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Comparative essay structure

UPDATE – September 2014.

Again and again it’s been pointed out at marking conferences and in marking schemes that YOU MUST RESPOND TO THE QUESTION. Stock learned off answers are not being rewarded – and rightfully so! Using what you know to offer your opinion is what counts – agree, disagree, partially agree, partially disagree – it’s doesn’t matter as long as your essay is directly responding to the Q asked throughout and is doing so in a comparative way.

Here’s an extract from the Chief Examiner’s Report

“ examiners were pleased when they saw candidates trust in their own personal response and demonstrate a willingness to challenge the ‘fixed meaning’ of texts. The best answers managed to remain grounded, both in the question asked and in the texts ”.

Examiners complained that students had pre-prepared answers which they refused to adapt to the question asked. Don’t get confused here: in the comparative section you have to have done a lot of preparation prior to the exam. The similarities and differences are unlikely to simply occur to you on the day under exam conditions and the structure of comparing and contrasting, weaving the texts together using linking phrases and illustrating points using key moments is not something you can just DO with no practice. It’s a skill you have to learn. But you MUST be willing to change, adapt, and select from what you know to engage fully with the question asked.

This compliment, followed by a warning, was included in the 2013 report:

“ Many examiners reported genuine engagement with the terms of the questions, combined with a fluid comparative approach. As in previous years, examiners also noted that a significant minority of candidates were hampered by a rigid and formulaic approach “.

At the 2011 marking conference, a huge emphasis was placed on students engaging with the question – and the point was made that all too often they DON’T. You may have a general structure in your head but if this structure doesn’t suit the question that comes up DON’T just doggedly write what you’re prepared anyway. Use what you know to answer the Q. The basic structure will remain (text 1 key moment, link, text 2 km, link, text 3 km, general observation) – it’s not rocket science. But you must prove (if you want a grade above 70% in comparative) that you can engage with the question throughout your answer (not justthrow it in @ beginning and end) and conclude by showing how your essay engaged with the question asked. So the moral of the story is, if you puke up a pre-prepared answer & completely ignore the question, don’t be surprised when you then do badly!

Anyway, you still want to know what the basic comparative structure IS but remember you do not know what you will write until you see the question. Even then, your brain should be on fire non-stop as you write your answer. This is not about ‘remembering’ stuff – this is about knowing it so well, that it’s all there in your brain and you just have to shuffle it about so that it makes sense as a response to whatever question is asked.

Sorry, I don’t intend to scare you – but nor do I want to you be under some illusion that you just write one essay for each comparative mode during the year and that will do. IT WON’T…

UPDATE OVER

Right, here goes…

The quality of your links is REALLY SUPREMELY important. This section of the course is called ‘comparative studies’ for a reason. The more detailed a link is the more marks you’ll get for it. Thus just using the words ‘similarly’ or ‘by contrast’ isn’t really enough. Link individual characters from different texts, establish the ways they or their circumstances are similar but also point out subtle differences. You can extend this comparison throughout your paragraph/section if necessary (in fact this is a good idea) – but don’t simply repeat yourself.

Here’s some general advice on how you might structure your comparative essay, but I repeat, adapt, adapt adapt to the question asked .

Introduction:

Theme or Issue : Address the Q, introduce your theme, then your texts – genre, name, author and mention the central character who you will focus on in your discussion of this theme.

General Vision & Viewpoint : Address the Q, introduce the idea of GV&V (briefly), then your texts – genre, name, author and mention the major emotions you associate with each.

Cultural Context: Address the Q, introduce the idea of cultural context (briefly), then your texts – genre, name, author, plus where and when they are set. You may want to mention the aspects of cultural context you intend to discuss.

Literary Genre: Address the Q, briefly introduce what literary genre means, then introduce your texts – genre, name, author. Outline the aspects of literary genre you will discuss (depends on the Q asked).

Look at the following examples. Imagine the Q is “Exploring a theme or issue can add to our enjoyment of a text”

“I found it fascinating to explore the central theme of plagiarism in my comparative texts. In the novel ‘Old School ‘ (OS) by Tobias Wolff I was intrigued by the narrator’s self delusion after he entered a competition with a short story he had not written. By contrast, I found the film ‘Generous’ (GEN) directed by Frank Faulkner quite disturbing. It explores a young girl’s obsession with becoming famous as she ‘borrows’ outrageous online articles to make her blog more popular. Finally I found the play “IMHO” by Judy Price hilarious. It looks at how we all ‘copy’ ideas from others and pass them off as our own at dinner parties. Thus exploring this theme greatly added to my enjoyment of each text”.

Now look at how this changes for a different mode. Imagine the Q is “The general vision & viewpoint of a text often offers the reader both joy & despair”

“ All of my comparative texts took me on a rollercoaster ride through the highs and lows experienced by the central characters . In the novel “Old School” (OS) by Tobias Wolff I experienced the narrator’s joy at the visit of Robert Frost, and his despair when his cheating was uncovered. Similarly, the film “Generous” (GEN) directed by Frank Faulkner begins in elation for Emily as her blog goes viral but ends in complete mental and physical collapse. By contrast, the lighthearted play “IMOH” by Judy Price offers a hilarious look at the falseness of modern dinner parties and the only despair the audience feels is lamenting the complete lack of self-awareness of the central characters. Thus the vision & viewpoint of each text offered me a  wide and varied range of emotions  from joy to depair”.

Now look at how this changes again: Imagine the Q is: “Characters are often in conflict with the world or culture they inhabit”

“ The novel ‘Old School’ (OS) written by Tobias Wolff is set in an elite American boarding school in the 1960’s and the unnamed narrator certainly comes into conflict with his world. This text explores cultural issues such as social class, ethnic identity and authority figures. Similar issues are explored in the film “Generous” (GEN) directed by Frank Faulkner and set in modern day London as Emily comes into conflict with her parents, peers and teachers. My third text the play “IMOH” by Judy Price set in Celtic Tiger Ireland also looks at the conflicts which occur as a result of people’s social snobbery and their desire to escape their cultural identity and heritage. In this text the major authority figure is Susan, the host of the dinner party, who desperately tries to keep her guests in line. Thus I absolutely agree that these three texts made me more aware of the ways in which people can come into conflict with the world or culture they inhabit”.

Finally look at this literary genre question : “The creation of memorable characters is part of the art of good story-telling” .

The unnamed narrator in Tobias Wolff’s novel ‘Old School’ (OS) is a fascinating and memorable character because he is struggling to come to terms with his own flaws. Similarly, the film ‘Generous’ (GEN) directed by Frank Faulkner has a central character Emily who we emphathise with despite her many flaws. Finally, the play ‘IMHO’ by Judy Price with its emsemble cast creates many memorable characters but for the purposes of this essay I will focus on the dinner party host Susan. These characters live on in our memories because of the writer’s choice of narrative point of view, because of the vivid imagery we associate with them and because the climax of the action revolves around their character.

NEXT you need to think about structuring the essay itself. The most important thing to decide in advance is what aspect you wish to compare for each page/section but this may need to change to adapt to the Q.

For theme or issue you might plan it out like this but at all times focus on answering the Q:

• How is this theme introduced? How does this theme affect the central character/characters?
• How is this theme developed? Do the central characters embrace or fight against it? How?
• Do other characters influence how this theme unfolds?
• How does the text end & what are our final impressions of this theme as a result?

Asking the same question of each text allows you to come up with the all important links (similarities & differences).

For general vision & viewpoint you might plan as follows but at all times focus on answering the Q:

• What view is offered of humanity (are the main characters likable or deplorable?)
• What view is offered of society (is this society largely benign or does it negatively impact on the characters)
• How does the text end & what vision are we left with (positive or negative) as a result?

Alternatively you could just take a beginning, middle, end approach but you must at all times focus on whether the vision/feelings/atmosphere is positive or negative and how this impacts on the reader/viewers experience.

For literary genre you must focus on the aspects mentioned in the question – possibly some of these:

• Genre – diff between novel/play/film
• Narrator / point of view
• Characterisation
• Chronology – flashback / flashforward
• Climax / twist

For cultural context you must decide which of the following issues are most prominent in all three texts – try to find links before you decide. At all times focus on answering the Q asked

• Social class / social status
• Wealth / poverty
• Job opportunities / emigration
• Authority figures
• Sex / Marriage (attitudes towards)
• Gender roles
• Stereotypes / Ethnic identity

You may find some overlap between 2 of these – for example social class often influences a person’s wealth or poverty; religion often effects attitudes towards sex and marriage; marriage can often be a financial necessity for those with limited job opportunities (mostly women, so this overlaps with gender roles). Choose your sections carefully so you don’t end up repeating yourself.

You might plan as follows for the example given above but everything depends on the texts & the question.

• Social status
• Ethnic identity
• How does the text end? Do the main characters escape or remain constrained by their cultural context?

Once you’ve decided what sections to include your structure for each goes a little something like this:

STATEMENT – ALL 3 TEXTS e.g. All of the central characters are deeply aware of their social class and wish to ‘climb the ladder’ as it were in the hope that they will achieve recognition, the envy of their peers and ultimately a better life.

STATEMENT – TEXT 1 e.g. In OS, the narrator hides his background (he comes from a broken home) from his wealthier peers.

KEY MOMENT TEXT 1 e.g. This is evident when he discusses how, at school, your social class was defined not just by your clothes but also by how you spent your summers – in his case “working as a dishwasher in the kitchen crew at a YMCA camp” a fact which he vows never to reveal to his classmates.

LINKING PHRASE & STATEMENT TEXT 2 e.g. Similarly, in GEN, Emily comes from a broken home, but it is her family’s absolute impoverishment which she keeps hidden from her classmates. Like the narrator in OS, she fears their pity but unlike him she is already dealing with the harsh reality of being a social outcast at school.

KEY MOMENT TEXT 2 e.g. During one key moment she describes leaning down to tie her shoes, all the while talking, only to look up and find her friends have walked off and are now laughing at her for talking to thin air. Thus her desire to escape the limitations of her background is more urgent than in OS.

LINKING PHRASE & STATEMENT TEXT 3 e.g. By contrast, in IMHO, Jane, Lucy, Joel, Zach & Max all come from upper middle class backgrounds. Their social status is more secure than the narrator in OS or Emily in GEN, yet they are all obsessed with creating the impression that they have links to the aristocracy – or in Zach’s case, royalty.

KEY MOMENT TEXT 3 e.g. Several key moments spring to mind, the funniest of which is when Lucy boasts about the diamond necklace she’s wearing being a family heirloom bequeathed by her Aunt Tess, only to have one of the so-called diamonds fall into her soup. Joel the jeweller then delights in pointing out the evident ‘fake’ in the room (the woman AND the diamond).

STATEMENT ALL 3 & PERSONAL RESPONSE TO QUESTION ASKED e.g. Thus I found it fascinating, tragic and at times hilarious to see how all of these characters were so deeply affected by their obsession with their social status and to observe the conflicts – both internal & external – which resulted.

This all sounds very technical but if you break it down as follows it’s not so complicated (easy for me to say!)

STATEMENT ALL 3 TEXTS

STATEMENT TEXT 1 & KEY MOMENT

LINKING PHRASE & STATEMENT TEXT 2 & KEY MOMENT

LINKING PHRASE & STATEMENT TEXT 3 & KEY MOMENT

STATEMENT ALL 3 & PERSONAL RESPONSE TO QUESTION

Now look at how the paragraph/section flows when you put it all together.

All of the central characters are deeply aware of their social class and wish to ‘climb the ladder’ as it were in the hope that they will achieve recognition, the envy of their peers and ultimately a better life. In OS, the narrator hides his background (he comes from a broken home) from his wealthier peers. This is evident when he discusses how, at school, your social class was defined not just by your clothes but also by how you spent your summers – in his case “working as a dishwasher in the kitchen crew at a YMCA camp” a fact which he vows never to reveal to his classmates. Similarly, in GEN, Emily comes from a broken home, but it is her family’s absolute impoverishment which she keeps hidden from her classmates. Like the narrator in OS, she fears their pity but unlike him she is already dealing with the harsh reality of being a social outcast at school. During one key moment she describes leaning down to tie her shoes at her locker, all the while talking, only to look up and find her friends have walked off and are now laughing at her for talking to thin air. Thus her desire to escape the stigma of her background is more urgent than in OS. By contrast, in IMHO, Jane, Lucy, Joel, Zach & Max all come from upper middle class backgrounds. Their social status is more secure than for narrator in OS or Emily in GEN, yet they are all obsessed with creating the impression that they have links to the aristocracy – or in Zach’s case, royalty. S everal key moments spring to mind, the funniest of which is when Lucy boasts about the diamond necklace she’s wearing being a family heirloom bequeathed by her Aunt Tess, only to have one of the so-called diamonds fall into her soup. Joel the jeweller then delights in pointing out the evident ‘fakes’ in the room (the woman AND the diamond). Thus I found it fascinating, tragic and at times hilarious to see how all of these characters were so deeply affected by their obsession with their social status and to observe the conflicts – both internal & external – which resulted.

This paragraph only establishes that the characters want to hide or improve their social class. You could now look at some of their attempts to improve their social status.

If a paragraph gets too long, break it into two. The linking phrase will make it clear that you’re still talking about the same issue.

For the 30 / 40 marls question just take all of your statements & key moments for Text 1 and put them together, all the while answering the question and offering personal response. This is your 30 marks part.

Then take all of your statements & links for texts 2 & 3 and put them together, all the while answering the question and offering personal response. This is your 40 marks part. You will refer back, in passing, to Text 1 but only when establishing your links.

Also, I’ve said it before but I’ll say it again: the more detailed a link is the more marks you’ll get for it. Thus just using the words ‘similarly’ or ‘by contrast’ isn’t really enough. Link individual characters from different texts, establish the ways they or their circumstances are similar but also point out subtle differences.

This structure applies no matter what the mode – theme or issue / general vision or viewpoint / cultural context / literary genre.

P.S. If you’re wondering why you’ve never heard of the film Generous or the play IMHO, I can explain. I made them up.

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How do I structure my Comparative Study essay?

The comparative study section is challenging. Not only must you compare three texts (a book, a film and a play) but you must do so ultimately in 65-70 minutes in the exam. In order for your answers to be relevant and focussed, a methodical approach is a must! I use the following structure with my students and they find it extremely beneficial when sitting down to write their comparative study answers, both throughout the year and in their LC exam!

Introduction 1. Address the set Q – rephrase it! 2. Define CC 3. Name texts & authors 4. State aspects you will discuss – you can use the wording of the Q here.

Body of 70mQ – 9 Paragraphs

Paragraph 1: Discuss Aspect No.1 in Text No. 1 – Make Point (in light of the set Q), Support this Point with Key Moment or examples, Comment (bring back to Q & society/world/cultural context of the text)

Paragraph 2: LINK WORD (S) Discuss Aspect No. 1 in Text No. 2 – Point, Key Moment or examples. Comment. As you are discussing this point, you must compare with Text No.1 – Make comparisons during each step i.e. one © Point, at least © one during KM, and © during Comment. Don’t forget to bring back to Q & society/world/cultural context of the text in final sentence of paragraph!

Paragraph 3: LINK WORD (S) Discuss Aspect No. 1 in Text No. 3 – Point, KM, Comment. Again, as you are discussing this point, you must compare with Text No.1 & Text 2 – Make comparisons during each step –Point, KM, Comment (don’t forget to bring back to Q &CC)

Paragraph 4: Discuss Aspect No.2 in Text No. 1 – Make Point (in light of the set Q), Support this Point with Key Moment, Comment (bring back to Q & CC of the text)

Paragraph 5: LINK WORD (S) Discuss Aspect No. 2 in Text No. 2 – Point, Key Moment, Comment. As you are discussing this point, you must compare with Text No.1 – Make at comparisons during each step –Point, KM, Comment (don’t forget to bring back to Q&CC)

Paragraph 6: LINK WORD (S) Discuss Aspect No. 2 in Text No. 3 – Point, KM, Comment. Again, as you are discussing this point, you must compare with Text No.1 & Text 2 – Make comparisons during each step –Point, KM, Comment (don’t forget to bring back to Q& CC)

Paragraph 7: Discuss Aspect No.3 in Text No. 1 – Make Point (in light of the set Q), Support this Point with Key Moment, Comment (bring back to Q& CC of the text)

Paragraph 8: LINK WORD (S) Discuss Aspect No. 3 in Text No. 2 – Point, Key Moment, Comment. As you are discussing this point, you must compare with Text No.1 – Make at comparisons during each step –Point, KM, Comment (don’t forget to bring back to Q&CC)

Paragraph 9: LINK WORD (S) Discuss Aspect No. 3 in Text No. 3 – Point, KM, Comment. Again, as you are discussing this point, you must compare with Text No.1 & Text 2 – Make comparisons during each step –Point, KM, Comment (don’t forget to bring back to Q& CC)

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Guide to answering English comparative questions for Leaving Cert

Shane O'Brien

There are three sections to the comparative study: Cultural Context, Theme/Issue and Literary Genre.

Cultural Context

This is the setting and society of the text. You are expected to discuss aspects of Cultural Context such as: Family Structures, Political Structures, Gender Roles, Race & Religion, Love & Marriage. Few useful questions to ask yourself:

• What is valued; money or status?
• Who has power, why?
• How does society view those who resist social expectations?
• How do members of the community relate?
• Is work viewed as necessary drudgery or a worth while pursuit?
• Are material possessions important?
• Attitudes towards the wealthy; Admiration? Envy? Respect?
• Attitudes towards the poor; Scorn? Compassion? Pity?
• Is love valued as love or as a necessary prelude to marriage?
• Is marriage seen as a social advancement?

Theme/Issue

Choose a theme that is relevant across all three texts. In my case, my themes are Change, Oppression, Hope, and Wealth. In your answer you will discuss one of the following:

• Aspects of the theme (+ a tail end question, e.g. how they affected you). E.g. How oppression thrives, how it is defeated, and the effects oppression can have on a character.
• OR trace the development of the theme through the texts.

Literary Genre

Essentially Literary Genre is about how the story is told. Discuss things such as:

• Camera angles
• Narrative voice (Who is telling the story?)
• Written chronologically?
• Twists in the plot
• Characterisation

How To Answer

Every answer you do will essentially be the same, except manipulated the tiniest bit for relevance to your answer. For this reason, practice is essential, and mind maps are fantastic. Timing is an issue you may have to practice, making answers as clear and concise as possible. Quality, not quantity.

For clarity and relevance I will be basing this layout on the 2011 question:

“A reader’s view of a theme or issue can be either changed or reinforced through interaction with texts.” Compare the extent to which your understanding of the theme or issue was changed or reinforced through your interaction with the texts on your course.

Introduction

Name the texts you’ve studied, give them abbreviations. Explain the definition of theme/issue. Explain how you will structure your answer.

The theme of a text is essentially the fundamental message and backbone of the text. The texts I have studied are Purple Hibiscus by Chimamande Ngozi Adichie, “PH”, Children of Men by Alfonso Cuaron, “CoM”, and Sive, by John Keane, “S”. There are a range of themes which are strikingly relevant across each of the texts such as _______. However, the theme which stood out to me due to its dynamic principles and varying interaction levels was wealth. My understanding of wealth was changed frequently throughout my interaction with the texts, and I learned several valuable lessons in this regard. In this essay, I intend to discuss how wealth can influence a character, the means in which the wealthy express their wealth, the stark inequality in terms of distribution of wealth, the evil connotations wealth often holds, and how my interactions with the text influenced my view of these aspects of the theme.

As a rule of thumb, you should aim for three points in the main body. Three long paragraphs. Within each paragraph you should be discussing all texts at the same time. (See keywords to use at the bottom of this post). Topic sentences are extremelyimportant.

My view of wealth was greatly influenced when I witnessed the startling differences in affluence between characters. In “P.H”, I was stunned similarly to Kambili when she visits her cousins who live in poverty stricken conditions. At home, she had become accustomed to “persian rugs on stretches of gleaming marble”, “large compound walls” and “frangipani trees”. It is no surprise, therefore, that she is shocked by the poverty her cousins live in. *Insert relevant quotes about her shock and the conditions.* Immediately shattered my previous view of wealth; that of an equal and fair aspect in everyday life. “P.H” was mirrored by “C.o.M” in this regard. Similarly to Kambili and Amaka, Theo and Nigel are both cousins. Despite this fact, they too differ substantially in terms of wealth. Due to his cynical nature, Theo, in contrast to Kambili, is not quite as taken aback. Theo’s poverty is highlighted when *key moment* . From my previous interaction with “PH”, I expected a similar response to that of Kambili’s when he witnessed the *quote about Nigel’s wealth* .

Theo’s calm and slightly mocking approach aroused my interest and changed my view of wealth once again. Not only did it reinforce my outrage at the infuriating inequality of wealth, it also conveyed to me that there are more important things than wealth in one’s life. Thankfully “S” does not display such inequality. Perhaps not preferable, there exists a shared poverty among the community, with the exception of Seán Dóta. This is revealed when *key moment* .

As you can see I try to stick to the question as much as possible, and also refer to the three texts, weaving them into one discussion.

Length is not important in a conclusion. It is important that you give a brief summary of what you did, as this is the last part the corrector reads before marking you. Short and sweet is the trick.

In conclusion, I can honestly say that my view and understanding of wealth was significantly influenced by my interaction with each of my texts, especially when viewed side by side. I understand now that despite the influence wealth can have on people, there are still people with the integrity and self respect to overcome this.  *Reiterate points*

• Topic Sentences are essential.
• Use keywords for comparisons: Similarly, in contrast to, this is mirrored, reflected, reinforced, despite, alternatively.
• The number of comparisons is irrelevant. It is about the quality of your points and your relevance to the question.
• Be consistent: If you answer on three texts in the first point, do so in all three.
• Refer to the question.

Cultural Context example – 2009 paper

“The main characters in texts are often in conflict with the world or culture they inhabit” In the light of the above statement, compare how the main characters interact with the cultural contexts of the texts you have studied.

The cultural context of a text is the world and society of the texts. The texts I have studied are Purple Hibiscus by Chimamande Ngozi Adichie, “PH”, Children of Men by Alfonso Cuaron, “CoM”, and Sive, by John Keane, “S”. It is fascinating to me that, despite the vast contrast in cultural contexts between 1960’s Nigeria, 1950’s Ireland and 2037’s London, there are still some striking similarities in the characters’ interactions with their respective cultural contexts. There are several aspects of cultural context that are relevant across all of the texts, including wealth, gender roles, family structures, political structures, and love. In this essay, I intend to compare how the characters of my studied texts interact with their cultural context, in particular the issues of wealth, gender roles, and family structures.

I was intrigued by the family structures in each of the texts, especially when viewed in relation to one another. “PH” presents us with a nuclear family – Eugene, Beatrice, Jaja and Kambili. “S” and “C.o.M” contrast this strongly – Sive having a fractured family unit with her grandmother, uncle and aunt, while Theo, with no immediate family, forms a family unit with Miriam and Kee. One would assume that Kambili is the advantaged one in this respect, but this is not the case. It is revealed that her family, although appearing close from the outside, is in fact distant than the two makeshift families. This distance is conveyed in the key moment when *key moment* . Kambili is a ware of this distance, and acts accordingly. When she visits her cousins, who have a happier and closer family unit, she is very eager to stay. She was very much in conflict with her own cultural context. Adversely, Sive is very close to her grandmother. Their relationship is similar to that between Theo and Kee; Theo and Nana are protectors of the vulnerable – Sive and Kee. Her closeness with her grandmother is formed through their shared hatred of Mena, conveyed in *key moment* . It can be argued that Nana and Theo, due to their conflict with their lack of family, have resolved to protect those they care for, and form family units.

In conclusion, I believe the interactions of the characters were to a large extent very similar and predictable. The cultural contexts imposed on them was not ideal, and they were often in conflict with the limitations of their cultures. *Short summary of points*

• Structure: Say what you’re going to say, say it, say what you’ve said.
• Use topic sentences.
• N.B. Try and figure out the coding system the corrector will use. In this case it would have been “C” (Compare) and “I” (interact). In each paragraph, the corrector will look for these, and you will be penalised if your answer is not relevant to these codes.

• Leaving Cert. English (Higher) 2019: Paper 2 Section II The Comparative Study A
• Back to the question >

The three texts I have studied as part of my Comparative Study are Macbeth by William Shakespeare, Rear Window (RW) directed by Alfred Hitchcock and The Picture of Dorian Gray (TPDG) by Oscar Wilde. In all three texts the personal integrity of the central characters helped shape my impression of the general vision and viewpoint of the texts.

In all three texts the opening shapes our view of the personal integrity of the central character. In Macbeth, we are introduced to Macbeth through the dialogue of other characters who talk about his bravery and valour in battle. He is a man of action and loyalty to his king, Duncan. He is ‘noble Macbeth’, a soldier who wins the title of Thane of Cawdor as a reward for his courage and dedication to the king. It seems like Macbeth is a hero who will triumph over whatever hardship comes his way. However, his integrity is soon tested and instead he becomes a tragic hero in a play full of darkness and despair. Similarly, the opening scene of RW gives us a central character who seems to have integrity. The mise en scėne of the opening establishes Jeff, visually and without dialogue, as a man of bravery. He is a photographer who has put himself in the way of danger to get the picture and the story. We see pictures of explosions and crashes and then the camera pans to Jeff in a wheelchair with two broken legs. Jeff is established as a flawless hero like Macbeth, which made me think that the story would be optimistic. Like both Macbeth and Jeff, Dorian in TPDG is presented as someone who is innocent and good, although he is not seen as a brave hero like the other two characters. Rather, he is a man of a ‘simple and beautiful nature’ but there is still a purity to the character, which suggests he has integrity. The portrait that Basil paints symbolises Dorian’s inherent goodness, which Lord Henry seeks to corrupt. There are flashes of what is to come as Dorian exhibits vanity when he sees his portrait and his insecurities are revealed. However, in all three texts the openings show central characters who are morally sound and therefore, the vision and viewpoint is quite positive.

As all three texts progress, we see how the personal integrity of each of the central characters disintegrates when faced with temptation and each text takes a very dark turn. In Macbeth , ‘vaulting ambition’ to be King, means that Macbeth becomes increasingly tyrannical. Pushed on by Lady Macbeth, and ignoring the consequences of his actions, Macbeth kills Duncan violently to win the crown. Shakespeare shows the audience, by the subsequent events that stem from this action, how usurping the natural order and the divine right of kings brings destruction. While Jeff’s temptation is not as morally repugnant as Macbeth’s, he does give into temptation and his integrity is shaken in my opinion. Jeff becomes more and more obsessed with spying voyeuristically on his neighbours. While his reasons are supposedly valid — he thinks he’s witnessed a murder — he crosses a moral line. Despite being warned by Lisa and Doyle — ‘That's a secret, private world you're looking into out there’ — Jeff yields to temptation to continue spying, symbolised by how his camera lens gets bigger as he gets more involved. Hitchcock was interested in the dark side of human nature and this is revealed in Jeff’s wavering integrity, which brings an element of darkness to the text. Like both Jeff and Macbeth, Dorian gives into temptation and this affects his integrity and plunges the novel into darkness. Unlike Jeff, who feels like he has a moral reason for his actions, Dorian succumbs to temptation purely for selfish reasons. Like Macbeth, Dorian has no excuse for his actions other than the pursuit of pleasure. As Lord Henry says — ‘ The only way to get rid of temptation is to yield to it’ — and that is what Dorian does, unchecked. He destroys Sybil Vane, frequents brothels and opium dens, and manipulates and destroys anyone he meets. Like Macbeth, his integrity disintegrates quickly and violently. Macbeth and Dorian may have had malignant characters influencing them in the shape of the witches, Lady Macbeth and Lord Henry, but like Jeff, they also had free will and a choice in their actions. TPDG is Wilde showing the audience the depravity at the heart of humanity.

The endings of all three texts reveal for me the vision and viewpoint of their authors in the fate of the characters and their integrity. Macbeth ends the play as a tyrant; he is ‘steeped’ in blood; the brave and noble Macbeth from the beginning is gone. He has fallen so low, he is oblivious to his wife’s death, and his own death is an attempt to restore order but just underlines the utter futility of his actions — ‘signifying nothing’. Unlike Macbeth, Jeff’s questionable actions lead him to solving a crime and thus he is absolved of immorality. However, questions still remain as to whether he was right in his actions. However, the film ends with Jeff getting the girl and so the focus does not stay on the ‘rear window ethics’. Contrastingly, Dorian’s fate and shattered integrity mirrors Macbeth’s. He is a ruined man, symbolised by the grotesque, disfigured portrait that has absorbed his actions. His killing of Basil, his creator in a way, is the climax of his immorality and lack of integrity. Like Macbeth, he has destroyed himself. Both are summed up by the following quote — ‘ What does it profit a man if he gain the whole world and lose his own soul?’

Shakespeare and Wilde left me with a negative impression of humanity through the destruction of the central characters’ integrity, while Hitchcock left me with a sliver of hope that we can be better.

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Enda's English Notes

Junior and Leaving Cert English Notes

Introduction to the Comparative Course-The Cultural Context

For Leaving Cert English, you will be asked to study three texts as part of your comparative course, under different modes of comparison. Generally, you will study a novel, a play and a film. Your job is to compare the differences and similarities in all three texts under a certain mode, for example, Cultural Context, Literary Genre, Theme or General Vision and Viewpoint.

Cultural Context:

This generally means the ‘world of the text’ in which the characters live. You will be asked to analyse how the characters are affected by the cultural context in each of the texts. A good way to think about the influence of the cultural context of a text is to imagine you can remove the main characters and place them in today’s world and if their lives would be any different. So for example, if a young girl is living in 1960’s Ireland and finds herself pregnant out of wedlock, is she influenced negatively by the cultural context? The answer would undoubtedly be yes and if you took that girl and placed her in Ireland 2020, would she face the same problems? The answer would be no, so we can clearly state that the cultural context affects this young girl negatively.

Generally, we look at cultural context under a number of headings:

• Social Class / Class structure
• The role of men and women
• Attitudes towards family
• The role of religion
• Attitudes towards love and marriage
• Customs and Rituals
• General Values

When you look at a text, you should try to identify the characters attitudes towards these headings. For example, in social class, are people treated better because they have have money and status? Do people with money look down on those who are poor? Is social status more important than happiness to the characters?

When look at the role of men and women, analyse how men and women can be treated differently based on their gender. Is the text set in a patriarchal society? Do the men have chauvinistic beliefs and are women belittled because of their gender? How easy is it for women to get what they want or is their success predicated on decisions made by men?

You should think about the attitudes towards family in the texts by asking how important Family is to the main characters? Is the happiness of their families more important than money or social status or is their family used as a means to further their social standing in the text? Some characters truly value family but in some texts you will see how little family means to the main characters.

Do the characters in your text marry for love or money and security? This is a crucial question when commenting on attitudes towards love and marriage. The cultural context in some texts will dictate that people should marry for security and a chance to enhance your social standing, rather than simply for love. When you are analysing your text, it is always a good idea to think about how different today’s world is or in some cases, how things haven’t changed.

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