Arthur Miller – Death of a Salesman Revision – Section C Arthur Miller – Death of a Salesman John Keats – four poems

The Narrative Structure Death of a Salesman The Narrative Structure Can you link any of the tragic concepts to key points in the play? Pessimism Pity Cultural expectations Suffering Morality Jealousy Fiendishness Ambition Racism Alienation Sexism Marginalisation Corruption Outsider Disillusionment Isolation Reputation Fear Status Destruction Fixation Martyrdom Naivety Hypocrisy Overreaching Fate Domestic Optimism Control In groups, decide what the key plot points are and put them onto a diagram of Freytag’s pyramid: Climax Complication Reversal Rising Action Falling Action Inciting incident Resolution Exposition Denouement

Recapping: What are the key aspects of tragedy for each text? Miller – Death of a Salesman Keats - Lamia Protagonist Villain/Antagonist Tragic flaw Hamartia Hubris Anagnorisis Peripeteia Key symbols Themes Anything else/how it fits with Aristotle’s definition of tragedy Protagonist Villain/Antagonist Tragic flaw Hamartia Hubris Anagnorisis Peripeteia Key symbols Themes Anything else/how it fits with Aristotle’s definition of tragedy

Section C – writing about two texts For this section, you will have approximately 45 mins to write on both Keats and Miller The question will be in debate format, although the statement will be a more general phrase in relation to tragedy You should spend some time planning this answer first You do not need to compare texts, although linking phrases are helpful ESSAY STRUCTURE Complete an introduction in which you address both text in relation to the question Then deal with one text (2-3 points) Use a linking phrase and address the other text (2-3 points) Conclude by referring to both texts and how far you agree with the statement in question.

First, we will look at Death of a Salesman “Disconnection and isolation from reality is at the heart of the tragic experience.” To what extent do you agree with this view in relation to two texts you have studied? Remember to include in your answer relevant comment on the ways writers have shaped meanings. Mind map ideas for this question, paying particular attention to the key words: Disconnection Isolation Heart of tragic experience

Now, choose three sections from DOAS that you could use in an answer to this question: Example: Relevant section: Willy’s flashback in Act 1 – Biff has stolen a ball from school Quote – p.23 ‘Sure he’s gotta practise with a regulation ball doesn’t he? Coach’ll probably congratulate you on your initiative!’ Dramatic method? Use of flashback; questions Happy and challenges him (Happy is arguably the voice of reason here). Interpretation: This flashback reveals that Willy is disconnected from reality as he is not considering the implications of Biff’s stealing. Willy may view this episode fondly, however the audience will understand the mistakes that he has made with his sons. This links back to Biff’s realisation later on that he always ‘blew [him] so full of hot air’. “Disconnection and isolation from reality is at the heart of the tragic experience.”

Groups for today: A B C D E Kathryn Jack F Ellie Elisa Chloe Jack B Megan Hannah M Vijdan Jasmine Emily I Sangiwe Amie Anna Stella Daniel Beth Sanchia Niamh Hannah L Maisie Starter task: Look through your essay and read the feedback you have been given Is there anything that you could add to or change? If your essay was unfinished, plan what you would include in additional paragraphs.

Class Feedback Many of you are developing an individual critical voice, which is pleasing Most commented on dramatic effects and/or language features Clarity of expression is improving Some really interesting ideas – with many of you developing original ideas Excellent use of quotes Several essays were unfinished or lacking in detail Overall structure should be considered carefully Developing your own interpretations should be a key focus now Revising and creating quote banks will help you to remember quotes/key sections of the text in the exam.

Recapping the poems Group focus: A – Lamia Part 1 B – Lamia Part 2 C – The Eve of St Agnes D – Isabella E – La Belle Dame Sans Merci You are going to focus on a given poem. Make notes on key plot points and the tragic aspects, ready to feed back to the group. Which aspects do you think are the most significant, in terms of tragedy? What are the key themes/ideas presented by Keats?

Recapping: What are the key aspects of tragedy for each poem? Keats’ Poems Protagonist Villain/Antagonist Tragic flaw Hamartia Hubris Anagnorisis Peripeteia Key symbols Themes Anything else/how it fits with Aristotle’s definition of tragedy

Now, we will look at poem/s from Keats “Disconnection and isolation from reality is at the heart of the tragic experience.” To what extent do you agree with this view in relation to two texts you have studied? Remember to include in your answer relevant comment on the ways writers have shaped meanings. Mind map ideas for this question, paying particular attention to the key words: Disconnection Isolation Heart of tragic experience

Section C Question: “Disconnection and isolation from reality is at the heart of the tragic experience.” To what extent do you agree with this view in relation to two texts you have studied? Remember to include in your answer relevant comment on the ways writers have shaped meanings. Today you will complete a Section C response on both DOAS and at least one Keats poem. Homework is to continue with your revision: Re-reading Making notes Recording quotes Planning essays and writing intros

Groups for today: A B C D E Kathryn Jack F Ellie Elisa Chloe Jack B Megan Hannah M Vijdan Jasmine Emily I Sangiwe Amie Anna Stella Daniel Beth Sanchia Niamh Hannah L Maisie Starter task: Mind map – tragic villain and tragic victim How many concepts associated with tragedy can you link to these characters?

Silent Debate: ‘In tragedies, the boundaries between villains and victims are continually blurred.’ To what extent do you agree? Feedback: Now, discuss in your groups and decide which ideas you most agree with. Can you suggest evidence for each point? Choose three to feed back with.

Sample introduction: ‘In tragedies, the boundaries between villains and victims are continually blurred.’ The tragic tradition is characterised by the inclusion of a character, a typically high status individual that undergoes a downfall as a result of a tragic flaw. At least partially, if not fully responsible for that downfall, is a villain, who is a character inflicting harm on others, acting in their own self-interest. A boundary is a border or a parameter, and the idea that this is continually blurred means that it is consistently unclear. Characters may show traits of both victims and villains. In this sense, the boundaries between victims and villains are indeed consistently blurred as a result of certain authorial methods employed by both writers. Write down where you can see conscious definition of the key words in the question where you can see acknowledgement of genre An outline of a stance on the debate Extension tasks With a partner – discuss how this introduction might be developed further Re-write the introduction from a different point of view.

You now have 10 minutes to plan your response AND write an introduction to any one of the questions below Write the definition of the highlighted words on your sheets Then, on your post it note write down whether you agree or disagree with the statement AND bullet point your reasons ( aim for 3), ready for discussion Practice Questions: “Disconnection and isolation from reality is at the heart of the tragic experience.” “At the heart of the tragic experience lies unfulfilling and detrimental relationships between men and women.” “In tragedies, the boundaries between villains and victims are continually blurred.” “Tragedies are tales of redemption in which the hero moves from moral blindness to a clearer vision of what really matters.” To what extent do you agree with this view in relation to two texts you have studied? Remember to include in your answer relevant comment on the ways writers have shaped meanings