GCSE English

Literature

THE REVISION GUIDE Unit 1 (Of Mice and Men & Unseen Poetry)

on Monday 18th May at 9.15am Unit 2 (Heroes & An Inspector Calls)

on Friday 22nd May at 9.15am

How many exams do I have in Literature? You have 2 exams in English Literature, and you’ll sit them both within a few days of each other. Exciting!

How long are they and what are they worth?

You can’t ask two questions at once! Oh – you did. Each exam lasts 2 hours. Unit 1 is worth 35% of your GCSE grade; Unit 2 is worth 40%. They’re a big deal.

WHAT YOU NEED TO KNOW

Unit 1 Of Mice and Men and unseen poetry

The exam has two sections, and you should

spend an hour on each.

What should I do first in the exam?

First things first: ignore the texts you’ve not studied. You’d think this was obvious; you’d be wrong. Turn straight to the section on Of Mice

and Men.

What do I have to do on Of Mice and Men?

You have to complete 2 tasks: an extract analysis, and a longer-writing task.

For the extract analysis, you’ll be asked to analyse a short extract from the novel.

There are 10 marks available, and you should aim to write between 1 and 2 sides. You should

spend 20 minutes on this.

For the longer-writing task, you’ll be given a choice of 2 questions. You will pick one to

answer, and should aim to write between 2 and 3 sides. There are 20 marks available, so you

should spend 40 minutes on this.

What about the unseen poetry?

For the second part of the exam, you’ll be given two short poems that are connected in some way. You’ll be asked to write about the poems, and their effects on you. This task is worth 20 marks, and you should aim to write between 3

and 5 sides.

Unit 2 An Inspector Calls and Heroes

The exam also has two sections, and you

should spend an hour on each.

What do I have to do?

Remember the section in Unit 1 on Of Mice and Men? Well, this paper will be very familiar to you, as it follows exactly the same structure.

Do not attempt to answer questions on texts

you’ve not studied. Turn straight to the section on An Inspector Calls.

For the sections on An Inspector Calls and Heroes, you’ll be doing the same thing: an

extract analysis and a longer-writing task.

The extract analysis is the same as before: you’ll be given a short extract from the text and

asked to analyse it. There are 10 marks for the extract analysis, and you should be writing

between 1 and 2 sides for it. Remember to spend no longer than 20 minutes on one of

these.

You’ll then have a choice of 2 questions for the longer-writing task. Pick one to answer, and aim to write between 2 and 3 sides. There are

20 marks for a longer-writing task, so you should spend 40 minutes on one.

In a nutshell…

The extract analysis questions are designed to test your close-reading skills. You should aim to write 1½ sides

on an extract analysis (or ¾ side on each part of the question if it’s divided into two 5-mark parts.)

Don’t forget the highlighter! Use it to highlight the words/lines in the extract that you want to write about. When referring to the writer, use only their last name. E.g. ‘Steinbeck suggests that…’ It will save you time, and it makes your writing seem more sophisticated. Write formally. Remember – you’re writing for an examiner, not your friend. Compare the two examples below. Which do you think is better? Example #1: ‘Crooks enjoys tormenting Lennie by suggesting

that George might never return.’

Example #2: ‘Crooks gets a kick out of bullying Lennie by making

out that George has gone

AWOL.’

Let’s hope you’ve not picked Example #2! Try to embed quotes in your sentences – it’s a quick and efficient way to write. Have a look at the example below: ‘When Cormier describes the soldier’s head exploding like a ‘ripe tomato’, he emphasises the horror of Francis’ nightmare…’ Don’t think you have to mention everything in the extract – you don’t have the time. Focus on the most significant parts.

Timing The extract analyses are only worth 10 marks, so spend no longer than 20 minutes on one. This includes 2-3 minutes of reading time.

Total Time

20 minutes

DO

Keep focused on the question. As you’re reading the extract, highlight anything that you think will help you to answer the question. Avoid going off on tangents: you don’t have the time. Think carefully about why this particular extract has been chosen. It might be because it’s a turning point in the text, or it may reveal something new or significant about a character. This could be a starting point for your answer. Use the wording of the question to begin your answer. If the question is, ‘How is the character of Larry developed in this extract?’, begin with something like, ‘In this extract, Larry is developed in…’ Make a great point in your first sentence; it’ll make the examiner think you’re high grade material from the get-go. Remember the significance of the text’s historical context. For example, if you’re dealing with an extract involving Crooks, you’ll probably touch upon the issue of racism in 1930s America. An extract on Arthur and Gerald might mean that you mention the class system.

DON’T

Waffle. There’s no need to retell the story, or to waste time writing about other parts of the text that aren’t directly relevant to the extract. You’ll need to make points quickly. Quote long passages of text. The examiner has read the text. They don’t need to read it again. Keep your quotes short and relevant. Commenting on the connotations of particular words is a great way to impress the examiner. It shows your ability to select evidence carefully. Spend so long on the beginning of the extract that you miss the stuff at the end. This is a common examiner complaint. There will be a reason why the extract starts and ends where it does. Focus so much on the language of the extract that you forget to write about what’s going on. It’s as important to analyse what happens in the extract as it is to explore how it’s written.

EXAMINERS’ HINTS

HOW TO DO AN EXTRACT ANALYSIS

In a nutshell… You will have a choice of two

questions for the longer-writing task. The tasks are designed to allow you to show

off your knowledge of the whole text. You should be aiming to write 2 – 3 sides at least.

REMEMBER: You will not be allowed to take your copies of the texts into the exam. You should be making sure that you know them inside out, as you won’t be able to double-check a quote once you’re in the exam. There will always be a character-focused question. All of the texts you’ve studied have only a few central characters, so why not plan answers to questions on all of them in advance? Choose a question quickly. Don’t waste time agonising over which one to do. If in doubt, go with your gut feeling. Some good connectives to use: Yet… However… Despite this… Nevertheless… Nonetheless… On the other hand… By contrast… Similarly… Another example… In addition… If one of the longer-writing tasks asks you to imagine you are a character: - Keep in mind the actual events of the text. What would a character know/not know? - Try to write in the ‘voice’ of the character. This will show the examiner that you understand the events of the text, and the way the character would think/feel about them. - Keep focused on the task in hand. Remember – this is a test of your knowledge and understanding of the novel/play, not your creative writing skills.

Timing We recommend spending 5 minutes planning your answer and 35 minutes writing it and checking it.

Total Time

40 minutes

DO

Answer the question. Underline the key words. Figure out what the question is asking you, and make sure your introduction directly addresses the question. Plan your answer. Examiners like to see evidence of planning on your answer booklet, as it shows you’ve thought through your work. If you’re taking the Foundation paper, you’ll have some bulletpoints to help in the planning of your answer. Use them! Structure your argument. Make sure that your points flow from one to the next. Use connectives to signpost your ideas, giving the examiner an idea as to where your essay’s going. Refer to the text to back up your points. If you can’t remember a quotation, it’s fine to paraphrase (e.g. ‘When Carlson calls Curley a coward…’). Know the texts inside out. Try to re-read them during the week before the exams. You should be able to refer confidently to characters, events and themes. You should certainly know how to spell the characters’ names!

DON’T

Retell the story. Assume that the examiner knows the text as well as, if not better than, you. Forget to give your own opinion. As long as you can back up your ideas, the examiner will be pleased to read them. Spend more than 40 minutes on your answer. Keep your eye on the clock so that you don’t eat into the rest of your time. Forget to write about the text’s social/historical context. Where you can, make links between the text and its context – but don’t overdo it. For example, a question on Curley’s wife in Of Mice and Men would allow you to mention what Steinbeck is saying about life for women in 1930s America. A question on heroism in Heroes might mean you briefly discuss Cormier’s attitudes toward war.

EXAMINERS’ HINTS

HOW TO DO A LONGER-WRITING TASK

In a nutshell… For this section (which is only

in the Unit 1 exam) you’ll be given two poems you’ve not studied. You’ll have to write an

essay in which you analyse each poem and discuss

their similarities and differences.

Pay attention to the titles of the poems. They may be perfectly self-explanatory, or have a deeper meaning. Either way, the title can offer a great way in to a poem. Get that highlighter out! Pick out key words/phrases that stand out as significant in each poem. Try to avoid highlighting more than a few words at a time – say a lot about a little rather than a little about a lot. If you find analysing poetry hard, don’t panic. It may help to track through the poem systematically, reading from punctuation mark to punctuation mark rather than line by line. Think about the voice of each poem. Is the poet writing as him or herself, or as a different character? What is the effect either way? Think about who each poem is addressed to. Love poems, for example, sometimes use the second person (‘you’) which can make them feel very intimate. Pay attention to the end of each poem, as the poet’s key message often comes here. Examiners love to read about your personal response to the poems. Do they connect with any of your own experiences, or anything else you’ve read or seen?

Timing As you’ll not know the poems, you should spend 10 minutes reading them and planning your answer before using the rest of the time writing/checking.

Total Time

60 minutes

Luckily enough, the exam question on the unseen poems is always the same:

Write about both poems and their effect on you. Show how they are similar and how they are different. You may wish to include some or all of these points:

The content of the poems – what they are about The ideas the poets may have wanted us to think about The mood or atmosphere of the poems How they are written – words and phrases you find interesting, the way

they are organized and so on Your responses to the poems

DO Read the poems carefully. Don’t rush into writing your answer until you’ve read the poems at least three times. The meaning of a poem might not be obvious on the first read. Use your time wisely. After you’ve spent 10 minutes reading and planning, we suggest one of these two approaches: 1. Briefly introduce both poems, then write about the first poem for 20

minutes, the second one for another 20 minutes, and finish by spending 10 minutes comparing and contrasting.

2. Briefly introduce both poems, then write about the first one for 20 minutes, before writing about the second one for 30 minutes, linking it to the first as you go.

Think carefully about the aim(s) of each poem. Does it, for example, describe an experience, or protest about something, or describe a place? Ask yourself why the poet wrote the poem. Back up your points with quotations. Remember – there are no right and wrong answers. Don’t be worried if you’re not sure your interpretation of a poem is the same as everyone else’s. As long as you can justify your ideas by referring to the text, the examiner will reward you. DON’T Write about poetic techniques unless you can say why they’re effective. Every year, the exam board report that too many students are ‘feature-spotting’ in the exam (‘There’s a metaphor! And it rhymes! And there’s onomatopoeia!’). You get no marks for pointing out a poetic technique, unless you can comment on why it’s effective Panic if you find comparing hard. You’ll get marks for writing about which poem you prefer and why.

EXAMINERS’ HINTS

HOW TO WRITE ABOUT THE UNSEEN POETRY

If you’d like to practise your analytical skills, why not have a go with one of the pairings below? Your teacher will be happy to mark your work, or you can email it to us (englishatguffo@gmail.com). Pairing 1 Lessons Danny Martin Do away with medals Poppies and remembrance parades Those boys were brave, we know But look where it got them Reduced to line after perfect line Of white stones Immobile, but glorious; exciting To kids who haven’t yet learned That bullets don’t make little red holes They rip and smash and gouge And drag the world’s dirt behind them Remember lads, you won’t get laid No matter how good your war stories If you’re dead So melt down the medals Fuel the fire with paper poppies, war books and Arnie films Stop playing the pipes, stop banging the drums And stop writing bloody poems about it.

Pairing 2 Stop All The Clocks WH Auden Stop all the clocks, cut off the telephone, Prevent the dog from barking with a juicy bone, Silence the pianos and with muffled drum Bring out the coffin, let the mourners come. Let aeroplanes circle moaning overhead Scribbling on the sky the message He Is Dead, Put crepe bows round the white necks of the public doves, Let the traffic policemen wear black cotton gloves. He was my North, my South, my East and West, My working week and my Sunday rest, My noon, my midnight, my talk, my song; I thought that love would last for ever: I was wrong. The stars are not wanted now: put out every one; Pack up the moon and dismantle the sun; Pour away the ocean and sweep up the wood, For nothing now can ever come to any good.

UNSEEN POETRY PRACTICE POEMS

Invasion Choman Hardi Soon they will come. First we will hear the sound of their boots approaching at dawn then they’ll appear through the mist. In their death-bringing uniforms they will march towards our homes their guns and tanks pointing forward. They will be confronted by young men with rusty guns and boiling blood. These are our young men who took their short-lived freedom for granted. We will lose this war, and blood will cover our roads, mix with our drinking water, it will creep into our dreams. Keep your head down and stay indoors – we’ve lost this war before it has begun.

Human Interest Carol Ann Duffy Fifteen years minimum, banged up inside for what took thirty seconds to complete. She turned away. I stabbed. I felt this heat burn through my skull until reason had died. I’d slogged my guts out for her, but she lied when I knew different. She used to meet some prick after work. She stank of deceit. I loved her. When I accused her, she cried and denied it. Straight up, she tore me apart. On the Monday, I found the other bloke had bought her a chain with a silver heart. When I think about her now, I near choke with grief. My baby. She wasn’t a tart or nothing. I wouldn’t harm a fly, no joke.

One of the best ways to prepare for the Literature exam is to have a go at some

sample questions. The ones below cover a wide range of characters, themes and

ideas. Your English teacher will be more than happy to mark any work you do at home, or you can email it to us: englishatguffo@gmail.com.

Which extracts are worth looking at? Chapter 1: George and Lennie’s introduction; George telling Lennie about their dream Chapter 2: Candy discussing Curley’s wife; Curley’s wife’s introduction Chapter 3: Candy’s dog being shot; Curley attacking Lennie Chapter 4: Crooks taunting Lennie; Curley’s wife arriving in the harness room Chapter 5: Curley’s wife confessing her dreams to Lennie; Curley’s wife’s death Chapter 6: George killing Lennie

Longer-writing tasks

Foundation

Imagine you are George. At the end of the novel, you think back over the time you spent at the ranch. Write down your thoughts and feelings. You may wish to think about: what happened at the ranch; your friendship with Lennie; your thoughts and feelings about others on the ranch; the end of the novel.

Write about the importance of animals in Of Mice and Men. Think about: the mouse Lennie has at the beginning of the novel; Candy’s dog; Slim’s puppies; the rabbits in Lennie’s dream; anything else you think is important.

What do you think of Curley’s wife? Think about: her relationship with Curley; her relationships with others on the ranch; the way she speaks and behaves in Crooks’ room; the way she speaks and behaves in the barn with Lennie.

Loneliness is an important theme in Of Mice and Men. Write about how Steinbeck makes the reader aware of this theme. Think about: characters who are lonely; the setting of the ranch; life on the ranch; anything else you think is important.

Imagine you are Slim. At the end of the novel you think back over the time George and Lennie spent at the ranch. Write down your thoughts and feelings. You may wish to think about: your impressions of Lennie and George; what happened during Lennie and George’s time on the ranch; your relationships with others on the ranch; your role on the ranch; anything else you think is important.

The title of the novel refers to how plans and dreams often go wrong. Write about the reasons you think Steinbeck chose this title. Think about: Lennie’s plans and dreams; George’s plans and dreams; the plans and dreams of other characters; anything else you think is important.

What do you think of Curley? Think about: his relationship with his wife; his relationships with others on the ranch; his behaviour at the end of the novel; the way he speaks and behaves.

‘Violence and violent events are never far away in Of Mice and Men’. Write about two or three examples of violence in Of Mice and Men and explain why they are important to the novel as a whole.

What do you think of Candy? Think about: his role on the ranch; the death of his dog; his relationship with George and Lennie; the way he speaks and behaves.

Write about the relationship between George and Lennie. Think about: the way George speaks and behaves with Lennie at different points in the novel; the way Lennie speaks and behaves with George at different points in the novel; the way other characters respond to their relationship; anything else you think important.

What do you think of Crooks? Think about: his role on the ranch; his relationships with the other characters; how he speaks and behaves.

Higher

Imagine you are George. At the end of the story you think back over your time at the ranch. Write

down your thoughts and feelings. Explain how Steinbeck uses animals to present some of the themes of Of Mice and Men. To what extent can you blame Curley’s wife for the tragic events of the novel? How does Steinbeck present the theme of loneliness in Of Mice and Men? How is the character of Slim important to the novel as a whole? The title Of Mice and Men refers to how plans and dreams often go wrong. To what extent do you

find it an effective title for the novel? What do you think of Curley and the way he is presented in the novel? ‘The world of Of Mice and Men is a world of harshness and violence.’ To what extent do you agree

with this statement? Imagine you are Candy. At the end of the novel, you think back over what has happened since

George and Lennie arrived at the ranch. Write down your thoughts and feelings. Remember how Candy would speak when you write your answer.

How does John Steinbeck present the relationship between George and Lennie throughout the novel?

How is the character of Crooks important to the novel as a whole?

OF MICE AND MEN SAMPLE QUESTIONS

Re-read the novel a few days before the Literature exam. That way, it will be fresh in your mind. You’ll also be able to ask your English teacher if there’s anything you’re still unsure of. Compile a list of key quotations for each chapter of the novel, and make a note of why you think each quote is significant. Try to learn them in advance of the exam. Practice makes perfect! You can test yourself on the VLE, where you’ll find revision quizzes on key quotes from the novel.

Some excellent revision websites: http://bit.ly/micemen1 http://bit.ly/micemen2 http://bit.ly/micemen3 You can also buy the CGP Revision Guide from the English Department at half price (£3), or the novel itself for £5. Don’t forget, there are loads of resources on the VLE – including a 20-minute version of the novel, extracts from revision guides, exemplar essays and audio files to download and listen to. If you have any questions, email us at englishatguffo@gmail.com and we’ll get back to you within a day.

RESOURCES

EXAMINERS’ HINTS

Which extracts are worth looking at? Act 1: Birling and Gerald talking together; Birling’s speech; the Inspector’s arrival;

Birling’s interrogation; Sheila’s confession; Gerald and Sheila’s argument at the end of the act

Act 2: Sheila asking to stay for Gerald’s questioning; the Inspector beginning his questioning of Gerald; Mrs Birling avoiding the Inspector’s questions; Mrs Birling realising Eric is involved

Act 3: Eric’s confession; the Inspector’s climactic speech; the family concluding that the Inspector is a fake

Longer-writing tasks

Foundation

Which character changes the most as a result of the Inspector’s visit, in your opinion? Think about: your chosen character’s dealings with the Inspector; your chosen character’s relationships with other characters in the play; the way your chosen character speaks and behaves at different points in the play; why you think your chosen character changes the most.

Give advice to the actor playing Mr Birling about how he should speak and behave in the following parts of the play: at the beginning, before the Inspector arrives; at the end, after Gerald brings news that there is no Inspector Goole on the police force.

Imagine you are Sheila. At the end of the play you think back over what has happened. Write down your thoughts and feelings. You may wish to think about: your relationship with your family; your relationship with Gerald Croft; your feelings about what the Inspector revealed about your involvement with the dead girl; your feelings about what the Inspector revealed about your family’s involvement with the dead girl.

For which character in the play do you have the least sympathy? Give reasons for what you say. Give advice to the actor playing Mrs Birling on how she should present the character to an

audience. Think about: the way she speaks and behaves with Mr Birling; the way she speaks and behaves with Sheila, Eric and Gerald; the way she speaks and behaves with the Inspector; her response to the news about Eva Smith; anything else you think is important.

Write about the character of Inspector Goole and his importance to the play. Think about: his arrival; the way he speaks and behaves with different characters; the impact he has on the Birlings and Gerald Croft; anything else you think is important.

Imagine you are Gerald. At the end of the play you think back over its events. Write down your thoughts and feelings. Think about: what happened during the Inspector’s visit; your relationship with Sheila; your relationship with Eva Smith/Daisy Renton; the effect the evening’s events had on you.

Which character do you think is most to blame for Eva Smith’s death? Give reasons for what you say.

What do you think of Eric Birling? Think about: his relationship with Eva Smith; his relationship with his parents; his relationship with Sheila; the way he responds to Inspector Goole; the way he speaks and behaves at different points in the play.

Each member of the Birling family and Gerald Croft misuses their power in their dealings with Eva Smith. Write about the character who you think misuses their power the most. Give reasons for what you say.

An Inspector Calls is set in 1912, and was written in the mid-1940s. Why do you think it is still popular today, in the 21st century? Think about: what happens; the way characters speak and behave at different points in the play; the message of the play; what makes the play exciting and dramatic for an audience.

What do you think about Mrs Birling? Write about: the way she speaks and behaves with Mr Birling; the way she speaks and behaves with her children; the way she speaks and behaves with the Inspector.

Higher

Which character changes the most as a result of the Inspector’s visit, in your opinion? Show how

this change is presented to an audience. Give advice to the actor playing Mr Birling on how he should present the character to an audience. Imagine you are Sheila. At the end of the play you think back over what has happened. Write

down your thoughts and feelings. Show how Priestley creates and maintains tension throughout the play. Give advice to the actor playing Mrs Birling on how she should present the character to an

audience How is Inspector Goole important to the play as a whole? Imagine you are Gerald. At the end of the play you think back over its events. Write down your

thoughts and feelings. Inspector Goole says “We are responsible for each other.” How does JB Priestley present this

theme in An Inspector Calls? To what extent is it possible to feel sympathy for the character of Eric Birling? Each member of the Birling family and Croft is guilty of abusing their position of power. Who would

you consider the most guilty of abusing his or her power, and why? An Inspector Calls is set in 1912, and was written in the mid-1940s. Why do you think it’s still

popular today, in the 21st century? How does JB Priestley present the character of Mrs Birling to an audience throughout the play?

AN INSPECTOR CALLS SAMPLE QUESTIONS

Re-reading the play is the best way to revise it. You’ll be surprised by how much more it means when you look at it again. If you’re short on time, have a look at the 20 minute version you’ll find on the VLE. Don’t forget that this is a play – it’s designed to be performed in front of an audience, not to be read in a classroom. Make sure you keep this intended audience in mind when writing about it. Learning key quotes is crucial – and there’s no better way than to download the Priestley/Girls Aloud mashups you’ll find on the VLE. Slap them on your iPod!

Some excellent revision websites: http://bit.ly/helloinspector1 http://bit.ly/helloinspector2 http://bit.ly/helloinspector3 You can also buy the CGP Revision Guide from the English Department at half price (£3), or the play itself for £6.50. Don’t forget, there are loads of resources on the VLE – including a 20-minute version of the play, extracts from revision guides, exemplar essays and an audio version of the play with commentary. If you have any questions, email us at englishatguffo@gmail.com and we’ll get back to you ASAP.

RESOURCES

EXAMINERS’ HINTS

Which extracts are worth looking at? Chapter 1: Francis’ introduction

Chapter 2: Francis’ and Nicole’s first meeting Chapter 3: Francis’ nightmare Chapter 5: Larry LaSalle’s introduction Chapter 7: Larry LaSalle mentoring Francis Chapter 8: Arthur Rivier drunk in the alleyway Chapter 9: Francis and Nicole dating Chapter 10: Francis burning the address of his doctor Chapter 11: Larry LaSalle’s homecoming; the attack on Nicole Chapter 14: Francis confronting Larry LaSalle Chapter 16: Francis visits Nicole Chapter 17: Francis at the train station, reflecting on events

Longer-writing tasks

Foundation

Why do you think Robert Cormier decided to call his novel Heroes? Think about: what happens in the novel; different views of heroes in the novel; anything else you think is important.

What do you think of Larry LaSalle? Write about: his relationships with young people in the town; the way he is regarded by others; the way he speaks and behaves at different points in the novel.

What do you think of Nicole Renard? Think about: her relationship with Francis; her relationships with other characters; the way she responds to events at different times in the novel.

Write about Francis’ search for revenge. Think about: the reasons why Francis seeks revenge; how Francis tries to gain revenge; whether you think Francis succeeds in gaining revenge.

Imagine you are Nicole. At the end of the novel you think back over your time in Frenchtown. Write down your thoughts and feelings. You may wish to think about: your relationship with Francis; your experiences at the Wreck Centre; your relationships with other characters.

Many people see Heroes as a novel about the difference between appearance and reality. Write about two characters who aren’t as they at first seem.

What do you think of Francis? Think about: his relationship with Nicole; his relationship with Larry LaSalle; his relationships with other characters; the way he responds to events at different times in the novel.

‘We weren’t heroes. We were only there.’ How do you think Robert Cormier presents the idea of heroism in his novel? You should write about: how Francis is presented; how Larry LaSalle is presented; how other characters are presented.

Write about the relationship between Francis and Nicole. Write about: the start of their relationship, when they are still at school; what happens when Larry attacks her; how she looks and behaves at the end of the novel.

What do you think of the relationship between Francis and Larry? Think about: how they get along at the Wreck Centre before the attack; how Larry betrays Francis; how they both speak and behave during their final meeting.

Write about loneliness in the novel. Think about: why Francis has returned to Frenchtown; what happened to Nicole; Larry upon his return; the ending of the novel.

Higher

To what extent is Heroes an effective title for this novel, in your opinion? What do you think of Larry LaSalle, and the way he is presented in the novel? How does Robert Cormier present the character of Nicole in his novel? ‘A story of revenge.’ To what extent do you agree with this description of Heroes? Imagine you are Nicole. At the end of the novel you think back over your time in Frenchtown.

Write down your thoughts and feelings. Many people see Heroes as a novel about the difference between appearance and reality. To what

extent do you agree? How does Robert Cormier present the character of Francis in his novel? ‘We weren’t heroes. We were only there.’ How does Robert Cormier present the idea of heroism in

his novel? Write about the relationship between Francis and Nicole and how it is presented. How does Cormier present the relationship between Francis and Larry throughout the novel? How does Cormier present the theme of forgiveness? How does Cormier present conflict in his novel? How does Cormier present the effects of war? How is Larry’s attack on Nicole important to the novel as a whole? How does Cormier present the theme of sin and guilt in the novel?

To what extent is Francis responsible for Nicole’s destruction?

HEROES SAMPLE QUESTIONS

Re-read the novel a few days before the Literature exam. That way, it will be fresh in your mind. It’s not even a hundred pages long, so there are no excuses! Compile a list of key quotations for each chapter of the novel, and make a note of why you think each quote is significant. You might want to use the revision booklets you’ll find on the VLE to guide you (your teacher may even have been kind enough to give you one already!).

Some excellent revision websites: http://bit.ly/hellofrancis1 http://bit.ly/hellofrancis2 You can also buy the York Notes Revision Guide from the English Department for £4.50 or the novel itself for £5. Don’t forget, there are loads of resources on the VLE – including extracts from revision guides, exemplar essays and worksheets. If you have any questions, email us at englishatguffo@gmail.com and we’ll get back to you within a day. If you’re really cool, you could tweet us (@guffoenglish).

RESOURCES

EXAMINERS’ HINTS

NOTES

NOTES

© Guthlaxton College English Faculty 2015

Written by Stewart Shovlin Acknowledgements: Margaret Graham

NEED EXTRA HELP?

And finally – come and see your English teacher! If you have any questions/worries about the exams, don’t hesitate to come and

see your teacher. That’s what we’re here for!

Follow the English Faculty on Twitter Follow guffoenglish on Twitter for revision tips and links, and to ask any questions.

Use the VLE The English Resource Room contains a wealth of useful revision material: practice papers, interactive software, tests and so on. Pay it a visit.

Keep your eyes on the blog You can find our blog at guffoenglish.wordpress.com. It’s regularly

updated with links and useful bits and bobs.