How do the mansions and their gothic elements in ‘Rebecca’ by Daphne du Maurier and ‘Jane Eyre’ by Charlotte Bronte serve as a medium for the authors to portray concepts of identity and social class?

Literature
Topic: How do the mansions and their gothic elements in ‘Rebecca’ by Daphne du Maurier and ‘Jane Eyre’ by Charlotte Bronte serve as a medium for the authors to portray concepts of identity and social class?

Please include the following elements:

1. Set the research question into academic context (comparing it to other scholarly articles) and include why this topic is worth investigating (introduction)

2. Define key terms in the introduction (gothic elements, concepts of identity, social class)

3. A comparison of both novels throughout the essay

4. Separate the essay into three main components: impact of the mansions on the narrator’s identity, role of the mansions in illustrating social classes within the novel and the influence of the destruction of the novel on identity and social classes (under these components, separate the novels into different paragraphs)

5. Identity the social context of the novel, ie why have the authors used the mansions to cause something to happen (social customs etc)

6. Include quotes from both novels and analyse them thoroughly

7. Write a conclusion that sums up the essay in one sentence and include unresolved questions appropriate to the subject; also include a development of thinking/new things that come to mind after the completion of the essay

8. Demonstrate holistic judgement

Extended Essay Assessment Criteria
A: research question
This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the aim of the
essay will normally be expressed as a question and, therefore, this criterion is called the “research question”.
However, certain disciplines may permit or encourage different ways of formulating the research task.
Achievement Level Descriptor
0 The research question is not stated in the introduction or does not lend itself to a
systematic investigation in an extended essay in the subject in which it is registered.
1 The research question is stated in the introduction but is not clearly expressed or is too
broad in scope to be treated effectively within the word limit.
2 The research question is clearly stated in the introduction and sharply focused, making
effective treatment possible within the word limit.
B: introduction
This criterion assesses the extent to which the introduction makes clear how the research question relates to
existing knowledge on the topic and explains how the topic chosen is significant and worthy of investigation.
Achievement Level Descriptor
0 Little or no attempt is made to set the research question into context. There is
little or no attempt to explain the significance of the topic.
1 Some attempt is made to set the research question into context. There is some
attempt to explain the significance of the topic and why it is worthy of investigation.
2 The context of the research question is clearly demonstrated. The introduction
clearly explains the significance of the topic and why it is worthy of investigation
C: investigation
This criterion assesses the extent to which the investigation is planned and an appropriate range of sources has
been consulted, or data has been gathered, that is relevant to the research question. Where the research question
does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum
level that can be awarded for this criterion is 2.
Achievement Level Descriptor
0 There is little or no evidence that sources have been consulted or data gathered, and little
or no evidence of planning in the investigation.
1 A range of inappropriate sources has been consulted, or inappropriate data has been
gathered, and there is little evidence that the investigation has been planned.
2 A limited range of appropriate sources has been consulted, or data has been gathered,
and some relevant material has been selected. There is evidence of some planning in the
investigation.
3 A sufficient range of appropriate sources has been consulted, or data has been gathered,
and relevant material has been selected. The investigation has been satisfactorily
planned.
4 An imaginative range of appropriate sources has been consulted, or data has been
gathered, and relevant material has been carefully selected. The investigation has been
well planned.
D: knowledge and understanding of the topic studied
Where the research question does not lend itself to a systematic investigation in the subject in which the essay is
registered, the maximum level that can be awarded for this criterion is 2. “Academic context”, as used in this
guide, can be defined as the current state of the field of study under investigation. However, this is to be
understood in relation to what can reasonably be expected of a pre-university student. For example, to obtain a
level 4, it would be sufficient to relate the investigation to the principal lines of inquiry in the relevant field;
detailed, comprehensive knowledge is not required.
Achievement Level Descriptor
0 The essay demonstrates no real knowledge or understanding of the topic studied.
1 The essay demonstrates some knowledge but little understanding of the topic
studied. The essay shows little awareness of an academic context for the
investigation.
2 The essay demonstrates an adequate knowledge and some understanding of the
topic studied. The essay shows some awareness of an academic context for the
investigation.
3 The essay demonstrates a good knowledge and understanding of the topic
studied. Where appropriate, the essay successfully outlines an academic context
for the investigation.
4 The essay demonstrates a very good knowledge and understanding of the topic
studied. Where appropriate, the essay clearly and precisely locates the
investigation in an academic context.
E: reasoned argument
This criterion assesses the extent to which the essay uses the material collected to present ideas in a
logical and coherent manner, and develops a reasoned argument in relation to the research question.
Where the research question does not lend itself to a systematic investigation in the subject in which
the essay is registered, the maximum level that can be awarded for this criterion is 2.
Achievement Level Descriptor
0 There is no attempt to develop a reasoned argument in relation to the research
question.
1 There is a limited or superficial attempt to present ideas in a logical and coherent
manner, and to develop a reasoned argument in relation to the research question.
2 There is some attempt to present ideas in a logical and coherent manner, and to
develop a reasoned argument in relation to the research question, but this is only
partially successful.
3 Ideas are presented in a logical and coherent manner, and a reasoned argument is
developed in relation to the research question, but with some weaknesses.
4 Ideas are presented clearly and in a logical and coherent manner. The essay
succeeds in developing a reasoned and convincing argument in relation to the
research question.
F: application of analytical and evaluative skills appropriate to the subject
Achievement Level Descriptor
0 The essay shows no application of appropriate analytical and evaluative skills.
1 The essay shows little application of appropriate analytical and evaluative skills.
2 The essay shows some application of appropriate analytical and evaluative skills,
which may be only partially effective.
3 The essay shows sound application of appropriate analytical and evaluative
skills.
4 The essay shows effective and sophisticated application of appropriate analytical
and evaluative skills.
G: use of language appropriate to the subject
Achievement Level Descriptor
0 The language used is inaccurate and unclear. There is no effective use of
terminology appropriate to the subject.
1 The language used sometimes communicates clearly but does not do so
consistently. The use of terminology appropriate to the subject is only partly
accurate.
2 The language used for the most part communicates clearly. The use of
terminology appropriate to the subject is usually accurate.
3 The language used communicates clearly. The use of terminology appropriate to
the subject is accurate, although there may be occasional lapses.
4 The language used communicates clearly and precisely. Terminology appropriate
to the subject is used accurately, with skill and understanding.
H: conclusion
This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the research
question and is consistent with the evidence presented in the essay.
Achievement Level Descriptor
0 Little or no attempt is made to provide a conclusion that is relevant to the
research question.
1 A conclusion is attempted that is relevant to the research question but may not be
entirely consistent with the evidence presented in the essay.
2 An effective conclusion is clearly stated; it is relevant to the research question
and consistent with the evidence presented in the essay. It should include
unresolved questions where appropriate to the subject concerned.
I: formal presentation
This criterion assesses the extent to which the layout, organization, appearance and formal elements of the essay
consistently follow a standard format. The formal elements are: title page, table of contents, page numbers,
illustrative material, quotations, documentation (including references, citations and bibliography) and
appendices (if used).
Achievement Level Descriptor
0 The formal presentation is unacceptable, or the essay exceeds 4,000 words.
1 The formal presentation is poor
2 The formal presentation is satisfactory
3 The formal presentation is good
4 The formal presentation is excellent
J: abstract
The requirements for the abstract are for it to state clearly the research question that was investigated, how the
investigation was undertaken and the conclusion(s) of the essay.
Achievement Level Descriptor
0 The abstract exceeds 300 words or one or more of the required elements of an
abstract (listed above) is missing.
1 The abstract contains the elements listed above but they are not all clearly stated
2 The abstract clearly states all the elements listed above
K: holistic judgment
The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as
intellectual initiative, depth of understanding and insight. While these qualities will be clearly present in the best
work, less successful essays may also show some evidence of them and should be rewarded under this criterion
Achievement Level Descriptor
0 The essay shows no evidence of such qualities.
1 The essay shows little evidence of such qualities.
2 The essay shows some evidence of such qualities.
3 The essay shows clear evidence of such qualities.
4 The essay shows considerable evidence of such qualities.

find the cost of your paper