Articles by sharm15829@gapps.uwcsea.edu.sg

15/3/21

After finishing my mock exam and getting back the paper, I need to make a clear plan for the exam so I can be more consistent. There are a couple of things I need to keep in mind.

• Keep coming back to the question more deliberately
• Revise the features of different texts so you can use them more effectively
• Don’t be repetitive and make a plan rather than summarising in the conclusion
• Annotate for 15 mins before starting the paper
• Try to gauge underlying meaning (assumptions on the reader, type of writing style)
• Write a clear thesis which you can keep coming back to.

2/3/21

In preparation for the english mock exams tomorrow, I made a document containing all the information for the different paper 1 text types so that I could have a better idea about which things to point out if they come up. There are certain finer nuances associated with the different text types that I need to notice. However, overall I have noticed that the same skills are required. A clear structure needs to be established and ideas need to flow so that a cogent argument can be made. In order to achieve a high grade there needs to be adequate time for planning so that the essay has a direction and there is minimum repetition. It is also vital to have diverse vocabulary and be able to use the language effectively to discuss points. Finally, points need to be made in depth and there’s no merit in stating aspects of the text without development.

Paper 1 text planning doc: https://docs.google.com/document/d/1TrAHoFoQC9QUzfGUUEaqGLnH7lPfk95PBwmwQFUuTFI/edit

1/2/21

I wasn’t present for the Paper 1, however, we analysed it as a class today and it was quite a challenging test. There are a couple of things to remember for the next time. The first would probably be to not ignore the contents below the text so that the context of the text is better understood. The second thing would be to read the glossary and understand the vocabulary. Thirdly, its important to identify the audience so the context of the text is better understood as well. The final thing would be to identify the key ideas and literary devices – connect the specific to the meaning/big ideas more effectively so the examiner can follow easily.

26/11/20

Now that we finished Handmaid’s Tale, we moved onto Antigone – a tale written by Sophocles for the Festival of Dionysis in ancient Greece. I was fascinated by how theatre has evolved and how such plays really laid the foundation for modern acting. The usage of masks, choir, and effective dialogue in such a different way was inspiring. We discussed various elements of Greek theatre, who Sophocles was, the structure of a Greek Tragedy and of course, the story of Antigone. It is interesting how despite the story itself being so simple, it is acted out to represent discourse and provoke thinking. Instead of being relatable, it is very clearly a depiction.

19/11/20

This week we talked about the Ending of the novel and what we learnt from Offred’s tale as a whole. My lack of notes is because it was more of a class discussion rather than following a presentation. We spoke of the cliffhanger ending and the potential places Offred could have gone. It was definitely unnerving that Atwood had ended the novel in such a manner. Since we had discussed the Historical Notes the previous week, we were aware that they don’t really reveal very much. Hence, we had to come up with our own ending rather than be told what happened.

12/11/20

This week we solely focussed on the Historical Notes – a section that must not be neglected when reading the novel. In the Historical Notes, we attempt to gain a better understanding of Offred’s ending and not be left on a cliffhanger. However, what we see is that in this Conference, Offred’s tapes have found the worst listener. A man named Professor Peixoto, who isn’t mildly interested in her personal experience and rather wants to study the Gileadean regime as a whole. He appears misogynistic, dismissive, and arrogant, and therefore, makes the reader feel frustrated when seeing such an individual’s interpretation of Offred’s story. We discussed what this says in general about historians and if they ever attempt to truly understand the narrator’s voice, or if in the pursuit of the truth, dismiss the very essence of the story itself.

5/11/20

Today we talked about probably the most macabre and visually unpleasant scenes in the novel – the salvaging and particicution. These occur at the end of the book and hint at Offred’s lack of ability to conform to Gileadean norms. She essentially begins to fall apart. We spoke about how Atwood hints at this through dialogue with Ofglen and internal monologue. What I found most interesting, as seen in much of the novel, is how effectively Atwood uses language and naming in this part. “Participution” is the words “participation” and “execution” put together, insinuating that this is a group execution. Such ceremonies, we discussed, were quite a common trope of totalitarian regimes. Furthermore, the word “Salvaging” portrays the ways the regime attempts to cloak the true nature of proceedings through euphemism. To salvage something is to try to recover or rescue. Hence, by killing sinners, Handmaids are encouraged to think that they are salvaging them.