Planning for the Edexcel English Language and Literature exams- Society and the Individual

1. Why is Williams' presenting ___________________ the way he is?

1. Don't ignore the extract provided- ensure you really delve into the content

1. Give examples from the rest of the play. This can be linked to the extract directly, or just to the steer

1. Ensure that you acknowledge that Streetcar is a play, not a novel. This links to theatricality and motifs

1. Consider the function of stage directions, costume, sounds, and lighting

1. How is Williams' presenting _________________? This doesn't refer to the methods, but the actual way in which the steer is portrayed, e.g. destructive masculinity, female entrapment in relationships.

1. This deals with elements of theatricality- why would Williams' use _____________ to present this? And what effect does it have on an audience?

1. This involves delving into deeper/alternate meanings of the text- subtleties and nuances. There may be certain sections that would affect a modern audience differently to an audience in 1947

1. Present your argument/s regarding the steer, weaving in contextual factors and purposes

1. Don't repeat the points you've already made- give a general comment on Williams' purposes with his presentation of the steer, and perhaps what we can take from it. This can be supported by contextual factors.

1. How did audiences at the time react to Streetcar? Has this changed in modern society? Link this back to the steer.

1. Consider how biographical, historical, social and cultural factors influenced Williams' writing

Attachments:

• The Great Gatsby and Philip Larkin essay plans

1. What is the genre of the piece?

1. Who is the audience? And has the audience changed over time?

1. Why was the piece written? Try to link this to the attitude mentioned in the steer

1. The tone isn't the focus of this question, but it is likely to be influenced by the attitude

1. What is the attitude that the writer has towards the steer?

1. Consider mentioning register- what does this suggest about the writer, and how may this influence their attitudes?

1. Does the piece meet genre conventions

1. From the text, make inferences about biographical, social, historical and cultural contextual information, and consider how this affects attitudes.

1. How may this text have been received? Would it have wider implications, or garner praise, or cause controversy?

1. Consider subtleties and nuances, and how contextual factors influence attitudes

1. Round up your ideas about what the writer's attitude seems to be to the steer

1. Considered how the genre influences the piece, and whether it meets genre conventions

1. Who is the audience? If it is an older text, has the audience changed over time?

1. Why were the pieces written?

1. Don't forget that you aren't comparing mode, audience and purpose, but actually the tone of the piece. The aforementioned elements serve to influence the tone. Also remember that the tone will often shift throughout the piece

1. Consider biographical, historical, social and cultural factors that would influence the tone. This can be done for the unseen text; there will be a short description of it, and you can often infer useful points from it

1. How would the pieces be received by audiences and critics? Has this response changed over time?

1. Consider subtleties and nuances of the texts, as well as alternate readings to key quotes. Also weave in contextual elements and how they'd influence tone.

1. Weave mode, audience, purpose and tone into your introduction, providing comparative element when discussing the anthology text and the unseen text. This can include relevant contextual information

1. Compare the texts, but on a deeper level- at a glance, they may appear vastly different, but further readings reveals significant similarities. Also consider the modern relevance of the texts; do they still hold meaning in today's society?

1. Remember, you have to compare how the writers create tone; don't fall into the trap of writing great paragraphs, but having no links between the texts. Words/phrases like 'both', 'while', 'in contrast', 'on the other hand', 'similarly', and 'in comparison' can easily be woven into your essay to create a comparative style.