...Year | Doctor Faustus | Wuthering Heights | Frankenstein | Section B | June 2015 | | | | | June 2014 | “Faustus is a gothic victim, rather than a gothic villain.” To what extent do you agree with this view of Faustus’s role in the play? (40 marks) | “In Wuthering Heights love is presented as an emotion which provokes violence rather than tenderness.” To what extent do you agree with this view? [40 marks] | To what extent do you agree with the view that the novel is a total condemnation of transgression? [40 marks] | “Gothic writing is exciting because it allows us to think the unthinkable.” How far do you agree with this view? [40 marks] | | | | | To what extent do you think gothic writing is a disturbing exploration of the unknown? [40 marks | | | | | To what extent do you agree with the view that gothic writing shows that human beings are naturally inclined to be evil rather than good? [40 marks] | June 2013 | “Although Faustus is eventually punished, the play is essentially a celebration of sin rather than a morality tale.” How far do you agree with this view of the play? (40 marks) | How far do you agree with the view that, in Wuthering Heights, Emily Bronte shows that more suffering is caused by a diseased mind than by a diseased body? (40 marks) | Explore some of the ways in which Mary Shelley uses different settings to contribute to the gothic effects of the novel. (40 marks) | To what extent do you agree that, in gothic writing, fear and pain...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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