Hannah M. GCSE English tutor, A Level English tutor, 11 Plus English ...
£18 - £20 /hr

Hannah M.

Degree: Combined Honours in Arts (English, Music and Education) (Bachelors) - Durham University

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About me

Hello!

A little bit about me:

I am second year 'Combined Arts' student from Durham University. I study English literature, music and education, which places me in an ideal position to teach arts subjects

I am a very friendly and encouraging teacher. I have previous experience as an English tutor at 'Kumon', where I spend my holidays helping children as young as 3 years old to learn to read and those as old as 15 how to answer comprehension questions. Therefore, I have the confidence and patience to educate any student, and to work at a speed that suits you

The Sessions:

It is important to clarify that our sessions will cover the material that you wish to go over. I find it helpful to focus on key areas that are proving difficult, and to only move on once an understanding is reached. 

I will use various questions, plans, exercises and discuss with you in order to improve your confidence in the topics or methods that you may be struggling with. 

I will strive to make our sessions as enjoyable and efficient as possible. Once you feel the work is easier, you will find that those 55 minutes will just fly by! 

How do I contact you?

If you have any queries, feel free to send a 'WebMail' or book a 'Meet the Tutor Session'! (both accessible through this website). Remember to tell me your exam board and what you're struggling with.

I can't wait to meet you!

Subjects offered

SubjectLevelMy prices
English A Level £20 /hr
English Literature A Level £20 /hr
Music A Level £20 /hr
English GCSE £18 /hr
English Literature GCSE £18 /hr
Extended Project Qualification GCSE £18 /hr
History GCSE £18 /hr
Music GCSE £18 /hr
English 13 Plus £18 /hr
History 13 Plus £18 /hr
English 11 Plus £18 /hr

Qualifications

QualificationLevelGrade
English Literature A-LevelA*
MusicA-LevelA*
HistoryA-LevelA
Disclosure and Barring Service

CRB/DBS Standard

No

CRB/DBS Enhanced

No

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Questions Hannah has answered

How do you approach feminism and femininity in an essay on Shakespeare’s 'King Lear?' (OCR marking criteria)

Assessment objectives AO1: Argument Points that you could mention in your essay could include: - A land divided between 2 daughters - The sexist way in which Lear speaks of Goneril - The fragility of Lear’s masculinity, with references to Lear’s maternal instinct - Cordelia’s representatio...

Assessment objectives

AO1: Argument

Points that you could mention in your essay could include:

- A land divided between 2 daughters

- The sexist way in which Lear speaks of Goneril

- The fragility of Lear’s masculinity, with references to Lear’s maternal instinct

- Cordelia’s representation of femininity and female purity 

- Patriarchy restored at the end of the play

Be sure to clearly separate different viewpoints into each paragraph, outlining each of your arguments clearly in your introduction and settling on a well-articulated stance for your conclusion.

AO2: Analysis

“Hear, Nature, hear, dear goddess, hear: Suspend thy purpose, if thou didst intend/ To make this creature fruitful.” – A1, S4

“… you unnatural hags” –A2, S4

Think about these two quotations and their connotations of nature. Shakespeare’s use of the adjective ‘unnatural’ suggests that Lear’s older daughters’ taking power from him has upset the order of things. From this you can bring in context by referring to the ‘chain of being’, which existed in Shakespeare’s time, where a man was of much higher status than a woman.

You should also play close attention to the misogynist nouns used to describe Goneril and Regan, such as ‘creature’ or ‘hags’, effectively conveying the distain that Lear has for his daughters’ rebellious behaviour.

Search the text for other such quotations that can support both the argument claiming the sexist attitudes in King Lear, but also the counter-point of masculine vulnerability and female strength. Include analysis of language (e.g. imagery and hyperbole), structure (e.g. foreshadowing and dramatic irony) and form (e.g. the use of prose and poetry).

AO3: Alternative interpretations

You should aim to include one alternative interpretation per paragraph. If you do not feel confident integrating critical opinions into the text, begin the paragraph with a critic’s opinion.

Example: Kathleen McLuskie argues that there is only a sexist form of justice in the final scene of King Lear, where “Cordelia’s saving love… works in the action less as a redemption for womankind than as an example of patriarchy restored.” We can once again refer to the chain of being in order to understand how a Shakespearean audience may believe that it is righteous that the powerful female rulers that had authority over male subjects are dead by the end of the play; this is can be viewed as nature and justice being restored in an Elizabethan context.

As well as quoting critical material, it would be wise to also refer to at least on production of the play, describing how one director’s interpretation may differ from another.

Example: In Michael Elliott’s 1983 film production of King Lear, the final scene concludes with the servants gather around the characters in a circle; they carry flaming torches and kneel. The bright flames could represent the hope of order being restored, and therefore demonstrates the way in which Shakespeare depicts the return of patriarchal rule in a positive light.

AO4: Context

Once again, you should try to incorporate your contextual knowledge into each paragraph. In terms of femininity and feminism in the Shakespearean times you should consider the following:

The Chain of Being: The idea that there was a hierarchy and order of importance for everything in the universe

Sexually devious widows: An idea at the time that widows had a veracious sexual appetite (see Regan’s behaviour towards Edmond)

Female monarchy: When Shakespeare wrote King Lear, Queen Elizabeth 1st sat on the throne

Shakespeare’s theatre: Women were not allowed on stage; theatres were seen as unseemly and on the same level as the bear fighting pits

Limited rights: Women could not own property or earn keep money from their husbands. The exception to this rule was for widows, who were allowed more responsibility.

You should also do some research of your own to further your knowledge of Elizabethan attitudes and beliefs, in order to have enough knowledge to cover any theme that might come up in the exam.

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1 month ago

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What is 'Sonata form'?

Sonata form is the way in which a musical movement (usually the first) is structured. This can be broken down into 3 general sections, each with their own set of characteristics: Exposition- This section introduces us to the first subject, which is in the tonic key. Usually, there is then a t...

Sonata form is the way in which a musical movement (usually the first) is structured. This can be broken down into 3 general sections, each with their own set of characteristics:

Exposition- This section introduces us to the first subject, which is in the tonic key. Usually, there is then a transitional passage which brings us into the second subject, which tends to be in either the dominant or relative minor key.

Development- This section takes material from the exposition section and transforms it through methods such as fragmentation and rhythmic displacement. It also goes through several modulations, which are changes in key. 

Recapitulation- The material of the first and second subjects of the exposition are now repeated in a shorter and slightly altered format, but are also now both in the tonic key.

In addition to these 3 sections, there can also be an optional ‘introduction’ section, which begins the piece before the exposition enters. There can also be a ‘coda’ (or ‘codetta’ if it’s very short) section to end the piece and give it a sense of resolution.

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1 month ago

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