Teacher-of-Teacher-of-English.comEnglish.comUnrelated IncidentsUnrelated Incidents

Poems from Different CulturesPoems from Different Cultures

Slide Contents

AuthorAuthor

ThemesThemes

What is it About?What is it About?

StructureStructure

LanguageLanguage

Examination PreparationExamination Preparation

LinksLinks

The The AuthorAuthor

Tom LeonardTom LeonardTom Leonard was born in Glasgow in 1944. He comes from a "working class West of Scotland Irish Catholic" background as his father was from Dublin but describes himself as 100% Scottish.Leonard writes poetry in his own Glaswegian dialect and explores attitudes to different accents in his writing. Tom Leonard writes using his ‘own ordinary working-class West of Scotland speech’ in his poetry so that the reader can hear his ‘voice’ through his poetry.'Unrelated Incidents' looks at the way we use language and our attitudes to dialects and accents.

ThemesThemes

Who do you think you Who do you think you are?are?

Identity is about the things that make us who we are. You may be male or female, young or old, black or white, rich or poor – these are all features which make up your identity. It is about where you come from, the language you speak, your religion, your family and your personal history. Identity is what we think of ourselves. In this poem the author is angry that his Glaswegian dialect is considered unsuitable in certain social settings. The poem conveys how our dialect is part of our identity and how sometimes people are judged by the way they speak.

Buchannan Street, Glasgow

Two CulturesTwo CulturesA number of the poets in the Poems from Different Cultures section of the anthology talk about the experience of having two different cultures in their lives. In Unrelated Incidents the two cultures are middle-class/upper class English culture and working-class Scottish culture. The separation is conveyed through language – ‘BBC English’ versus Glaswegian dialect. The poet stands up for his own background and is angered by people who dismiss regional accents as uneducated or inferior.

What is it What is it About?About?

What Happens?

Lines What is happening?

1 – 15 The poet imagines a newsreader speaking in Glaswegian dialect. The newsreader says that

people don’t want to hear the news read in regional dialect because it is an inferior form of

language.

15 – 23

24 – 30

30 - 38

There are four sections to this poem but do you know what they are?

What Happens?

Lines What is happening?

1 – 15 The poet imagines a newsreader speaking in Glaswegian dialect. The newsreader says that

people don’t want to hear the news read in regional dialect because it is an inferior form of

language.

15 – 23 The newsreader says that if he read the news in a regional dialect nobody would take it

seriously.

24 – 30 The newsreader says that there is a right way to speak and spell and that his use of language

is the correct form.

30 - 38 The newsreader says that people that use regional dialects do not speak properly and

should shut up.

There are four sections to this poem but do you know what they are?

StructureStructure

StructureStructureThe poem is carefully written in a phonetic version of the Glasgow accent. If you pronounce it exactly as it's written, it should sound more or less like a Glaswegian voice. The short lines give the poem the appearance of a newsreader’s autocue, it also adds to the abrupt feel of the dialect and emphasises the poet’s anger.

LanguageLanguage&&

ImageryImagery

Non Standard EnglishNon Standard EnglishThe poem is written phonetically (i.e. the words are spelt like they sound) to reflect the sound of Glaswegian dialect. This conveys how very different it sounds to standard English. The poet is proud of his voice and wants it to be heard. He feels that working class dialects are excluded from parts of society because they are considered common or uneducated by some people.

Yi canny talk right…

LanguageLanguageThe poem has almost no punctuation and contains lots of slang and colloquial words such as 'scruff’ and ‘belt up'. The narrator talks directly to the reader just as a newsreader would speak directly to the viewer.There is a mismatch between the image of the educated ‘Queens English’ speaking BBC newsreader, and the dialect they are using in the poem.

Feelings and Feelings and AttitudesAttitudes

The poet is angered by the dominance of middle class English accents in the media. He is unhappy that working-class voices and regional accents are very rarely heard. He pokes fun at people who look down on regional accents and dialects as inferior forms of language. His overall message is that we should not judge people by the way they talk.

ExaminatiExaminationon

PreparatioPreparationn

The Examination PaperThe Examination Paper

• You will have 45 minutes to answer the question.

• You will be asked to compare two poems.• You should begin by annotating the

question for the key words. This will help you to understand what you are being asked to do.

E.g. Compare ‘Unrelated Incidents’ with one other poem which demonstrates strong attitudes and feelings about how individuals are treated in society.

PlanningPlanning• Spend between 5 and 10 minutes

making a plan. This will help you to order your essay logically.

• Make a note of any key ideas you are going to include.

• Leave at least 5 minutes at the end to read through your work and check for any basic errors.

StructureStructureRemember:

• Write in paragraphs. • Don’t forget to P.E.E! Using a range of quotes

that are properly embedded within your answer.

• Begin with an introduction and end with a conclusion.

The main body of the essay should follow these five steps to make a good answer:

• Write about the theme• Compare the structures of each poem• Compare the use of language in each poem• Compare the feelings of the poets• Write about how the poems make you feel.

Making ConnectionsMaking Connections

Similarity Similarity ConnectivesConnectives

• Equally• In the same way• Similarly• Likewise• Just as…also

Contrast Contrast ConnectivesConnectives

• In contrast• However• Whereas (best

used in the middle of a sentence)

• On the other hand

Use a series of comparisons, using connectives to link ideas, both within paragraphs and between paragraphs.

Refer back to the question repeating the key words from it.

AnalysisAnalysisUse the following words to link your Point -> Evidence -> Explain sentences. The use of these words will also help to ensure that your response is analytical.

suggestssuggestsimpliesimplies

gives the impression thatgives the impression thatshowsshows

highlightshighlightsindicatesindicates

To make the same point using a different example, try one of these:

furthersfurthersemphasisesemphasisesreinforcesreinforces

RecapRecap1. When you are comparing poems you will be

asked to look for the similaritiessimilarities and the differencesdifferences.

2. You should comment on the languagelanguage they use. What poetic devicespoetic devices are present? Imagery, similes, metaphors, alliteration, onomatopoeia, personification, rhyme etc. What effect do they have on the What effect do they have on the readerreader?

3. You will need to comment on the structurestructure of the poems. How are they set out? Does Does this add to their overall this add to their overall effect/meaning?effect/meaning?

4. Consider the tonetone of the poems. What mood has the author created?

LinksLinks

Useful LinksUseful Links

‘Unrelated Incidents’ short film:http://www.youtube.com/watch?

v=r4sesY1iixo

Tom Leonard Reading Unrelated Incidents:

http://www.youtube.com/watch?v=SHOClKiZvIc&feature=related

http://www.youtube.com/watch?v=DblPvZgFVUs&feature=related

Useful LinksUseful Links

BBC Bitesize Poems From Other Cultures (including visual reading):

http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/unrelatedrev1.shtml

‘Unrelated Incidents’ short film with soundtrack by The Proclaimers:

http://www.youtube.com/watch?v=J6utfOHynS4&feature=related