3 to 5 exam book

Guide to Exams

ENGLISH DEPARTMENT 2017www.stgregseng.com

www.slideshare.net/stgregsengK McCabe 2017

LANG P1 Q2 LANG P2 Q3 (LIT P1 LIT P2 Poetry)

ANALYSING LANGUAGE

1. Read the extract/text very carefully. Notice what you notice, the words and phrases that are striking and used for deliberate effect.

2. Working from the top to the bottom, select 3.

3. Examples of words & phrases you could choose are highlighted in red below. Consider what the word means and the meanings suggested first.

4. Focus on What, How and Why: What has the writer done? How has the writer done it? Why has the writer done it? (Using Techniques Evidence and Analysis) For Why/Analysis, unpick the meaning of the word:

A vivid image of the weather is created through the use of personification. The weather ‘shook’ the hut, illustrating the power and force of the wind. The verb ‘shook’ conveys a sense of violence and anger. It is as if the weather is determined to cause damage.

There is further personification as the beams of the hut ‘groaned’. Groaning has connotations of despair and pain. The writer is possibly trying to show the reader the weather could cause a great deal of destruction.

The writer adds to the sense of violence with the image of ‘decapitated geraniums drowned’. This juxtaposition between the beautiful, gentle flowers and the brutal deadly force of the weather could have a shocking effect on the reader.

The weather shook the hut on every side. The beams groaned,the shutters banged, and the wooden roof shingles, thickly overgrown with moss, flapped in the storm. Rain pelted against the windowpanes, driven by gusts of wind, and on the sills a few decapitated geraniums drowned in their tubs.

Violent, determined,demanding, angry

Brutal deadly force, horrific

The weather shook the hut on every side. The beams groaned, the shutters banged, and the wooden roof shingles, thickly overgrown with moss, flapped in the storm. Rain pelted against the windowpanes, driven by gusts of wind, and on the sills a few decapitated geraniums drowned in their tubs.

Decapitated: behead/remove the head Geraniums: type of flower

pained, despairing,sad

Verb: a word used to describe an action or stateAdjective: a ‘quality’ of a nounPresent Participle: A verb form ending in ‘ing’ to refer to continuous actionAdverb: a word or phrase that adds to or changes the meaning of a verb or adjective

Simile: drawing comparisons -‐ like or asMetaphor: Making a direct comparison. One thing is another.Alliteration: Repetition of the same soundSemantic field: words grouped together in terms of meaningJuxtaposition: Creating contrasts across a text or imageOxymoron: placing two contradictory terms next to each otherPersonification: Giving human characteristics to a non-‐human thing.Pathetic Fallacy: Connecting human emotion to the natural world eg. the weather.

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LANG P1 Q3

STRUCTURE1. Skim read the text again. Underline the part in the task instruction that tells you where the text

is from in the narrative. Use the narrative arc to remind you about the overall flow of a story and what the writer might be doing at this point in the text.

2. Notice what you notice: what journey is the writer taking you on? Focus very carefully on the beginning, the middle and the end.

3. Working from the top to the bottom, select 3 structure points

4. Focus on What, How and Why: What has the writer done? How has the writer done it? Why has the writer done it? (Using Techniques Evidence and Analysis) For Why/Analysis, unpick the reason for the strategy:

**See the next page if you are not sure why the writer has used a technique.

The extract begins with a problem or sense of disequilibrium that is created through the repeated use of words that relate to pain. This thread at the beginning of the extract creates a foreboding tone and foreshadows what is to come. The writer focuses sharply on the action and balloon. This detailed description gives the reader a close-‐up image of the horrific situation the narrator is in, along with the other men. The final paragraph is important because the focus shifts from the external action to the internal thoughts of the characters. Giving the reader an insight into his trauma slows the pace of the action, just for a moment, almost freezing the action in time. The writer quickly zooms back out to the external action as the balloon ‘lurches’ upwards.

Starts with a problem

Narrative Arc

Time markers

The text is from the final pages of Chap 1.A mighty fist of wind socked the balloon in two rapid blows, one-‐two, the second more vicious than the first. It jerked Gadd right out of the basket on to the ground, and with Gadd's considerable weight removed from the equation, it lifted the balloon five feet or so, straight into the air. The rope ran through my grip, scorching my palms, but I managed to keep hold, with two feet of line spare, The others kept hold too. The basket was right above our heads now, and we stood with arms upraised like Sunday bell ringers. Into our amazed silence, before the shouting could resume, the second punch came andknocked the balloon up and westwards. Suddenly we were treading the air with all our weight in the grip of our fists.

Almost simultaneous, with the desire to stay on the rope and save the boy, came other thoughts, thoughts of self preservation and fear. We were rising, and the ground was dropping away as the balloon was pushed upwards. I knew I had to get my legs and feet locked round the rope. But the end of theline barely reached below my waist and my grip was slipping. My legs flailed in the empty air. Every fraction of a second that passed increased the drop, and the point must come when to let go would be impossible or fatal. Then, someone did let go. Immediately, the balloon and its hangers on lurched upwards another several feet.

But letting go was in our nature too. The child was not my child, and I was not going to die for it. Then I glimpsed another body fall away and I felt the balloon lurch upwards. The matter was settled. Altruism had no place. Being good made no sense. I let go and fell, I reckon, about twelve feet. I landed heavily onmy side, I got away with a bruised thigh. Around me -‐ before or after, I'm not so sure -‐ bodies were thumping to the ground.

Shift away from the main action –internal thoughts of the character

Focus/ zoom on detail

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…makes the reader want to read on….….makes the reader interested….….makes it exciting…

Device WHAT Specific textual reference HOW

Possible reason for use WHY

Opening sentences of texts

Alexander Cold, awakened at dawn, startled by a nightmare.

Details may establish the person, place and time for the reader so that they can follow the narrative. Details may create an enigma to shock or hook the reader.

Equilibrium/False sense of equilibrium

At first, all seemed very quiet, very still…

Peaceful, calm openings can create a false impression for the reader and juxtapose the action which follows. This builds an enigma and creates intrigue.

Disequilibrium through semantic field

‘dragged’ ‘punched’ knocked’ ‘grasped’

The use of a semantic field which acts like a thread throughout an extract could expose conflict or contrast between action and feeling or foreshadow events later in the novel or could create an increasing sense of unease

Shift to Direct Speech

‘Liar!’ shrieked Nicole

‘Lemoni!’ He roared.

The introduction of direct speech has the effect of creating a vivid impression of the character or speeds up the pace and creates a sense of urgency. It also shifts the narrative to create a sense of the immediate present.

Time markers At firstMoments laterIn a split secondMeanwhile

Time markers in the extract enable the reader to follow the sequence of events, especially if it is a moment of increased tension, action or conflict. Phrases like ‘Firstly’ or ‘At first,’ foretell of later events that are likely to create a complication in the narrative.

Shifts in chronological sequence

He decided this was going to be a terrible day. There hadbeen a lot of days like that since his mother got sick.

Analepsis, prolepsis, movement from past to present to future constructs a narrative arc and gives the reader an insight into events that have gone before the moment shown in the extract and events yet to come.

Shift to smalldetail Zooming

Every hair on her body was on end.

Changing to focus to sharp details of a specific object or person is significant and demands attention, either as a symbolic motif or to highlight what the narrator notices/does not notice (dramatic irony).

Long sentences,multiple clauses

Very cautiously, listening, hardly breathing, I ventured

Increases pace and shows that multiple events are occurring simultaneously. Heightens the drama

Short sentences Nothing else happened. Create pauses, increasing tension or invites the reader to reflect on events.

Shifts internal to external

The child was not my child. I was not going to die for it. Then, I glimpsed..

The reader can understand the inner motivation of the character and their possible inner turmoil which may contrast with their external action. This creates an empathetic response to the characters.

Repetition ‘And ‘ lost’ ‘ broken’ etc. Repetition of words or motifs demands readers attention ( see Zoom)

Circular Circular structure or reiteration emphasizes the main, central idea.

Focus on the whole text IN CONTEXT. Focus on the WHAT, HOW & WHY:WHAT the writer does to structure the text that you notice (at the beginning, middle and end), HOW the writer does it (specific reference to text/evidence where possible), WHY the writer does it (author intention/impact on reader and how this fits with the text in context)

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LANG P1 Q4

EVALUATION

1. Skim read the text again. Underline the part in the task instruction that tells you which specific part of the text you should be looking at.

2. Highlight the key evaluative point or comment in the statement

3. Working from the top to the bottom, select 3 (or more, if you have time) points that show ‘a sense of glamour and excitement of the preparation……’

4. Focus on What, How and Why: What has the writer done? Conveyed a sense of glamour and excitementHow has the writer done it?Why has the writer done it? (Using Techniques Evidence and Analysis) :

Q4 A students having read this said ‘The extract really conveys a sense of the glamour and excitement of the preparation and the parties’ . To what extent do you agree?

At least once a fortnight a corps of caterers came down with several hundred feet of canvas

and enough coloured lights to make a Christmas tree of Gatsby’s enormous garden. On buffet tables,

garnished with glistening hors-‐d’oeuvre, spiced baked hams crowded against salads of harlequin

designs and pastry pigs and turkeys bewitched to a dark gold. In the main hall a bar with a real brass

rail was set up, and stocked with gins and liquors and with cordials so long forgotten that most of his

female guests were too young to know one from another.

By seven o’clock the orchestra has arrived, no thin five-‐piece affair, but a whole pitful of oboes

and trombones and saxophones and viols and cornets and piccolos, and low and high drums. The last

swimmers have come in from the beach now and are dressing up-‐stairs; the cars from New York are

parked five deep in the drive, and already the halls and salons and verandas are gaudy with primary

colors, and hair shorn in strange newways, and shawls beyond the dreams of Castile. The bar is in full

swing, and floating rounds of cocktails permeate the garden outside, until the air is alive with chatter

and laughter, and casual innuendo and introductions forgotten on the spot, and enthusiastic

meetings between women who never knew each other’s names.

Conveys magic

luxurious and plentiful

Listing shows wealth, choice,

Contrast to emphasise how

fun, happy guests

Verb: a word used to describe an action or stateAdjective: a ‘quality’ of a nounPresent Participle: A verb form ending in ‘ing’ to refer to continuous actionAdverb: a word or phrase that adds to or changes the meaning of a verb or adjective

Simile: drawing comparisons -‐ like or asMetaphor: Making a direct comparison. One thing is another.Alliteration: Repetition of the same soundSemantic field: words grouped together in terms of meaningJuxtaposition: Creating contrasts across a text or imageOxymoron: placing two contradictory terms next to each otherPersonification: Giving human characteristics to a non-‐human thing.Pathetic Fallacy: Connecting human emotion to the natural world eg. the weather.

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5. For evaluation you need to personally respond. You could consider why it is so well done? What would a typical party be like? How is this different? How does this suggest the glamour, excitement and preparation?

6. As a reminder again, to write your answer include the What, How and Why:

•What has the writer done? Conveyed a sense of glamour and excitement

•How has the writer done it?

•Why has the writer done it?

•(Using Techniques Evidence and Analysis) :

AND language of evaluation

In my opinion, the writer certainly has described a glamourous and exciting party. He has done this in a number of ways.

The beginning of this extract includes a long list of the many elements needed to make the party successful. The reader cannot help but be amazed by the ‘hams’, ‘salads’, ‘pastry pigs and turkeys bewitched to a dark gold’. The ham is ‘crowded’ against the salads, using personification to suggest the amount of food laid out on the table. It also creates an impression of the food acting like a crowd, trying to be noticed by the guests. The turkey has been ‘bewitched’, creating a sense of magic. This adds to the sense of excitement. The amount, and variety of food vividly illustrates the wealth and luxury of the host of the party. In addition, the ‘gins and liquors and cordials are so long forgotten’ by many of the young female guests. There is nothing the guests cannot have, everything they could possibly want is at the party.

It is clear to me that this is not like any usual party, but an extravagant and thrilling occasion. What really makes an impression as well, is the opening line, that tells the reader this kind of party happened ‘At least once a fortnight’. The writer has cleverly created an image of a party that people look forward to and are familiar with the rich surroundings.

CleverlyEffectivelySubtlyimpressivelyClearlyVividlyAccuratelySkillfully

Top Tip: It may help, when you have identified the main focus of the question ‘Parties’ that you brainstorm some words to do with parties, that you can use when thinking about this party and other parties – why it is so exciting:

Host Invite buffetGuest caterers feastinvitation bar banquet

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LANG P1 Q5

CREATIVE NARRATIVE WRITING

1. You can start with this question, and time yourself to finish after exactly 45 minutes. Then move on to the reading.

2. Read the instruction and decide if you want to write a response based on the picture of the written prompt. You may or may not have the option of whether you do a story or a description, so be prepared for both.

STORY

1. Plan your story. Try to stick to one person, one place, one event (unless the instruction is to write about a group of friends). Plan to use 3 language devices and 3 structure devices. You could use this:

Map out your paragraphs. Organization is important and part of the mark scheme. Paragraphs that are not organized or no paragraphs at all, will limit your mark.

2. Once you have the basis for your story, you can start writing.

5) You are going to enter a creative writing competition. Your entry will be judged by a panel of people of your own age. Either: Write a description suggested by this picture: (picture of a coastline in a tumultuous storm) Or: Write the opening part of a story about a place that is severely affected by the weather.

(24 marks for content and organisation and 16 marks for technical accuracy) [40 marks]

Personification External view to internal thoughtsMetaphor Zoom in on specific detailJuxtaposition present participles to show fast action

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Start with a hook opening sentence:

Create enigma

Zoom in detail

Flashback

From internal to external

Juxtaposition

Jump forward in time.

Circular structure

Enigma

Simile

Useful story structures:Character – at home – leaves to go somewhere – something happens – enigmaCharacter – middle of problem – flashback to beginning calm –back to problem –enigmaSetting calm – Zoom in on a detail – character – problem character is facing – enigmaCharacter –nearing conclusion of a problem – flashback – back to problem -‐ victory.

The fly was frozen. Completely still. As if time had stopped. Then, a sudden dash forward, and freeze. Callum laid in bed, watching it, and wondered how many minutes or hours had passed for the fly, in the few seconds he sat watching. Miss Tilsley told him the average life span of a fly is 28 days. A whole life in 28 days. Biology was one of the classes he had always really enjoyed. Not that any of that mattered now. It had been 2 years since the deep freeze and the last school shut over a year ago.

Callum fixed the last part of his snow suit. The buckles groaned. He had been taught to do this slowly and carefully. It was one of the few things he didn’t argue with his father about. He opened the door and even with his face mask, the cold took his breath away. In front of him was a vast wasteland, a frozen desert. The whiteness of it all was beautiful but unbearable. How could something so perfect be so deadly? Nobody could have imagined how hard it is for the brain to deal with nothingness. Callum scanned the horizon for some detail, something that would remind him of the town he used to know.

He had been 30 minutes into his walk. There used to be a time when Callum liked this time to himself. A chance to escape the noise of people; buzzing, chaotic, scared, refusing to accept the reality of the deep freeze. Now, all that was left was silence. He bent his head lower and marched on, his boot spikes stabbing the ground with every step. He suddenly stopped. Motionless. For a moment he felt like the fly he had watched in bed that morning. The thought of it made him want to laugh, but something told him to pay attention.

Then, there it was again. A low, distant rumble. The blizzard was coming and it was at least 30 minutes forward or back to shelter. He wouldn’t make it. Panic started rising in his chest. Again, the low, ominous growl of the snow storm, like a giant hand, sweeping the land, clearing it of all life.

Reread your work after two sentences/lines. Does it make sense?

Reread your work after 4 sentences/lines. Does it make sense?


Keep doing this – I did when I was writing it and made many changes!!

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DESCRIPTION

1. Plan your description. Box off areas of the picture you can focus on. Plan to use 3 language devices and 3 structure devices. You could use this:

For a description, try to think of one central metaphor you can use and apply to different aspects of the scene (eg – waves = an army/battle Forest = maze/hidden secret city = jungle )Map out your paragraphs. Organization is important and part of the mark scheme. Paragraphs that are not organized or no paragraphs at all, will limit the mark you can achieve.

2. Once you have the basis for your story, you can start writing.

Personification External view to internal thoughtsMetaphor Zoom in on specific detailJuxtaposition present participles to show fast action

The sky seemed at peace. Seagulls swopped and dived, in and out of the clouds. They called to each other, almost laughing at the chaos going on below, and the spiteful power of the sea.

Wave after wave crashed against the sea wall. The roar of the tide, so ominous for those on land, was a distant hum for the gulls in the sky. It was unstoppable. The waves were like an army, coming to attack the land. As each wave hit, the sea foam and spray exploded, and mist filled the air. The water, dark and grey, pulled violently backwards, preparing to strike again.

A train moved along the tracks, overshadowed but the fierce power of the ocean. From above, it looked like a toy train on a child’s track, ready to be knocked sideways at any moment, edging forwards along the sea wall.

Start with 1st element -‐ sky

Waves and sea

Train contrast

Reread your work after two sentences/lines. Does it make sense?



Useful description structures:Sky – land (buildings/natural landscape) –peopleAir (atmosphere) -‐ sounds – smells – peopleObject (zooming on on specific detail) -‐ interior -‐ people – exteriorPerson – setting – other people – sounds/smells

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LANG P2 Q2

SUMMARY

1. Read the question carefully. You are looking at the whole of both sources:

2. Highlight the key word -‐ Differences between Eddie and Henry3. Focus on factual information -‐ objects, events, facts. Try to avoid emotion & viewpoints.4. Select 3 points for summary. It could look like this:

SOURCE AI am staring at a finely printed sheet of paper and trying not to let the bad feelings seep in. This sheet is all my childhood Sunday-‐night feelings of dread come at once. It is humiliation and "could do better" and "pay attention now". I only have myself to blame. A few months ago over dinner Eddie announced that, in English, they were experimenting with food writing. "I have to come up with metaphors. Give me a metaphor about this pizza," he said. "I don't think I should do your homework for you," I said. He raised his eyebrows. "You can't think of one, can you?" This is what happens if you feed and educate your children. They grow up, become clever and remorselessly take the mickey out of you. He was right. I didn't. On the spot I couldn't think of a single food metaphor worth dragging out and slapping on the table. And so the memories of homework came flooding back: of long nights of carefully planned idleness ruined by the imposition of essays and work sheets, of tasks flunked, of a chilly emptiness at the thought of the way my efforts would be received by teachers. The fact is that I was not especially academic. On the results sheet, my grades lined up like a line of Pac-‐Men doing a conga.

SOURCE BDear Father, Our Master has arrived at Cotherstone, but I was sorry to learn he had no Letter for me nor anything else, which made me very unhappy. If you recollect, I promised that I would write you a sly Letter, which I assure you I have not forgot, and now an opportunity has come at last. I hope, my dear Father, you will not let Mr. Smith know anything about it for he would flog me if he knew it. I hope, my dear Father, you will write me a Letter as soon as you receive this, but pray don’t mention anything about this in yours; only put a X at the bottom, or write to my good Friend Mr. Halmer, who is very kind to me and he will give it to me when I go to Church. He lives opposite and I assure you, my dear Father, they are the kindest Friends I have in Yorkshire and I know he will not show it to Mr. Smith for the Letters I write you are all examined before they leave the School.

I do not approve of the System of Education, for they do not appear to have improved. When they left home, they could both spell, and in Henry’s Letter I see several words wrong spelt – I also do not like the injunction laid upon them of not being allowed to write to me without the Master’s seeing the contents of their Letters. If you should not be able to get a private interview with them in the course of a fortnight, I shall be obliged by your writing to me to say so and I will immediately give notice to Mr. Smith that I intend to have them home at Christmas. I should prefer your seeing George if you can, and hear what he says, as I can rely more on the truth of his story, than Henry’s, for I believe Henry’s principal object is to get home. We have all a great desire to see him, but particularly to see George, our other son, who is a meek Boy and not so able to endure ill treatment as Henry –George is a great favouritewith us all, and so he was with his late dear Mother who is now no more.

You need to refer to Source A and Source B for this question. Use details from both Sources. Write a summary of the differences between Eddie and Henry.

Eddie is more academic than his father Henry’s father has noticed spelling errors in his work

Eddie is living at home with his family Henry is living away from his family, at boarding school

Eddie wants help with his homework Henry wants to come homeK McCabe 2017

5. Make inferences about the information (inference=a conclusion based on evidence) using evidence from the text to support your answer:

Eddie seems to be better at school than Henry, and even more academic than his own father. In Source A, Eddie’s father explains that Eddie mocked his father for not being able to think of a food metaphor, and he also mentions that he ‘was not especially academic’. This suggests that he thinks Eddie is certainly more able at school than he was. Henry, on the other hand, has his letter criticised by his father for ‘having several words wrong spelt’ in it. The reader can infer that Henry does not meet his father’s expectations and he is disappointed in him.

Another key difference between the two boys is that Eddie lives at home, whereas Henry lives in a boarding school away from his parents. Eddie is able to share time with his family and can discuss school ‘over dinner’. This conveys a sense of closeness between father and son. In contrast, Henry is away from his father and can only communicate via letter. He is also anxious that his letters ‘are examined before they leave school’. Whereas Eddie can communicate directly and openly to his father, Henry has to overcome several obstacles to communicate with his.

Finally, there is a difference is what the two boys want from their fathers. Eddie wants help with his homework and does this by almost challenging his father to a competition to see who is better. Eddie says ‘You can’t think of one, can you?’, implying that he is using the question as a way of getting his homework done. Henry wants his father to allow him to come home because he is so unhappy.

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LANG P1 Q4

VIEWPOINTS & PERSPECTIVES

1. Read the question carefully:

2. Highlight the key words –attitudes to parenting and education

3. Use the What, How , Why questions? What are the attitudes to parenting and education?How has the writer shown these attitudes? This is crucial: the methods used by the writer

Part language, part structureWhy has the writer shown these attitudes?

To help you work out attitudes, viewpoints, perspectives, ask yourself: COSTContent –what is the main content of each text? What is the writer most focused on or concerned with? This will suggest what is important and seen as worth highlighting. Does the content/focus change in the extract to show an attitude shift or change?Organisation –What is focused on first? last? What impression does this give us of the attitude?Semantic Field – What language is used throughout? What language thread runs through the text? What motifs are used and repeated? Tone – If you could pinpoint 1 phrase that summarises the tone of the writer, which one would it be? How does it demonstrate the central feeling, perspective or attitude?

The Father in Source A is largely focused on, what he feels, is his own failings as a parent rather than a criticism of his son’s laziness. The negative feelings he has about himself account for a large part of the extract. He is questioning his fear of homework and his inability to help his son. He begins by saying that he is ‘staring at a finely printed sheet of paper trying not to let the bad feelings seep in’. It is almost as if he is haunted by his childhood and now, being a parent, he is reminded of all of those feelings he once had about school. This is in sharp contrast to the parent in source B. The main concern of the father that is the central focus here, is he criticism of the education system, and to some extent his son. The language of the father in source A further confirms his general negativity towards himself, rather than education or his son. He explicitly states ’ I only have myself to blame’, and then uses words like ‘dragging’, ‘slapping’, ‘idleness’, ‘humiliation’, each adding to his sense of failing as a parent.

For this question, you need to refer to the whole of source A together with source B, the father’s letter to a family friend. Compare how the two writers convey their different attitudes to parenting and education.In your answer, you should: • compare their different attitudes • compare the methods they use to convey their attitudes • support your ideas with references to both texts. [16 Marks]

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LANG P2 Q5

WRITING TO PRESENT A VIEW

1. Do this question first. Time yourself to make sure you don’t spend any more than 45 minutes writing your answer.

2. Read the task instruction carefully. Pay particular attention to the form you are being asked to write in and think about the tone of voice you should adopt.

3. Plan some points for your response.

Make sure you decide which voice you should write in.

4. Write you response. Remember the techniques you can use to present a viewpoint:

‘More money needs to be given to build facilities for young people. This would solve a number of social problems.’ Write a letter to your local MP giving your point of view (24 marks for content and organisation16 marks for technical accuracy) [40 marks

Direct address (you, we) Anecdote (Last year, a young man..)Facts (20 Parks closed last year) Opinion (I believe…)Rhetorical Question (When did we stop caring about the youth of this country?)Emotive Language (shocking decision) Statistics (52% of young people)Triples/Rule of Three (More important is our healthcare, education and social services)Alliteration (terrible tragedy of our provision for young people)

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Q5: ’Young people need to take more responsibility for protecting the environment. It is their world’Write an article for a newspaper giving your opinion.Heading “What about the Children?’

Sub-‐Heading Global Environment is at Crisis point by Chris Marshall

Strong opening links to something familiar

These words may be no more than the lyrics of a simple pop song, but behind them lies a powerful message. Justin Bieber is right: the future life of young people today is under threat.

FactsFormal tone for Newspaper

On average, there are thousands of tonnes of waste product being pumped into the air, sea and landfill sites. Much of this will never degrade and will still be floating around when our children’s children’s children are old and grey.

Inventive, creative detailDirect address

ImageryTriples

Dr Martin Spokes is an environmental analyst. Speaking to him is an unpleasant experience, as it makes you realise there is less time than we thought to turn things around. ‘We need to see the earth like a balloon, or as something as delicate as a paper bag. It can withstand a great deal of pressure – our cars, our deforestation, our pollution, but one day it will be unable to repair itself. “ In the course of our interview, Spokes was in no doubt that the only way to slow this catastrophe down and hopefully, start repairing some of the damage we have caused, is get young people on board. “When young people reach my age” he said, “life will be very different. We will have lost many species, and pollution will be at an all time high”.

Emotive languageAlthough I left Dr Spokes feeling pretty shaken about what the future might hold, I had a better understanding of why young people are so crucial to the future of the planet and why it is not good enough for them to state that it isn’t their problem.

Alliteration

HumourRhetorical question

Facts

Every generation inherits something from the generation before. Those freckle faced teens will soon be the businessmen of tomorrow. However, if they continue to see environmental issues as ‘dull’ ‘dead’ or ‘long’, there will be very little business for them to do. Fossil fuels will have run out and it is likely they will have been too busy taking selfies to develop renewable energy sources. So what then? If Dr Spokes’ predictions are right, environmental issues will have to become the new ‘cool’ for teens. Maybe we should have more faith. After all, when we look back at some of the teens of past decades, it would be hard to imagine that they could win two World Wars and end horrible injustices against race and religion. The one message that stayed with me after meeting Dr Spokes was his view on things staying the same “It is in our nature to think things stay the same forever, but they don’t. But that doesn't mean they have to get worse. With a little help from young people, the future could be very bright indeed.”

Write your own Q5: ‘The young people in developed, Western countries are the unhappiest in the world’. Write an article for a newspaper giving your opinion on this statement.

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LIT P1 Section A

MACBETH ESSAY

1. Read the question. The extract in the exam will be longer than the example below.

2. Highlight the key word – remorse (sadness, guilt, regret, shame)3. Find 3 examples of these things in the extract and try to match them to 3 other events in the

play. This may look like:

4. Focus on What, How and Why: What has Shakespeare done? How has Shakespeare done it? Why has Shakespeare done it? (Using Techniques Evidence and Analysis)

Shakespeare presents Macbeth as having different levels of remorse for his actions throughout the play and in this extract. The extract begins with Macbeth stating that Lady Macbeth ‘should have died hereafter’. He is complaining that he is about to take part in a battle to face Macduff and does not have time to mourn her properly. This exposes the cold, cruel side of Macbeth who has become obsessed.

SEYTON The queen, my lord, is dead.MACBETH She should have died hereafter;There would have been a time for such a word.To-‐morrow, and to-‐morrow, and to-‐morrow,Creeps in this petty pace from day to dayTo the last syllable of recorded time,And all our yesterdays have lighted foolsThe way to dusty death. Out, out, brief candle!Life's but a walking shadow, a poor playerThat struts and frets his hour upon the stageAnd then is heard no more: it is a taleTold by an idiot, full of sound and fury, Signifying nothing. (V, V)

Starting with this extract, how far does Macbeth show remorse for his actions?You could write about:• How far Macbeth shows remorse in this extract• How far Macbeth show remorse in the play as a whole

1. ‘She should have died hereafter’ – later/ another time/when it was more convenient. Obsessed with being victorious NO REMORSE

Macbeth murders his own best friend Banquo and the King who he was loyal to, to fulfill the prophecy to be king. Ambitious, cold

2. ‘Out, out brief candle’ – sees her as delicate, bringing light to his life. REMORSE

He loved her and did everything for Lady Macbeth. She manipulated him to do what he did. ‘And live a coward?’

3. ‘Full of sound and fury, signifying nothing’ –Purposeless, pointless, no reason for all the murder –with no queen, he has won nothing.

REMORSE

His inner turmoil has always told him it was the wrong thing to do. Conflict over Duncan’s murder, traumaover Banquo ‘O, full of scorpions is my mind’

K McCabe 2017

MACBETH CHEAT SHEET –WHAT YOU MUST KNOW:

Context Jacobean – Time of King James 1 Fear of Witchcraft, superstitionsShakespeare wanted to please and flatter the King (or be guilty of treason) but aware that King James was deeply unpopular (as shown by the Gunpowder Plot) English were distrustful and wary of the Scots.Kings were next to God in status and importance.

Outline Macbeth is successful warrior, praised by King Duncan. On return from a battle, he and his best friend Banquo meet three witches who prophesize that Macbeth will become King but Banquo’s children will become the future line of kings. Macbeth, persuaded by his wife, Lady Macbeth kills Duncan and blames it on the servants. Duncan’s sons flee fearing for their lives. Macbeth is crowned as King. He then kills Banquo, who has become suspicious, and begins to hallucinate. Macbeth returns to the witches to find out what will happen to him. He is given 3 ambiguous prophesies, which he wrongly interprets. Meanwhile, Malcolm (one of the sons) tells Macduff, another nobleman, that his family have been killed. Macbeth is killing anyone he thinks is a traitor. Malcolm persuades Macduff to return with him to kill Macbeth. Just before the final battle, Lady Macbeth kills herself, disturbed by nightmares and lack of sleep. Macbeth is killed by Macduff in battle and Malcolm is crowned as the new king.

Themes Tragedy – Macbeth as a tragic hero – ambition and his fatal flawAmbiguity –Equivocation and paradoxFemale qualities – role of women and Lady Macbeth vs the WitchesDone – Nothing is ever complete or finishedLoyalty and worthiness –Macbeth’s loyalty to Duncan and his wife.Inner trauma, guilt and the power of imagination. The natural world vs the supernatural world.

Vocabulary – 10 Must Know terms

Turmoil A feeling of trauma or conflict experienced by a character. In chaos

Remorse A feeling of deep sadness, regret, shame

Manipulation To persuade someone to do something that is often in your own best interests, rather than theirs

Diabolical Evil, likened to the devil

Iambicpentameter

A rhythm of much of Shakespeare’s with 10 beats, close to natural speech, like the rhythm of a heartbeat. Broken by Shakespeare to create tension

Tyrant A cruel and heartless leader

Embodies To represent totally or wholly. Lady Macbeth embodies evil

Ambiguity Something unclear or uncertain. Open to several interpretations

Allusion Encouraging the audience to recall something else (another well know story) or make comparison

Hamartia a fatal flaw leading to the downfall of a hero or heroineK McCabe 2017

MACBETH 10 11Must Know Quotes to weave into ANY answer:

‘For brave Macbeth, well he deserves that name.O valiant cousin’ Duncan speaking about Macbeth after the first battle.

‘Sleep no more, Macbeth hath murdered sleep’Macbeth immediately after the murder of Duncan

‘I do fear thy nature, It is too full of the milk of human kindness’ Lady Macbeth trying to persuade Macbeth to kill Duncan.

‘To be thus, is nothing, but to be safely thus’ Macbeth on his decision to have Banquo murdered.

’Look like the innocent flower, but be the serpent under’t’ Lady Macbeth guiding Macbeth

‘Sweet remembrancer’ Macbeth speaking to his wife after the murders have begun

‘There’s daggers in men’s smiles’ Donalbainfearing for his life after the murder of his father.

’O, full of scorpions is my mind dear wife’ Macbeth speaking to his wife after the murders have begun

‘No spur to prick the sides of my intent, but only vaulting ambition, which o’erleaps itself and falls on the other’ Macbeth

‘It (life) is a tale, told by an idiot, full of sound an fury, signifying nothing’ Macbeth on hearing about the suicide of his wife.

‘Stars hide your fires, let not light see my blackand deep desires’ Macbeth thinking about the prophecy

K McCabe 2017

LIT P1 SECTION B

JEKYLL & HYDE ESSAY1. Read the question. The extract in the exam may be longer than the example below.

2. Highlight the key words – fear and terror (tension, foreboding, gothic, shock, enigma)3. Find 3 examples of these things in the extract and try to match them to 3 other events in the

play. This may look like:

4. Focus on What, How and Why: What has Stevenson done? How has Stevenson done it? Why has Stevenson done it? (Using Techniques Evidence and Analysis)

Stevenson creates fear and tension in this extract using a number of key devices that also appear throughout the novel. Utterson, at the beginning of the extract is having a nightmare and is described as being ‘enslaved’ by his imagination. Enslaved conveys a sense that Utterson is a prisoner to these thoughts. The images of Hyde are haunting him and he cannot shake them. This lack of control over the mind is one of the key themes in the novel. Jekyll, like Utterson has no control over his dark thoughts and feelings. This is the reason he feels he must separate the two sides of his nature.

Six o'clock stuck on the bells of the church that was so conveniently near to Mr. Utterson's dwelling, and still he was digging at the problem. Hitherto it had touched him on the intellectual side alone; but now his imagination also was engaged, or rather enslaved; and as he lay and tossed in the gross darkness of the night and the curtained room, Mr. Enfield's tale went by before his mind in a scroll of lighted pictures. He would be aware of the great field of lamps of a nocturnal city; then of the figure of a man walking swiftly; then of a child running from the doctor's; and then these met, and that human Juggernaut trod the child down and passed on regardless of her screams. Or else he would see a room in a rich house, where his friend lay asleep, dreaming and smiling at his dreams; and then the door of that room would be opened, the curtains of the bed plucked apart, the sleeper recalled, and lo! there would stand by his side a figure to whom power was given, and even at that dead hour, he must rise and do its bidding. The figure in these two phases haunted the lawyer all night; and if at any time he dozed over, it was but to see it glide more stealthily through sleeping houses, or move the more swiftly and still the more swiftly, even to dizziness, through wider labyrinths of lamplighted city, and at every street corner crush a child and leave her screaming. And still the figure had no face by which he might know it; even in his dreams, it had no face, or one that baffled him and melted before his eyes; and thus it was that there sprang up and grew apace in the lawyer's mind a singularly strong, almost an inordinate, curiosity to behold the features of the real Mr. Hyde. If he could but once set eyes on him, he thought the mystery would lighten and perhaps roll altogether away, as was the habit of mysterious things when well examined.

Starting with this extract, how far does Stevenson create a sense of fear and terror? You could write about:• How far Stevenson creates fear and terror in this extract• How far Stevenson creates fear and terror in the novel as a whole

1. ’imagination’ was ‘enslaved’ – a slave to thoughtsof Hyde, haunting him

being a ‘slave’ is like Jekyll – a slave to his dark behaviour, why he had to separate the two.

2. ‘field of lamps of a nocturnal city’ – nighttime, fear of the city, strangers

Much of the action happens at nighttime or in fog. Gothic device. Sir Danvers Carew,

3. ‘And still the figure had no face’ – unknown, disturbing, enigmatic

In chapter 1 Hyde cannot be described, inhuman–indescribablemalformation

K McCabe 2017

JEKYLL & HYDE CHEAT SHEET –WHAT YOU MUST KNOW

Context Victorian novel that became a global ’blockbuster’Gothic genre, loved by Victorian readersReligious age. being religious was morally right.Heavy emphasis placed on public respectability, although criminal or immoral behaviour was widespread especially in cities.Urban terror or fear, as cities grew rapidly with industrializationDarwin’s ‘The Origin of the Species’ and Evolution theory shook people’s understanding and belief in God

Outline Utterson, a highly respected lawyer, walking with his cousin, Enfield, is shown a door and told about an event that Enfield witnessed. Enfield watched a monstrous looking man, Mr Hyde, ‘trample’ over a young girl. The family demanded compensation. The man paid the family but used a key to the house of Dr Jekyll – another highly respected gentleman -‐ a doctor and friend of Utterson. Utterson remembered that Jekyll’s will leaves everything to a man by the same name – Mr Hyde. Utterson meets Hyde and immediately after, goes to see Jekyll to find out the connection between them. Dr Jekyll is calm but secretive about Hyde. Soon after, an MP, Sir Danvers Carew is murdered by Hyde, witnessed through a closed window by a maid. Jekyll says he has received a letter from Hyde, but when Utterson has his clerk examine it, it is clear it was written by Jekyll not Hyde. Meanwhile, Dr Lanyon, close friend of both Jekyll and Utterson, mysteriously becomes ill and dies. One night, Utterson is called by Poole to help his master, Dr Jekyll. Arriving, they break into the room and see Hyde dead on the floor. Jekyll has left a note for Utterson. After the death, Utterson reads the letter from Lanyon that explains he watched Hyde transform into Jekyll, and died of shock soon after. Utterson also reads Jekyll’s full confession, that he could not bear to live with the dark side of his nature and so invented a way of keeping it separate and transforming into another person (Hyde) to indulge his dark desires.

Themes Duality – two conflicting sides trying to exist together (moral/immoral, human/animal)Concealment –hidden secrets, locked doors, windows, letters Fog – also concealingSupernatural & religionRespectability and public vs privateUrban terror

Vocabulary – 10 Must Know Words

Duality two opposing forces next to each other

Veneer of respectability

A thin, surface layer of respectability shown in public that soon disappears

Concealed Hidden, undercover, secret

Savage wild like a beast

Troglodytic like a cave dweller

Embodies To represent totally or wholly. Utterson embodies respectability and control

Hamartia a fatal flaw leading to the downfall of a hero or heroine

Narrative voice The voice of the person telling the story. In J&H it is Utterson, the maid, Lanyon, Jekyll, Enfield, Poole all tell stories to piece parts of the puzzle together

Enigma a puzzle, something unclear, a mystery

Transformation To become one thing from another, to change and alterK McCabe 2017

JEKYLL & HYDE 10 Must Know Quotes to weave into ANY answer:

The last reputable acquaintance andlast good influence in the lives of down-‐going men’ Description of Utterson

‘Mr Hyde was pale and dwarfish: he gave the impression of deformity without any nameable malformation’ Utterson after meeting Mr Hyde

‘There is something wrong with his appearance, something displeasing, something downright detestable’ Enfield to Utterson, describing Hyde.

‘In each of use, two natures are at war – the good and the evil’ Jekyll’s statement

‘The moment I choose, I can be rid of Mr Hyde’ Jekyll trying to reassure Utterson.

‘All human beings… are comingled out of good and evil’ Jekyll’s statement

‘with ape-‐like fury, he was trampling his victim under foot and hailing down a storm of blows’ Hyde’s attack on Sir Danvers Carew.

‘I was losing hold of my original and better self’ Jekyll on slowly becoming more Hyde than Jekyll.

‘Or has the greed of curiosity too much commandof you?’ Hyde speaking to Lanyon in his house

‘I am the chief of sinners, I am the chief of sufferers also’ Jekyll in his confession

K McCabe 2017

LIT P2 SECTION B

AN INSPECTOR CALLS ESSAY

1. Read the question carefully. There are two to choose from. Typically, there will be a choice of a question on character and a question on a theme. There could also be a question on the staging, and stage directions of An Inspector Calls.

2. Decide on your clear, opinion, response to the question: Mrs Birling is presented as___________(smug, superior, capitalist, cold, remorseless etc.)

3. Focus on What, How and Why: What is Mrs Birling presented as? (smug, cold, callous, remorseless etc.)How is Mrs Birling presented as ?Why is Mrs Birling presented as ? (Using Techniques Evidence and Analysis)

4. Choose 3 main events from the play that involve Mrs Birling that help to explore your view. It could look like this:

How does Priestley present the character of Mrs Birling in An Inspector Calls?

Write about:• how Mrs Birling responds to her family and to the Inspector• how Priestley presents Mrs Birling by the ways he writes.[30 marks] AO4 [4 marks]

1. MrsBirling’s responses at dinner – telling Eric off, telling Mr Birling off – overly concerned with etiquette. Shows her superiority. She keeps everyone's behaviour in check but is still inferior in her status as female and wife. She has no choice but to allow her husband to make his speeches. She is determined to make a good impression on Gerald.

2. MrsBirling working for a charity but displaying very uncharitable behaviour. She is prejudiced against girls like Eva Smith and decides she is undeserving of help. She takes no responsibility for what will happen to her

3. MrsBirling saying the man should be punished without realising she is talking about her son. She sees the behaviour of other people different to the behaviour of her family. They should be protected and excused unlike wider society.

10 Must Know Quotes to weave into ANY answer:

‘You’d think everybody has to look after everybody else’ (Birling)

‘Public men have responsibilities as well as privileges’ (Inspector to Mr Birling)

‘I was in that state when a chap easily turns nasty’ (Eric about Eva)

‘In the morning they’ll be as amused as we are’ (Mrs Birling to Arthur)

‘Each of you helped to kill her’ (Inspector) ‘But these girls aren’t cheap labour, they’re people’ (Sheila to her family)

‘There are millions and millions of Eva Smiths” (Inspector)

‘If you don’t come down sharply, they’d soonbe asking the earth’ (Birling talking about Eva Smith)

‘The famous younger generationwho know it all’ (Birling)

‘The money’s not the important thing. It’s what happened to the girl’ (Eric)

K McCabe 2017

AN INSPECTOR CALLS CHEAT SHEET – WHAT YOU MUST KNOW

Context Written in 1945 –Post WWII about a time in British society Pre-‐WWI (1912) Edwardian times of great class and wealth divide. Rich, capitalist businessmen did not treat manual workers (the means of production) with dignity and respect. War in Europe was around the corner. The Titanic was about sail her first voyage and the Great Depression would sweep Europe and America in the years after WWI.Women were not allowed to vote and before 1914, divorce was rare, causing a scandal. Respectability and reputation were highly important (like in Victorian Times of J&H)Priestley was a socialist himself, believing in the social responsibility and the welfare system.

Outline The Birlings are at home, enjoying a party to celebrate the engagement of Sheila Birling and Gerald Croft. Arthur Birling, her father, gives several speeches to inform the younger generation what the future is likely to hold. He can only see increased wealth and prosperity, especially as his daughter is about to marry into a richer family than his own. Eric, his son, is getting drunk, and is shameful according to his parents, Arthur and Sybil. An Inspector calls, interrupting the party. He introduces himself as Inspector Goole and announces the death of a young girl Eva Smith. He questions each character in turn – starting with Mr Birling, then Sheila, Gerald, Mrs Sybil Birling finally Eric. Each character had an impact on her life, which Goole argues, contributed to her suicide. The play is set in the single location of the Birling house, which communicates wealth and status, through their possessions and furnishings. It is performed in real time, the length of the action in the play, is the length of the performance. The audience is experiencing the shock of secret revelations and the characters experience them on stage. Priestley includes detailed stage directions, to make sure the audience interpret the guilt of each of the characters as he had intended.

Themes Social responsibility -‐ Capitalism Vs Socialism Age -‐ Younger generation vs Older generationMoralityLove and RelationshipsWomen’s status and rights – gender difference

Vocabulary – 10 Must Know terms

Etiquette A code of manners and polite behaviour in a group

Microcosm A small version of wider society

Superior feeling better or more important than others

Patriarchal Men having automatic advantage and importance over women because of their gender

Socialresponsibility

Individuals being responsible for all members of society, not only their immediate family

Capitalism A system in which trade is controlled by private business owners for their own profit.

Socialism A system in which production is owned and shared amongst the whole community

Objectification Reducing a human to the status of an object

Arrogant Exaggerated sense of importanceand status

Conscience A moral sense of right and wrong – acting as a guide to behaviour

K McCabe 2017

Lit P2 SECTION B

COMPARING POETRY

1. Read the question very carefully. Highlight the key focus word.

Joy – Happiness/Contentment /Positive feelings. In most of the L&R poems, there is a joy, but…..

2. Decide on your comparison poem. Re-‐read the printed poem and jot down a structure point and 3 comparison points. It might look like this:

3. Write your response starting with an overview of your point (Introduction including topic, viewpoint, tone), a structure paragraph (big picture) then point for point within each paragraph. Focus on What? How? Why? (technique/evidence/analysis):

Sonnet 29 is an outburst of joy by Barrett Browning, demanding her love be by her side. It has a urgent and insistent tone. Love’s Philosophy, also celebrates the love that Shelley, but he too, will not be satisfied until his love is more physically romantic with him. The structure of Sonnet 29 is a Petrarchan sonnet, typically used in love poetry. It’s regular structure contains the repetition of the ‘ee’ sound, ‘thee’ ‘instantly’, ‘see’, which gives the impression of joy. these words force the mouth into a smile, conveying Barrett Browning’s happiness.

’I think of thee!—my thoughts do twine and budAbout thee, as wild vines, about a tree,Put out broad leaves, and soon there 's nought to seeExcept the straggling green which hides the wood.Yet, O my palm-‐tree, be it understoodI will not have my thoughts instead of theeWho art dearer, better! Rather, instantlyRenew thy presence; as a strong tree should,Rustle thy boughs and set thy trunk all bare,And let these bands of greenery which insphere theeDrop heavily down,—burst, shattered, everywhere!Because, in this deep joy to see and hear theeAnd breathe within thy shadow a new air,I do not think of thee—I am too near thee.

How do poets present feelings of joy in poetry?Compare Sonnet 29: I Think of Thee with one other poem of your choice.

SONNET29 LOVE’S PHILOSOPHY

STRUCTURE: Sonnet love poetry, Regular rhyme that echoes ’ee’ sound –excitement. enjambment, cannot control herself, early volta

STRUCTURE: Highly regular, deeply considered to persuade her. Series of questions demanding an answer

Joy but she is desperate to have him close. Will not be truly satisfied until he is

Joy but he is trying to persuade her to become more intimate

Uses nature to illustrate feelings of love she cannot say directly

Uses nature as a persuasive tool to manipulate her into doing what is only ‘natural’

Repetition to show the strength of her emotion Repetition to show strength of emotion

K McCabe 2017

LOVE & RELATIONSHIPS POETRY CHEAT SHEET – WHAT YOU MUST KNOW

Contentment

Climbing My Grandfather

Before You Were Mine

Mother, Any

Distance

SinghSong

Letters From

Yorkshire

Sonnet 29

Many of the poems demonstrate contentment but……Sonnet 29: Only truly happy if he is with herBefore You Were Mine: Understands her mother’s dissatisfaction with her life after having childrenSingh Song: Loves his wife but she causes conflict with his family and his ability to do his job.

Conflict

Winter Swans When We

Two Parted

Neutral Tones

Porphyria’s Lover

Farmer’s Bride

Love’s Philosophy

ParentalLove

Mother Any

Distance(Mother)

Before You Were Mine(Mother)

Walking Away(Son)

Follower(Father &

Son)


Eden Rock(Mother & Father) Dangerous

Obsessive Love

Porphyria's Lover

Farmer’s Bride

Love’s Philosophy

Love that is at peace or resolved

Winter Swans

Letters From

Yorkshire

Singh Song

Sonnet 29

Climbing My

Grandfather

Mother, Any

distance

These are conflict poems between men and women. There is also conflict in some of the parental poems:

Before You Were MineWalking Away

FollowerEden Rock

These are poems that may show conflict but ultimately end on a positive, uplifting note.

Before You Were Mine

Nature in Love

Letters from

Yorkshire

Sonnet 29

Farmer’s Bride

Winter Swans


Neutral Tones

K McCabe 2017

Poem 5 Must Know Quotes

When We Two Parted ‘silence and tears’ ‘sever’ ‘colder thy kiss’‘Half-‐ broken hearted’ ‘Share in it’s shame’

Neutral Tones ‘starving sod’ ’tedious riddles’ ’smile…was the deadest thing’‘grin of bitterness’ God-‐curst sun’

Winter Swans ‘clouds had given their all’ ‘gulping for breath’ ‘skirted the lake’‘like boats righting in rough weather’ ‘hands..had swum the distance between us’

Singh Song ‘Lemons are limes’ ‘tiny eyes of a gun’‘She effing at me mum’ ‘worst indian shop’ ‘Is priceless baby’

Love’s Philosophy ‘The fountains mingle’ ‘Nothing in the world is single’ ‘All things by law divine’‘No sister-‐flower would be forgiven’ ‘If thou kiss not me’

Farmer’s Bride ‘Too young maybe’ ‘there’s more to do at harvest time than bide and woo’‘We chased her’ ‘turned the lock on her’ ‘As long as men folk keep away’

Porphyria’s Lover ‘did its worst to vex the lake’ ‘I listened with heart fit to break’ ‘Glided in’‘Too weak’ ‘While I debated what to do’ ‘like a shut bud that holds a bee’

Sonnet 29: I Think of Thee ‘my thought do twine and bud’ O, my palm tree’ ‘I will not have my thoughts instead of thee’ ‘burst, shattered, everywhere’ ‘deep joy’

Walking Away ‘eighteen years ago’ like a satellite wrenched from its orbit’‘half-‐fledged thing’ ‘finds no path’ ‘winged seed’ ‘scorching ordeals’

Follower ‘globed like a full sail’ ‘An expert’ ‘I stumbled’ ‘All I ever did was follow’ ‘My father who keeps stumbling’

Mother, Any Distance ‘acres of the walls’ ‘unreeling the years between us’Anchor. Kite’. ‘I space walk’ ‘an endless sky to fall or fly’

Climbing My Grandfather ‘earth stained hand’ ‘like warm ice’ ‘for climbing has its dangers’‘a smiling mouth’ ‘the slow pulse of a good heart’

Eden Rock ‘they are waiting for me’ ‘in the same suit’ ‘The sky whitens’‘crossing is not as hard as you think’ ‘I had not thought it would be like this’

Before You Were Mine ‘’the corner you laugh on’ ’ballroom with a thousand eyes’ ‘relics’‘my loud, possessive yell’ ‘Stamping stars on the wrong pavement’

Letters from Yorkshire ‘his knuckles singing’ ‘It’s not romance, simply how things are’ ’pouring air and light into an envelope’ ‘feeding words’ ‘across the icy miles’

K McCabe 2017

LIT P2 SECTION C

UNSEEN POETRY1. Read the question carefully. It will introduce the poem to you.

2. Focus on What, How and Why: What are the poet’s feelings about her daughter? How does the poet show feelings about her daughter? Why does the poet use these techniques to show feelings about her daughter? (Using Techniques Evidence and Analysis)

3. Remember everything you have learned for Love and Relationships poetry will be useful for this: Introduction (suggest the main feeling and tone of the poem)Structure – Stanzas? Regular stanzas, line length, rhyme? Irregular stanzas , line length, rhyme? Why? Enjambment? Caesura? Cyclical structure (does it end where it begins?)Language – Repetition? Sematic field? Verb types (present participles? past participles?)Imagery – Simile? Metaphor? Juxtaposition? Oxymoron? Personification? Pathetic fallacy?

Start from the top and work your way through, using the same checklist. Use Possibly, Could and Might if you are unsure!

The poet presents the reader with a memory of the daughter riding a bike for the first time, which she uses to symbolise her feelings of sadness at letting her go. It is written in a single stanza, possibly to represent the single moment described in the poem. It also uses an irregular line length and rhyme scheme. The irregular line lengths seems to mimic the uneven movement as children first learn to ride, going fast and slow. The reader falls over some of the shorter lines, just as the daughter is not yet in the rhythm of riding. This irregularity also highlights an underlying sense of disharmony felt by the mother, as the daughter prepares to leave. K McCabe 2017

4. The final question, asks you to compare the first unseen poem, with a second unseen poem. You will only have around 15 minutes to complete this task.

Read the poem carefully and identify 3 points for comparison. Try to make 1 structure point (about the stanzas, regularity or irregularity, and 2 language/imagery points.

Whereas the first poet expresses a sense of sadness about her daughter growing, the second poet seems to accept that there is nothing she can do to stop it, that it is inevitable. Pastan describes her daughter as becoming ‘more breakable with distance’ suggesting that she feels a deep need to call her back and protect her. Lochhead, however, ‘tries’ to warn her little sister and ‘likes to watch her’ playing at being an adult. Far from feeling fear, Lochhead seems to understand that although she wishes ;’she would stay sure-‐footed’ it is not possible.

K McCabe 2017

K McCabe 2017

10 Quick win revision tasks to do now:

1. Read a quote, cover it, copy it out, check it. Do it again with another quote.Keep going for 20 minutes to see how many you can learn off by heart.

2. Read an unseen poem from the internet (type Unseen Poem into Google). Spend 1 minutes reading it and annotating it. Spend 5 minutes writing about the main idea, theme, topic, viewpoint and tone.

3. Write a paragraph using 3 key vocabulary words for An Inspector Calls

4. Read the opening page of a book you have at home. How does the writer structure it to engage the reader?

5. Summarise 3 points from a newspaper article in a newspaper or online. Remember to make an inference for each summary point you make.

6. Write a paragraph using 3 key vocabulary words for Macbeth.

7. Find a picture and use it to write the opening paragraph of a story.

8. Clean annotate one of the Love and Relationship poems from memory

9. Choose one of the key moment in Jekyll and Hyde. Write notes on how the extract relates to the themes of the whole novel.

10. Make flashcards or mind maps for one of the texts.

K McCabe 2017