You could consider the following questions. What's meant by 'the courage of children'? Will this, in the Collection Books, refer to physical or subconscious courage, or both? Do the books present gender variations in their portrayal of courage and, if so, are these significant? How do differing authorial techniques, such as narrative tone of voice, focalisation and intertextuality help determine the readers' awareness of courage? You could also consider the historical framework of both novels in your discussion.
The critical articles in the Readers, Disc 1 and the DVD-ROM may all provide valuable materials for this essay.
For this option, you might want to explore nineteenth-century ideological viewpoints of ideas such as family, gender, category and religion. It might be valuable to add some brief talk of other modern-day texts. One possible procedure would be to consider the following questions. Just how do the novels reveal their differing historical contexts? What facts are available for authorial intention, and how can differing prose techniques discussed on the DVD-ROM, including narrative voice, intertextuality and focalisation, help us build authorial objective?
You might find it beneficial to revise the materials in Activity 1. 3 in the analysis Guide as a starting point.
You could consider some or all of the following questions. Which aspects of the play serves as a specifically 'modern'? How have these been adapted to suit specific productions since the play's original stage setting? How does Barrie's script present opportunities for alteration with regards to differing constructions of childhood? How come Peter Pan often seen as a pantomime?
It may be helpful to concentrate on a small number of specific displays or extracts from Peter Pan - for example, 1. 1 (from range 315, Peter's access to the finish) or 3. 1. You might like to consider the historical and general context of every of the two texts. Does it matter that a person content material is a play and the other a poem, in terms of how in another way they may have been provided and received?
Activity 3. 6 in the analysis Guide is actually a useful starting point when planning your essay.
You could consider some or all the following questions:
How does each author represent the worldview of the youngster protagonist(s)?
How does the structure of each novel, including such aspects as time-scale, narrative tone of voice, dialogue, and a sense of place, help establish this?
How do your chosen texts present differing, or similar, methods to realism and aspects of fantasy?
Is there a link between the uses of realism and fantasy, and representations of children's perceptions and perspectives?
Why might it subject when a child's perceptions of, and perspectives on the earth around them are symbolized as flawed?
You could find it useful to revise Part 1, Section 1 'Revealing to and Showing', and Section 2 'Focalisation', on the DVD-ROM.
You could consider some or all the following questions:
What evidence is there for differing assessments of the popularity and quality of both Enid Blyton's work and your two chosen texts?
How can the success of the children's book best be quantified?
What differing views on the type of years as a child can be viewed in the chosen books, and do these always represent the days in which they were written?
How hold the conditions for judging the merits of children's literature changed since the eighteenth century?
You could discuss which characteristics of a picturebook might ask the information of 'postmodern' to be applied to it, pulling on a few good examples. You can explore the way the elements of a picturebook, including content material, images, and paratext, incorporate to create meaning for both child and mature reader. Is it possible to identify any elements as apparently designed to appeal to particular age groups
You could consider, firstly, examples of principles that could be described as 'intangible and invisible' that are proven in both of these books. Just how do all the elements of these catalogs unite to help create this? Just how do these help us understand the views of childhood, and of child visitors, shown by the writers?
You might wish to include a comparability between the historical contexts of both books as well as how to situate each one in relation to children's picturebooks generally
You could consider some or all the following questions. What might the term 'the reality of the lives' assume? Can the reality of modern life be explored by catalogs placed either in the historical past or an imagined future? Do any, or all, of the catalogs you've chosen raise the 'ideological question of what's ideal for children' (Hewings in the analysis Guide, p. 259)? Does indeed the provision of an 'convenient exotic track record' (Hewings in the Study Guide, p. 265) help child readers to confront difficult ideas, or perhaps prevent them?
You might want to consider the next questions. How, if at all, do your chosen books reflect attitudes to childhood currently observable within culture? What underlying preoccupations do you really find reflected in them? How, if, might these catalogs change from other children's books of their time? Can you identify proof the author's 'overt moral objective' (Hewings in the Study Guide, p. 260)? How can authorial choices, such as the use of immediate or indirect conversation, help impact the ways that readers react to the text?
Answer either Option 1 or Option 2.
Your task should be a maximum of 3000 words in length, excluding your list of references.