Currently unavailable: for new students
Degree: Twentieth and Twenty-First Century Literary Studies' (Masters) - Durham University
I am an English Student studying at Durham University. I have always loved literature and the language that forms it. I also thoroughly enjoyed geography but unfortunately could not take it to degree level, but it still continues to fascinate me and intrigue me!
I am very patient and friendly, and have always loved helping and tutoring my younger sister as well as my class/course-mates.
In our sessions, you will take the lead in letting me know what you need to understand for your course. For English sometimes a guided discussion will be most helpful, but I understand that every individual learns differently and our sessions will always be adaped to your individual learning style to ensure you reach your full potential!
In many cases some practice questions or plans may be helpful once we have had a discussion, in both English and Geography, but again this will depend upon your preference. For Geography conceptual explanations and diagrams, as well as technique, may be more preferable.
Ultimately, I hope I can pass on my passion for both English and Geography and to help you engage with the subjects more fully.
Thank-you, I look forward to meeting you shortly!
|English Literature||A Level||£22 /hr|
|English Language||GCSE||£20 /hr|
|English Literature||GCSE||£20 /hr|
|Before 12pm||12pm - 5pm||After 5pm|
Please get in touch for more detailed availability
Masood (Parent) August 8 2016
Nora (Parent) June 23 2016
Nora (Parent) June 24 2016
Masood (Parent) October 29 2016
Analysing a poem may appear daunting, but by going through it methodically you can ensure that you maximise your grade potential.
Begin with the content of the poem, for example Emily Dickinson's 'I heard a fly buzz - when I died' concerns the moment of death for the speaker.
Then, the appropriate contextual information must be regarded (as this will be linked to the meaning of the poem), for instance it is important to remember that Dickinson experienced much death in own her life and that of her generation. Her religious skepticism is also important to consider here as death will either mean a spiritual life for the speaker, or the final knowledge that there is no after life, and therefore no God.
Then, the themes and motifs of the poem can be identified, which will aid the cohesion of an essay. These are ideas that recur in the poem (or multiple poems or texts of your chosen author). In Dickinson's poem these themes may be: the moment of death; the natural world; religious skepticism; circumference versus centre.
Then, the linguistic/structural aspects of the poem may be considered with regards to how they contribute, or problematise their content. For Dickinson this would focus on her use of dashes, her use of inverted syntax, and her temporality. These features aid the immediacy of death for the speaker, as well as problematising the ultimate knowledge of death.
Finally, a knowledge of the different interpretations that the poem offers to its reader must be employed to view the full capacity of the work. For instance that Dickinson's representation of the 'fly' perhaps symbolises the speaker's opposition to death and need to return to the reality they are leaving, or it perhaps symbolises the final realistic banality of death.
The most sophisticated exam answers are able to weave these threads into an evaluative essay.
I hope this helps!