BM1 - Introduction to Literature - Assignment 2: Richard III/Model Solution
We gave a maximum of 25 points on each question. 100 points could be gained.
- under 35: 6
- 35-49: 5
- 50-60: 4
- 61-70: 3
- 71-80: 2
- 81-100: 1
In analogy, the points for each question correspond with different marks. If you solved a question correctly but did not offer further insight or shown any reflection on why this particular question could be useful for a better understanding of the play, you could not gain the maximum of 25 points bur rather ranged somewhere between the mark of 2-3.
- 0-6: 6
- 7-12: 5
- 13-15: 4
- 16-18: 3
- 19-10: 2
- 21-25: 1
Question 1
Give a structured summary of the following text passage of the 1597 quarto edition of Richard III.
The Question was designed to lead you into giving a structured summary of a short piece of text. The recapitulation of the passage gave up to 15 points. Any answer which reflected structures got into the range of better marks. Structures could be given contentwise e.g.:
- the Duchess's lamentation - including Richard's attempt to console those on stage,
- Richard's asking for his mother's blessing, his receiving it and his wondering about the scope of the blessing
One could also see a monologue vs. dialogue structure. We did not have one single option on our minds.
If you failed to see vital aspects of the interaction - e.g. if you did not notice the whole part of the blessing, that led to a reduction of points.
Additional points were made with commentary on the communication, the seriousness of the interaction (does Richard actually try to console these people?)
Question 2
Locate the passage within the context of the play
An attempt to summarize the plot made up to 7 points. If you located the passage within the summary that could bring you into the range of 13-15 points. If you were able to tell what a position this scene found in the whole play - what step is reached here, why do we have this scene in the play and at that moment - any argumentation elucidating the scene's position brought you into the range of the 17 to 25 points.
Question 3
Identify and briefly define three rhetorical elements from the dialogue (you may use the folio edition to widen your choice).
The easy way to get these points was to identify three figures of speech, name them, explain them and tell why they are used (rhetoric is effective speech - hence to what effect are they used?)
The interesting answer was that which reflected the aims and the levels of style which characterised the different speeches.
Question 4
Compared to the 1597 and the 1623 editions of Shakespeare's Richard III, the Arden edition followed a modern decision to read Richard's lines 109-111 as an aside. Would it be possible to play this passage not as an aside? How would that affect our perception of Richard's character?
As this question was aimed at making you think about different choices, there were not only those two options to choose between (neither one was right or wrong) but also several ways to approach the question. If you offered pro and contra reasons for both alternatives, leading a logical, precise and proveable argumentation and then deciding on the one, which was more probable according to your line of thoughts, you were likely to reach full credit. If you only gave arguments for one option, omitting the other but nevertheless arguing convincingly, you were given up to 20 points. It was also a good idea to think how your decision would influence a change in Richard's character, his interaction with others and give reasons based on other passages of the drama, e.g. the scene with Lady Anne, where Richard does, in fact, change his strategy within a short period of time and can be surprisigly open about his deeds.
Reflection
Why did we ask for the structured analysis of the passage? This was basically a first step into the far more difficult work of writing a structured summary of a whole play or novel. (You will be lost if you just retell the contents of a play - the series of events can be very confusing.)
The task was also of interest with a view on situations you will have to cope with later on when writing about a text and underlining an argument with a quotation. You will not be allowed to simply give the quotation with the additional comment that this is the prove of your idea. You must be able to offer the quote with words about what you find that this quote actually proves your idea.
The second question was a preparation for the same situation: If you offer a quote you must be able to speak about its position. Who is speaking? At what moment in the play (or novel) does this passage appear? One and the same passage can have different meanings depending on where you find it in the text. A remark can be offered in an ironical twist - the irony can lie in the context - a case in which you must be able to offer this context up to the point at which your reader can understand the irony.
Question 3 tested your command of the information we offered in the handouts and the additional articles.
Question 4 moved into the area of textual analysis. For example, someone who studied different movie adaptations could make additional points with his or her readiness to actually study the options and do so in depth.
