MODULE A: BLADERUNNER
THE DETAILS
The film Blade Runner directed by Ridley Scott is a prescribed text for Module A:
Comparative Study of Texts and Context, elective 2: texts in time.
You will be comparing Blade Runner to the novel Frankenstein by Mary Shelley.
SHELLEY, Mary, Frankenstein, Penguin Red Classics, 2006
SCOTT, Ridley, Blade Runner (Director’s Cut), Warner Bros, 1982 or Final
Cut, 2007
THE QUESTIONS
The questions for Module A are always quite direct. You will always be asked a question
regarding the following:
- To compare IDEAS
These ideas are usually specified in the question however there can be instances
where your own ideas of the text will be required.
- To argue HOW those ideas are represented through TECHNIQUES
This type of question will require you to pay close attention to your techniques
(whether they are structural, language, camera etc.) and to ensure that these
techniques support your ideas.
- Identifying the DIFFERENCES and SIMILARITIES between the texts and relating them to
CONTEXT
This type of question will steer you towards the differences and similarities between
the ideas and meaning of the text (while you relate both texts to their context which
will account for some of these ideas).
Keep in mind that your essay should incorporate all three of these points: ideas,
techniques as well as the differences, similarities and context. You will need to structure
your paragraphs however, depending on the type of question you receive. I.e. if you
receive a question that asks about ideas, you will primarily focus on ideas, whereas if you
are asked about the differences and similarities, you will primarily focus on differences
and similarities etc.
THE CAP-UP
Throughout this guide you will constantly find reference to “THE CAP-UP”. This is the
PRIMARY POINT of every module/essay. The cap-up would first appear at the end of your
introduction, and again reappear throughout your paragraphs.
For example in your introduction you can begin with: “These combined texts therefore allow
the responder to understand… INSERT CAP-UP HERE”.
SO WHAT IS THE CAP-UP OF THIS MODULE?
The cap-up of Texts in Time is the:
RELATIONSHIP BETWEEN BOTH BLADE RUNNER AND FRANKENSTEIN AND THEIR
CONTEXTS.
More simply… What do the ideas of Blade Runner tell us about the context?
Examples include:
- A critique on humanity - the dehumanization of humans
- The impact of technological advancements?
- Society’s steer away from nature?
AND
- How these ideas reflect the contextual concerns of society at the time.
THE CONTEXT
Blade Runner aims to educate the responder about the society in which individuals live in, in
relation to their natural environment. The 1980’s context of Blade Runner saw the sporadic
development of multinational or global businesses and their ability to create a highly
consumerist and controlled society.
These developments essentially represent Ridley’s concerns about humanity, which is
depicted in the dystopic vision of the future in his text. Blade Runner is therefore set in Los
Angeles in 2019 and represents a post-industrial city.
What’s missing?
 Children
 Sunlight
 Real Animals
The lack of children, sunlight and animals in the text represents Ridley’s concerns about
nature and humanity. They signify the future ramifications of the technological
advancements, greed and industrial growth that have emerged in the futuristic text.
THE IDEAS
Here are some ideas that can be taken from the film. You can use these ideas to
compare/contrast to Frankenstein and construct your paragraphs. Example paragraphs are
given below.
The consequences
of the absence of
nature
The connection and
response between
humans and the
natural world
What determines
the irrational and
the rational
The relationship
between the
natural world and
the artificial world
What it takes to be
human? The role
and responsibility
of humanity
The role of culture
in the world
The ramifications
of technological
advancements
The manipulation
of the natural
world
The human search
for meaning and
identity
The human desire
for freedom
TEEZEE EXAMPLE PARAGRAPHS BASED ON THE ABOVE IDEAS
The manipulation of the natural world
The natural world in Blade Runner has been merged into scientific processes. The line
between reality and artificial nature is therefore blurred via the close-up and high modality
of Tyrell as he reveals to Deckard: “Commerce is our goal here at Tyrell – more human than
human”. These devices allows the responder to understand that a consumerist society
comes at the expense of nature, which is further highlighted through the artificial owls and
snakes that have replaced real animals in the society. The inhospitable film-noir setting in
Blade Runner particularly the air borne pollution, petrochemical towers and constellations
of factory lights add to Ridley’s message: a message to humanity and the contemporary
responder that the widespread use of technology is destroying the natural world. Ironically,
Zhora replies to Deckard in response to a question he asks about a snake: “if it were real
would I be working in a place like this”. Such irony allows one to realize the value and rarity
of nature as a result of capitalist developments.
The human desire for freedom
Ridley additionally explores humanity’s desire for autonomy as opposed to the Tyrell
Corporation’s concern with profit and industrial growth. Ridley criticizes the social cohesion
that is enforced within the society in Blade Runner that is fuelled by the greed of
industrialists and their strive for economic growth. Consequently, a hierarchical structure is
inevitable where the responder can see the destruction of the natural world for those
middle-class citizens who are forced to live in dirty streetscapes and an underworld setting.
Ridley points out that those who do not migrate lose their individual freedom through the
constant repetition of airborne billboards. They proclaim the benefits of migration in the
“off-world colonies”. This social positioning, where those in power become socially superior,
indicates the power that the Tyrell Corporation has to standardize the middle-class for the
sake of consumerism. The close up of the replicants specifications such as their “incept
date” and “function” which is displayed on a screen for Deckard, additionally infers that
technology has undertaken a Godly function. Not only do these specifications allow the
responder to see Ridley’s ethical concerns regarding the ‘creation of life’ however they
allow the responder to see the devalued nature of life as a result of the totalitarian society
created. The desire that the replicants have to live, which can be seen through Roy’s
aggressive character, is ironic in the sense that the replicants value life more than the
humans do. One can draw a link with Frankenstein where Ridley portrays the danger of
humans meddling with human nature to create what they assume to be a utopic society.
Furthermore, the fact that the replicants are given memory for their “management” is
arguably a euphemism for control. The memories of the replicants are manipulated in order
to create the obedience that large-scale corporations such as Tyrell, require for their
continued growth and control.
What it takes to be human?
The replicants in Blade Runner become susceptible to familiar human flaws and emotions
such as the scene where Roy kills Sebastian yet also when he saves Deckard’s life,
respectively. The human feelings that the replicants display force the responder to question
what it takes to be human? Perhaps the fact that the replicants search for escapism and can
see the totalitarian nature of society to a greater extent than the humans, perfectly displays
Ridley’s contextual concerns about the devalued nature of human life. In the denouement,
both Rachel and Deckard’s forbidden relationship sends a message to the audience that
control only occurs if those being controlled give up their free will.
CAMERA ANGLES AND TECHNIQUES
The mise-en-scene in the beginning of the
film presents a dystopic society. The airborne pollution and the dark shadows
foreshadow the melancholic and underworld
environment that has been created as a
result of industrialism.
-
Dystopic mise-en-scene in the
beginning of the film
-
Close-up of the eye
-
Motif – the eye is a motif used
throughout the film
The symbol of the eye is considered the
“window to the soul”. By using the close-up
of the eye at the beginning of the film, Ridley
is immediately warning the audience that
this is what the future world looks like. In the
eye we can see the reflection of the 2019
setting – a dystopia and underworld
environment filled with destruction and
industrialization.
The eye is not only used as a warning in the
film, it is also used to distinguish between
reality and artificiality. Eyes are tested to
characterize whether or not the replicants
have developed emotions and Tyrell’s owl
does not have eyes. The eye is therefore also
used as a symbol to distinguish what is real
and what is not real; the artificial animals
proving that nature has been completely
destroyed.
-
Low-Angle Shot – A low angle shot
of the Tyrell Corporation
The low-angle shot of the Tyrell Corporation
allows the responder to understand the
power and influence that the corporation
has over the world. This powerful shot
therefore expresses Ridley’s concerns
regarding the state of the future, which is
governed by powerful institutions that
manipulate and replace the natural world
with an industrial and commercialized
environment.
Nature has been severed in this world and
animals have become commodities and
objective resources. Imitations of animals
can be purchased.
-
Close-up of the owl
-
Symbolism of the owl who does not
have natural eyes – eyes in the text
are a motif
-
High Modality in Rachel’s voice “Of
course not”.
-
Close-up of Roy and his creator
-
Biblical allusion to the prodigal son
-
Greek mythology references to the
Tyrell’s owl however does not have eyes,
which again adds to the eye motif in the
text. Eyes are the “window to the soul” and
therefore in not having eyes, the owl
represents all that is artificial as opposed to
all that is natural. It represents a transition
from nature to consumerism.
These devices are supported with Rachel’s
high modality when Deckard asks her if the
owl is real – “of course not” she replies. The
assurance in Rachel’s voice indicates that
real animals have become completely nonexistent.
Ridley uses a biblical allusion - Roy and his
creator. Roy leaves his world to meet his
creator in order to live. He returns in this
scene to obtain more life and kills Tyrell. Roy
states that “I’ve seen things you people
wouldn’t believe”, indicating that although
he is a replicant, he has experienced and
gained emotions like a human.
Here we are able to understand that Ridley is
critiquing humanity – a world where the
replicants are more humane than the
humans. He is warning the audience that this
story of Prometheus
is what will occur in future if the greed and
totalitarianism continues.
In Greek mythology Prometheus created
mortals from clay and gave them gifts such
as fire in order to challenge Zeus. Zeus
punished Prometheus by isolating him on
the top of Mount Caucasus – an eagle would
eat his liver every day and the liver would
regenerate. This story can be paralleled to
Roy, who also teaches the other replicants to
disobey Tyrell, like Prometheus taught the
mortals to disobey Zeus.
In this scene attention is drawn to the detail
and perfect appearance of Rachel through
the foregrounding of her face and the
background blurred.
When Deckard is
testing whether or not Rachel is a replicant
she angrily replies, “Are these questions
testing whether I’m a replicants or a lesbian,
Mr. Deckard?”.
-
Foregrounding of Rachel
-
Rhetorical questioning “Are these
questions testing whether I’m a
replicants or a lesbian, Mr
Deckard”.
-
Greco-Egyptian mise-en-scene
-
Historical Referencing to Greece
and Egypt
Through the anger in her voice the
responder is able to see Rachel’s ability to
feel emotion in comparison to Deckard who
seems to maintain an emotionless attitude
throughout the film. This juxtaposition once
again allows one to infer that the replicants
in the text seem to appear more humane
than the humans do.
Such a representation is critiquing the nature
of humanity in a future governed by largescale multinational corporations.
The Greco-Egyptian mise-en-scene in the
text uses brown and golden colours as well
as a background that resembles the Egyptian
pyramids to make reference to Greece and
Egypt. Ancient Greece and Egypt are
historically renowned for their culture,
intellect, architecture and the powerful
institutions that they maintained. By drawing
parallels with Greece and Egypt, the
responder is able to better understand the
power that the Tyrell corporation possessed.
This mise-en-scene additionally indicates the
idealized and utopic society that institutions
-
Use of colour – golden and brown
-
Irony – in that an attempt for utopia
is alternatively viewed by the
By juxtaposing this scene to the underworld
responder as a dystopia
and oriental setting in the previous scenes,
one is able to see the irony in that instead of
creating a utopia through commercialization,
these institutions are creating a dystopia
where nature, privacy and identity become
non-existent.
The close-up of Leon’s specifications such as
his “incept date” allows one to infer that
technology has undertaken a Godly function.
Not only do these specifications allow the
responder to see Ridley’s ethical concerns
regarding the ‘creation of life’ however they
allow the responder to see the devalued
nature of life as a result of the totalitarian
Close up of the Leon’s specifications society created.
such as the “incept date”.
There is a parallel between Oedipus and Roy
Mythological Reference to the
in that Oedipus killed his father and Roy
Oedipus story
likewise killed his creator. The mythological
references further accentuate the ideas of
nature that resonate in the film: the
ramifications of greed, the importance of
fate and the distinction between the real
and the artificial.
Sebastian’s toys are symbolic in that they
indicate the loneliness he feels on earth. In
not being able to relocate to an off-world
colony due to his illness – “methuselah
syndrome”, he creates toys to keep him
company – his only friends. The symbolism
of the toys therefore allows the responder to
understand that nature has not only been
compromised as a result of industrialization
Symbolism of Sebastian’s toy’s
and commercialization; human interaction
has additionally been affected.
The parallel between Pris and the
toy’s
In the scene where Pris is disguised as a toy
-
-
such as the Tyrell corporation are trying to
create.
as Deckard examines the room, one can
additionally draw a parallel between Pris and
the toys. Pris was created on Valentine’s day
as a sexual toy, and likewise the toys were
created by Sebastian to fulfill his loneliness.
This once again highlights Ridley’s concern
that powerful institutions are playing God,
and in turn, destroying all that is natural in
the world – i.e. flora and fauna.
In this scene we see your typical film noir
setting. The hard-boiled detective, smoking,
and a dark interrogative setting.
-
Film noir setting
-
Shadowing
Furthermore the use of shadowing in the
film adds to the interrogative scene and
initially forebodes that an interrogation is
about to take place. (Leon’s interrogation to
test whether or not he is a replicants).
This long shot of Rachel represents her as a
femme fatale. A femme fatale is usually seen
in film noir type films, and is a seductive,
irresistible and sometimes villainous and
powerful woman. This shot of Rachel,
coupled with her business outfit and the
brown and golden tones in the background
establishes that in the film, Rachel will
maintain a strong and willful character.
-
Femme Fatale representation of
Rachel
-
Long shot of Rachel
-
Use of golden and brown colour
-
Close-up and determined facial
expression of Pris
Once again, this idea seems ironic in that we
soon discover Rachel is a replicant. Her
ability to attract and be attracted to
Deckard, adds to this idea that the replicants
desire and value freedom and life perhaps
more than the humans on earth do which is
supported to Tyrell when he states that the
replicants are made “more human than
human”.
When Deckard suspects that Pris is disguised
as one of Sebastian’s toys, a close-up facial
expression
of
Pris
indicates
her
determination for freedom. Pris appears to
struggle, through her animated gymnastic
maneuvers. We can once again see the irony
in the film in that Pris, a replicant, desires
more freedom than the humans do – an
example being Sebastian who has
succumbed to his dystopic society, creating
toys for company.
In this scene Deckard is investigating
Sebastian’s toys in order to find the
replicants. The use of shadowing on Deckard
and the lighting that is shun through the
doorway adheres to a typical film-noir
setting. Deckard appears as your typical
hard-boiled mysterious detective, who
attempts to solve the “mystery”; in this case
– find the replicant amongst the toys.
-
Film-noir setting Deckard appears in
a film-noir, hard-boiled detective
setting
In this scene Roy’s character mimicks that of
Frankenstein. He appears raw, determined
and struggling for his freedom. Through this
intertextuality
to
Frankenstein,
the
responder is able to see once again that
even the replicants appear to be more
humane than the humans. This alerts one to
question what it actually means to be
human?
-
-
Intertextuality to Frankenstein
Roy’s characterization mimics that
of Frankenstein
Juxtaposition between femme
fatale to romantic woman - This
scene can be juxtaposed between
the initial femme fatale scene that
we see of Rachel
One is able to juxtapose this scene of Rachel
to the initial femme fatale representation of
her in the film. This transition allows one to
identify that as Rachel falls in love with
Deckard, she appears more humane. Her
rosy complexion and her loose hair, in
comparison to her initial geisha/femme
fatale appearance indicate the difficulty in
distinguishing Rachel as a replicant. This
once again allows one to question what it
actually takes to be human? Initially, Rachel
is not aware she is a replicant; a feature that
distinguishes her from the other replicants in
the film who are indeed aware. Does Rachel
become human because she believes she Is
human?
In the climax of the film Roy realizes that his
death is inevitable and he releases a dove to
represent not only his understanding,
however also the freedom that he has
gained through this realisation.
He also realizes that although he will “retire”
humanity will survive.
-
Symbolism – Roy releases a dove
-
The dove is released in the climax of
the film – it serves as a realisation
The dove is finally symbolic of Ridley’s
warning to the audience - alerting us that we
as humans have an opportunity to prevent a
world where nature is severed and all things
natural have been obliterated.
HOW TO: THE COMPARATIVE STUDY ESSAY
INTRODUCTION
1. THESIS STATEMENT: your thesis statement is a clear and concise statement that answers the
question. Start your introduction immediately with a thesis statement. No quotes. No fluffy
beginnings. Just begin by directly answering your question. Your thesis statement must be
the umbrella to your themes, that is, your themes must link to your overall thesis statement
– it is your MAIN argument!
2. THEMES: Following your thesis statement are your themes – the main ideas of your essay.
You can have as many ideas as you see fit however you need to ensure that your themes not
only link to your thesis statement – but also answer your question!
3.
TEXTS: After your thesis statement and your themes, you need to introduce your texts.
Good linking sentences include “These ideas are arguably explored in …. As well as in …” OR
“Blade Runner indeed explores the idea that ….. while Frankenstein explores …” OR “Both ….
And …. Explore …”
4.
CAP-UP: The cap-up of the introduction ties your thesis statement, themes and texts
together in that it offers an OVERALL MEANING to your essay. See page 2 for more
information on the cap-up.
BODY PARAGRAPHS
In your comparative study your body paragraphs are quite different to those in other HSC modules.
There are two very effective ways of structuring your comparative study paragraphs.
Method 1
Paragraph 1: Text 1 PLUS IDEA
Method 2
Paragraph 1: Text 1 and Text 2 PLUS IDEA
Paragraph 2: Text 2 PLUS IDEA
Paragraph 2: Text 1 and Text 2 PLUS IDEA
Paragraph 3: Text 1 PLUS IDEA
Paragraph 3: Text 1 and Text 2 PLUS IDEA
Paragraph 4: TEXT 2 PLUS IDEA
Paragraph 4: TEXT 1 and Text 2 PLUS IDEA
These ideas can be the same or different.
You can talk about an idea in paragraph 1,
text 1, and then talk about the same idea in
paragraph 2, text 2. Or you can talk about
different ideas in each text. Whichever way
you choose to structure your paragraphs,
you need to ensure that proper links
(comparisons or contrasts) are drawn
between the texts. The best answers find a
way to balance their paragraphs by both
comparing and contrasting both texts.
This method is a tricky structure however
works extremely well when mastered.
Paragraph 1 will focus on ONE IDEA, and
include both texts. For example, if your idea
is regarding the value of nature, half of
paragraph 1 will be about Frankenstein and
the other half will compare or contrast this
idea to Blade Runner. This is an excellent
way to ensure that you compare and
contrast your texts effectively. If attempting
this structure however, you need to ensure
you maintain a balance and focus on both
texts, as well as try maintain clarity – it is
easy to become lost in the comparison of
both texts, and forget to come back to
answer the QUESTION!
Depending on which structure you choose, your paragraphs will slightly change. However the basic
idea is that you include all of the following:
1) TOPIC SENTENCE:
Your topic sentence is your signpost. By reading your topic sentence, the marker should
already know what your paragraph is about. It should be concise, and answer the question
by introducing your idea/theme. Once again, aim for absolute clarity.
2) EXAMPLES/TECHNIQUES:
This is where you introduce your techniques and examples in order to support your
themes/ideas. The best essays couple techniques together, for example, “The rhetorical
question in … as well as the extended metaphor of …”. This ensures that you cover as many
techniques as you can in a concise manner. In doing so however, ensure that you still
EXPLAIN the purpose of the technique – why has it been included?
3) EFFECT:
The effect of your techniques is arguably one of the most important features of your
paragraph. The effect gives MEANING to the techniques you include. Always remember…
the effect is about the RESPONDER. WHAT IT DOES TO THE RESPONDER? HOW THE
RESPONDER FEELS AS A RESULT? If you are stuck on what the effect of a technique is… just
think about the RESPONDER.
4) LINK:
There are two links that the band 6 essays usually include at the end of the paragraph. Link 1
is a link to the other text. The other link is a link back to the question and the thesis
statement. This link is the most important. Always remember that the purpose of your essay
is to answer the question – ensure you do so at the END of every paragraph, otherwise, your
paragraph becomes pointless.
CONCLUSION
Your conclusion is similar to your introduction however you need to focus more so on the cap-up
and the MEANING of your essay as opposed to the themes.
1) CAP-UP/THESIS STATEMENT: Reiterate your cap-up and your thesis statement. Reiterate
your main argument to the question.
2) THEMES: Once again reiterate how you have supported your argument with your
aforementioned themes.
3) QUESTION: And finally, come back to the question, and identify how your argument clearly
answers the question.
Ensure your conclusion is as powerful as your introduction in order to create a concise and wellstructured essay.
IMPORTANT NOTES
1) Do not include any irrelevant quotes (quotes not from the text) in order to support your
argument – they simply waste space.
2) Be concise – Do not write anything ambiguous or vague. Ensure that your sentences make
sense – the best way to do this is to ask someone to read your essay and circle sentences
they do not understand.
3) Insert conjunctions in the middle of your paragraphs as opposed to the end – it makes your
essay sound more sophisticated. For example: “Blade Runner therefore portrays…” as
opposed to “Therefore Blade Runner...”.
4) Ensure your spelling, punctuation is correct – your essay becomes more sophisticated and
correct.
5) Do not convolute your paragraphs with big words. Using sophisticated language is necessary,
however you can do so without sounding convoluted. Only use words that are relevant.
6) Most importantly – ALWAYS COME BACK TO THE QUESTION. Students often forget that they
need to directly answer a question. Making tentative links will not get you that band 6. You
need to make intricate links back to the question throughout your paragraphs, to show the
responder that you are simply not memorising a generic essay, and instead, creating an
original and sophisticated response to what is being asked.