No I didn't. I basically had quotes that covered all parts of the syllabus, and wrote paragraphs based on such dot points. In the exam, I would pick the dot points that worked the best and write those. However, sometimes I felt like I needed to approach extension with a greater amount of originality, and so, would throw the dot points out the window. I can say that I had a fantastic contextual understanding of the period though, and as you said before, always debated intricacies within my essays. Once again, that may be why a female voice is important to your piece
haha sounds really interesting
what do you mean by throw the dot points out the window and debating intricacies - I am trying to show the conflict within the Romantic way of thinking eg. both the potential good and danger of the overreacher in frankenstein for instance. also how much of your essay should be contextual and how much textual references? sorry for the questions you just really seem to have a great understanding which would help me so much! And just quickly as well, by the syllabus dot points, did you mean this stuff:
Module B: Texts and Ways of Thinking
This module requires students to explore and evaluate a selection of texts relating to a
particular historical period. It develops their understanding of the ways in which scientific,
religious, philosophical or economic paradigms have shaped and are reflected in literature
and other texts.
Each elective in this module involves the study of at least two print texts, relating to a
particular historical period, that demonstrate the influence of particular ways of thinking on
literary and other texts. In addition, students explore, analyse and critically evaluate a range
of other texts that reflect these ideas.
Students explore the ways that values are inscribed in particular texts and how they are
reflected by texts. They consider whether and why texts are valued in their own time. They
also consider why and by whom those texts are valued today.
English Stage 6 Syllabus – Extension
Students develop a range of imaginative, interpretive and analytical compositions, including
some which explore the effects of particular paradigms for a range of audiences. These
compositions may be realised in various forms, modes and media. Students investigate
topics and ideas, engage in independent learning activities and develop skills in extended
composition.