Yr 11 unfamiliar paper 2010

Unfamiliar Paper

Yr 11 2010

THE DOUGHNUT THIEF

The Doughnut Thief• My stomach growls. Loudly. It's utterly empty, and hunger threatens to overcome me. I ignore it and continue

walking purposefully down the street. Places to go, people to see. No time for breakfast. But I pass a bakery and a cold gust of wind blows its sweet yeasty warmth towards my nose. The smell is tantalising. My feet turn uncontrollably to the beckoning door, and I enter.

• Inside, the shop is cosy and filled with the mouth-watering aromas of baking. It seems to glow with warmth, a haven of comfort from the harsh outdoors with its grey sky and biting wind. The windows have fogged up, and children have been writing their names in the glass. Rows on rows of baked goods fill the store, counters heaving with cakes, muffins, loaves of bread and soft white buns. A girl stands behind them, a crisp white apron tied around her waist. She smiles at me as I survey the food. There is flour on her cheeks. I smile back and then I notice the doughnuts.

• There are so many - round ones; plain ones; long cream-filled ones with pink icing; and raspberry jam, chocolate covered ones; and ones topped with lurid multicoloured sprinkles. I eye up a particularly fat but relatively plain example, coated merely with a layer of bright orange icing. Ninety-five cents, the price reads. Very reasonable. But there's no money in my pockets. I turn them inside out in desperation. Darn! The warmth of the bakery suddenly seems uncomfortable rather than comforting. Sweat trickles down my forehead. The doughnut calls to me, a beacon, the golden light at the end of my tunnel of hunger. I'm not leaving without it.

• The girl behind the counter is watching me curiously.• 'Can I help you sir?' she asks, a quizzical expression on her face.• 'I'm still deciding,' I say quickly.• Another customer enters. A woman. She orders five loaves of bread, and while the girl's attention is diverted, I

grab the doughnut and shove it into the pocket of my sweatshirt. It's still hot.I can feel the heat through the material, warming my skin.

• The girl looks back at me. I stammer out an excuse for not buying anything and turn to leave. As I do, my eye is caught by a sign, which declares, rather ominously, that 'shoplifters will be prosecuted'. My empty stomach does flips. I feel a hand on my shoulder. The girl is no longer behind her counter. She speaks in a cold authoritative voice, far more chilling than I ever thought a girl with flour on her cheeks could be.

• 'Can I see what is in your pockets please?'• 'Oh no,' I think. My stomach growls loudly in agreement.

• My stomach growls. Loudly. It's utterly empty, and hunger threatens to overcome me. I ignore it and continue walking purposefully down the street. Places to go, people to see. No time for breakfast. But I pass a bakery and a cold gust of wind blows its sweet yeasty warmth towards my nose. The smell is tantalising. My feet turn uncontrollably to the beckoning door, and I enter.

Identify ONE verbal language feature which the writer uses to help the reader understand the main character in l1-5

My stomach growlsPersonification

threatens to overcome me

wind blows its sweet yeasty warmth towards my nose.

Personificationbeckoning

Personification


Short/Minor sentences

adverbs

Conjunction


But

loudly

purposefully

uncontrollably

Places to go people to see No time for breakfast


1st person narration/monologuePresent tense


I ignore it

I pass

I continue



tantalising

sweet yeasty

beckoningAdjectives/Emotive wordsAssonance

Explain why this verbal language feature helps the reader understand the main character

• Conjunction – he is quick to give in to temptation• Personification/Metaphor – he is hungry - he is imaginative,

imagines the shop wants him to enter• Adverbs – he is very hungry -he is strong-willed & determined -

he can’t resist the tempting smell & loses his determination• Short /Minor sentences – he is in a hurry• First person narration/Monologue – helps us see what he’s

thinking• Adjectives/Emotive – he notices details & finds it tempting

compared to the outside• Present tense – creates dramatic present & makes it immediate• Assonance – he has a good imagination & uses easily

remembered description

Excellence

• The writer gives the reader a sensory understanding of what the character feels.

• We can ‘see’ the rows of food by listing “cakes, muffins, loaves of bread, soft white buns” which suggests the wide range of treats, which are “heaving” there are so many.

• Their smell is conveyed by words (assonanced) like ‘sweet yeasty’. By comparing the outdoors ‘empty’ ‘cold’ with the indoors ‘filled’ and ‘warm’ and using antonyms we can imagine how the boy’s senses are being tempted.

• Using compound adjectives it suggests the doughnuts have multiple attractions for the boy eg ‘cream-filled, multi-coloured’.

Explain how the writer uses verbal language features( 2) to help the reader understand why the character finds the bakery so appealing in l 1-16. Provide examples (2) from the text

Identify ONE verbal feature used in lines 17 – 23 to show a change in mood. Provide an example

• But there's no money in my pockets. I turn them inside out in desperation. Darn! The warmth of the bakery suddenly seems uncomfortable rather than comforting. Sweat trickles down my forehead. The doughnut calls to me, a beacon, the golden light at the end of my tunnel of hunger. I'm not leaving without it. The girl behind the counter is watching me curiously.

• 'Can I help you sir?' she asks, a quizzical expression on her face.

• 'I'm still deciding,' I say quickly.

But Darn !

uncomfortable rather than comforting.

curiously.

quickly.

suddenly

Use of the word ‘but

Sentence length

Punctuation !

AdverbsAntonyms

Contrast

• Conjunction – starting the sentence with ‘But’ creates a sudden shift in mood from positive to negative

• Contrast – of thoughts shows he now realises these treats are unattainable

• Antonyms - Warmth that once ‘glowed’ now makes him sweat• Adverbs – girl’s smile & attitude changes to ‘quizzical’ &

‘curious. Boy speaks ‘quickly’ to show he is tense.• Punctuation – exclamation mark creates sense of anger &

desperation, to contrast to mood before• Paragraphing – creates visual breaks & tracks change in mood• Sentence length – short sentences change mood to tense.

Contrasts with longer, relaxed sentences earlier

Explain why this verbal language feature shows a change in mood

• Another customer enters. A woman. She orders five loaves of bread, and while the girl's attention is diverted, I grab the doughnut and shove it into the pocket of my sweatshirt. It's still hot. I can feel the heat through the material, warming my skin. The girl looks back at me. I stammer out an excuse for not buying anything and turn to leave. As I do, my eye is caught by a sign, which declares, rather ominously, that 'shoplifters will be prosecuted'. My empty stomach does flips. I feel a hand on my shoulder. The girl is no longer behind her counter. She speaks in a cold authoritative voice, far more chilling than I ever thought a girl with flour on her cheeks could be.

'Can I see what is in your pockets please?''Oh no,' I think. My stomach growls loudly in agreement.

ExcellenceExplain how the writer creates a tense mood in l24-33. Provide examples from the text

• Short sentences using a series of active verbs are used to create & track the growing tension & panic in the shoplifter’s mind –’I stammer’/I feel a hand’.

• The writer uses present tense verbs to show that the boy is probably a bit frightened. He doesn’t just ‘take’ but he ‘grabs’ & ‘shoves’.

• The writer cleverly repeats points from earlier in the story to show that everything is now stressful & not relaxed. The girl with floury cheeks is now ‘chilling’ & speaks in a ‘cold tone’ & has come out from behind the counter.

• ‘Cosy’ warmth is now ‘heat’ in contrast & the boy’s stomach doesn’t rumble from hunger but from fear as he sees the ‘No Shoplifters’ sign.

ExcellenceExplain how the writer creates a tense mood in l24-33. Provide examples from the text

FOUR BANANAS

• Domestic "murder and mayhem" may not be the usual subject for a poem, but that's where Palmerston North dad Tim Upperton found his inspiration.

• A father of four, Upperton has had his poem ‘Four Bananas’, which captures a chaotic morning getting his kids ready for school, chosen as one of New Zealand's top poems.

• "It's a bit of murder and mayhem in our house in the mornings, just getting them out of bed the chaos and commotion that every house has I guess," Upperton said.

• As the title suggests, Upperton's poem refers to the bananas in his kids lunch boxes, that inevitably come home bruised and uneaten.

• "Why do I put a banana in their box, only to have it turn back up at the end of the day, then I do it again the next day? Why don't I give them an apple?

• "The poem is about the repetitiveness and the uselessness of these droll things you do with your kids, but also why you do it in a way because you love them."

• He said he enjoyed the power of the poetic word, which could often have more emotional impact than a novel.

BACKGROUND

Four bananas

Scrape margarine across eight slices of white bread, raspberry jam and Nutella

and Marmite and jam again. Eight sandwiches— two each. Cut and wrap. It’s not enough.

Add four bananas that will come home bruised and blackened mid-afternoon. Seal in four

plastic lunch-boxes. It’s not enough. A thump of backpacks and a wrenching of zips,

this daughter smiling and this daughter sullen, and these two in a stumbling panic—

• Don’t slam the door, don’t leave me here beside myself—these two, my hatchlings, my little ones, are gone, fallen through that bright rectangle to where the world waits with its claws and teeth, its every kind of sharp and sudden thing . . .

• I would halt traffic to let you pass, I would snarl and swipe at the dogs that bound from driveways, I would smooth and make safe and contain but all I am is here, I am always here—I wipe away the slopped cereal, inhale the sour smell of your rooms as I make your beds, the sheets in which the grains of your hot, dry bodies threshed all night already cooling.

Four bananas






In your own words identify ONE verbal language feature that shows the writer has gone through the same activities before. Provide an example from l1-10

adverb

repetition

againjameight

fourtwo It’s not enough

two

It’s not enough

jam

four

eight

Four bananas







listingwhite bread, raspberry jam and Nutella and Marmite and jam

scrape

Cut and wrap

seal

imperatives

Four bananas







Use of numerals

Balanced phrasing

eight

two

fourA thump of backpacks and a wrenching of zips,

this daughter smiling and this daughter sullen,

Four bananas







thumpwrenching

onomatopoeia

• Adverb – use of word ‘again’ shows he’s made the same lunches before

• Repetition – emphasises boring nature of lunch ritual & fact he’s done it many times

• Listing – shows he knows the ingredients off by heart• Short/minor sentences – shows his actions are restricted to

simple repeated tasks. He is on ‘automatic’• Imperatives – shows familiarity of his actions & that they are

automatic• Use of numerals – shows he has memorised the girl’s

preferences over time• Balanced phrasing – (without verbs) suggests these are the

expected sounds he hears each morning, no-one is talking• Onomatopoeia – no main verb shows that the father is used

to the same old sounds in the morning

Explain in your own words why this language feature shows that the writer has gone through the same activity before

•The writer uses minor sentences ‘cut & wrap’.. ‘seal in four lunchboxes’ as if he is on automatic.

• Even though he knows they won’t eat the healthy bananas ‘will’ not ‘may’ come home bruised & he believes that ‘it’s not enough’ lunch, he doesn’t add anything more. He isn’t prepared to break the pattern & upset the children.

• The only sound from the girls is the ‘thump’ of the backpack & this onomatopoeia relates to the adjective ‘sullen’ and the verbs ‘wrenching’ and ‘slam’ to show that the children are moody.

• However he will miss them & uses the imperative ‘Don’t leave me alone’ to show he cares for them & will miss them.

ExcellenceExplain how the poet helps the reader understand the activities of the morning. Provide examples from l 1-11

• beside myself—these two, my hatchlings, my little ones, are gone, fallen through that bright rectangle to where the world waits with its claws and teeth, its every kind of sharp and sudden thing . . .

Identify ONE example of a verbal language feature which is used by the writer to make the reader think of children as fragile baby birds. Provide an example from l 12-16

hatchlingsFallen through

To where the worldWaits with its claws and teeth

Metaphor/Personification

• beside myself—these two, my hatchlings, my little ones, are gone, fallen through that bright rectangle to where the world waits with its claws and teeth, its every kind of sharp and sudden thing . . .

Identify ONE example of a verbal language feature which is used by the writer to make the reader think of children as fragile baby birds. Provide an example from l 12-16

alliteration

worldWaits with its clawsSharp and sudden thing

• Metaphor – the word ‘hatchlings’ has the idea that the children have just been born in their ‘nest’

• Personification - the world’s dangers (‘claws & teeth’) emphasises the threats to them

• Metaphor/Personification – the writer compares his children to baby birds who fall from their nests & have to face dangers & predators on the ground

• Alliteration – Linking the sound & the sense heightens the impact of the sense of threat which the children face.

Explain why this language feature shows that the writer cares deeply about his children.

• Don’t slam the door, don’t leave me here beside myself—these two, my hatchlings, my little ones, are gone, fallen through that bright rectangle to where the world waits with its claws and teeth, its every kind of sharp and sudden thing

I would halt traffic to let you pass, I would snarl and swipe at the dogs that bound from driveways, I would smooth and make safe and contain but all

Explain how the poet develops the idea that he cares deeply about his children. Provide examples from l 11-25.

Don’t slam the door, don’t leave me

Imperativemy little ones

claws

snarl

safe

Emotive words

smooth and make safe and containlisting

• I would halt traffic to let you pass, I would snarl and swipe at the dogs that bound from driveways, I would smooth and make safe and contain but all I am is here, I am always here—I wipe away the slopped cereal, inhale the sour smell of your rooms as I make your beds, the sheets in which the grains of your hot, dry bodies threshed all night already cooling


repetition

Alliteration /sibilance

Extended metaphor

I would halt

I would smooth

I would snarl and swipe

grainsthreshed

Sour smellSlopped cerealI

I I

III

Personal Pronoun

• Repetition – of the same phrase emphasises the ways he will care for his children.

• Emotive lang – supports the deep emotional attachment the father feels for his children & his awareness of their vulnerability

• Listing – with repeated ‘and’s and ‘s’s shows how many ways he is prepared to show that he cares for his children.

• Alliteration/sibilance – linking the words by the initial first sound supports the idea of the many things he would do & heightens their impact.


• Personal pronoun – using the ‘I’ 7 times suggests there are lots of personal ways that he will love & care for them.

• Imperatives – show he cares so much about his children as he doesn’t want to leave them.

• Pun – the play on words suggests he will always be ‘there’ for his children

• Extended metaphor – the image he has of his children while he makes their beds shows he sees them as growing seeds to care for and nurture.


• The writer imagines his daughters in a metaphor as ‘hatchlings’ heading off to school through the ‘bright’ doorway like baby birds might fall from their shaded nest.

• It sounds as if he really loves his children because with the alliteration of ‘snarl..swipe..smooth..make safe’ he is prepared & determined to look after them.

• The writer uses more emotional words in the second part of the poem ‘safe’,’panic’ & ‘’snarl’ than in the first part, which uses un-emotional,factual words like ‘wrap’ & ‘add’. In this way he reveals to us that after the girls go, he stops acting automatically & shows the reader his true feelings for them.

• He must care a lot because most dads would not make their children’s beds & lunch & clean up their ‘slopped cereal’ after them.

ExcellenceExplain how the poet develops the idea that he cares deeply about his children. Provide examples from l 11-25.

Identify ONE visual contrast technique used to show the different attitudes of the spectators, with an example

Body language

•Hands together vs hands apart•Hands open vs hands clenched•Arms up vs arms down•Relaxed arms vs tense arms•Drawn straight vs bent over


Facial features

•Upper lips sloping up vs down•Mouths drawn large vs small•Normal teeth vs jagged teeth•Eyebrows sloping up vs down


Speech bubbles/Punctuation

•No speech marks vs speech marks•No lightning shapes vs lightning•Exclamation marks vs none


Layout/Placement/Balance

•Rule of 2/3rds has 2 good vs 3 bad•Good on the left vs bad on the right


Logo/Crest/symbol

•Symbol of leaping person in SPARC logo•SPARC logo uses colour contrast with white screen vs black font

Explain why this visual contrast technique shows the different attitudes of the spectators.

•Body language – the high & open palmed gestures show spectators clapping contrasted to the angry clenched fists.

•This helps the viewer understand the idea that some sideline supporters are positive & encouraging, but others are negative & into put-downs.•The supporters on the left are upright, relaxed & happy, but the men on right are drawn bent over showing that they are tense & angry

vs


•Facial features – the cartoon style drawings use standard symbols for contrasting attitudes.•Sharp teeth, down sloping lips & eyebrows, all symbolise negative attitudes & anger.

•The opposites represent positive attitudes

vs


•Speech bubbles/punctuation – the addition of speech marks on the ‘angry supporters’ comments shows that they are shouting, contrasted to the more quietly spoken comments on the left, with no speech marks

•The “!*#@?!!” shows that he is swearing

vs


• Layout/placement/balance – the layout of the poster aligns ‘good’ viewers on the left with the ‘bad’ attitudes on the right.

• This makes it easier for the viewer to understand the contrasting attitudes of the spectators


• Logo/crest/symbol – the leaping person of the SPARC logo has arms up exuberantly in contrast to the negative ‘arms down’ looks of the right side spectators.

• Contrast highlights the idea that SPARC is associated with positive attitudes to sport.

• The designer uses contrast to show that the spectators on the right all have big mouths (in both senses of the word) compared to the left hand spectators, and their mouths are full of sharp teeth to symbolise aggression.

• The placement of each stereotyped person under the adjective that suits them, helps the viewer understand that some use of unsportsmanlike ‘bad’ language & look ‘ugly’ because they get so aggressive.

• Another technique is the use of soft wobbly and curved lines of the left hand lady’s coat which contrasts to the hard, straight lines of the ‘uptight’ lycra lady

ExcellenceExplain how the designer uses visual contrast techniques across the poster as a whole to help viewers understand the ideas of the poster. Provide examples from the text

Identify ONE verbal language technique used to show the different attitudes of the spectators, with an example..

• Imperatives

• Alliteration

• Pun


• Assonance

• Personal Pronoun

• Emotive vocabulary

• Well-known phrases – the good, the bad & the ugly

• Adjectives/modifiers/cliches/hackneyed vocabulary • the good, the bad & the ugly


• Imperatives – ‘command’ the reader to take action. Makes the spectators’ attitudes contrast.

• Alliteration – linking similar sounds makes it more memorable for the reader

• Pun – word ‘play’ means ‘act’ but also ‘play’ in sport, adds depth• Personal pronoun – using this shows how verbally aggressive spectators

are to players• Repetition – emphasises spectator’s attitudes & reinforces the ideas to

encourage the reader to atke future action• Emotive vocabulary – using negative connotation words shows the

spectator’s negativity & appeals to the readers’ emotions to encourage them to take action

• Well known phrases – common expression is for readers to remember & keep in mind, & make sure they are in the ‘good’ category

• Adjectives/Cliches/hackneyed vocab /Modifiers – these common colloquial adjectives are often used by kiwi spectators & are easily recognised.

Explain why this verbal language technique shows the different attitudes of the spectators

• The writer uses the antonyms ‘good’ and ‘bad’ to point out the opposite attitudes of the spectators.

• The imperative ‘play your part’ encourages the reader to look at the ‘parts’ in the poster & think about which role they will ‘play’ (pun) when they are on the sideline of a sport match.

• School sport players can relate to everyday idioms like ‘stunning’ & ‘useless’ which are commonly said about players in teams. This will make them realise the problem is a real one.

• The triple structure ‘good,bad,ugly’ makes the reader think which one am I? The next time they are a spectator.

ExcellenceExplain how the designer uses verbal language techniques across the poster as a whole to encourage readers to improve sporting behaviour. Provide examples from the text.

Education

Yr 11 unfamiliar paper 2010