YEAR 11 REVISION GUIDE- GCSE ENGLISH & LITERATURE

Transcription

1 YEAR 11 REVISION GUIDE- GCSE ENGLISH & LITERATURE Literature Unit 1-18 th May Page- 16 Literature Unit 2-22 nd May Page- 29 English Language- 2 nd June Page 2 Sprowston Community High School

2 YEAR 11 WJEC REVISION GUIDE- ENGLISH 2015 WJEC ENGLISH LANGUAGE GCSE 2 nd June 2015 UNIT 1- READING 1 HOUR- 20% UNIT 2- WRITING 1 HOUR - 20% UNIT 1 READING 1 HOUR MEDIA/ NON FICTION COMPARISON This section will ask you to analyse non fiction texts. This could be newspaper articles/magazine articles/ leaflets/ websites/ reviews etc. It is testing your ability to read for meaning and understand how arguments are presented and developed. There will be 4 questions which comprise 2 questions on text A, 1 question on text B and 1 question comparing A and B. Each question is worth 10 marks. One of the most important skills for this section of the exam is time management. If there are four questions, you should obviously spend 15 minutes on each. Before reading the extracts make sure you have read the first two questions. This will help you quickly find what you are looking for. Underline the key phrases of the question and then underline the extracts as you read them. This will help you quickly respond to the question. Make sure you look at the section of the text that the question is asking about If the question asks you to explain something in your own words, you do not need to use a quote. The examiner is interested in your own understanding so make sure you use your own words. You can use a quote to back up your opinion but your opinion is the most important. Double check that you are actually answering the questions- what is the question asking you to do? Do not pick quotations at random. You should work your way through the text systematically, rather than picking quotes at random from the text. Once you know which bit to read o Read a sentence or section, o Find some words or ideas to comment on (in answer to the actual question!), o Write about them (use PEEs) o Then move on and repeat If the question asks you to list, make sure you write a list or use bullet points. Do not use really long quotes- short snappy quotes are better- REMEMBER to analyse the imagery or connotations in the quotation Avoid feature spotting- you must explain the significance of a certain feature- how does it work in the writing? What is the effect on the audience? One question will be comprehension, which tests your reading ability. 2

3 Another question will ask you how a certain impression, view or tone is portrayed. For these questions you should consider choice of language, sentence structure, and use of punctuation and the content of the writing. One question will ask you to consider how the text attracts its audience or how effective it is for its purpose. Consider: 1. Presentational devices ( subheadings, titles, captions, pictures, use of bold etc) 2. The use of language (how is persuasive? Emotive? Informative? etc. What particular words or phrases give you clues? Pick out quotes to help you back up your point) 3. The writer s attitude/ ideas/ opinions (what words or phrases give you clues?) 4. How they develop an argument or point of view (think about the structure of the piece- how is it organised?) 5. Always remember TAP TOPIC- what are they writing about? AUDIENCE- who is the writing aimed at? PURPOSE- why has this been written? What is the writer trying to achieve? 6. Make sure you give your own opinion. Do you think the extract has worked? How could they have been improved? The last question will usually make a thematic comparison. This means it will ask you a direct question about the ways both texts present their themes. You will need to use information and quotes from both texts. The types of questions usually follow the below format: INFORMATION RETRIEVAL (Search and find) List reasons or details/make a list of. According to this text or writer, how or what or why Explain how and/or why What evidence does the writer use? IMPRESSIONS/IMAGES What impression do you get of the writer or an organisation or people? What image does this text create of the writer or an organisation or people? VIEWPOINT/ATTITUDE What are the writer s attitudes to What are the writer s opinions of What are the writer s thoughts and feelings about INTENDED AUDIENCE Who is this text aimed at? ANALYSIS OF PERSUASIVE TECHNIQUE How does the writer try to encourage or interest or argue? How does this text try to persuade or sell or influence? COMPARISON OF TEXTS Compare and contrast these texts. Using information from both texts, explain why 3

4 Common mistakes from the mock- Make sure you have at least 10 points for Q1 Those who planned a grid or used systematic comparison of points scored higher on Q4 Do not just use Q4 as repetition of all the points you ve said in the other questions. Try to include an over arching paragraph comparing the views and ideas expressed. Make sure you are clear on whether the views expressed by the writer are their own or are they objectively expressing others views. Do not assume the views expressed belong to the writer. HOW CAN YOU REVISE FOR THIS SECTION? The easiest way is to practice on some past papers. There are lots available on our website and in the English office so ask your teachers or go online to the WJEC website and look for past papers (English GCSE Spec A Paper 2 Section A in past papers or Unit 1 WJEC). Alternatively you can read some articles from newspapers and magazines or leaflets and identify TAP, GASP, facts and opinions and how they use language. UNIT 2 WRITING- 1 hour ( 2 questions) This section will be a writing task. You will be provided with two questions that may be linked to the theme of the previous extracts and will test your ability to write from a specific viewpoint. You must spend 30 minutes on each question. Make sure you include a plan, this can be a list or spider diagram or a flow chart. Examiners automatically feel happy when they see a plan and it is a good idea to keep examiners happy. You must ensure you plan and spend time checking. You will be assessed on your use of spelling, sentence structure, punctuation and paragraph use. If you forget about all these things you can go back and add paragraphs by marking your text with // to show the examiner you want a new paragraph there. Try to use a variety of punctuation (: ;?!) this automatically gives you more marks. Make sure you use a variety of sentence structures for effect. Use long descriptive sentences followed by short snappy ones. 4

5 Try to expand your vocabulary. Use words you do not normally use. It doesn t matter if you re not completely sure how to spell them. You get points for trying. Use standard English and avoid slang Make sure you engage your reader. Use any trick you can to guarantee your reader is interested and continues to read. Remember to highlight the key points of the question. Consider TAP 1. What do they want you to write? 2. Who do they want you to write it for? 3. How do they want you to present it? (magazine article, letter, webpage make sure you set it out like the presentational feature requested.) A Useful phrase to remember could be SCREAM3 S Sentence length and variation, superlatives and similes C Contrast ( state one thing then the opposite) R Repetition, rhetorical questions E Emotive language A Alliteration, Adjectives M Metaphorical language 3 Magic 3 rule Or A FOREST IS A Alliteration (horrid herpes) F Fact/flattery (3000 people ) O Opinion (personally, I believe) R Rhetorical questions E Emotive language (poor victims) S Second guessing (you might worry that but never fear) T Triplets (ugly, annoying & deadly) I Imperatives (do this, buy it, stop) S Superlatives (most, best, smallest) Planning It s really important to spend 5 minutes planning your ideas by completing a spider diagram or list of everything you want to include. Most people lose marks on the exam because they rush straight in and then run out of things to say. An easy way to plan is to spider diagram all your initial ideas. Then look at your ideas and see if you can add anything else to each branch. After that, look at all the points you have 5

6 and try to arrange them in an order of development. What would be good to use as an introduction, the main and your conclusion? The best marks are awarded when people plan what they are going to say and you can see a logical development of their argument. You need to think about what points you will make and in what order. Think of an examiner like a fish you want to catch HOOK them in Choose your ANGLE Use PERSUASIVE devices( to tempt them) ANECDOTES ( to get them on side) STRONG POINTS ( to finish them off) HOOK THE READER It s really important that you select your opening line carefully in order to hook the reader into your writing and engage them to want to carry on reading. Create anecdotes Try to add anecdotes ( mini stories) to your argument or view point to make your argument stronger. For example, relate the topic to your own personal experience ( imagined or real) or the experience of someone you know ( imagined or real) Plan strong points Try to think about the question in extreme. What could you say to take the idea to the extreme to help you persuade? You could use a rhetorical question to really engage the reader with a strong point. Check your writing for Emotive language Exaggeration or stress Repetition 6

7 Anecdotes Magic 3 Facts and figures Detailed reasons and justification CHECK YOUR PURPOSE, AUDIENCE and FORMAT What is it you are supposed to be writing? Plan your answer to ensure you are clear on your purpose Make sure your purpose is CLEAR Make sure your language appeals to your target audience- who is it aimed at? Is this clear from your vocabulary? Choose the right tone and style for your audience If asked to write a letter- make sure you set it out like a letter If asked to write an article include a headline and subheadings If asked to write a leaflet- make sure you include subheadings- indicate what the layout would look like. Over emphasise your FORMAT Use whatever tricks you can to make sure the examiner clearly knows you are aware of the purpose, audience and format For example, This week in Teen Weekly we will be questioning. or, for those who read my last review, For regular readers you know that here at the Norwich Herald we support Turn to page 48 for more details, Use our web link below for help an advice on Constantly refer to your audience Think about words and phrases which explicitly refer to your audience so it is clear you are addressing them. If for example, you are writing a speech for your class- make sure you refer to classmates or fellow year 11s, or use phrases which appeal to them, In this school, we know that.. Make sure you include sign posts for the reader which acknowledges that you know your audience. Phrases which might help if asked to write to your class Yr 11 students think that. Like me, you must agree that.. As an English class, we should believe that. Teenagers like us often think.. As 15 year old yourselves, you must agree that Fellow classmates.. Key Stage Four students, you know that 7

8 We know from experience, that people our age. Aiming for an A/ A*? Getting the top marks is about making your piece of writing stand out from the crowd. Remember the examiner will be reading hundreds of examples of the same thing. How can you make yours different? You could choose to write from the perspective of a character? Be creative, show originality and flair. Variety of punctuation and sentence structure used for effect A wide vocabulary used for effect ( crafted) FLAIR and creativity Letter Writing Remember how to set it out, your address at the top right hand corner of the page, the date underneath that on the right, their address on the left top hand side, then the Dear.. Finish it off, yours faithfully if you don t know them, yours sincerely if you do know them. After writing Dear Sir/Madam, you should include a brief opening paragraph. It might help here to remember this three part structure 1) Explain why you re writing. 2) Make it clear who you are and what your opinion on this topic is. 3) Sum up, and lead into the main part of the letter. Dear Sir / Madam I m writing to express my outrage at the recent rise in tuition fees. As someone who is thinking of going to University myself, I am absolutely appalled by this unjust decision for a number of reasons. I sincerely hope by the time you finish reading this letter, you will have come to see sense. LEAFLET The best approach seemed to be to include a title and a few empty text boxes which indicate pictures, maps etc. Make it clear that this is a leaflet, but then write the text in straightforward paragraphs. Don t forget to use subheadings and titles. CHECK YOUR TONE AND STYLE You need to be completely clear about the conventions of the texts you might be asked to produce: A formal letter 8

9 An informal letter A speech A magazine article A review A leaflet USE WRITING TECHNIQUES WRITING TO ARGUE This is where you need to balance both sides of an argument and then give your own opinion. It is important that you acknowledge the opposing argument and then try to counter argue with your point of view. Start with a statement that you may not agree with. For example, Some people believe that.however, I believe.. Use useful linking phrases like However, Therefore, Nevertheless Offer your own opinion, I believe that. Use the media texts to help you. You can quote from these for extra marks. Use facts and figures to back up your point. ( if you don t know any, make them up but make sure they are believable) Use rhetorical questions Use emotive language. WRITING TO PERSUADE When writing to persuade, imagine you are a used car salesman. You must convince the reader that you are absolutely right. You are trying to persuade someone to do or think something so use all your persuasive powers. Exaggerate and stress points. Underline your main points Use we and us when you can. This makes the reader feel more people are on the side of your opinion. Remember the magic 3 rule. Say your point 3 times to make the message more effective. For example, These people are helpless, vulnerable and destitute Use repetition Use emotive language Direct your points personally at the audience, Surely you would agree? Use rhetorical questions. Is this really what you want? Finish on a strong point, Think about it! WRITING TO ADVISE Break your idea or information down into a series of instructions Structure your advice clearly, so it follows a logical sequence Use bullet points, subheadings or numbering Use anecdotes or jokes to keep the reader interested Make sure your advice is clear and easy to understand 9

10 Use imperative verbs ( must, put, place, add, move etc) Offer helpful alternatives Consider other places the audience can get help ( organisations, charities, internet etc) Be encouraging and keep your tone friendly. Writing to REVIEW/ ANALYSE/ COMMENT Be very clear who your audience is and what format you have been asked to use. Choose language that would appeal to your target audience If reviewing something make sure that you consider all aspects of the product and who it might appeal to. Consider the pros and cons of the product you are reviewing If writing a review, try to sound like an expert and imagine that you have done this many times before. If giving your opinion on something, remember that you could take on the persona of a character. For example, you could be a very fussy film critic or you could choose a character from TV and imagine they are writing the review or giving their opinion. Be as imaginative as possible and don t be afraid to use humour. Be as imaginative as possible and make your answer stands out from all the others the examiner will read. Don t be afraid to use humour- this is especially important if you are writing from the perspective of a character. How to edit and draft your work 1) Check you sentence structures- have you varied them for effect? 2) Have you used a variety of punctuation for effect? 3) Change boring words 4) Can you add an adjective? 5) Spellings? 6) Have you used a range of techniques to communicate your viewpoint? 7) Have you hooked or grabbed the reader? 8) Do you sustain interest? 9) Are paragraphs used correctly and do they flow? Common mistakes from the Mock Still lots of confusion on there/ their/ they re Some students confused over letter format or not signing off in appropriate form Many students didn t plan adequately and ran out of things to say in both questions- Plan! Over use or inappropriate use of exclamation marks No conclusion, summing up, finishing abruptly Lack of sophisticated vocabulary to reach top A* 10

11 Lack of crafting sentence structure for particular effects. Limited range of punctuation (remember to use 5 types other than full stop and comma) Many students were too informal in the letter of application Some students were still forgetting paragraphs Common spelling mistake- Madame - with an E, rather than madam. You need to make sure you use the right tone and style for your audience. Many students were marked down because they used a tone which was inappropriate for a formal letter. In particular, they were not respectful enough of the audience it sounded too informal and unworthy of serious consideration. The students who did best on the letter writing task had a clear sense of purpose and expressed their ideas clearly. It was absolutely clear what their point of view was, and they stuck to this without saying irrelevant or vague things. How to SCRAPE a C.. check your: S Sentence structure C Check through your work R Range of vocabulary A Audience- who are you writing for? P Paragraphs and punctuation E Engage your reader, make yours stand out from the crowd. HOW CAN YOU REVISE FOR THIS SECTION? Again, there are lots of past papers you can practice on or alternatively you may wish to plan or answer some of the below questions. 1. Write an article for an educational magazine in which you argue for or against compulsory work experience. 2. Write a leaflet for younger children in which you advise them how to play safe around their neighbourhood. 3. Write a magazine article for teenagers which persuades them to improve their health 4. Write a letter to your Head teacher in which you try to persuade him/ her that school uniform should be abolished. 5. Your school wants to ban Saturday jobs for students. Write a letter to your Head teacher in which you argue for or against the idea of Saturday jobs 6. Write an article for a careers magazine in which you offer advice to students on what to look out for when applying for a job. 7. Write a letter to the school kitchen where you advise them how to improve school meals. 8. Write a letter to the local council where you try to persuade them to improve local amenities in your area. 9. Write a letter to your local MP in which you argue for or against lowering the driving age to 16 11

12 10. Write an article for you school newspaper in which you advise students how to cope with bullying. 11. Design a webpage in which you advise teenagers how to revise for their GCSEs 12. Write a leaflet in which you persuade people to be more environmentally friendly in their homes. 13. Write an article in which you argue for or against the use of computer games as an educational tool. 14. Think of something you would like to change at your school. Write a speech to give to students in which you try to persuade them to agree with your opinion. 15. Write a magazine article for teenagers in which you advise them how to be cool 16. Write a leaflet to advertise a tourist attraction in your area. Self Assessment- check! Check you sentence structures- have you varied them for effect? Have you used a variety of punctuation for effect? Have you used interesting words? Have you used correct spelling? Have you used a range of techniques to communicate your viewpoint? Have you hooked or grabbed the reader? Do you sustain interest? Are paragraphs used correctly and do they flow? MODEL ANSWERS ARTICLE/ENTRY- Write an article about a well known place Norwich: a haven for shoppers and sight-seers alike! If you re looking for a little break away in a city that offers it all, then look no further! Why not try Norwich? There are beautiful walks along tranquil, hidden waterways or maybe you fancy shopping til you drop in the ultra-modern Chapelfield Shopping Mall? Norwich has something for you! Things to see Norwich has lots to see! For a small city, it actually breaks lots of records. There are over 80 pubs and over 50 historic churches just in the city centre. There s also the beautiful Norman castle, dating back to 1066 with fantastic views of the city. Whilst not the most exciting castle you ll ever hope to find, it s well preserved and there s a particularly interesting mummified cat 12

13 SPEECH for your class- Mobile phones blessing or curse? Mobile phones. We all have them don t we? I m sure many of us here would even claim we would be lost without our phones; that they are our best possession. However, is there more to this? Are mobile phones really a blessing or a curse? In the early 1990 s, about 2% of people our age in the UK owned mobile phones. Now this number must be close to 100%. We love our phones. But why? Let s think about it Firstly, mobile phones allow us to Writing Mark Scheme An understanding of purpose, audience and format is particularly important in this type of writing. As the task is of a functional nature, an understanding of 'real life' uses of English is also important. Content and organisation (13 marks) 0 marks: not worthy of credit Band marks basic awareness of the purpose and format of the task some awareness of the reader / intended audience some relevant content despite uneven coverage of the topic simple sequencing of ideas provides some coherence paragraphs may be used to show obvious divisions or group ideas into some order some attempt to adapt style to purpose / audience (e.g. degree of formality) there is a limited range of vocabulary with little variation of word choice for meaning or effect Band marks shows awareness of the purpose and format of the task shows awareness of the reader / intended audience a sense of purpose shown in content coverage and some reasons are given in support of opinions and ideas sequencing of ideas provides coherence paragraphs are logically ordered and sequenced (e.g. topic sentences are supported by relevant detail) a clear attempt to adapt style to purpose / audience there is some range of vocabulary, occasionally selected to convey precise meaning or to create effect 13

14 Band marks shows clear understanding of the purpose and format of the task shows clear awareness of the reader / intended audience clear sense of purpose shown in content coverage; appropriate reasons given in support of opinions/ ideas ideas are shaped into coherent arguments paragraphs are used consciously to structure the writing style is adapted to purpose / audience there is a range of vocabulary selected to convey precise meaning or to create effect Band marks shows sophisticated understanding of the purpose and format of the task shows sustained awareness of the reader / intended audience content coverage is well-judged, detailed, and pertinent arguments are convincingly developed and supported by relevant detail ideas are selected and prioritised to construct sophisticated argument paragraphs are effectively varied in length and structure to control progression confident and sophisticated use of a range of stylistic devices adapted to purpose/audience a wide range of appropriate, ambitious vocabulary is used to create effect or convey precise meaning Sentence structure, punctuation and spelling (7 marks) 0 marks: not worthy of credit Band 1 1 mark sentences are mostly simple or compound compound sentences are linked or sequenced by conjunctions such as 'and' or 'so' punctuation (full stops, commas, capital letters to demarcate sentences) is attempted where appropriate and with some accuracy the spelling of simple words is usually accurate control of tense and agreement is uneven Band marks sentences are varied and both compound and complex sentences are used there is use of some subordination to achieve clarity and economy some control of a range of punctuation, including the punctuation of direct speech the spelling of simple and polysyllabic words is usually accurate control of tense and agreement is generally secure 14

15 Band marks a range of grammatical structures is used to vary the length and focus of sentences simple, compound and complex sentences are used to achieve particular effects a range of punctuation is used accurately to structure sentences and texts, sometimes to create deliberate effects, including parenthetic commas most spelling, including that of irregular words, is usually correct control of tense and agreement is secure Band marks there is appropriate and effective variation of sentence structures there is a sophisticated use of simple, compound and complex sentences to achieve particular effects accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity and create deliberate effects virtually all spelling, including that of complex irregular words, is correct tense changes are used confidently and purposefully USEFUL WEBSITES TO HELP YOU REVISE 1. lots of past papers ( either Unit 1 or 2 or old English Paper 2 ) 2. This site is helpful for revising grammar and the writing tasks A useful site for general English skills USEFUL PHRASES TO USE IN THE EXAM- SYNONYMS FOR THIS SHOWS. 1. This portrays 2. This reflects 3. This divulges 4. This displays 5. This illustrates 6. This appears 7. This discloses 8. This can be evidenced by. 9. This reveals 10. This demonstrates 11. This exhibits 12. This presents 13. This indicates 14. The theme of The writer wants the audience to feel 16. The writer uses.. to show a sense of. 17. It may be argued that. 18. Therefore, we may see 15

16 WJEC LITERATURE EXAM Unit 1-18 th May AM Unit 2-22 nd May - AM UNIT 1- Prose And Poetry- 2 hours BEFORE YOU START TO READ THE QUESTION PAPER: WORK OUT YOUR TIMINGS Section A- Prose ( Of Mice and Men or To Kill A Mockingbird ) 20 minutes extract worth 10 marks 40 minutes question worth 20 marks Section B- Poetry- 1 hour, worth 10 marks - 15 minutes annotating and reading - 35/40 minutes on the 5 bullet points/ writing your answer. - 5 / 10 minutes checking On the exam paper, write out your timings so you know at what point you should be moving on. For example: If the exam starts at 9.15: Extract Mice and Men Question B or C Mice and Men Read and annotate poetry Write poetry answer, focused on bullet points reading through and checking Obviously, ensure you have thoroughly read and revised your texts using the revision material provided. Remember these are available on the school website- Year 11 link to the revision page. Extract questions- 20 MINUTES- 10 MARKS 1. Make sure you read the question thoroughly before reading the extract and highlight key words in the question. 2. When reading the extract- highlight key quotes as evidence to help you answer the question and write key words around the text to help you focus. 3. When writing the answer, ensure you focus on the question and use the language of the question at the beginning and end of paragraphs. 4. Ensure you use quotes to back up your views. 16

17 5. Analyse the character s use of language closely. How does this reflect the time period, story, and the social and historical context? 6. Consider stage directions and how they help inform the meaning of the extract 7. Aim to write, at least one side of A4 8. Leave time to check through your work. Choice questions on Prose- 40 MINUTES- 20 MARKS 1. Remember you will be given a choice of B and C- you only answer one question from B or C 2. Highlight the key words of the question to help you focus. 3. Use the language of the question and refer to the question at the beginning and end of your paragraph. 4. Plan your answer. You have 40 minutes so you will have time to prepare a good plan. 5. Use the Point, Quote, Comment or PEE paragraph structure. 6. Remember to be specific. Do not start narrating the story, the examiner knows the story. Do not make generalising statements. You must be really specific. Say exactly how or why something happens. 7. Use appropriate formal vocabulary. 8. Do not spend several paragraphs on one point. Make the point, then move on. Squeeze as many points in as possible. 9. Remember if you choose a very narrow or prescriptive question which is asking you about a specific point, answer the specific point but then take it wider and think about how this relates to other features of the text or incidents. 10. Always relate points to other issues in the text. This shows you have a wide understanding of the text and you will get more marks. 11. Think about how everything reflects the context of the time. Whatever point you are making, consider whether you can say anything about the context of the time. This will automatically get you more marks. Remember historical and social contexts. 12. Back every point in with close analysis of the language. Do not just use a quote to back up your point but use it to examine the choice of language. What does it imply to you and what is the effect on the audience? 13. Remember inverted commas around the titles of texts. There is a difference between the style of writing used in coursework essays and the style of writing used in the exam. You need to improve the pace of your writing. Do not spend a long time justifying points. Make a point, back it up, analyse language, effect on audience, move on. 17

18 ENGLISH LITERATURE EXAM- SECTION B POETRY In this section of the exam, you will be given one hour to read two poems and write about your response to them, using the given questions. The question will always be the same: Write about the poem and its effect on you. Show how they are similar and how they are different. The question will then be followed by bullet points which will be on CONTENT ( what the poems are about) IDEAS TO THINK ABOUT MOOD / ATMOSPHERE HOW THEY ARE WRITTEN ( words and phrases you find interesting, the way they are organised etc) YOUR RESPONSE ANNOTATING Annotating is the process of reading a text several times and identifying features, ideas and impressions about the text. Do not begin to answer the bullet points until you have spent at least 10/15 minutes reading and annotating the poem This means reading the poem at least three times and making notes around the poem filled with your ideas and impressions about the content, structure, language and techniques. Imagery- what pictures does the language create in your mind? Sentence structures- where is the punctuation and why? What effect does it have? Is the poem written in a certain style? Title? How does it start? How does it end and why? What is the voice/ tone of the poem? What does it remind you of/ make you feel? What can you say about the time or place it was written? Do you know anything about the social or historical conditions which could affect the interpretation of the poem? Do any words or phrases have a double meaning? Can they be interpreted in other ways? Fill your page with information, ideas and underline anything that is effective to you. 18

19 Plan your answer After you have read and annotated your two poems thoroughly, plan your answer. Draw a table for comparison to highlight the similarities and differences between the two poems Similarities Both poems use the theme of nature Both poems use personification to show the power of nature Differences Poem A is a celebration of nature whilst Poem B recognises that nature can be dangerous Poem B uses an extended metaphor to show the evil force of nature Writing your answer Write one paragraph, on each bullet point. This will provide a structure to your answer and ensure you don t miss things out. Again, you might want to underline key words in the bullet points before writing. Use quotes to back up your ideas Remember to put the titles of poems in inverted commas. Always refer to the character in the poem as the persona. Remember the Point, Evidence, Explain model. (P) In this poem the poet has tried to come up with a new way of describing the arrival of Autumn. (Ev) He does this by creating an extended image of Autumn as a thief, stealing the green stuff of summer, aided by his accomplice the wind. (Ex) This seems quite a good way of making the reader think about how the seasons change and how summer is taken away from us. Remember to be analytical and to give a comment not just feature spot the poem begins with a simile would not get any marks. However, try to identify techniques and consider the effect they produce. The hardest bullet is probably the last one Try to come up with something positive about the way it was written or what it made you think you could practise by finding five things you can say about a poem Check your answer!! Important note: you may have been given mnemonics for analysing poems in coursework e.g. TWIRLS or STRIVE but in this exam you should definitely follow the structure laid down by the bullet points. It is a good idea to consider STRIVE and TWIRLS to help ensure that you have covered all the points in the language paragraph. 19

20 POETIC TERMS ALLITERATION- Repetition of consonantal sounds at the beginning of a series of words: Peter Piper picked a peck of peppers ASSONANCE- Repetition of vowel sounds within a series of words: The sound went around the town ALLUSION- reference to a person, event or work outside of the poem. BALLAD- A poem which tells a story similar to a folk tale or legend BLANK VERSE- unrhymed iambic pentameter CAESURA- A natural line or break in a line of poetry, usually near the middle of the line: How do I love thee? Let me count the ways CLOSED FORM- A poem which uses a fixed structure or pattern in terms of rhyme, line length and meter. CONSONANCE- Repetition of consonantal sounds within or at the end of a series of words: picked a peck of pickled peppers COUPLET - In a poem, a pair of lines which are the same length and usually rhyme or form a complete thought. ELEGY- a poem which laments the death of someone or is simply sad and thoughtful. ENJAMBMENT- The continuation of a complete idea( a sentence or clause) from one line or couplet of a poem to the next line or couplet without pause. EPIC- A long serious poem that tells the story of a heroic figure. FOOT- Two or more syllables that make up the smallest unit of rhythm in a poem. FREE VERSE- Lines with no prescribed pattern or structure HEROIC COUPLET- A stanza composed of two rhymed lines in iambic pentameter HYPERBOLE- exaggeration used for effect: The days crawled by like years and I wept a million tears 20

21 IAMB- A metrical foot of two syllables, one short ( or unstressed) and one long ( stressed). IAMBIC PENTAMETER- a line of poetry containing 10 syllables where every other syllable is stressed. IRONY- a contradiction of expectation between what is said and what is meant or when a character speaks in ignorance of a situation known to the audience. METAPHOR- When something is described as if it is something else: He was a lion in the fight METER- The arrangement of a line of poetry by the number of syllables and the rhythm of stressed syllables. ONOMATOPOIEA- words which describe sounds: Bang! Crash! Crack! OPEN FORM- A poem which does not use a fixed structure or pattern in terms of line length, metre and rhyme. OXYMORON- a combination of two words that appear to contradict each other or are placed together for a certain effect; Loving hate bittersweet PERSONIFICATION- When an inanimate object is given human qualities and feelings: The tree waved its arms angrily in the raging storm PERSONA- Character in the poem PUN-A play on words or a humorous use of a single word with two or more implied meanings. REPETITION-When a word or phrase is repeated for a specific effect: The long, long years of sorrow SIBILANCE- repetition of s sounds, usually gives a calming effect; icicles sink softly onto the snow SIMILE- When something is compared to something else, using as or like : He was like a lion in the fight, as cold as ice STANZA- Unit of a poem often repeated in the same form throughout the poem. ( verse paragraph) SYMBOL- Something which represents something else; white dove EXAM PRACTICE Use the poems below and the self assessment sheet to practice your poetry analysis skills 21

22 SELF ASSESSMENT- ENGLISH LITERATURE EXAM ANSWERS POEM: Have I addressed all bullet points? CONTENT IDEAS TO THINK ABOUT MOOD / ATMOSPHERE HOW THEY ARE WRITTEN ( words and phrases you find interesting, the way they are organised etc) YOUR RESPONSE Not confident/ Not attempted Attempted and ok Secure- can do this well Have I used quotes to back up my points? Have I analysed the language in the quotes I ve used and considered how they contribute to the overall effect? Have I discussed my own thoughts and feelings on the poem? Have I discussed how meaning is conveyed through language, structure or style? Have I discussed alternative interpretations? Have I discussed stylistic features? Have I considered a variety of ways in which effects are achieved? Have I used paragraphs correctly? Have I used a range of vocabulary, sentence structures and punctuation? 22

23 PRACTICE QUESTIONS Exam Practice 1- Both Wind and Storm on the Island are written from the perspective of people experiencing a storm. Wind This house has been far out at sea all night, The woods crashing through darkness, the booming hills, Winds stampeding the fields under the window Floundering black astride and blinding wet Till day rose; then under an orange sky The hills had new places, and wind wielded Blade-light, luminous black and emerald, Flexing like the lens of a mad eye. At noon I scaled along the house-side as far as The coal-house door. Once I looked up - Through the brunt wind that dented the balls of my eyes The tent of the hills drummed and strained its guyrope, The fields quivering, the skyline a grimace, At any second to bang and vanish with a flap; The wind flung a magpie away and a black- Back gull bent like an iron bar slowly. The house Rang like some fine green goblet in the note That any second would shatter it. Now deep In chairs, in front of the great fire, we grip Our hearts and cannot entertain book, thought, Or each other. We watch the fire blazing, And feel the roots of the house move, but sit on, Seeing the window tremble to come in, Hearing the stones cry out under the horizons Ted Hughes 23

24 Storm on the Island We are prepared: we build our houses squat, Sink walls in rock and roof them with good slate. The wizened earth has never troubled us With hay, so as you can see, there are no stacks Or stooks that can be lost. Nor are there trees Which might prove company when it blows full Blast: you know what I mean - leaves and branches Can raise a tragic chorus in a gale So that you can listen to the thing you fear Forgetting that it pummels your house too. But there are no trees, no natural shelter. You might think that the sea is company, Exploding comfortably down on the cliffs But no: when it begins, the flung spray hits The very windows, spits like a tame cat Turned savage. We just sit tight while wind dives And strafes invisibly. Space is a salvo. We are bombarded by the empty air. Strange, it is a huge nothing that we fear. Seamus Heaney Write about the poems and their effect on you. Show how they are similar and how they are different. You may write about each poem separately and then compare them, or make comparisons where appropriate in your answer as a whole. You may wish to include some or all of these points: The content of the poems- what they are about; The ideas the poets may have wanted us to think about; The mood or atmosphere of the poems; How they are written- words and phrases you find interesting, the way they are organised and so on; Your response to the poems. 24

25 Exam Practice 2 Both Ambulances and Mid Term Break deal with the poem of death. Ambulances Closed like confessionals, they thread Loud noons of cities, giving back None of the glances they absorb. Light glossy grey, arms on a plaque, They come to rest at any kerb: All streets in time are visited. Then children strewn on steps or road, Or women coming from the shops Past smells of different dinners, see A wild white face that overtops Red stretcher-blankets momently As it is carried in and stowed, And sense the solving emptiness That lies just under all we do, And for a second get it whole, So permanent and blank and true. The fastened doors recede. Poor soul, They whisper at their own distress; For borne away in deadened air May go the sudden shut of loss Round something nearly at an end, And what cohered in it across The years, the unique random blend Of families and fashions, there At last begin to loosen. Far From the exchange of love to lie Unreachable inside a room The traffic parts to let go by Brings closer what is left to come, And dulls to distance all we are. Phillip Larkin 25

26 MID-TERM BREAK I sat all morning in the college sick bay Counting bells knelling classes to a close. At two o clock our neighbours drove me home. In the porch I met my father crying He had always taken funerals in his stride And Big Jim Evans saying it was a hard blow. The baby cooed and laughed and rocked the pram When I came in, and I was embarrassed By old men standing up to shake my hand And tell me they were sorry for my trouble, Whispers informed stangers I was the eldestm Away at school, as my mother held my hand In hers and coughed out angry tearless sighs. At ten o clock the ambulance arrived With the corpse, stanched and bandages by the nurses. Next morning I went up into the room. Snowdrops And candles soothed the bedside; I saw him For the first time in six weeks. Paler now, Wearing a poppy bruise on his left temple, He lay in the four foot box as in his cot. No gaudy scars, the bumper knocked him clear. A four foot box, a foot for every year. Write about the poems and their effect on you. Show how they are similar and how they are different. You may write about each poem separately and then compare them, or make comparisons where appropriate in your answer as a whole. You may wish to include some or all of these points: The content of the poems- what they are about; The ideas the poets may have wanted us to think about; 26

27 The mood or atmosphere of the poems; How they are written- words and phrases you find interesting, the way they are organised and so on; Your response to the poems. Exam Practice 3- Both Stealing and The Man who finds his son has become a Thief deal with the subject of stealing. The Man Who Finds His Son Has Become A Thief Coming into the store at first angry At the accusation, believing in The word of the boy who has told him: I didn t steal anything, honest. Then becoming calmer, seeing that anger Will not help in the business, listening painfully As the other s evidence unfolds, so painfully slow. Then seeing gradually that evidence Almost as if tighten slowly around the neck Of his son, at first vaguely circumstantial, then gathering damage Until there is present the unmistakable odour of guilt Which seeps now into the mind and lays its poison. Suddenly feeling sick and alone and afraid, as if an unseen hand had slapped him in the face For no reason whatsoever, wanting to get out into the night, the darkness, anywhere to hide The pain that must show in the face to these strangers, the fear. It must be like this. It could hardly be otherwise. Raymond Souster Stealing The most unusual thing I ever stole? A snowman. Midnight. He looked magnificent; a tall, white mute beneath the winter moon. I wanted him, a mate with a mind as cold as the slice of ice within my own brain. I started with the head. Better off dead than giving in, not taking what you want. He weighed a ton; his torso, frozen stiff, hugged to my chest, a fierce chill 27

28 piercing my gut. Part of the thrill was knowing that children would cry in the morning. Life's tough. Sometimes I steal things I don't need. I joy-ride cars to nowhere, break into houses just to have a look. I'm a mucky ghost, leave a mess, maybe pinch a camera. I watch my gloved hand twisting the doorknob. A stranger's bedroom. Mirrors. I sigh like this - Aah. It took some time. Reassembled in the yard, he didn't look the same. I took a run and booted him. Again. Again. My breath ripped out in rags. It seems daft now. Then I was standing alone among lumps of snow, sick of the world. Boredom. Mostly I'm so bored I could eat myself. One time, I stole a guitar and thought I might learn to play. I nicked a bust of Shakespeare once, flogged it, but the snowman was the strangest. You don't understand a word I'm saying, do you? Carl Ann Duffy Write about the poems and their effect on you. Show how they are similar and how they are different. You may write about each poem separately and then compare them, or make comparisons where appropriate in your answer as a whole. You may wish to include some or all of these points: The content of the poems- what they are about; The ideas the poets may have wanted us to think about; The mood or atmosphere of the poems; How they are written- words and phrases you find interesting, the way they are organised and so on; Your response to the poems. ENGLISH LITERATURE UNIT 2A- LITERARY HERITAGE AND CONTEMPORARY PROSE- 2 HOURS 28

29 22 ND May -PM Play ( An Inpsector Calls or A Taste of Honey )- 20 minutes extract- worth 10 marks - 40 minutes question- worth 20 marks Prose-( Paddy Clarke Ha Ha, Heroes, About A Boy - )- 20 minutes extract- worth 10 marks - 40 minutes question- worth 20 marks There will be 3 questions presented. You must answer the first question worth 10 marks which will be based on the extract provided. spend 20 minutes You must then choose to answer question 2 or question 3 worth 20 marks. spend 40 minutes ( DON T TRY TO ANSWER BOTH) Extract question- 20 minutes You will be provided with an extract from the play which will be about an important moment or will illustrate a link to a theme or relationship between characters or ask you to consider how a mood or atmosphere is created How to answer the question Before you start, check the focus of the question, then highlight or underline relevant details (words/phrases, rather than big chunks ) covering key relevant parts of the extract. It s useful to ask yourself why this particular extract has been chosen: it may be a turning point in the story, or it may reveal something new or significant about a character, for example. This could be a starting point for your answer. Then, establish an overview, summing up what you will say in the rest of your answer, clearly addressing the question. Focus is really important here. You need to position yourself and make clear what your point of view is: so long as you back up what you say with evidence from the text, you can t be wrong. Be specific - for example, if the question is about how the writer creates mood and atmosphere, say straight away what the mood and atmosphere is, or if it is about a character, make a clear point about the character in question Analysing the extract Tackle the key areas of the extract, selecting and highlighting detail. DON T FORGET THE QUESTION! Make sure you go right to the end of the extract - there will be a good reason why it starts and ends where it does. 29

30 If it s relevant, you may make brief reference to other parts of the text - to put the extract in context - but your main concern is the extract. Don t get so caught up by analysing the detail that you neglect the content - what is actually going on in the extract. In the play extract, make full use of the stage directions, and analyse them as closely as you do the dialogue - look really closely at how the characters speak and behave. If Foundation Tier, candidates may be asked to give their thoughts and feelings or to write about audience reaction to the part of the play featured in the extract. If so, you could write about the mood and atmosphere, or how the extract relates to what s gone before, or on the behaviour of characters. Avoid being general, and always support what you say with reference to the text of the extract. Typical extract questions With close reference to the extract, show how creates mood and atmosphere here. Look closely at how speaks and behaves here. How does it affect your feelings towards him/her? Look closely at how speaks and behaves here. What does it reveal of his/her state of mind? How does suggest s feelings in this extract? Look closely at how and speak and behave here. What does it reveal about their relationship? Look closely at how speaks and behaves here. What impressions would an audience receive of his/her character? Look closely at how speaks and behaves here. How might it affect an audience s feelings towards him/her? You can revise this section by choosing any point in the play- choose a double page- and apply one of the above questions a character/s. ( TIP- try to focus on a key moment in the play) Choice question The second section of the exam is worth 20 marks and you should spend 40 minutes on it. Only answer 1 question! It will usually be based on either a theme or a character 30

31 Remember Point, Evidence, Explain paragraph structure (PEE) Try to remember some key quotes or references to specific elements of the play to justify your ideas- if you can t remember it exactly- explain it. Try to analyse the choice of language of the quotes and consider how this communicates meaning or alternative interpretations Try to add as many details as you can Remember to analyse- not re tell or narrate the story. Remember it is a PLAY not a novel and you need inverted commas around the title, A Taste of Honey Remember to refer to the context of the time-. REMEMBER- Specific revision guides for plays and texts and past papers are available on our website- Revision Zone- Year 11- English Literature 31