To begin with I shall consider economic pressure. Paragraph four of the extract focuses on this factor[i], the speaker makes several remarks which relate to and evidences the audience’s poverty such as ‘ragged clothing’, ‘insufficiency of food’, and ‘insufferable despair’. Chartism attracted support by instilling hopefulness that if democracy was put into practice, people’s economic anguish would lessen, namely that the Poor Law of 1834 would be discarded and taxes reduced[j]. Chartism became an established movement due to a structural transfer in the economy from agriculture to manufacturing; the working classes in these industrial areas were under-represented[k]. Manufacturing industries were prevalent in York and the surrounding areas therefore these economic factors would be close to the audience’s hearts[l]. Briggs[m], secondary source 1, supports this view by arguing manufacturing communities displayed the strongest support whilst rural areas showed considerably less[n].
The explanation of Chartism being a national political movement is strongly evidenced in the extract. The speaker expresses many political ideas, talking of an end to the established church, as well as addressing class legislations such as opposition to the Poor Law[o]. The speaker states, ‘abolish the army, dash the navy’ (L.48) ‘crush the church by law established, obliterate the debt from the national ledger, restore republicanism, establish equality’ (L.50–L.51). These are long established ideals of popular radicalism which evidences the movement’s political diversity and shows Chartism was able to draw on pre-existing radical support for democratic reform. An account from the Morning Chronicle, primary source 6[p], shows a flag used during the procession which carried the National Petition to Parliament sporting the phrase ‘we require justice before charity’ (p125). This proposes demonstrators would not be happy with an ‘economic hand-out’ (p126[q]) instead wanting acknowledgment of their political rights; this paper was pro-Whigs so has reason to downplay anti-government protests so may be reliable[r]. Chartist’s [s]had their own political language and this is strong evidence for Chartism being a political movement[t], the extract uses such language to encourage listeners[u] support, for example, ‘these evils chiefly of a political and social cast arise from one source – class legislation’ (L.20-L.21). Steadman Jones, secondary source 2, supports this notion by stating ‘the growth and decline of Chartism was a function of its capacity to persuade its constituency to interpret distress or discontent within the terms of its political language’ (p.37[v]).
Evidence for Chartism been[w] an inclusive cultural community also exists in the extract. The movement did not adhere to the times’ hierarchical style of society as it allowed anybody to join[x], the speaker demonstrates the movement’s inclusiveness by addressing women who were often excluded from politics, ‘I am glad to meet the brave men and fair women of York’ (L.10). Chartism was all-embracing of the working classes; six working men were deliberated included on the committee that discussed the People’s Charter. The speaker addresses this group several times with ‘Working men’ (L.1), ‘Honourable gentlemen, I mean by this name the working class only’ (L.17), and ‘the labouring class, are regarded as a cipher in importance’ (L.22-L.23). Ellen Yeo, secondary source 3[y], states the working classes were quite capable of creating their own politics just as they were proficient manufacturers in the economy. Chartism’s ideal of giving power to the people already occurred within the movement as it gave people a political voice[z], the National Petition’s allowed people whose opinion was rarely consulted by Parliament to put down their signature with a feeling of power and pride[aa].
Evidence for all three explanations for Chartism’s support exists in the extract. However I personally conclude that the main focus and draw of support was the movement’s political goals as the speech uses political language to acquire agitators and fight for electoral reform. Many political issues are also addressed not just male suffrage, evidence for economic and cultural factors are present too. I believe that economic slumps increased support as protestors could voice their resentment of suffering, and inclusiveness helped to provide this voice, yet it was the political focus that gave hope for change[ab].
800 words[ac]
Task 2
Write no more than 150 words for this task.
Part 1
Briefly write down two or three pieces of feedback from your tutor on TMA 01.
My tutor’s feedback on TMA01 included encouraging remarks regarding the structure and format of my work; I also received good comments on my referencing skills. However it was felt that I only just achieved the learning outcome of producing a relevant, reasoned answer.
How have you used that feedback in preparing for TMA 02?
Positive feedback showed that my work has a good structure with a clear introduction, main body and conclusion; I have therefore ensured that I did the same for TMA02. I also made sure to reference and use quotation marks around the phrases I included from the materials. In order to avoid unclear sentences in the essay I have studied material on both the Y180 and the BBC, 'Skillswise' website. This helped improve my sentence construction, grammar and punctuation, and ultimately the flow of my writing. Feedback proved helpful as it meant I made a conscious effort to keep my sentences short so they remain crisp in meaning[ad].
150 words
Bibliography
O’Day, Hardy, Marsh, Padley and Perryman. (2011) Making sense of the arts. The Open University[ae]
Briggs. (1959) Resource Booklet 1: Secondary source 1. The Open University
Morning Chronicle. (1842) Resource Booklet 1: Primary source 6. The Open University
Steadman Jones. (1983) Resource Booklet 1: Secondary Source 2. The Open University
Ellen Yo. (1982) Resource Booklet 1: Secondary source 3. The Open University
Roderick. (2011) PT3e Assessment Summa
Emma, you are not referencing fully from the Assignment Booklet. Do re-read pages 15-17.
(You must put references in the final list in alphabetical order. For an example of how to do this, see page 146 in O’Day, et al., (2011).
Here are a few examples of how to reference from the Resource Booklet:
Stedman Jones, G. (1983) ‘Rethinking Chartism’ in Languages of Class, Cambridge, Cambridge, Cambridge University Press cited in Making Sense of the Arts- Resource Booklet 1, (2011) Milton Keynes, The Open University, p.37
Second example:
Attwood, T (1836) Birmingham Journal, 12 November, reproduced in Briggs, A. (ed) (1959) Chartist Studies, cited in Making Sense of the Arts- Resource Booklet 1, (2011) Milton Keynes, The Open University, p.36.
Does this help? We can discuss at your next tutorial, if it helps.
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[a]A very good plan here, Emma. It is well-organised and well-structured. Your ‘content’ looks well-chosen and you indicate ‘sources’ to be used. A great start!
[b]Good.
[c]Try to avoid using ‘I’ or the personal form in the essay. Instead, have, ‘This essay will consider…’ This gives an impersonal, more academic style to the essay format.
[d]An excellent point to make, challenging the ‘reliability’ of a partial source. Well-observed and commented on.
[e]As ‘audience’ is a plural, your apostrophe goes before the ‘s’.
[f]Yes, this is all possible! Good work.
[g]Full-stop here. Take out ‘I’ and maybe write, ‘However, political focus appears to be the key theme’.
[h]A questioning and critical introduction. This is such a good start, Emma. Well-done!
[i]Full-stop after ‘factor’.
[j]Yes, good.
[k]Do you mean the working classes were under-represented in ‘agricultural’ areas?
[l]Good reading of the evidence here.
[m]Try to introduce any writers/sources you use. Here, it could be:
‘Historian, Briggs, (1959) in this secondary source, supports….’
Make sure you adhere to the correct referencing style. See the Assignment Booklet, p.16.
[n]Good use of evidence here, Emma.
[o]A strong opener to this section. You are answering the question ‘head on’. Good approach and you are writing well.
[p]Your reference here is:
the Morning Chronicle (1842) primary source.
[q]With your references to p.125 and p.126 you need:
(O’Day et al., 2011, p.125) and (O’Day et al., 2011, p.126). For the EMA, do make sure you re-read the section on referencing in the Assignment Booklet, pp.15-17.
[r]Good detective work and insight!
[s]‘Chartists’ is a simple plural so does not require an apostrophe.
[t]Full-stop here.
[u]Apostrophe after ’listeners’
[v]Yes, good. Well-argued and making very good use of evidence. As with the Briggs reference earlier, do introduce ‘Historian, Stedman Jones, (1983) secondary source….’
You don’t need to include (p.37) here. It goes with the full reference in the end list.
[w]being
[x]Full-stop.
[y]Re-do reference: ‘Historian, Yeo (1982)
Emma, I don’t think you need to state if a quote is on L.10 or any line at all, in the history essay. If you take all of these out, it will give you more words to play with.
[z]Full-stop here.
[aa]Yes, good use of evidence in this paragraph. You are arguing your case very well indeed. It’s a pity about some of the very long sentences: really two sentences joined together by a comma where you need a full-stop. In addition, you need to look at the rules around the apostrophe.
[ab]A forceful and convincing conclusion, Emma, Very well-done! I have enjoyed reading this essay. Thank you.
[ac]Spot on!
[ad]Thoughtful work.
Do see my comments above on punctuation and grammar.
[ae]See top p.16 Assignment Booklet for the full version of this.
by
esmoxy (student)
