Hi I was wondering could I get help with these two questions? I've tried to answer both with no success. I have no idea what I'm supposed to write or how to start 
and my test is on Friday so I have only 2 days to answer them.
1. How has one text you have studied used intertextuality to shape audience response? (15 marks)
I've tried to answer this question and my teacher wants me to focus on how the audience response has been shaped but I have no idea what to write and do?
So essentially what this question is asking, massively simplified, is the following:
- What is the composer trying to show the audience?
- How is intertextuality used to achieve this?
It's literally exactly what the question says; and I think you've understood it well. You are saying that the composer wants to show how there are dark messages hidden in fairytales, and that the composer users intertextual references to fairytales to achieve this. Your intro, in this regard, is pretty spot on in terms of where it takes you. I think your analysis is on the right track in principle, but I need a greater focus on intertextuality. So, what techniques are used, what specific fairytale is being referenced, and what effect is achieved. So for example:
The composer uses TECHNIQUE in QUOTE to accentuate intertextual references to FAIRYTALE, as the audience realises BLAH BLAH BLAH.Right now intertextuality feels like an afterthought, but on the whole, you are on the right track for sure!
Spoiler
Fairytales are preconceived by society to be perfect and moralistic. ‘The Werewolf’ by Angela Carter delves into dark messages hidden behind picturesque fairy tales. Intertextuality influences the reader to draw parallels between ‘The Werewolf’ and the ideal fairytale story through Carter's unique style of writing. ‘The Werewolf’ by Carter uses intertextuality to evoke a sense of mystery, anticipation and surprise by challenging the reader’s preconceived notion and expectation from a fairytale.
Carter utilises her unique style of writing and the gothic genre of ‘The Werewolf’ to portray the heroine as a independent, smart yet vicious character in a cruel environment with ‘cold weather and ‘tempest; wild beasts in the forest’. The way heroine is described wearing ‘a scabby coat of sheepskin to keep out the cold’ emphasises her vulnerability while contrasts her independence that ‘‘she knew the forest too well to fear it but she must always be on her guard’. The way the heroine is described to be wearing 'a scabby coat of sheepskin' metaphorically implies that she is vulnerable however, as the story progress it is evident that this is very ironic due to the fact she is not vulnerable but very much independent and in a sense viscous. This is evident when 'she made a great swipe at it with her father’s knife and slashed off its right forepaw' with no hesitation emphasises her independence and confidence despite facing the beast 'with red eyes and running, grizzled chops; any but a mountaineer’s child would have died of fright at the sight of'. This evokes a sense of confusion from the reader due to the distortion of a non violent and happy ending of a fairy tale. However, intertextuality between the two texts delve into a heroine that is not your typical 'princess'. This gives the reader a sense of surprise due to the unexpected and violent turn of events such as when the heroine 'cried out so loud the neighbours heard her and come rushing in' and ' beating her old carcass as far as the edge of the forest, and pelted her with stones until she fell dead'. The viscous action of the heroine further reinforces a sense of confusion and surprise that 'the child lived in her grandmother’s house; she prospered'
2. How can responses to a text change over time and in different historical, social and cultural contexts? Briefly explain in relation to one text you have studied. (15 marks)
So this one is again a nice question, because it is very specific with what it wants you to do (although
briefly explain for 15 marks is really a bad verb choice from whomever wrote this). So:
- What is the audience response NOW, in our context?
- How does it differ from the audience responses in other contexts?
In this case, audience response (as above) just refers to our interpretations of themes and messages. Your introduction does not establish the idea of differing responses in different time periods/contexts. Consider a Elizabethan audience reacting to a Shakespearian play, versus our reaction, for example. Very different, and this is something you must address in your introduction (with respect to your text), and delve into throughout your response.
Your analysis is lacking a little in this regard also. You are telling me, "This seems foreign to the modern reader," and that's pretty much it. You need to delve deeper. What was the response to the text at the time it was written? What is the response NOW? WHY is it different? You are taking steps in the right direction, but I need more than just "this seemed foreign." I need a proper analysis of how we respond, how they responded at the time, and where the difference comes from.
Also remember to be including techniques and analysing, not just retelling, you haven't included any techniques in this response, try to add some
Feel free to post in our marking thread for some proper feedback when you have your drafts finished!
Spoiler
‘Emma and Edgar by Jane Austen is text that encapsulates a period with distinct social class and roles in history. The modern reader is conditioned to be adapted to idea of equality that differs greatly to the distinct social classes and roles in the past. The reader gets a sense of confusion and foreignity of the idea of social class.
In the story ‘Emma and Edgar’ the main character Emma is portrayed to be meek and obedient. The reaction of surprise from Mrs Willmot and the rest of her family‘ by such an unexpected address and the more so, on account of the manner in which it was spoken’ evokes a sense of confusion from the reader the way this event proceeded. This is supported by the fact Emma had to ‘summon up sufficient courage to ask Mrs Willmot after the rest of her family; and when she did, it was in so low, so faltering a voice that no one knew she spoke’ encapsulates how women in the past had low status and did not have a voice.This idea is evidently foreign to modern readers who can not comprehend such a thing happening to them. This is due to the difference in the era and what was culturally and socially acceptable.
The behaviour of Emma and her obsession to Edgar is a foreign thing to the modern reader. This is due to environmental influences and conditioning in society that differs between the present and the past. Emma laments Edgar’s absence ‘It was with difficulty that Emma could refrain from tears on hearing of the absence of Edgar; she remained however tolerably composed till the Wilmot's were gone when having no check to the over flowings of her grief, she gave free vent to them, and retiring to her own room, continued in tears the remainder of her life’. Emma’s behaviour essentially encapsulates how her life revolves around a man and marriage. She is portrayed to be excessively weak and dependent on Edgar. This evokes a sense of confusion on why Emma behaves this way. This can be explained by different cultural contexts and the existence of social class in the past in contrast to the present. The modern reader has been conditioned to perceive and act a certain way that is directly linked to the era.
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Topic: English Advanced Question Thread (Read 1577534 times)