This is an extremely enlightening and interesting article that explore the themes, characters and settings of the novel from an academic perspective. If you're aiming from Band 5 then you must familiarise yourself with a wider range of academic analyses than those you find on SparkNotes and Shmoop. Taken from The Guardian: Among the many screen adaptations of Robert Louis Stevenson's novella "Strange Case of Dr Jekyll and Mr Hyde" is a seven-minute Tom and Jerry film made by Hanna-Barbera in 1947. Here, a saucer of milk spiked with moth balls and bug powder is enough to transform an ordinary, decent soul - the mouse - into a monster. After a few sips, Jerry swells into supermouse, terrorising Tom, who normally holds the upper paw. At the end of "Dr Jekyll and Mr Mouse", Tom tries lapping up the milk - only to be reduced to the size of a fly. The pair exit with Jerry in pursuit, wielding a swatter.
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This is important. Taken from an article at www.tor.com: And when I say everybody, I mean everybody. Not just most people today don’t understand the original story—though that’s true—but every retelling of the story, from the earliest stage plays to Steven Moffat’s otherwise brilliant miniseries Jekyll, misses a key point of Robert Louis Stevenson’s original story: We've been discussing the importance of Chapters 9 and 10 in our lessons, and we have considered the various merits of each of these chapters.
Here is an outline of your key points in support of each. Chapter 9
Chapter 10
What do you think - which chapter is more important? Which chapter is the most important in the novel - one of these, or a different one? Place your bets and make a comment below to join the discussion... In Literature, the thing that separates 'descriptive' or 'narrative' writing from a top band response is the phrase 'critical analysis'. However, this concept is hard to understand!
In a nutshell, the University of Sussex identifies critical analysis thus: Fundamentally, critical thinking is about using your ability to reason. It's about being active (as opposed to passive) in your learning. It means that when you approach an idea, you do so with scepticism and doubt, rather than with unquestioning acceptance. You're always questioning whether the ideas, arguments and findings you're coming across are the whole picture and you're open to finding that they're not. You're identifying, analysing and, where possible, solving problems systematically. Arguments, here, are not squabbles between people - though they do evaluate other people's ideas: they are the way in which ideas are developed and organised into a line of reasoning which moves in a logical order to the conclusion and which aims to persuade the reader or listener of the validity of the point of view presented. Being able to discern and create structured, reasoned arguments is central to critical thinking. Therefore, when, in a Literature exam, you are asked to explore the importance of, say, violence, you must approach this theme with an open mind and be prepared to question whether the theme is even present at all and, if so, to what extent. We will do more on this in class, but in the meantime, here is a handy 'am I thinking critically?' checklist to help you distinguish between this and simple narrative writing. |
In a Nutshell...Mr Utterson, the lawyer, is concerned when his friend Dr Jekyll leaves everything in his will to the mysterious, and often violent, Mr Hyde. Whilst trying to uncover a suspected murder plot, he ends up finding out that the truth is actually far, far worse... ArchivesCategories
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