaper stories were like dreams". This comparison supports the idea of ignoring and pretending that the situation is "usual". 

Author's choices 

Semantic field = "corpses", "bludgeoned to death", "mutilated", "interfered with", "boiled to death".  A semantic field related to the idea of violent death or rape is present. Atwood illustrates how emotive and shocking news reports were used prior to Gilead to control and oppress women. 

Inclusive and exclusive pronouns = "We" and "us", both inclusive personal pronouns, are used to include Offred, the narrator, with all other women in the pre-Gilead period who were struggling for liberation. "They", an exclusive personal pronoun, is used to refer to the shocking newspaper articles that were not relevant to the women's own experiences. 

Author's choices 

Hyperbolic language = exaggerated and emotive language is used to reflect the melodrama of the newspaper reporting, "melodramatic", "boiled to death", "bludgeoned to death". 

Parallel sentence structures = "but they were about other women, and the men who do such things were other men" reflects a parallel world in which these horrors were not occurring, yet the fear engendered was used to oppress and control women. 

Inner narrative/ point of view/narrative voice/past tense = Atwood uses the narrator to consider the context of composition. 

A Doll's House Henrik Ibsen

Punctuation = em dash to show the actors that a long pause is needed. Nora pauses to allow herself to think through her words and come to a conclusion about her actions, "I--how am I fitted", "educate myself--you are not the man", "little while ago--that you dare not trust". Nora takes control of the dramatic dialogue and is forming her decision whilst she considers what has happened to her. She is freeing herself from control and trying to gain the capacity for self-determination. 

Author's choices

Diction choices = in comparison with the Act 1, Nora's diction is straightforward, restrained and focused, "I must do that for myself". Ibsen reveals that Nora is resisting the control and oppression that was exerted upon her by the patriarchal society in which she lived. 

Modality/commands = Ibsen shows Nora's certainty through her use of modals that reflect her lack of insecurity, "I will", "I must". Torvald attempts to regain control "I won't allow it"; however, Nora's reaction, "I will take", which is repeated, underlines that her decision is final. Ibsen illustrates how Nora wishes to find liberation and self-determination. 

Author's choices

Personal pronoun usage = Ibsen's repetitive usage of the first person personal pronoun in Nora's dramatic dialogue highlights her need to become her own person. 

Stage/actor direction = There is only one in this excerpt, [springing up]. This demonstrates to the audience Helmer's shock at hearing that Nora wants to leave her husband and children. This reflects the same shock that the audience would have felt at this revelation. 

Author's choices

Infantilisation = "Both yours and the children's, my darling Nora." Torvald considers Nora to be like a child that needs to be taught by her husband how to behave and what to believe. Control from the patriarchal society. 

Dramatic dialogue/character development 

Know and address some of these elements for your analysis of the text as a whole 

Context (all contexts) and setting	Narrative point of view (only novels)	Characters , foil, antagonist, round, flat, conflict
Plot construction	Narrative structure - flashbacks, flash-forward, non-linear narration, chronology	symbols and motifs
Themes, topics or concepts	Text type and genre	Notable stylistic and literary choices for these authors
significant events or quotations from the works