1. The great Gatsby wuthering heights
Revision – essential skills
The ‘non negotiables’

2. Introductions ‘non negotiables’
Both Bronte and Fitzgerald explore the complexities of intense relationships that could ultimately be considered obsessive. The romantic relationship of Catherine and Heathcliff set in the desolate Yorkshire moors in the 19th century gothic romance Wuthering Heights is passionate but it is this very quality that also fuels the obsessive behaviour of both characters. Similarly, Gatsby’s passionate pursuit of Daisy is arguably an obsessive goal that results in the protagonist’s untimely and tragic death amidst the “careless” nature of the Jazz Era in Fitzgerald’s bleak depiction of 1920’s America. However, it could be argued that both novels also explore a pragmatic approach to the romantic relationships, which is shaped by the established values of an era. Whilst the obsession can clearly be seen as damaging; there is also an argument that it contributes to the captivating poignancy of the love stories that unfold.
Introductions ‘non negotiables’
Writer’s names
Key word from question
Time period of both texts
Setting of both texts
Genre
Assert argument (concisely with counter and1 link )
See example….

3. Narrative voice Wuthering Heights
Nelly Dean – biased narration, intuitive, dramatic
Lockwood – his narration frames the story told by Nelly Dean
The Great Gatsby
Nick Carraway – biased/intrusive/academic/his perspectives on Gatsby’s character/emotions/relationships/commentary on behaviour “aware of the loud beating of my own heart” (chpt 5)
Jordan – narrates ‘flashback’ sections to reveal Daisy’s past
Both novels use direct speech to present and accurate and authentic understanding of characters
Narrative voice
Both texts
impact

4. Style Literary conventions Literary context Typicality of genre
Fitzgerald combines modernism and features of the Romantics. This captures the juxtaposition of the beauty of the natural world with the hedonistic corruption of the era.
Style:
Poetic
Symbolic
Synaesthesia (sensory)
satire
Typicality ‘this is typical of….’ The Lost Generation/boundless lifestyles/dreams/corruption - Steinbeck
Bronte – gothic/figurative/transcendent/Victorian/bildungsroman (coming of age)/revenge tragedy/romance
Style Literary conventions Literary context Typicality of genre
Key terms

5. Bronte explores the intensity of human emotions and the capacity for love to fuel vengeance, destruction and despair. However, she also portrays hope through the relationship of Catherine and Hareton – the possibility for a new generation to heal.
Bronte exposes to embedded prejudice of the class system that underpins societal behaviours in 19th Century Victorian England – the snobbery and hypocrisy that shapes relationships and instils the hierarchy evident in the patriarchal nature of rural England .
Fitzgerald – exposes the corruption and immorality of the wealthy (chpt 9)
Through Nick’s intrusive narration – consequences of class prejudice/the post war carpe diem excessive indulgent behaviours of individuals
Man’s capacity to dream
Dissolution of society
Intention
Essential for top band

6. AO2 Narrative voice – link to intention Patterns of imagery
Specific words and impact they have on characterisation and tone (adverbs/nouns/adjectives)
Sentence forms (imperative/declarative/rhetorical/exclamatory)
Actions of characters
Mouthpiece – ‘Nick could be considered a mouthpiece for Fitzgerald..’
Structure (framed WH/cyclical GG)
Foreshadowing (essential for GG)
Connotations of imagery and actions
AO2
Method must underpin argument to progress to B and secure A.
Aim for 15+ quotes in your essay – you need to show you know these books well.

7. AO3 Cultural climate of 1920s Excess Post war Materialism
Marriage based on status and security as opposed to true love
But, romanticism of the era….
Infidelity rife and accepted
Male superiority
Domestic violence ignored ‘blind eye’
Lost Generation
Time of flux/insecurity
Dutiful love
Context for Wuthering Heights?
AO3
Context
Reception
Production

8. Stop and Think
Select options to explore the question – key sections/chapters/moments to give you the strongest scope for argument
Your selection needs to give you opportunity for AO2 and AO3 – range and precise.
It is essential that you know your texts in order to make good decisions.
5 mins to think will make for a stronger/structure argument
AO1 and AO5
Strong argument/debate
Answer the question

9. SQI “..woman run around too much these days to suit me” (Tom/chpt 6)
“You can’t repeat the past”….”why of course you can!” (Nock/Gatsby/chpt 6)
Topic sentence/method/characterisation/context/intention – does your inference do one or more of these?
“wrenching his head free, and grinding his teeth”
SQI
Statement – valid to your argument
Quote
Inference – meaning + method and /or context
Contextualise quotes – make them advance your argument….
Over to you….
‘Men are presented as characters who seek to dominate their partners’

10. Themes – types of love Love Fast Think Task
Obsessive Love
Destructive Love (conflict/violence/emotional)
True Love
Unrequited Love
Social Class as barrier to love
Men that dominate their partners
Women as victims
Tragedy – hero/heroine/both
Love transcends all….
Chapters/situations/quote that explore these categories (page number helps)
Paired task – be prepared to share
There may be ‘overlaps’
2 per text per category
Final 2 as h/w revision task

11. Essential chapters and why…
Gatsby
Wuthering Heights
1. infidelity/phone call..
2. ‘fight scene’
3. party/excess/illicit relationships
4. Daisy’s past/love affair with Gatsby
5. Daisy and Gatsby – reunion/foreshadows death/water
6. his past
7. hotel – pivotal/heat “Mr Nobody”
9. intention – essential “careless…”
9 – 16
19-20
Final 3 chapters