MODULE A: Comparative Study of Texts and Context

1. MODULE A: Comparative Study of Texts and Context Elective 2: Texts in Time • In this elective students compare how the treatment of similar content in a pair of texts composed in different times and contexts may reflect changing values and perspectives. • By considering the texts in their contexts and comparing values, ideas and language forms and features,students come to a heightened understanding of the meaning and significance of each text.

6. More ideas about historical context…

7. The novelFrankenstein (or the Modern Prometheus) - 1818 by Mary Shelley, and the film Blade Runner – 1982 – directed by Ridley Scott. Texts in time…

8. Compare texts in order to explore them in relation to their contexts.

9. So… what was “new” and different about Romanticism in the late 18th century and the 19th century?? ROMANTICISM… BEFORE…? NEO-CLASSIC LITERATURE • Universal beliefs and ideas • Individuals conformed to social expectations • Manicured and “show” gardens • Positioned the responder to feel peaceful and tranquil • The “natural” world was dangerous and evil • Individual beliefs and ideas • Individuals challenged the social expectations and were beyond control • Un-manicured gardens – mountains / oceans / forests • Positioned the responder to be inspired • The “natural” world was sublime

10. Frankenstein: a brief chronology of events related to context…

11. Blade Runner: A brief chronology.

12. Social, cultural and historical context influences aspects of texts • changes in context lead to changed values being reflected in texts: • use of the language of texts, • purposes and audiences, • analysis of the content, • values and attitudes conveyed through a range of readings (different people’s points of view)

13. Use of Language… Frankenstein • The language is usually highly emotional, melodramatic and threatening. • There is always more emphasis on description than dramatic action; this emphasis on description does not however involve detailed analysis of inner feelings. • The Creature's language is highly rhetorical (which could also be said for much of the book). • There is a big difference in language between the three narrators. • The Creature's eloquent language is unexpected. Instead of a grunting animal, is the impressive use of balance and opposition in his order to Victor "Remember I am thy creature; I ought to have been thy Adam; but I am rather the fallen angel, whom thou divest from joy... and I shall again be virtuous."- biblical allusions, antiquated English , fragmented sentence, repetition of the personal and high modality of “I am”

15. The five replicants • are actually androids – artificial human beings designed to function on planets beyond Earth. Their sudden return to Earth causes alarm and fear because of their superhuman strength and violent tendencies. • DeckardDeckard is a ‘blade runner’ whose job is to track down ‘non-humans’ or replicants. His relentless pursuit is responsible for the deaths of four replicants and he spares the life of a fifth, Rachel. During his hunt, there is evidence to suggest he might be a replicant himself. At the end, he is attempting to flee the city with the replicant, Rachel, towards to an uncertain future. • blade runner • replicant • skin jobs • VoightKampf test • Nexus VI • implanted memories • retirement • spinner

16. Examination rubric… In your answer you will be assessed on how well you: ■ demonstrate understanding of the meanings of a pair of texts when considered together • what are the common ideas / attitudes / values / assumptions / information / human characteristics / human relationships between Frankenstein and Blade Runner? ■ evaluate the relationships between texts and contexts • How closely are the two texts similar? How distantly are they different? Why? ■ organise, develop and express ideas using language appropriate to audience, purpose and form How? = what language / film forms and features are used in each text to show the ideas etc… Different contexts…

17. Structure • The novel is structured as a ‘nest of stories’, one narrative inside another. Each narrative gives a different perspective on events. • In the film, here are two parallel narratives. Comparative study of common features of both texts: …Which means… What are similarities between the two texts? Common premise • If scientists were capable of creating life… then the resulting relationship between the creations and humans would uneasy and tense. • The creators come to loathe their creations and try to destroy them. • The creations react with similar violence when faced with destruction • 19th C, the scientist, represented by Victor Frankenstein, was the enemy of the Creature. In the 21stC, the enemy of the replicant is the Tyrell Corporation. .

18. Analysis of how language and other communication techniques contribute to the creation and reading of both texts.

19. 2010 exam question Analyse how Frankenstein and Blade Runner imaginatively portray individuals who challenge the established values of their time. The prescribed texts are: • Mary Shelley, Frankenstein and • Ridley Scott, Blade Runner (Director’s Cut) or (Final Cut)

20. How your exam will be marked… • Analyses skilfully how Frankenstein / Blade Runnerportray individuals who challenge the established values of their time • Demonstrates skilfully an understanding of the relationships between texts and contexts using well-selected and detailed textual reference • Composes a perceptive response using language appropriate to audience, purpose and form • Marks 17–20

21. In better responses, candidates • considered the key notion of individuals challenging established values and produced a shaped response that developed and sustained a thesis which genuinely addressed the question and which used a discerning selection of textual references. • In weaker responses, candidates tended to • identify some similarities between these texts, often with a limited understanding of the significance of these similarities. • They often considered the key concept of established values of their time in a superficial or generalised way or ignored it. • Treatment of context was not integrated into the discussion and was frequently a reference to the time of composition rather than an understanding of how context is reflected in the construction and reception of texts. • They often relied on a few basic or inappropriate references to texts.

22. evaluate how different contexts effect how composers use of medium of production, textual form, perspective and choice of language influence meaning. Weigh-up Film, print, Techniques Novel, fsci-fi eature film Dominant? Resistant? Subversive? Marginalised? Disenfranchised? Popular? Cultural? Christian? Non-Christian? Post-modern? Feminist? Capitalist? Marxist? Formal? Colloquial? Idioms – simile – metaphor – modality – dialogue – imagery – symbols – motifs – audio effects – camera angles, shot types and movement – contrast – irony – satire – persuasive – positive or negative tone – emotive language – factual language – stereotypes – cliches – catch phrases – journalese - Show specific ideas, events, people, values, attitudes about history and memory.