Question - Discuss a play with a powerful theme. Show how the playwright introduces this theme and how they use techniques to bring it to life for the audience.
One of the themes explored in ‘A view from the bridge’ is that of jealousy. Eddie’s jealousy over his attractive young niece Catherine seems to be more powerful than his love for Beatrice and his sense of honour as a Sicilian American. Miller uses characterisation, symbolism and plot to show how Eddie’s dark side gradually causes his death.
Eddie is initially described as an ordinary, hard-working man. At the start of the play, he is fatherly towards Catherine, flattering her for her new skirt and encouraging her to find her own life. He gently scolds her for ‘walking wavy’ – aware that she is now a woman. However, there is a hint of overprotectiveness to this, and a tension with his wife Beatrice. As they sit chatting, he tells Catherine not to trust people but Beatrice tries to reassure her. He responds:
Eddie [strangely and quietly resentful] You lived in a house all your life, what do you know about it?
We can interpret this in several ways. Either he doesn’t love Beatrice and resents his ordinary life with her; or, he is in love with his niece and admires her aspirations; or perhaps enjoys his power over Beatrice, for the fact he is a working man and she is a housewife. Eddie is a complex character so all these emotions may be going on at once. This idle comment sets the scene for the change in their relationships caused by the entrance of Marco and Rudolpho.
The author uses the scene where Rudolpho sings to show the birth of Eddie’s intense jealousy. The change in Eddie is subtle immediate. He asks Catherine ‘What’s the high heels for, Garbo?’ He may feel jealousy at Rudolpho’s flamboyance; but at the same time, he compares Catherine to a vain movie actress. He is suddenly aware of the fact that her aspirations in life might succeed and seeks to pull her back down to their level. Having an attractive girl in his house might give him the extra status in life that he needs, so he is scared to lose her.
The author uses commonplace objects as symbols to show the unfolding drama. At the start of the play there is Eddie’s preoccupation with Catherine’s short skirt; then he mentions her heels in order to disparage her. When Eddie hits Rudolpho and Marco feels threatened, the latter raises a chair over Eddie’s head ‘like a weapon’. The play unfolds with the backdrop of Brooklyn bridge and the piers, which are symbols of working class life. Marco threatens Eddie with an everyday object, which shows how limited Eddie’s life is.
The playwright uses the scene where the two Sicilians are arrested to show the collapse in Eddie’s values. His jealousy ultimately causes him to go to the police, betraying the code of silence of his Sicilian community. After spitting in Eddie’s face, Marco delivers the ultimate insult to Eddie’s honour as he is led away –
That one stole the food from my children!
Eddie responds: ‘He’s gonna take that back or I’ll kill him!’ In their society, it is vital for a man to provide for their family. Eddie needs Catherine in order to feel like he is a provider, as well as to share the company of an attractive young woman. In this way, Eddie’s need to be someone special causes the fixation on his niece. This leads to his tragic end as Marco turns his own knife upon him.
Therefore I would argue that at the heart of ‘A view from the bridge’ is Eddie’s jealousy for his niece, and his frustration at the limited life he has led. These feelings make him an ambiguous character, and create a compelling drama for the audience.
Wednesday 13 May 2009
Trio Essay Plan
‘Trio’ by Edwin Morgan explores the theme of everyday life. He gives a vivid description of the three party-goers and uses symbolism to suggest that ordinary lives can be full of beauty and meaning. In this essay I will show how the poet brings the Trio to life through a combination of setting, description, and allusions to history and the bible.
The title and setting of the poem are significant in themselves.
• ‘trio’ can simply be three people, or objects.
• also suggests people singing or playing together to create harmony - the three seem at one with each other and happy in the world.
• opens on Buchanan Street. Morgan is a poet based in Glasgow; this is a common shopping street which is busy at Christmas time.
• uses an everyday title and street to introduce the three.
• present tense emphasises that this is a snapshot of daily life.
At the start of the poem, they are depicted using simple descriptions of what they look like and their appearance. Yet the scene also carries a sense of religious iconography:
… under the Christmas lights -
The young man carries a new guitar in his arms,
the girl on the inside carries a very young baby,
and the girl on the outside carries a Chihuahua.
• simple description.
• ‘under’ the lights suggests they are being protected or watched over; and carrying presents, which belong under the lights of a Christmas tree.
• Guitar - which adds to the idea of a musical Trio
However, on a deeper level, this might be an allusion to the three wise men carrying presents for the baby Jesus.
• ‘very young baby’ supports this idea.
• ‘Christmas lights’ can also be seen as the star they followed.
• the three people have a sacred significance about them.
The poet continues to use sublime imagery as he describes the trio, enjoying their joyful moment:
And the three of them are laughing,
Their breath rises on a cloud of happiness
• A cloud is something in which there are no individuals.
• their breath has metaphorically become one thing: ‘cloud of happiness’.
idea of heaven, as being composed of clouds
emphasises warmth, as if their unity is in contrast to the cold weather.
As the poet describes the gifts, each of the details has a subtle importance, even though they are mainly commonplace things.
• Chihuahua - unusual in this context as it belongs to a foreign country.
• ‘Royal Stewart tartan coat like a teapot-holder’. - subtle allusion, to the Stewarts, who were kings of Scotland.
• teapot - suggests something cute and pleasant; qualities of furriness and warmth.
• the author combines important, sublime things with the small, wholesome and ordinary.
In the middle of the poem, Morgan uses a declamatory tone to highlight the significance of the details -
Orphean sprig! Melting baby! Warm chihuahua!
• alludes to Orpheus, the poet who rescued his lover from Hell in Greek legend.
• This is ironic because in this context he is describing ordinary things.
• sentence structure and exclamation marks suggest the poet is like a ‘bard’ from ancient times
From alluding to the bible and Greek legend, the poet goes on to use military imagery to describe how the Trio defeat the ‘Monsters of the year’ –
Go blank, are scattered back
Can’t bear this march of three
• bad feelings and misfortune of the year are powerless, and are ‘scattered’ like a defeated army.
• At the end the Trio leave the scene with laughter ‘ringing round them like a guard’
• fate ‘abdicates’, like a King in olden days.
If there is a meaning at the heart of this poem, it is that living our life is sacred. You can believe in the birth of Christ at Christmas or not, but you should celebrate the happy time of year no matter what your faith. The poet uses the ordinary scene with its exquisite details to suggest that we can truly be happy if only we live in the moment.
The title and setting of the poem are significant in themselves.
• ‘trio’ can simply be three people, or objects.
• also suggests people singing or playing together to create harmony - the three seem at one with each other and happy in the world.
• opens on Buchanan Street. Morgan is a poet based in Glasgow; this is a common shopping street which is busy at Christmas time.
• uses an everyday title and street to introduce the three.
• present tense emphasises that this is a snapshot of daily life.
At the start of the poem, they are depicted using simple descriptions of what they look like and their appearance. Yet the scene also carries a sense of religious iconography:
… under the Christmas lights -
The young man carries a new guitar in his arms,
the girl on the inside carries a very young baby,
and the girl on the outside carries a Chihuahua.
• simple description.
• ‘under’ the lights suggests they are being protected or watched over; and carrying presents, which belong under the lights of a Christmas tree.
• Guitar - which adds to the idea of a musical Trio
However, on a deeper level, this might be an allusion to the three wise men carrying presents for the baby Jesus.
• ‘very young baby’ supports this idea.
• ‘Christmas lights’ can also be seen as the star they followed.
• the three people have a sacred significance about them.
The poet continues to use sublime imagery as he describes the trio, enjoying their joyful moment:
And the three of them are laughing,
Their breath rises on a cloud of happiness
• A cloud is something in which there are no individuals.
• their breath has metaphorically become one thing: ‘cloud of happiness’.
idea of heaven, as being composed of clouds
emphasises warmth, as if their unity is in contrast to the cold weather.
As the poet describes the gifts, each of the details has a subtle importance, even though they are mainly commonplace things.
• Chihuahua - unusual in this context as it belongs to a foreign country.
• ‘Royal Stewart tartan coat like a teapot-holder’. - subtle allusion, to the Stewarts, who were kings of Scotland.
• teapot - suggests something cute and pleasant; qualities of furriness and warmth.
• the author combines important, sublime things with the small, wholesome and ordinary.
In the middle of the poem, Morgan uses a declamatory tone to highlight the significance of the details -
Orphean sprig! Melting baby! Warm chihuahua!
• alludes to Orpheus, the poet who rescued his lover from Hell in Greek legend.
• This is ironic because in this context he is describing ordinary things.
• sentence structure and exclamation marks suggest the poet is like a ‘bard’ from ancient times
From alluding to the bible and Greek legend, the poet goes on to use military imagery to describe how the Trio defeat the ‘Monsters of the year’ –
Go blank, are scattered back
Can’t bear this march of three
• bad feelings and misfortune of the year are powerless, and are ‘scattered’ like a defeated army.
• At the end the Trio leave the scene with laughter ‘ringing round them like a guard’
• fate ‘abdicates’, like a King in olden days.
If there is a meaning at the heart of this poem, it is that living our life is sacred. You can believe in the birth of Christ at Christmas or not, but you should celebrate the happy time of year no matter what your faith. The poet uses the ordinary scene with its exquisite details to suggest that we can truly be happy if only we live in the moment.
Porphyria's Lover Essay Plan
At the start of the poem, the poet uses personification to create a furious, disturbing atmosphere:
* he thus prepares the reader for what is to come in the poem
* ‘Sullen’ and ‘spite’ suggest intense emotions - jilted lover destroying the countryside.
* contrast with the entrance of Porphyria -‘glided in’.
* raises the reader’s expectations that this will be a passionate love poem; makes her murder all the more shocking.
The poet uses understatement to create a sinister mood when the speaker kills his lover:
* ‘A thing to do’ rather than a cold blooded murder.
* ‘found’ this implies that he is not responsible.
* dispassionate language: he winds her hair three times around her little throat.
* either he fooled her by pretending this was a game; or, in reality, she struggled as he throttled her.
* ‘And strangled her.’ is the first sentence in the poem which ends in the middle of a line rather than at the end - creates a sense of shock for the reader; shows how the killer does not grasp what he has done.
The poet continues with an impassive tone when he reflects on her death, employing repetition for emphasis:
* follows ‘And strangled her.’ - as if he is justifying his actions
* Repetition of ‘pain’; and rephrases it as ‘I am quite sure …’ - in his heart, he has his doubts.
* he feels the need to try to persuade the reader he was sure
The poet uses romantic imagery to describe Porpyria after her death:
* the murder is not real to him.
* personifies her blue eyes as ‘laughing’ - a sweet image
* sees her as a living person despite what he has done.
Finally, the poet uses an ironically upbeat tone in the last line of the poem:
* you would not expect God to speak.
* using the present tense – leaves the reader guessing what will happen next.
* by ending the poem at this point, we are left with the speaker’s intense feelings at this moment in time.
* we are not confronted with the consequences of her death.
* implies that there may a punishment waiting for him in the afterlife.
Therefore, Browning’s ironic use of romantic, upbeat and understated tones show the strange state of mind of the speaker in ‘Porphyria’s Lover’. He uses repetition, structure and personification to reveals the strange, obsessive emotions which cause the murder.
The sullen wind was soon awake,
It tore the elm-tops down for spite
* he thus prepares the reader for what is to come in the poem
* ‘Sullen’ and ‘spite’ suggest intense emotions - jilted lover destroying the countryside.
* contrast with the entrance of Porphyria -‘glided in’.
* raises the reader’s expectations that this will be a passionate love poem; makes her murder all the more shocking.
The poet uses understatement to create a sinister mood when the speaker kills his lover:
I found
A thing to do … And strangled her.
* ‘A thing to do’ rather than a cold blooded murder.
* ‘found’ this implies that he is not responsible.
* dispassionate language: he winds her hair three times around her little throat.
* either he fooled her by pretending this was a game; or, in reality, she struggled as he throttled her.
* ‘And strangled her.’ is the first sentence in the poem which ends in the middle of a line rather than at the end - creates a sense of shock for the reader; shows how the killer does not grasp what he has done.
The poet continues with an impassive tone when he reflects on her death, employing repetition for emphasis:
No pain felt she;
I am quite sure she felt no pain.
* follows ‘And strangled her.’ - as if he is justifying his actions
* Repetition of ‘pain’; and rephrases it as ‘I am quite sure …’ - in his heart, he has his doubts.
* he feels the need to try to persuade the reader he was sure
The poet uses romantic imagery to describe Porpyria after her death:
again / Laugh’d the blue eyes without a stain
* the murder is not real to him.
* personifies her blue eyes as ‘laughing’ - a sweet image
* sees her as a living person despite what he has done.
Finally, the poet uses an ironically upbeat tone in the last line of the poem:
And yet God has not said a word!
* you would not expect God to speak.
* using the present tense – leaves the reader guessing what will happen next.
* by ending the poem at this point, we are left with the speaker’s intense feelings at this moment in time.
* we are not confronted with the consequences of her death.
* implies that there may a punishment waiting for him in the afterlife.
Therefore, Browning’s ironic use of romantic, upbeat and understated tones show the strange state of mind of the speaker in ‘Porphyria’s Lover’. He uses repetition, structure and personification to reveals the strange, obsessive emotions which cause the murder.
Tuesday 12 May 2009
Trio Essay
Question
Choose a poem where the poet made you think about a particular theme. Show how the poet develops this theme over the course of the poem
Structure
‘Trio’ by Edwin Morgan explores the theme of everyday life. He gives a vivid description of the three party-goers and uses symbolism to suggest that ordinary lives can be full of beauty and meaning. In this essay I will show how the poet brings the Trio to life through a combination of setting, description, and allusions to history and the bible.
The title and setting of the poem are significant in themselves. In keeping with the theme of everyday life, a ‘trio’ can simply be three people, or objects. However, it also suggests people singing or playing together to create harmony. In this way, the three seem at one with each other and happy in the world. The poem opens on Buchanan Street. Morgan is a poet based in Glasgow, and his local readers would know that this is a common shopping street which is busy at Christmas time. He therefore uses an everyday title and street to introduce the three. The poet’s use of present tense emphasises that this is a snapshot of daily life.
At the start of the poem, they are depicted using simple descriptions of what they look like and their appearance. Yet the scene also carries a sense of religious iconography:
This is a very simple description. The fact they are ‘under’ the lights suggests they are being protected or watched over. They are also carrying presents, which belong under the lights of a Christmas tree. The young man has a guitar, which adds to the idea of a musical Trio, while the dog adds an exotic element to the scene.
However, on a deeper level, this might be an allusion to the three wise men carrying presents for the baby Jesus. The ‘very young baby’ supports this idea. The ‘Christmas lights’ can also be seen as the star they followed. So, for the poet, these three people have a sacred significance about them.
The poet continues to use sublime imagery as he describes the trio, enjoying their joyful moment:
A cloud is something in which there are no individuals. In this moment, their breath has metaphorically become one thing. It has turned into a ‘cloud of happiness’. This alludes to a slightly quaint idea of heaven, as being composed of clouds, and continues to add a religious dimension to the ordinary scene. The cloud also emphasises warmth, as if their unity is in contrast to the cold weather.
As the poet describes the gifts, each of the details has a subtle importance, even though they are mainly commonplace things. The Chihuahua is unusual in this context as it belongs to a foreign country. However, the details of its coat are significant: ‘Royal Stewart tartan coat like a teapot-holder’. This is another subtle allusion, to the Stewarts, who were kings of Scotland. In contrast, a teapot suggests something cute and pleasant; while suggesting the physical qualities of furriness and warmth. As with other parts of the poem, the author combines important, sublime things with the small, wholesome and ordinary.
In the middle of the poem, Morgan uses a declamatory tone to highlight the significance of the details -
He alludes to Orpheus, the poet who rescued his lover from Hell in Greek legend. This is ironic because in this context he is describing ordinary things. The sentence structure and exclamation marks suggest he is a ‘bard’ from ancient times, talking about a great war, or an Emperor.
From alluding to the bible and Greek legend, the poet goes on to use military imagery to describe how the Trio defeat the ‘Monsters of the year’ –
The bad feelings and misfortune of the year are powerless, and are ‘scattered’ like a defeated army. At the end of the poem, they leave the scene with laughter ‘ringing round them like a guard’, while fate ‘abdicates’, like a King in olden days.
If there is a meaning at the heart of this poem, it is that living our life is sacred. You can believe in the birth of Christ at Christmas or not, but you should celebrate the happy time of year no matter what your faith. The poet uses the ordinary scene with its exquisite details to suggest that we can truly be happy if only we live in the moment.
Choose a poem where the poet made you think about a particular theme. Show how the poet develops this theme over the course of the poem
Structure
- Introduction
- Title / setting
- Religious iconography / ‘Christmas lights’, presents
- Allusion to the bible - the three wise men
- Imagery – ‘cloud of happiness’
- Description – the gifts
- Declamatory tone – ‘Orphean sprig! Melting baby! Warm chihuahua!’ – like a Greek poet
- Military language – ‘scattered’, ‘defeat’, ‘abdicated’
- Conclusion
‘Trio’ by Edwin Morgan explores the theme of everyday life. He gives a vivid description of the three party-goers and uses symbolism to suggest that ordinary lives can be full of beauty and meaning. In this essay I will show how the poet brings the Trio to life through a combination of setting, description, and allusions to history and the bible.
The title and setting of the poem are significant in themselves. In keeping with the theme of everyday life, a ‘trio’ can simply be three people, or objects. However, it also suggests people singing or playing together to create harmony. In this way, the three seem at one with each other and happy in the world. The poem opens on Buchanan Street. Morgan is a poet based in Glasgow, and his local readers would know that this is a common shopping street which is busy at Christmas time. He therefore uses an everyday title and street to introduce the three. The poet’s use of present tense emphasises that this is a snapshot of daily life.
At the start of the poem, they are depicted using simple descriptions of what they look like and their appearance. Yet the scene also carries a sense of religious iconography:
… under the Christmas lights -
The young man carries a new guitar in his arms,
the girl on the inside carries a very young baby,
and the girl on the outside carries a Chihuahua.
This is a very simple description. The fact they are ‘under’ the lights suggests they are being protected or watched over. They are also carrying presents, which belong under the lights of a Christmas tree. The young man has a guitar, which adds to the idea of a musical Trio, while the dog adds an exotic element to the scene.
However, on a deeper level, this might be an allusion to the three wise men carrying presents for the baby Jesus. The ‘very young baby’ supports this idea. The ‘Christmas lights’ can also be seen as the star they followed. So, for the poet, these three people have a sacred significance about them.
The poet continues to use sublime imagery as he describes the trio, enjoying their joyful moment:
And the three of them are laughing,
Their breath rises on a cloud of happiness
A cloud is something in which there are no individuals. In this moment, their breath has metaphorically become one thing. It has turned into a ‘cloud of happiness’. This alludes to a slightly quaint idea of heaven, as being composed of clouds, and continues to add a religious dimension to the ordinary scene. The cloud also emphasises warmth, as if their unity is in contrast to the cold weather.
As the poet describes the gifts, each of the details has a subtle importance, even though they are mainly commonplace things. The Chihuahua is unusual in this context as it belongs to a foreign country. However, the details of its coat are significant: ‘Royal Stewart tartan coat like a teapot-holder’. This is another subtle allusion, to the Stewarts, who were kings of Scotland. In contrast, a teapot suggests something cute and pleasant; while suggesting the physical qualities of furriness and warmth. As with other parts of the poem, the author combines important, sublime things with the small, wholesome and ordinary.
In the middle of the poem, Morgan uses a declamatory tone to highlight the significance of the details -
Orphean sprig! Melting baby! Warm chihuahua!
He alludes to Orpheus, the poet who rescued his lover from Hell in Greek legend. This is ironic because in this context he is describing ordinary things. The sentence structure and exclamation marks suggest he is a ‘bard’ from ancient times, talking about a great war, or an Emperor.
From alluding to the bible and Greek legend, the poet goes on to use military imagery to describe how the Trio defeat the ‘Monsters of the year’ –
Go blank, are scattered back
Can’t bear this march of three
The bad feelings and misfortune of the year are powerless, and are ‘scattered’ like a defeated army. At the end of the poem, they leave the scene with laughter ‘ringing round them like a guard’, while fate ‘abdicates’, like a King in olden days.
If there is a meaning at the heart of this poem, it is that living our life is sacred. You can believe in the birth of Christ at Christmas or not, but you should celebrate the happy time of year no matter what your faith. The poet uses the ordinary scene with its exquisite details to suggest that we can truly be happy if only we live in the moment.
Saturday 9 May 2009
Porphyria's Lover Essay
This is a typical higher poetry question for the exam. It uses five quotes, from different points in the poem.
Question -
Choose a poem in which the poet blends form and content. Show how the form contributes to your understanding of the poem.
‘Porphyria’s Lover’ by Robert Browning is a poem in which the poet has created a perfect blend of form and content. The poem is about a man with untold insecurities who takes the life of his lover due to paranoia, or perhaps plain insanity. The focus of this essay is to show how Browning effectively makes use of techniques such as personification, word choice and structure to convey a sense of the speaker’s strange state of mind.
At the start of the poem, the poet uses personification to create a furious, disturbing atmosphere:
He thus prepares the reader for what is to come in the poem. ‘Sullen’ and ‘spite’ suggest intense emotions, and it is as if the wind is a jilted lover destroying the countryside. Yet this violence is contrasted by the entrance of Porphyria when he says she ‘glided in’. It raises the reader’s expectations that this will be a passionate love poem. This makes her murder all the more shocking.
The poet uses understatement to create a sinister mood when the speaker kills his lover:
Strangling Porphyria is simply ‘A thing to do’ rather than a cold blooded murder. The fact the man ‘found’ this implies that he is not responsible. The strangling itself is revealed in dispassionate language: he winds her hair three times around her little throat. This either means that he fooled her by pretending this was a game; or, in reality, she struggled as he throttled her. The phrase ‘And strangled her.’ is the first sentence in the poem which ends in the middle of a line rather than at the end. This creates a sense of shock for the reader and shows how the killer does not grasp the enormity of what he has done.
The poet continues with an impassive tone when he reflects on her death, employing repetition for emphasis:
This immediately follows ‘And strangled her.’, so it is as if he is justifying his actions, and cannot bear to think of the reality. He repeats the word ‘pain’ and rephrases when he says with ‘I am quite sure …’, as though, in his heart, he has his doubts. If he is sure of something, it is also strange that he feels the need to try to persuade the reader as well.
The poet uses romantic imagery to describe Porpyria after her death:
By showing his affection for her after her death, he shows how the murder is not real to him. He personifies her blue eyes as laughing, which would be a sweet image if it did not describe part of a dead body. He still sees her as a living person despite what he has done.
Finally, the poet uses an ironically upbeat tone in the last line of the poem:
Even if you were a devout Christian, you would not expect God to speak. This ends the poem with a final self-justification from the killer. By using the present tense, the poet ends the poem in a dramatic way. The reader does not know what will happen next. The speaker might realise what he has done, or be arrested. By ending the poem at this point, we are left with the speaker’s intense feelings at this moment in time. Like him, we are not confronted with the consequences of her death. However, this implies that there may a punishment waiting for him in the afterlife.
Therefore, Browning’s ironic use of romantic, upbeat and understated tones show the strange state of mind of the speaker in ‘Porphyria’s Lover’. He uses repetition, structure and personification to reveals the strange, obsessive emotions which cause the murder. In this way, it has an excellent blend of form and content.
Question -
Choose a poem in which the poet blends form and content. Show how the form contributes to your understanding of the poem.
‘Porphyria’s Lover’ by Robert Browning is a poem in which the poet has created a perfect blend of form and content. The poem is about a man with untold insecurities who takes the life of his lover due to paranoia, or perhaps plain insanity. The focus of this essay is to show how Browning effectively makes use of techniques such as personification, word choice and structure to convey a sense of the speaker’s strange state of mind.
At the start of the poem, the poet uses personification to create a furious, disturbing atmosphere:
The sullen wind was soon awake,
It tore the elm-tops down for spite
He thus prepares the reader for what is to come in the poem. ‘Sullen’ and ‘spite’ suggest intense emotions, and it is as if the wind is a jilted lover destroying the countryside. Yet this violence is contrasted by the entrance of Porphyria when he says she ‘glided in’. It raises the reader’s expectations that this will be a passionate love poem. This makes her murder all the more shocking.
The poet uses understatement to create a sinister mood when the speaker kills his lover:
I found
A thing to do … And strangled her.
Strangling Porphyria is simply ‘A thing to do’ rather than a cold blooded murder. The fact the man ‘found’ this implies that he is not responsible. The strangling itself is revealed in dispassionate language: he winds her hair three times around her little throat. This either means that he fooled her by pretending this was a game; or, in reality, she struggled as he throttled her. The phrase ‘And strangled her.’ is the first sentence in the poem which ends in the middle of a line rather than at the end. This creates a sense of shock for the reader and shows how the killer does not grasp the enormity of what he has done.
The poet continues with an impassive tone when he reflects on her death, employing repetition for emphasis:
No pain felt she;
I am quite sure she felt no pain.
This immediately follows ‘And strangled her.’, so it is as if he is justifying his actions, and cannot bear to think of the reality. He repeats the word ‘pain’ and rephrases when he says with ‘I am quite sure …’, as though, in his heart, he has his doubts. If he is sure of something, it is also strange that he feels the need to try to persuade the reader as well.
The poet uses romantic imagery to describe Porpyria after her death:
again / Laugh’d the blue eyes without a stain
By showing his affection for her after her death, he shows how the murder is not real to him. He personifies her blue eyes as laughing, which would be a sweet image if it did not describe part of a dead body. He still sees her as a living person despite what he has done.
Finally, the poet uses an ironically upbeat tone in the last line of the poem:
And yet God has not said a word!
Even if you were a devout Christian, you would not expect God to speak. This ends the poem with a final self-justification from the killer. By using the present tense, the poet ends the poem in a dramatic way. The reader does not know what will happen next. The speaker might realise what he has done, or be arrested. By ending the poem at this point, we are left with the speaker’s intense feelings at this moment in time. Like him, we are not confronted with the consequences of her death. However, this implies that there may a punishment waiting for him in the afterlife.
Therefore, Browning’s ironic use of romantic, upbeat and understated tones show the strange state of mind of the speaker in ‘Porphyria’s Lover’. He uses repetition, structure and personification to reveals the strange, obsessive emotions which cause the murder. In this way, it has an excellent blend of form and content.
Monday 6 April 2009
Close Reading Round-up
In the close reading section of the higher exam paper, you will be given a piece of writing you will not have seen before and asked to answer a set of questions.
U questions ask you to find out a piece of information from a particular paragraph or line. It may ask you to interpret what the author has said; suggest why they had said it or put it into your own words.
Decide on the meaning of 'in terrorem' by the words before it:
The narrator is going to kill the elephant but his gun is too small. If the noise might be useful ‘in terrorem’ means ‘to scare’.
'Show how the underlined sentence acts as a link between paragraph 1 and paragraph 2.'
‘Enemy colours’ refers to paragraph one, which is about people treating sports like a ‘war’. ‘torrid reception’ refers to paragraph two, which is about Sol Campbell returning to White Hart Lane. The phrase ‘For this reason’ shows that the second paragraph will continue the subject of the first, about fanatical football supporters.
A questions ask you about the author’s style or techniques, including:
Quote words from the text and explain their connotations; show how they might affect the reader.
The tone of a passage comes from the emotion created by the words. If a paragraph contains the words ‘sunny’, ‘beach’ and ‘laughter’ it will probably have a happy tone. Try entering these words on a Google search and you may get:
Explain how the word choice creates the tone of this passage:
The expressions ‘out of place’, ‘too late’ and ‘out of use’ are associated with failure and age, and create a tone of bitterness or sadness.
'Show how the author’s use of punctuation; parenthesis; long and short sentences; and list / repetition / climax enable them to get a point across.'
To answer a sentence structure question, explain what the author’s choice of structure emphasises, suggests or implies.
Comment on the following sentence structure:
Types of sentences
A sentence can be simple: ‘The boy kicks a ball’
Or complex: ‘The boy kicks the ball, runs across the pitch, passes, trips, gets back up, charges forward, intercepts, dummies … scores!’
…this example contains a list…
A complex sentence often contains a list, repetition or a climax: ‘I came, I saw, I conquered’.
A sentence may be incomplete: ‘That damn boy!’
Or contain a parenthesis: ‘The boy (Sid, I think) kicks the ball’ – this adds extra information.
Or use inversion: ‘The ball was kicked by the boy’.
You can gain marks by describing how the punctuation works: this sentence has been split up into two halves using a colon.
An image can be a simile, a metaphor or personification. In each case, something is being compared to something else.
When answering questions about imagery:
Is it kind or unkind to compare someone to a tiger? Or both?
Is the writer trying to make you admire something, feel pity towards it, hate it, fear it, laugh at it?
Explain how the following image is effective:
Or …
A simile is used to describe how the dwarf is sitting: ‘like a half-filled sack’. This shows he could not sit properly.
And …
It also suggests he felt sad. The associations of a ‘half-filled sack’ are of something missing, because a sack which is not full might have had something taken from it.
Words to describe tone
You will almost certainly be asked to identify a writer's tone in an expression from the passage. At least half the time, the answer is 'ironic'.
ironic – when the writer means the opposite of what they say
tongue-in-cheek – when irony is used for humour
satirical – when a writer uses irony and sometimes humour to attack or ridicule something
argumentative – when the writer is making a serious point
flippant – when the writer is dismissive or disrespectful of a subject or thing
effusive – enthusiastic or excited
Onomatopoeia: pop, bang, crash etc
Alliteration: the best buy in beer.
Think you understand? Try:
http://www.bbc.co.uk/scotland/education/bitesize/higher/english/index.shtml
for some useful interactive quizzes th
Understanding (U) Questions
U questions ask you to find out a piece of information from a particular paragraph or line. It may ask you to interpret what the author has said; suggest why they had said it or put it into your own words.
Context
Decide on the meaning of 'in terrorem' by the words before it:
Early one morning the sub-inspector at a police station the other end of the town rang me up on the phone and said that an elephant was ravaging the bazaar. Would I please come and do something about it? I did not know what I could do, but I wanted to see what was happening and I got on to a pony and started out. I took my rifle, an old .44 Winchester and much too small to kill an elephant, but I thought the noise might be useful in terrorem.
The narrator is going to kill the elephant but his gun is too small. If the noise might be useful ‘in terrorem’ means ‘to scare’.
Link
'Show how the underlined sentence acts as a link between paragraph 1 and paragraph 2.'
George Orwell said that sport was 'war minus the shooting' - presumably before shooting became an Olympic event. Orwell's famous phrase captures well the passion and hatred that animates the great football rivalries - Rangers and Celtic, Barcelona and Real Madrid, Liverpool and Manchester United. Remove the hostility between these rivals and the sporting contest is diminished.
For this reason, Spurs fans were not only justified but duty-bound to give Sol Campbell a torrid reception on his return to White Hart Lane in enemy colours. Supporters held up balloons and posters bearing the word 'Judas', booed Campbell's every touch, and pelted Arsenal's team bus with beer cans and bottles.
‘Enemy colours’ refers to paragraph one, which is about people treating sports like a ‘war’. ‘torrid reception’ refers to paragraph two, which is about Sol Campbell returning to White Hart Lane. The phrase ‘For this reason’ shows that the second paragraph will continue the subject of the first, about fanatical football supporters.
Analysis (A) Questions
A questions ask you about the author’s style or techniques, including:
- Word choice
- Figures of speech – imagery or sound
- Sentence Structure
Word Choice
Quote words from the text and explain their connotations; show how they might affect the reader.
The tone of a passage comes from the emotion created by the words. If a paragraph contains the words ‘sunny’, ‘beach’ and ‘laughter’ it will probably have a happy tone. Try entering these words on a Google search and you may get:
From Sunny Beach, it is a forty-minute cruise by boat to the deserted bay beach of Robinson Crusoe and his Man Friday. The two castaways can be found there, welcoming. Games are held on land and in the water throughout the day, with a free show for children and adults. Expect plenty of laughter and ice-cream.
Explain how the word choice creates the tone of this passage:
Sunny Beach was a place where fun and laughter felt out of place. We felt as if we had turned up too early for the party – or too late. For half a year the intended function of Sunny Beach is temporarily out of use.
The expressions ‘out of place’, ‘too late’ and ‘out of use’ are associated with failure and age, and create a tone of bitterness or sadness.
Sentence structure
'Show how the author’s use of punctuation; parenthesis; long and short sentences; and list / repetition / climax enable them to get a point across.'
To answer a sentence structure question, explain what the author’s choice of structure emphasises, suggests or implies.
Comment on the following sentence structure:
‘He doesn’t know what to do. He looks around. He’s been seen!’
- The writer uses repetition of the word ‘He’ at the start of each sentence.
- Each sentence is short as it describes the person’s thoughts and actions. This suggests the person is worried and thinking quickly.
Types of sentences
A sentence can be simple: ‘The boy kicks a ball’
Or complex: ‘The boy kicks the ball, runs across the pitch, passes, trips, gets back up, charges forward, intercepts, dummies … scores!’
…this example contains a list…
A complex sentence often contains a list, repetition or a climax: ‘I came, I saw, I conquered’.
A sentence may be incomplete: ‘That damn boy!’
Or contain a parenthesis: ‘The boy (Sid, I think) kicks the ball’ – this adds extra information.
Or use inversion: ‘The ball was kicked by the boy’.
You can gain marks by describing how the punctuation works: this sentence has been split up into two halves using a colon.
Imagery
An image can be a simile, a metaphor or personification. In each case, something is being compared to something else.
‘He was a tiger in battle’
‘It was as cold as a polar bear’s nose’
When answering questions about imagery:
- What picture does the image create in your mind?
- Does the writer think the thing being described is good or bad?
Is it kind or unkind to compare someone to a tiger? Or both?
Is the writer trying to make you admire something, feel pity towards it, hate it, fear it, laugh at it?
Explain how the following image is effective:
‘The dwarf with his hands on backwardsThe writer uses a metaphor to describe the dwarf’s hands: ‘hands on backwards’. This suggests the dwarf is deformed and makes me feel pity towards him.
Sat slumped like a half-filler sack’
Or …
A simile is used to describe how the dwarf is sitting: ‘like a half-filled sack’. This shows he could not sit properly.
And …
It also suggests he felt sad. The associations of a ‘half-filled sack’ are of something missing, because a sack which is not full might have had something taken from it.
Words to describe tone
You will almost certainly be asked to identify a writer's tone in an expression from the passage. At least half the time, the answer is 'ironic'.
ironic – when the writer means the opposite of what they say
tongue-in-cheek – when irony is used for humour
satirical – when a writer uses irony and sometimes humour to attack or ridicule something
argumentative – when the writer is making a serious point
flippant – when the writer is dismissive or disrespectful of a subject or thing
effusive – enthusiastic or excited
Sound
The two common sound effects used by writers are:Onomatopoeia: pop, bang, crash etc
Alliteration: the best buy in beer.
Revision
Think you understand? Try:
http://www.bbc.co.uk/scotland/education/bitesize/higher/english/index.shtml
for some useful interactive quizzes th
Sunday 5 April 2009
How To Revise For An English Exam
The Standard Grade, Intermediate and Higher exams are coming up, and the Easter holidays are about to start. Fun fun fun! As a tutor I get quite a lot of calls in this period. Some pupils and parents want a bit of extra help just to make sure they get an English pass, and some are genuinely struggling.
You will probably find that most tutors are too busy to take on new pupils at the moment, but you can also check at your local schools and colleges for supported study, especially during the Easter holidays.
Some say you can't revise for English, but this isn't true. Make sure you own a copy of the past papers for the exam you are about to take. You will cover most of them in class, but it's worth doing any which are left over. If you have missed any marks, go back and check the answers to find out what you did wrong.
If you've run out of past papers to do, invest in a book. Waterstones and Borders both have some good books including 'Close Reading' by Mary Firth and 'Higher English Revision Notes' by Larry Flanaghan.
If you're sitting Standard Grade, take a look at the past papers. The most common exam essays will ask you to write one of the following -
The last two types of essay are easier. You can practice writing an essay on a personal experience, a sport or a hobby. When you have written a few examples, show them to your class teacher or email them to me and I can let you know what I think. I'm always nosey about what people are planning to write for their English exam.
Go over the questions for previous years and see what they have asked. By now you will have completed a couple of essays in class. Now see if you can use your notes and quotes to answer a different exam question. If you have written an essay about the character of Romeo, try writing a question about the theme of love and violence, or an essay about a key scene.
Again, email me and I can give you some advice on the essay you're planning to write in your exam.
Visit the Scottish Qualifications Authority site to download past papers:
http://www.sqa.org.uk
BBC Bitesize will give you practice questions and answers with detailed help and advice:
http://www.bbc.co.uk/scotland/education/bitesize/standard/
http://www.bbc.co.uk/scotland/learning/bitesize/higher/
National Qualifications online has many free resources for exams:
http://www.ltscotland.org.uk/nq/
Look for a tutor at:
http://www.aplustutors.co.uk/
English tutors
You will probably find that most tutors are too busy to take on new pupils at the moment, but you can also check at your local schools and colleges for supported study, especially during the Easter holidays.
Revise for close reading
Some say you can't revise for English, but this isn't true. Make sure you own a copy of the past papers for the exam you are about to take. You will cover most of them in class, but it's worth doing any which are left over. If you have missed any marks, go back and check the answers to find out what you did wrong.
If you've run out of past papers to do, invest in a book. Waterstones and Borders both have some good books including 'Close Reading' by Mary Firth and 'Higher English Revision Notes' by Larry Flanaghan.
Revise for your Standard Grade writing paper
If you're sitting Standard Grade, take a look at the past papers. The most common exam essays will ask you to write one of the following -
- a short story
- an essay on an important issue, such as abortion or capital punishment
- an essay on your favourite hobby or sport, or an ambition you have
- a special memory, including a holiday
The last two types of essay are easier. You can practice writing an essay on a personal experience, a sport or a hobby. When you have written a few examples, show them to your class teacher or email them to me and I can let you know what I think. I'm always nosey about what people are planning to write for their English exam.
Revise for your Higher or Intermediate essay paper
Go over the questions for previous years and see what they have asked. By now you will have completed a couple of essays in class. Now see if you can use your notes and quotes to answer a different exam question. If you have written an essay about the character of Romeo, try writing a question about the theme of love and violence, or an essay about a key scene.
Again, email me and I can give you some advice on the essay you're planning to write in your exam.
Revise online
Visit the Scottish Qualifications Authority site to download past papers:
http://www.sqa.org.uk
BBC Bitesize will give you practice questions and answers with detailed help and advice:
http://www.bbc.co.uk/scotland/education/bitesize/standard/
http://www.bbc.co.uk/scotland/learning/bitesize/higher/
National Qualifications online has many free resources for exams:
http://www.ltscotland.org.uk/nq/
Look for a tutor at:
http://www.aplustutors.co.uk/
Wednesday 1 April 2009
An Inspector Calls Essay
‘An Inspector Calls’ by J.B Priestley is a play which tackles the theme of social responsibility. This theme is important to our generation in the sense that most of us don’t want to take any responsibility when they are wrong. Priestley shows that it is only the younger generation who are able to take the responsibility of Eva’s death and this is shown towards the end of the play.
The setting is one of the ways in which Priestly introduces this theme. It is set in the past before the First World War. It is about a family who all play a part in a girl committing suicide, although they are unaware that they played any part in the girl’s death. He effectively shows us that throughout the play the characters start to change their personalities. Birling & Sheila are very much the opposite of each other in their attitudes towards this girl’s death. Inspector Goole comes to question the family about the part each member played in the girl’s death. Sheila feels that she is responsible for this but she and Eric seem to be the only members of the family who are able to take responsibility as Birling is too concerned about his reputation. In the end we find out that all members of the family had a part to play in the girl’s death and each member has a different reaction to this. Inspector Goole came in to question the family and knew what he was talking about, he knew somehow that each member of the Birling family had a part to play.
At the start of the play Sheila is shown to be happy as she is celebrating her engagement. Priestley skilfully shows that the theme in the early parts of the play is about social responsibility.:
“ … a pretty girl in her early twenties, very pleased with life and rather excited.”
He shows that she is looking forward to the future with her engagement. However, over the course of the play, Goole’s questioning reveal the suffering of those who work for her father. Sheila is happy because she comes from a wealthy family.
However, Sheila’s sense of well being is shattered by the arrival of Goole. Her reaction to his questioning her telling. This is the point in the play where the theme of social responsibility really is shown. Sheila is shown to be jealous and vindictive by lying and getting Eva sacked for no reason. She realises that she did have a part o play in the many reasons why Eva Smith
committed suicide:
“If I could help her now, I would.”
By using ‘if’ Priestley shows that Sheila knows she was in the wrong and wishes that she hadn’t done what she did. Sheila clearly abused her power as she came from a rich family which was well-known in the area, but she does accept that she was partly responsible for this girl’s death and realises that she has a part to play in other peoples lives. If she does something out of spite there can be consequences for those people she hardly knows.
Again Sheila knows that she had a massive part to play in Eva’s death. She also recognizes that her father ‘Mr Birling’ had a massive part to play. He owns a successful business and Eva Smith worked there. The woman went on strike as they felt they weren’t getting paid enough money for doing a good job. Sheila feels her dad should take responsibility aswell as her as he decided that he wasn’t going to give the woman a pay rise, he decided to just sack Eva instead. Sheila was appalled at her father’s treatment of the workers and in particular Eva Smith. The playwright uses sentence structure to show effectively what Sheila feels of her dads decision; she is shown again to have a change in personality as she thinks these girls should have been treated better:
“But these girl’s aren’t cheap labour – they’re people.”
Priestley shows the change in Sheila again. She was a happy girl at the start of the evening now she is really feeling her family are responsible for Eva’s death and thinks that her father should stand up and take some of the responsibility, but he’s isn’t capable of doing this. He is selfish and doesn’t see anything wrong with what he has done. Sheila is ashamed to hear what her father did to this girl.
In contrast to Sheila, Mr Birling is pompous and self-centred. Mr Birling only wants one thing and that is for him to be knighted by the Queen. He feels any involvement in such a tragic thing would threaten his chances of getting a knighthood. He is unconcerned about how he treats his workers and only seems to care about himself. He thinks that he is better than others because he owns the company. He wants to get higher in life and get respected for his work. He thinks he’s the ‘man’ but he isn’t and Priestley shows this when he describes his reaction to being accused of having some responsibility in the girl’s death:
“Haven’t I already said there’ll be a public scandal … and who here will suffer from that more than I will?”
Here Priestley shows Birling to be pompous and to be a man who only cares about himself and no-one else. Clearly Birling doesn’t want any responsibility to fall on him as it will maybe threaten his chances of a knighthood. He doesn’t want anybody to know that he had a part to play. Priestley uses sentence structure and word choice here to show Birling’s selfishness. ‘I’ shows he is only thinking about himself not even the family. He wasn’t thinking of anyone else people like Eva Smith when he played a selfish part in her death. He is unable to take responsibility and by only talking about himself Priestley shows us this effectively.
Despite Birling not taking any responsibility Sheila knows her father is in the wrong; and when Inspector Goole leaves the house Sheila shows that she wants the whole family to take some responsibility; she knows they are all in the wrong. But most of all the fact that it was herself and her father that were mostly responsible for Eva being sacked from both jobs; and all other events that lead on from that. Sheila’s reaction has changed over the course of the play and it just shows the difference between her and her father as they were the same at the start but now it’s only the younger generation of the family who wants to take responsibility. Sheila’s personality changed through the play and this is a good use of characterisation to show her change and to show how she feels about the family’s unwillingness to accept responsibility.
I would therefore argue that this is an important play for my generation because it shows that you can take responsibility even when the older generation refuse to. At the end of Act 2 she says to her family:
“Between us we drove that girl to commit suicide.”
This shows that her character is strong enough to deal with this but Birling and the older generation are unable to accept that they are partly responsible. Unlike her father she now knows the consequences of her actions and will now think of others before speaking or doing anything that affects others. Priestley uses characterisation to show that Sheila is able to take some of the responsibility unlike her father but shows that her character is strong enough to get over it and move on. She didn’t literally kill Eva Smith but her actions put her well on Eva way to killing herself.
The play has an ironic ending in that the audience learns that there is no Inspector Goole on the police force. They also learn that ‘Eva Smith’ may not have been one girl but five different girls that each member of the family mistreated in a different way, it shows that each girl was treated disgracefully by the powerful and irresponsible Birlings.
In conclusion, in ‘An Inspector Calls’ by J.B Priestley, the playwright shows that Sheila and Eric are the only members of the family which take responsibility which shows that the younger generation are willing to accept responsibility unlike the older generation who are not. Sheila is the most admirable character in the play and Priestley shows us that her character is the strongest of all five. She shows jealousy to get Eva fired but she knows that she was wrong to do what she did. Birling on the other hand knows he did wrong but doesn’t want to admit it; he just cares about himself and his reputation. He wants a knighthood and will do whatever it takes to be recognized in the business world. This is a very effective play as it encourages the reader to get involved, become on of the characters and take the same responsibility. The theme concerned is important to our generation as it looks at taking responsibility, something that not a lot of people do in the present day. Most of us nowadays will try to put the blame on others; but this play shows that we should all take responsibility for our own actions.
The setting is one of the ways in which Priestly introduces this theme. It is set in the past before the First World War. It is about a family who all play a part in a girl committing suicide, although they are unaware that they played any part in the girl’s death. He effectively shows us that throughout the play the characters start to change their personalities. Birling & Sheila are very much the opposite of each other in their attitudes towards this girl’s death. Inspector Goole comes to question the family about the part each member played in the girl’s death. Sheila feels that she is responsible for this but she and Eric seem to be the only members of the family who are able to take responsibility as Birling is too concerned about his reputation. In the end we find out that all members of the family had a part to play in the girl’s death and each member has a different reaction to this. Inspector Goole came in to question the family and knew what he was talking about, he knew somehow that each member of the Birling family had a part to play.
At the start of the play Sheila is shown to be happy as she is celebrating her engagement. Priestley skilfully shows that the theme in the early parts of the play is about social responsibility.:
“ … a pretty girl in her early twenties, very pleased with life and rather excited.”
He shows that she is looking forward to the future with her engagement. However, over the course of the play, Goole’s questioning reveal the suffering of those who work for her father. Sheila is happy because she comes from a wealthy family.
However, Sheila’s sense of well being is shattered by the arrival of Goole. Her reaction to his questioning her telling. This is the point in the play where the theme of social responsibility really is shown. Sheila is shown to be jealous and vindictive by lying and getting Eva sacked for no reason. She realises that she did have a part o play in the many reasons why Eva Smith
committed suicide:
“If I could help her now, I would.”
By using ‘if’ Priestley shows that Sheila knows she was in the wrong and wishes that she hadn’t done what she did. Sheila clearly abused her power as she came from a rich family which was well-known in the area, but she does accept that she was partly responsible for this girl’s death and realises that she has a part to play in other peoples lives. If she does something out of spite there can be consequences for those people she hardly knows.
Again Sheila knows that she had a massive part to play in Eva’s death. She also recognizes that her father ‘Mr Birling’ had a massive part to play. He owns a successful business and Eva Smith worked there. The woman went on strike as they felt they weren’t getting paid enough money for doing a good job. Sheila feels her dad should take responsibility aswell as her as he decided that he wasn’t going to give the woman a pay rise, he decided to just sack Eva instead. Sheila was appalled at her father’s treatment of the workers and in particular Eva Smith. The playwright uses sentence structure to show effectively what Sheila feels of her dads decision; she is shown again to have a change in personality as she thinks these girls should have been treated better:
“But these girl’s aren’t cheap labour – they’re people.”
Priestley shows the change in Sheila again. She was a happy girl at the start of the evening now she is really feeling her family are responsible for Eva’s death and thinks that her father should stand up and take some of the responsibility, but he’s isn’t capable of doing this. He is selfish and doesn’t see anything wrong with what he has done. Sheila is ashamed to hear what her father did to this girl.
In contrast to Sheila, Mr Birling is pompous and self-centred. Mr Birling only wants one thing and that is for him to be knighted by the Queen. He feels any involvement in such a tragic thing would threaten his chances of getting a knighthood. He is unconcerned about how he treats his workers and only seems to care about himself. He thinks that he is better than others because he owns the company. He wants to get higher in life and get respected for his work. He thinks he’s the ‘man’ but he isn’t and Priestley shows this when he describes his reaction to being accused of having some responsibility in the girl’s death:
“Haven’t I already said there’ll be a public scandal … and who here will suffer from that more than I will?”
Here Priestley shows Birling to be pompous and to be a man who only cares about himself and no-one else. Clearly Birling doesn’t want any responsibility to fall on him as it will maybe threaten his chances of a knighthood. He doesn’t want anybody to know that he had a part to play. Priestley uses sentence structure and word choice here to show Birling’s selfishness. ‘I’ shows he is only thinking about himself not even the family. He wasn’t thinking of anyone else people like Eva Smith when he played a selfish part in her death. He is unable to take responsibility and by only talking about himself Priestley shows us this effectively.
Despite Birling not taking any responsibility Sheila knows her father is in the wrong; and when Inspector Goole leaves the house Sheila shows that she wants the whole family to take some responsibility; she knows they are all in the wrong. But most of all the fact that it was herself and her father that were mostly responsible for Eva being sacked from both jobs; and all other events that lead on from that. Sheila’s reaction has changed over the course of the play and it just shows the difference between her and her father as they were the same at the start but now it’s only the younger generation of the family who wants to take responsibility. Sheila’s personality changed through the play and this is a good use of characterisation to show her change and to show how she feels about the family’s unwillingness to accept responsibility.
I would therefore argue that this is an important play for my generation because it shows that you can take responsibility even when the older generation refuse to. At the end of Act 2 she says to her family:
“Between us we drove that girl to commit suicide.”
This shows that her character is strong enough to deal with this but Birling and the older generation are unable to accept that they are partly responsible. Unlike her father she now knows the consequences of her actions and will now think of others before speaking or doing anything that affects others. Priestley uses characterisation to show that Sheila is able to take some of the responsibility unlike her father but shows that her character is strong enough to get over it and move on. She didn’t literally kill Eva Smith but her actions put her well on Eva way to killing herself.
The play has an ironic ending in that the audience learns that there is no Inspector Goole on the police force. They also learn that ‘Eva Smith’ may not have been one girl but five different girls that each member of the family mistreated in a different way, it shows that each girl was treated disgracefully by the powerful and irresponsible Birlings.
In conclusion, in ‘An Inspector Calls’ by J.B Priestley, the playwright shows that Sheila and Eric are the only members of the family which take responsibility which shows that the younger generation are willing to accept responsibility unlike the older generation who are not. Sheila is the most admirable character in the play and Priestley shows us that her character is the strongest of all five. She shows jealousy to get Eva fired but she knows that she was wrong to do what she did. Birling on the other hand knows he did wrong but doesn’t want to admit it; he just cares about himself and his reputation. He wants a knighthood and will do whatever it takes to be recognized in the business world. This is a very effective play as it encourages the reader to get involved, become on of the characters and take the same responsibility. The theme concerned is important to our generation as it looks at taking responsibility, something that not a lot of people do in the present day. Most of us nowadays will try to put the blame on others; but this play shows that we should all take responsibility for our own actions.
Tuesday 31 March 2009
Cone Gatherers The, Higher Essay
Question -
Chose a novel which explores the theme of good and evil. Show how the author shows this conflict throughout the story.
Robin Jenkins’s “The Cone-Gatherers” explores the theme of good and evil through the characters of Callum and Duror. Through the use of many effective techniques such as setting we are able to see the conflict continue throughout the novel.
The novel is set in the Scottish highlands during World War two. It focuses on the activity of two men in autumn, whose job is to gather cones on a large estate. They are doing this to replant the forest which is to be chopped down. This action of cone gathering, and selecting the good cones from those which are bad, metaphorically show the separation of good againt evil. The cones represent rejuvenation and hope for the future. The gamekeeper of the estate holds a vicious grudge against them. This grudge will only be settled at the tragic end of the book. The gamekeeper, Duror, represents the theme of evil. His deep desire for the destruction towards the innocent, child like cone gatherer represents the clash between good and evil.
The character of Callum is very innocent and unique. He is an adult but seems to have the mentality of a child. He is physically deformed and struggles to walk on the ground, however he is a very adapt climber and is very nimble once in the trees. When climbing he appears to “Find holes by instinct” which reiterates his prowess while climbing. This contradicts with his walking where he would be “hurrying to keep close behind, and often stumbled.” Metaphorically the tree’s are higher up than the ground and therefore nearer heaven. This might imply that he is more at home in heaven than on the Earth, giving him angelic properties. He is incapable of seeing badness in the world and only sees the good in people. His inherent goodness and purity strikes us as being heroic, connecting him with the idea of good and innocence.
Duror on the other hand is a twisted, obsessive creature. He despises people for any slight sign of weakeness which they show. He is the anti-thesis of the innocent Callum. We learn he is mentally unstable. He wants to expel Callum from the wood, so as it can return to being a sanctuary for him where only he trespasses. Unfortunatly, it seems the only possible method he accepts for expelling Callum is by completly removing him from Earth and killing him. The doctor of the village suspects
The metaphor comparing his mind to that of evil snakes reinforces the comparison of Duror to being evil. It also implies the corrupt state of his mind, as it is coiling and entwining itself. It is not normal. This shows the deformed mind of Duror forecasting the cruel actions he will commit.
Chapter six is an important scene in representing the characters of Duror and Callum as good and evil. In the chapter we see Callum running towards a wounded deer in an attempt to save it. He is trying to help a dyeing creature and bring it some comfort.However soon after, Duror comes quickly to its side and slaughters it. He “cut its throat savagely” in “some kind of berserk joy”. The use of words likes “savagely” and “berserk”implies that Duror has gone insane. In fact from this point in the book Duror is depicted as something non-human and more of a demon. Later he appears to have “no shadow”. After cutting the neck of the deer, he appears to have been baptised by it. He is described with “his hands red with blood”. This metaphorically implies that he is being born again, but he is being born with anger and murder. The people around Duror also see him as non-human after this. Erchie Graham says “Which beast, your ladyship?” when told to get rid of am animal. Another important revelation of this chapter is Duror’s plan for removing Callum. He wants Callum to suffer “destruction, an agony, a crucifixion.” This is important as Callum can represent Jesus with his good nature and the idea of a “crucifixion” foreshadows the end of the book.
The ending of the book is very important and is the final confrontation between the characters that represent good and evil in the book. We see Roderick, who represents the hope for the future, climb a tall tree to show that he wants to be a cone gathers. However while in the tree he gets stuck up there and is in danger. His desire to be a cone gatherer symbolises a change in the class system. It suggests people will be treated more equally in the future. Previously the rich never wanted to be touched by the poor like the cone gatherers, but now he wants to become one of them. At the same time as he is stuck in the tree, Callum is killed and some cones fall out of his bag. The cones represent the idea of regeneration and a fresh start. Callum may have died but he has sacrificed himself, so a better world can exists afterwards. This is similar to the way Jesus sacrificed himself.
In the same way, Duror’s suicide shows the collapse of evil. By killing goodness he had to kill himself. This death is juxtaposed with the knowledge of Roderick’s safety from the tree. It suggests a positive change will occur, with evil being defeated and a more equal way of life flourishing. This belief is continued in the final sentence which ends the book on a positive note. We see Lady Runcie Campbell kneel in an prayer like stance towards Callum where she begins to weep. This sign of respect towards Callum shows how highly she now regards him. Previously she had been afraid to touch him, but now treats him like he is above her. While she was kneeling “purified hope, and joy, welled up in her heart.” This description suggests a positive change for the future. She is filled up with emotions that will benefit the world around her, making it a better place.
Through the characterisation of Duror and Callum and other techniques, Jenkins effectively illustrates the conflict between the themes of good and evil running throughout the novel. The ending of the book initially indicates that evil has overcome goodness. However it also implies that evil is defeated which allows a positive change to happen and goodness to prevail. This leaves us feeling a deep sense of joy and hope over the demise of evil.
Chose a novel which explores the theme of good and evil. Show how the author shows this conflict throughout the story.
Robin Jenkins’s “The Cone-Gatherers” explores the theme of good and evil through the characters of Callum and Duror. Through the use of many effective techniques such as setting we are able to see the conflict continue throughout the novel.
The novel is set in the Scottish highlands during World War two. It focuses on the activity of two men in autumn, whose job is to gather cones on a large estate. They are doing this to replant the forest which is to be chopped down. This action of cone gathering, and selecting the good cones from those which are bad, metaphorically show the separation of good againt evil. The cones represent rejuvenation and hope for the future. The gamekeeper of the estate holds a vicious grudge against them. This grudge will only be settled at the tragic end of the book. The gamekeeper, Duror, represents the theme of evil. His deep desire for the destruction towards the innocent, child like cone gatherer represents the clash between good and evil.
The character of Callum is very innocent and unique. He is an adult but seems to have the mentality of a child. He is physically deformed and struggles to walk on the ground, however he is a very adapt climber and is very nimble once in the trees. When climbing he appears to “Find holes by instinct” which reiterates his prowess while climbing. This contradicts with his walking where he would be “hurrying to keep close behind, and often stumbled.” Metaphorically the tree’s are higher up than the ground and therefore nearer heaven. This might imply that he is more at home in heaven than on the Earth, giving him angelic properties. He is incapable of seeing badness in the world and only sees the good in people. His inherent goodness and purity strikes us as being heroic, connecting him with the idea of good and innocence.
Duror on the other hand is a twisted, obsessive creature. He despises people for any slight sign of weakeness which they show. He is the anti-thesis of the innocent Callum. We learn he is mentally unstable. He wants to expel Callum from the wood, so as it can return to being a sanctuary for him where only he trespasses. Unfortunatly, it seems the only possible method he accepts for expelling Callum is by completly removing him from Earth and killing him. The doctor of the village suspects
God knew how many inhibitions, repressions and complexes were twisting and coiling there, like the snakes of damnation.
The metaphor comparing his mind to that of evil snakes reinforces the comparison of Duror to being evil. It also implies the corrupt state of his mind, as it is coiling and entwining itself. It is not normal. This shows the deformed mind of Duror forecasting the cruel actions he will commit.
Chapter six is an important scene in representing the characters of Duror and Callum as good and evil. In the chapter we see Callum running towards a wounded deer in an attempt to save it. He is trying to help a dyeing creature and bring it some comfort.However soon after, Duror comes quickly to its side and slaughters it. He “cut its throat savagely” in “some kind of berserk joy”. The use of words likes “savagely” and “berserk”implies that Duror has gone insane. In fact from this point in the book Duror is depicted as something non-human and more of a demon. Later he appears to have “no shadow”. After cutting the neck of the deer, he appears to have been baptised by it. He is described with “his hands red with blood”. This metaphorically implies that he is being born again, but he is being born with anger and murder. The people around Duror also see him as non-human after this. Erchie Graham says “Which beast, your ladyship?” when told to get rid of am animal. Another important revelation of this chapter is Duror’s plan for removing Callum. He wants Callum to suffer “destruction, an agony, a crucifixion.” This is important as Callum can represent Jesus with his good nature and the idea of a “crucifixion” foreshadows the end of the book.
The ending of the book is very important and is the final confrontation between the characters that represent good and evil in the book. We see Roderick, who represents the hope for the future, climb a tall tree to show that he wants to be a cone gathers. However while in the tree he gets stuck up there and is in danger. His desire to be a cone gatherer symbolises a change in the class system. It suggests people will be treated more equally in the future. Previously the rich never wanted to be touched by the poor like the cone gatherers, but now he wants to become one of them. At the same time as he is stuck in the tree, Callum is killed and some cones fall out of his bag. The cones represent the idea of regeneration and a fresh start. Callum may have died but he has sacrificed himself, so a better world can exists afterwards. This is similar to the way Jesus sacrificed himself.
In the same way, Duror’s suicide shows the collapse of evil. By killing goodness he had to kill himself. This death is juxtaposed with the knowledge of Roderick’s safety from the tree. It suggests a positive change will occur, with evil being defeated and a more equal way of life flourishing. This belief is continued in the final sentence which ends the book on a positive note. We see Lady Runcie Campbell kneel in an prayer like stance towards Callum where she begins to weep. This sign of respect towards Callum shows how highly she now regards him. Previously she had been afraid to touch him, but now treats him like he is above her. While she was kneeling “purified hope, and joy, welled up in her heart.” This description suggests a positive change for the future. She is filled up with emotions that will benefit the world around her, making it a better place.
Through the characterisation of Duror and Callum and other techniques, Jenkins effectively illustrates the conflict between the themes of good and evil running throughout the novel. The ending of the book initially indicates that evil has overcome goodness. However it also implies that evil is defeated which allows a positive change to happen and goodness to prevail. This leaves us feeling a deep sense of joy and hope over the demise of evil.
Monday 30 March 2009
Standard Grade English - An Introduction
Standard Grade is due to be replaced in the next couple of years, but this page gives a basic overview of how it is at present.
Standard Grade English is an exam sat by the great majority of Scottish school pupils in S4, when they are around 15 years old. Most pupils study Standard Grade courses over two years.
Some schools offer Intermediate exams instead - this is a level between Standard Grade and the more demanding Higher level. Some schools also run the Standard Grade exams in S3, when pupils are around 14 years old.
The pupil is awarded a final grade of between 1 to 7, with 1 being the highest. They levels are divided into Credit (1 and 2), General (3 and 4) and Foundation (5 and 6), with Credit being the most difficult. Grade 7 is for pupils who fail to make the Foundation level.
Pupils complete a folio of work which is given a grade by their teacher. It is completed over two years and contains essays and creative writing. This is sent in to the Scottish Qualifications Authority around March, before they sit their exam. The folio counts for one third of their final grade.
All pupils sit the same writing paper. They are given a choice of essays to write over a time limit. These can be short stories, personal or opinion essays. These are graded from 1 to 7, with 1 being the highest.
Pupils sit different reading papers, depending on their abilities. More able pupils sit the Credit and the General paper. Less able pupils sit the General and the Foundation paper.
Standard Grade English is an exam sat by the great majority of Scottish school pupils in S4, when they are around 15 years old. Most pupils study Standard Grade courses over two years.
Some schools offer Intermediate exams instead - this is a level between Standard Grade and the more demanding Higher level. Some schools also run the Standard Grade exams in S3, when pupils are around 14 years old.
The final grade
The pupil is awarded a final grade of between 1 to 7, with 1 being the highest. They levels are divided into Credit (1 and 2), General (3 and 4) and Foundation (5 and 6), with Credit being the most difficult. Grade 7 is for pupils who fail to make the Foundation level.
The Standard Grade Folio
Pupils complete a folio of work which is given a grade by their teacher. It is completed over two years and contains essays and creative writing. This is sent in to the Scottish Qualifications Authority around March, before they sit their exam. The folio counts for one third of their final grade.
The Standard Grade exam
All pupils sit the same writing paper. They are given a choice of essays to write over a time limit. These can be short stories, personal or opinion essays. These are graded from 1 to 7, with 1 being the highest.
Pupils sit different reading papers, depending on their abilities. More able pupils sit the Credit and the General paper. Less able pupils sit the General and the Foundation paper.
Higher English - An Introduction
High Schools usually give this information out on a nice A4 sheet to fifth year pupils. In case you need a general guide to Higher, this covers the main points.
Higher English is important for many University courses and gives people an excellent start in life - it shows you can read and write to a high standard.
Scottish school pupils sit Highers in S5 after their Standard grades but many people sit Highers later in life. There are two levels of Intermediate English to help pupils reach Higher level.
The rule of thumb is, if you received a grade 4 at Standard Grade, you should sit Intermediate 1; grade 3, Intermediate 2; and credit grade 1 or 2, Higher.
Candidates have to pass three units before they get to sit the final exam. These are graded by your teacher or lecturer and given either a pass or fail, although they might give you an actual mark as they would with the final exam, to show how well you got on.
You're assessed on:
• Class essay – personal, argumentative or imaginative. Your teacher will set a question for you to answer.
• Personal Study Unit – formerly known as the RPR. You choose a novel, play, short story(s) or poem(s) and write about it in some depth.
• Close reading – read the passage, answer the questions; same as your final exam for Standard Grade but more challenging.
• Textual analysis – close reading with a different emphasis. These tests ask you to look at aspects of language in more detail. They have fewer questions worth more marks and often cover drama or a piece of poetry.
The Close Reading and Textual Analysis come from a National Assessment Bank of test papers. They are usually called NABs.
If you are unable to pass the NABs at your level you will not be able to sit the final exam – if this happens, your teacher might recommend you drop down to Intermediate 2.
One paper of Close Reading. Two passages, with questions worth fifty marks.
One essay paper. You write two essays in 90 minutes, on the texts studied during the year. These can be on drama, poetry, prose or media.
Your final mark is based on your performance at the exam.
Overview
Higher English is important for many University courses and gives people an excellent start in life - it shows you can read and write to a high standard.
Scottish school pupils sit Highers in S5 after their Standard grades but many people sit Highers later in life. There are two levels of Intermediate English to help pupils reach Higher level.
The rule of thumb is, if you received a grade 4 at Standard Grade, you should sit Intermediate 1; grade 3, Intermediate 2; and credit grade 1 or 2, Higher.
Coursework
Candidates have to pass three units before they get to sit the final exam. These are graded by your teacher or lecturer and given either a pass or fail, although they might give you an actual mark as they would with the final exam, to show how well you got on.
You're assessed on:
• Class essay – personal, argumentative or imaginative. Your teacher will set a question for you to answer.
• Personal Study Unit – formerly known as the RPR. You choose a novel, play, short story(s) or poem(s) and write about it in some depth.
• Close reading – read the passage, answer the questions; same as your final exam for Standard Grade but more challenging.
• Textual analysis – close reading with a different emphasis. These tests ask you to look at aspects of language in more detail. They have fewer questions worth more marks and often cover drama or a piece of poetry.
The Close Reading and Textual Analysis come from a National Assessment Bank of test papers. They are usually called NABs.
If you are unable to pass the NABs at your level you will not be able to sit the final exam – if this happens, your teacher might recommend you drop down to Intermediate 2.
The final exam
One paper of Close Reading. Two passages, with questions worth fifty marks.
One essay paper. You write two essays in 90 minutes, on the texts studied during the year. These can be on drama, poetry, prose or media.
Your final mark is based on your performance at the exam.
Sunday 29 March 2009
When Is It Acceptable To Wear A Niqab? Essay
If you've just happened on this blog - this is an example of a high school essay for a Standard Grade folio or the final exam. It's not necessarily my opinion and I didn't write it. OK, disclaimer over.
Question -
Discuss a controversial issue. Explain the arguments surrounding the issue and give your own opinion.
In the UK there is a growing trend for Muslim woman to wear the traditional niqab. Many people feel that it has become a symbol of separation. Some people even feel intimidated by it because of it’s relationship with terrorism. I think people should be able to express whatever religion they please in whatever way they want. In this essay I will consider the potential problems for woman wearing the niqab in Britain.
Unlike the hajib (literally “covering up” in Arabic), which covers the head and chest of a woman, the niqab (meaning, “full veil”) almost covers the whole body leaving only a small slot for the eyes. Some western people are startled by the niqab and are attentive to it which is ironic as it’s purpose is to detract attention. In a democracy, people have the right to dress the way they like; despite this, women wearing the niqab are still vulnerable to verbal or even physical abuse. This is the case because many ignorant westerners think that fundamentalist religions all support terrorism.
An argument to oppose the wearing of the niqab in Britain is that, western women may be harassed for not wearing it in Muslim countries. Even native women are forced to cover up. This is a reminder of the continued oppression of women in the middle-east. However in the UK all people, men and women alike, have the right to wear what they want without being oppressed by the rest of the population.
The wearing of the niqab made the national news in recent years, when government minister, Jack Straw publicly stated that he would prefer Muslim women not to wear veils that cover their face. He sparked controversy when he asked women in his Blackburn constituency to uncover their face when visiting his surgery. Some women were insulted, some understood his concerns. This shows that there are a variety of opinions among the Muslim community.
There are certain situations where the niqab should definitely not be allowed, such as walking into a bank. Would a garment such as the niqab be thought of as appropriate? It is illegal to cover your face inside a bank; on the other hand, the woman may feel offended if asked to remove her niqab. It is against human rights not to allow someone to express their religion: however if they were allowed into a bank all sorts of robbers would claim to be Muslims for an excuse to not be seen.
Trying to get a job could be difficult too, as there may be a lack of communication between the woman and her colleague! Also if a teacher were a niqab-wearing Muslim, teaching would be very difficult. The ability to socialise with other teachers and staff would also be impaired.
An argument to approve the wearing of the niqab is that The Koran - Islam’s holy book, treated as the literal word of God - tells Muslims, to dress modestly. For women, that has been interpreted as covering everything except their face, hands and feet when in the presence of men they are not related or married to. Another reason is that some women gain respect from their families and community by ‘choosing’ to wear the garment. Women who genuinely want to wear the niqab may feel that it provides modesty and protects them from staring eyes. This point may be taken very offensively by British men. It reduces them to nothing but animals, unable to control themselves in the presence of a beautiful woman.
To conclude, it is apparent that in the UK the niqab is a symbol of separation. Many frown upon it and are even frightened with it’s association with fundamentalism. Should the niqab be illegal? Personally I think the niqab can only be allowed in certain situations, even although Britain is a free country. My opinion is this because it seems to only cause problems within communities; I also think the situation will only get worse with time. At the end of the day, people have rights but they need to exercise common sense.
My Comment
A fourth year essay for Standard Grade. The writer sets out his opinions clearly and structures the essay in a way that makes sense.
Question -
Discuss a controversial issue. Explain the arguments surrounding the issue and give your own opinion.
In the UK there is a growing trend for Muslim woman to wear the traditional niqab. Many people feel that it has become a symbol of separation. Some people even feel intimidated by it because of it’s relationship with terrorism. I think people should be able to express whatever religion they please in whatever way they want. In this essay I will consider the potential problems for woman wearing the niqab in Britain.
Unlike the hajib (literally “covering up” in Arabic), which covers the head and chest of a woman, the niqab (meaning, “full veil”) almost covers the whole body leaving only a small slot for the eyes. Some western people are startled by the niqab and are attentive to it which is ironic as it’s purpose is to detract attention. In a democracy, people have the right to dress the way they like; despite this, women wearing the niqab are still vulnerable to verbal or even physical abuse. This is the case because many ignorant westerners think that fundamentalist religions all support terrorism.
An argument to oppose the wearing of the niqab in Britain is that, western women may be harassed for not wearing it in Muslim countries. Even native women are forced to cover up. This is a reminder of the continued oppression of women in the middle-east. However in the UK all people, men and women alike, have the right to wear what they want without being oppressed by the rest of the population.
The wearing of the niqab made the national news in recent years, when government minister, Jack Straw publicly stated that he would prefer Muslim women not to wear veils that cover their face. He sparked controversy when he asked women in his Blackburn constituency to uncover their face when visiting his surgery. Some women were insulted, some understood his concerns. This shows that there are a variety of opinions among the Muslim community.
There are certain situations where the niqab should definitely not be allowed, such as walking into a bank. Would a garment such as the niqab be thought of as appropriate? It is illegal to cover your face inside a bank; on the other hand, the woman may feel offended if asked to remove her niqab. It is against human rights not to allow someone to express their religion: however if they were allowed into a bank all sorts of robbers would claim to be Muslims for an excuse to not be seen.
Trying to get a job could be difficult too, as there may be a lack of communication between the woman and her colleague! Also if a teacher were a niqab-wearing Muslim, teaching would be very difficult. The ability to socialise with other teachers and staff would also be impaired.
An argument to approve the wearing of the niqab is that The Koran - Islam’s holy book, treated as the literal word of God - tells Muslims, to dress modestly. For women, that has been interpreted as covering everything except their face, hands and feet when in the presence of men they are not related or married to. Another reason is that some women gain respect from their families and community by ‘choosing’ to wear the garment. Women who genuinely want to wear the niqab may feel that it provides modesty and protects them from staring eyes. This point may be taken very offensively by British men. It reduces them to nothing but animals, unable to control themselves in the presence of a beautiful woman.
To conclude, it is apparent that in the UK the niqab is a symbol of separation. Many frown upon it and are even frightened with it’s association with fundamentalism. Should the niqab be illegal? Personally I think the niqab can only be allowed in certain situations, even although Britain is a free country. My opinion is this because it seems to only cause problems within communities; I also think the situation will only get worse with time. At the end of the day, people have rights but they need to exercise common sense.
My Comment
A fourth year essay for Standard Grade. The writer sets out his opinions clearly and structures the essay in a way that makes sense.
Holes Essay
Question -
What factors cause Stanley Yelnats to change in the novel 'Holes'?
In the novel ‘Holes’, by Louis Sachar, Stanley Yelnats is wrongfully accused of stealing baseball sneakers. His family believe they are unlucky with a family curse. Stanley is sent to Camp Green Lake juvenile detention facility, to improve his character. This was something of a relief to Stanley as he had no friends at home and was bullied at school. At the camp conditions are torturous. He endures searing heat and lack of water while having to dig a hole five feet deep and five feet across everyday. He puts up with the harsh treatment but manages to keep his cool. He displays bravery and strength of character towards the boys and the cruel “staff”. Due to this, he ends up getting stronger emotionally and physically; in this essay I will describe the events which make him change.
At the beginning of the novel Stanley is bullied by Derrick Dunne, who is half his size. Even his teachers make nasty comments without even realising it. His father is a failed inventor and Stanley’s great grand father had his fortune stolen from him and then Stanley is accused of stealing shoes when he didn’t. So the Yelnats family curse may not be as farfetched as we initially thought.
Stanley is sent to Camp Green Lake. He suffers from blistered fingers, unbearable heat and significant lack of water. At first Stanley thinks there is a lake surrounded by luscious greenery but his expectations are crushed when he arrives in a dry and hot environment; hell on earth. No lake, and definitely no green. This shows how naïve Stanley is at the beginning of the story.
However, everything changes when Stanley arrives at the camp. Initially Stanley is threatened by the other boys who are violent towards him, especially Armpit, who is meant to guide Stanley around the camp but threw him to the ground when he failed to refer to him as Armpit. Mr Sir, the head of the “councilors”, said he wouldn’t even waste a bullet on him. When Stanley start his first hole he is weak. His “soft fleshy hands” can’t cope with the pressure of the shovel. He begins to think that his shovel is defective, then he realises that he is defective. Then he realises that he is defective. When he finishes his first hole he knows that it is nothing to be proud of but is proud none the less.
Later on in the book the other boys show that they respect Stanley by giving him the nickname “Caveman”. Further on, in chapter 12, Stanley shows that he is not afraid of Mr Pendnaski by mocking him in front of the rest of the boys. Later Stanley finds a gold lipstick tube which, instead of giving it to the warden and getting a day off from digging, he gives to X-ray. By doing this he gains further respect from the boys, X-ray being the most respected of the group. As well as that Stanley shows that he can be can excellent friend by teaching Zero- the quietest of the group- how to read and write.
By the 45th hole, Stanley is stronger both mentally and physically. His body is now coping with the work. He no longer suffers from blistered fingers or lack of water. Now that his best friend Zero has run away, Stanley feels responsible as Zero was digging part of his hole. He isn’t worried Zero is dead, but that he is alive; crawling through the desert, dying of thirst. Stanley again shows his growing confidence by stealing Mr. Sir’s water truck to go in search of his lost friend. Although he drives the truck into a hole and the canteen is empty, Stanley still goes off in search of his friend.
By the end of the novel Stanley is a ‘hero’. He finds Zero and carries his up a mountain, fulfilling the wish of Zero’s great-great-great grandmother, Madame Zeorni. The boys survive on antique spiced peaches and onions. This shows how he has changed from being timid and passive to being someone people can look up to.
I enjoyed the book very much. It was interesting how fate and coincidence were used in the book: for example, Zero turning out to be Hector Zeroni and how the onions helped the boys to be immune to the killer desert lizards. Stanley’s family curse was lifted; he changed from being a weak boy, bullied and defective, to a brave hero; also making a life-long friend in Zero.
Written by the same fourth-year pupil who wrote about his holiday. This is a Critical Essay based on a character question. It would be worth a credit grade or a pass for Intermediate 1.
What factors cause Stanley Yelnats to change in the novel 'Holes'?
In the novel ‘Holes’, by Louis Sachar, Stanley Yelnats is wrongfully accused of stealing baseball sneakers. His family believe they are unlucky with a family curse. Stanley is sent to Camp Green Lake juvenile detention facility, to improve his character. This was something of a relief to Stanley as he had no friends at home and was bullied at school. At the camp conditions are torturous. He endures searing heat and lack of water while having to dig a hole five feet deep and five feet across everyday. He puts up with the harsh treatment but manages to keep his cool. He displays bravery and strength of character towards the boys and the cruel “staff”. Due to this, he ends up getting stronger emotionally and physically; in this essay I will describe the events which make him change.
At the beginning of the novel Stanley is bullied by Derrick Dunne, who is half his size. Even his teachers make nasty comments without even realising it. His father is a failed inventor and Stanley’s great grand father had his fortune stolen from him and then Stanley is accused of stealing shoes when he didn’t. So the Yelnats family curse may not be as farfetched as we initially thought.
Stanley is sent to Camp Green Lake. He suffers from blistered fingers, unbearable heat and significant lack of water. At first Stanley thinks there is a lake surrounded by luscious greenery but his expectations are crushed when he arrives in a dry and hot environment; hell on earth. No lake, and definitely no green. This shows how naïve Stanley is at the beginning of the story.
However, everything changes when Stanley arrives at the camp. Initially Stanley is threatened by the other boys who are violent towards him, especially Armpit, who is meant to guide Stanley around the camp but threw him to the ground when he failed to refer to him as Armpit. Mr Sir, the head of the “councilors”, said he wouldn’t even waste a bullet on him. When Stanley start his first hole he is weak. His “soft fleshy hands” can’t cope with the pressure of the shovel. He begins to think that his shovel is defective, then he realises that he is defective. Then he realises that he is defective. When he finishes his first hole he knows that it is nothing to be proud of but is proud none the less.
Later on in the book the other boys show that they respect Stanley by giving him the nickname “Caveman”. Further on, in chapter 12, Stanley shows that he is not afraid of Mr Pendnaski by mocking him in front of the rest of the boys. Later Stanley finds a gold lipstick tube which, instead of giving it to the warden and getting a day off from digging, he gives to X-ray. By doing this he gains further respect from the boys, X-ray being the most respected of the group. As well as that Stanley shows that he can be can excellent friend by teaching Zero- the quietest of the group- how to read and write.
By the 45th hole, Stanley is stronger both mentally and physically. His body is now coping with the work. He no longer suffers from blistered fingers or lack of water. Now that his best friend Zero has run away, Stanley feels responsible as Zero was digging part of his hole. He isn’t worried Zero is dead, but that he is alive; crawling through the desert, dying of thirst. Stanley again shows his growing confidence by stealing Mr. Sir’s water truck to go in search of his lost friend. Although he drives the truck into a hole and the canteen is empty, Stanley still goes off in search of his friend.
By the end of the novel Stanley is a ‘hero’. He finds Zero and carries his up a mountain, fulfilling the wish of Zero’s great-great-great grandmother, Madame Zeorni. The boys survive on antique spiced peaches and onions. This shows how he has changed from being timid and passive to being someone people can look up to.
I enjoyed the book very much. It was interesting how fate and coincidence were used in the book: for example, Zero turning out to be Hector Zeroni and how the onions helped the boys to be immune to the killer desert lizards. Stanley’s family curse was lifted; he changed from being a weak boy, bullied and defective, to a brave hero; also making a life-long friend in Zero.
My Comment
Written by the same fourth-year pupil who wrote about his holiday. This is a Critical Essay based on a character question. It would be worth a credit grade or a pass for Intermediate 1.
Holiday Essay For Standard Grade
“Good morning, this is your captain speaking.”
I was sitting on the plane ready to go to Toronto with my mum. We’ve been on lots of good holidays but Canada was definitely the most memorable. We planned to see the CN Tower (the tallest building in the world), Niagra Falls and the Air Canada Centre.
Our flight was at lunch time, I prefer travelling at night but that was all that was available. The flight was seven and a half hours: the longest flight I’ve been on in my life. It was really boring. Well, at least we got a free bottle of water.
When we arrived at the hotel I looked out the window to see what kind of view we had; being night time I couldn’t see a thing. The following morning I looked out the window and there in front of the hotel was the CN tower! For breakfast, we went to Yong St, which happens to be longest street in the world. After a breakfast of bagels and coffee, we walked around the city to see where things were and how close they were to our hotel, which was pretty central. We also had a subway close to our front door.
A couple of days in to the holiday we went to see the CN Tower. I was very exited about it. I was especially looking forward to seeing the glass floor; I was even more excited about standing on it! Going up in the elevator took 60 seconds exactly. The ground dropped away beneath us.
We rose up higher than the birds flying in between the buildings. When we got to the main level, I was amazed at how far I could see. There was another level below the main one which had the glass floor. When I stood on it at first I felt a little dizzy when I looked down. The people walking around at the bottom were like tiny dots moving slowly across a piece of paper. After a few minutes I was confident with walking over the glass floor, four hundred and fifty meters above the ground. So we had seen the bar, the restaurant and the glass floor. We were about to go back down when we found that we could go even higher. There was only one lift to carry us to the peak of the building in operation; there were at least a hundred people waiting to get on. It took us twenty minutes to get to the lift but when we did, it was worth the wait. From the top we could see at least twice as far; yet even with binoculars, I still couldn’t see the end of Yong St. Since there was so many people still waiting, we could only go up for ten minutes but even then I enjoyed it.
The next day we went to Niagara falls. We took the bus from the cities main bus terminal and it took us a couple of hours to get there. When we got there the sight was breathtaking. The waves crashed off the rocks at the bottom and the sound was deafening. There was a series of tunnels behind the falls which we went through first. We were only a few meters away from the falling water. We were so close to it that we could even feel the spray.
After the tunnel we went on the Maid Of the Mist which sailed right into the mist of the falls. It was almost impossible to see: I could barely see people who were only five feet away from me. After all that we went for dinner in the town of Niagara. It was like a mini Las Vegas with loads of bright flashing lights and casinos.
On our second last day we went to the Air Canada Centre to see a basketball game. The Toronto Raptors were playing Boston Celtics. Before we went into the stadium there was a place called the ‘fan zone’. There was a eight foot basket ball net there that I was able to dunk into. I thought that was really cool. The game was surprisingly quiet, nothing like a football match. There was also music playing while the game was being played which I thought would be a distraction to the players. Still, in the end Toronto won 89-77.
I thought Canada was a memorable holiday because it is the furthest I have ever been from home. It was also the first time I had ever been outside Europe. Without a doubt going to Canada was my favourite holiday.
This would suit either a Standard Grade personal essay or be suitable for the writing section of the final exam. This piece was written by a competent fourth year. It contains a neat structure, nice description and those all-important thoughts and feelings.
I was sitting on the plane ready to go to Toronto with my mum. We’ve been on lots of good holidays but Canada was definitely the most memorable. We planned to see the CN Tower (the tallest building in the world), Niagra Falls and the Air Canada Centre.
Our flight was at lunch time, I prefer travelling at night but that was all that was available. The flight was seven and a half hours: the longest flight I’ve been on in my life. It was really boring. Well, at least we got a free bottle of water.
When we arrived at the hotel I looked out the window to see what kind of view we had; being night time I couldn’t see a thing. The following morning I looked out the window and there in front of the hotel was the CN tower! For breakfast, we went to Yong St, which happens to be longest street in the world. After a breakfast of bagels and coffee, we walked around the city to see where things were and how close they were to our hotel, which was pretty central. We also had a subway close to our front door.
A couple of days in to the holiday we went to see the CN Tower. I was very exited about it. I was especially looking forward to seeing the glass floor; I was even more excited about standing on it! Going up in the elevator took 60 seconds exactly. The ground dropped away beneath us.
We rose up higher than the birds flying in between the buildings. When we got to the main level, I was amazed at how far I could see. There was another level below the main one which had the glass floor. When I stood on it at first I felt a little dizzy when I looked down. The people walking around at the bottom were like tiny dots moving slowly across a piece of paper. After a few minutes I was confident with walking over the glass floor, four hundred and fifty meters above the ground. So we had seen the bar, the restaurant and the glass floor. We were about to go back down when we found that we could go even higher. There was only one lift to carry us to the peak of the building in operation; there were at least a hundred people waiting to get on. It took us twenty minutes to get to the lift but when we did, it was worth the wait. From the top we could see at least twice as far; yet even with binoculars, I still couldn’t see the end of Yong St. Since there was so many people still waiting, we could only go up for ten minutes but even then I enjoyed it.
The next day we went to Niagara falls. We took the bus from the cities main bus terminal and it took us a couple of hours to get there. When we got there the sight was breathtaking. The waves crashed off the rocks at the bottom and the sound was deafening. There was a series of tunnels behind the falls which we went through first. We were only a few meters away from the falling water. We were so close to it that we could even feel the spray.
After the tunnel we went on the Maid Of the Mist which sailed right into the mist of the falls. It was almost impossible to see: I could barely see people who were only five feet away from me. After all that we went for dinner in the town of Niagara. It was like a mini Las Vegas with loads of bright flashing lights and casinos.
On our second last day we went to the Air Canada Centre to see a basketball game. The Toronto Raptors were playing Boston Celtics. Before we went into the stadium there was a place called the ‘fan zone’. There was a eight foot basket ball net there that I was able to dunk into. I thought that was really cool. The game was surprisingly quiet, nothing like a football match. There was also music playing while the game was being played which I thought would be a distraction to the players. Still, in the end Toronto won 89-77.
I thought Canada was a memorable holiday because it is the furthest I have ever been from home. It was also the first time I had ever been outside Europe. Without a doubt going to Canada was my favourite holiday.
My Comment
This would suit either a Standard Grade personal essay or be suitable for the writing section of the final exam. This piece was written by a competent fourth year. It contains a neat structure, nice description and those all-important thoughts and feelings.
Saturday 28 March 2009
The Go-Between Essay
Question -
Choose a novel which caused you to reconsider your views on an important human issue. Explain what the issue is and go on to discuss ow the writer made you reconsider your views.
Childhood innocence can often be manipulated and this can lead to drastic consequences. ‘The Go-Between’ by LP Hartley causes us to question our views as we follow the ‘corruption’ of 12-year-old Leo Colston. Leo is the unwitting ‘go-between’ for the lovers Ted and Marian; he keeps their affair alive by delivering letters under the guise of business notes. The terrible outcome of Leo’s actions has a profound effect on his own life and inadvertently leads to the suicide of Ted.
Hartley depicts Leo’s innocence in the opening chapters of the novel. In the summer of 1900 he stays at the house of his friend Marcus Maudsley and becomes infatuated with his sister, Marian: ‘My spiritual transformation took place in Norwich’. The use of religious language suggests that Leo is a somewhat naïve idealist as, in reality, Marian only takes him clothes shopping.
Although Leo’s idealism is touching, his feelings blind him from Marian’s deceitful nature and before long he is covering for her to Marcus. When questioned over whether she met anyone in Norwich, she replies: ‘We were hard at is all the time, weren’t we, Leo?’ Leo agrees due to his willingness to please her but he forgets the hour he spent alone in the cathedral. It is telling that he attends church while she meets Ted; it emphasizes that his mind is on spiritual things. However, at the same time, this makes him easy to manipulate.
Marian takes advantage of Leo’s ignorance as well as his feelings for her when she sends him off with the letters for Ted: ‘We sometimes write each other notes on business matters and you say you like taking them’. In this way, she uses his immaturity to tell him what his own feelings are.
Leo’s innocence becomes his downfall when he is plunged into the world of adult relationships. When Leo discovers the true content of Ted and Marian’s letters he is devastated: ‘Not Adam and Eve, after eating the apple, could have been more upset than I was’. The narrator’s use of religious language continues with this biblical reference. It suggests his frame of reference for the lovers is Adam and Eve from the bible, their ‘fall from grace’ when they discovered knowledge.
When he discovers the lovers together it causes him to suffer an emotional collapse: ‘The Virgin and the Water Carrier on the ground … two bodies moving like one’. The use of symbols from the Zodiac, as with the bible, show that Leo is unable to understand sexual relationships in a modern way.
In the novel, this discovery is in close proximity to Ted’s suicide. The result of this tragedy is that Leo spends the next fifty years of his life as an emotionally distant adult. We see Leo’s innocence through the nostalgia of his old age, as a first-person narrator. This made me feel pity for him due to his well-meaning idealism and the terrible experience he suffered at a young age.
‘The Go-Between’ explores the vulnerability of childhood innocence at the point when someone comes of age. In this way, it made me reconsider my views on an important human issue.
Choose a novel which caused you to reconsider your views on an important human issue. Explain what the issue is and go on to discuss ow the writer made you reconsider your views.
Childhood innocence can often be manipulated and this can lead to drastic consequences. ‘The Go-Between’ by LP Hartley causes us to question our views as we follow the ‘corruption’ of 12-year-old Leo Colston. Leo is the unwitting ‘go-between’ for the lovers Ted and Marian; he keeps their affair alive by delivering letters under the guise of business notes. The terrible outcome of Leo’s actions has a profound effect on his own life and inadvertently leads to the suicide of Ted.
Hartley depicts Leo’s innocence in the opening chapters of the novel. In the summer of 1900 he stays at the house of his friend Marcus Maudsley and becomes infatuated with his sister, Marian: ‘My spiritual transformation took place in Norwich’. The use of religious language suggests that Leo is a somewhat naïve idealist as, in reality, Marian only takes him clothes shopping.
Although Leo’s idealism is touching, his feelings blind him from Marian’s deceitful nature and before long he is covering for her to Marcus. When questioned over whether she met anyone in Norwich, she replies: ‘We were hard at is all the time, weren’t we, Leo?’ Leo agrees due to his willingness to please her but he forgets the hour he spent alone in the cathedral. It is telling that he attends church while she meets Ted; it emphasizes that his mind is on spiritual things. However, at the same time, this makes him easy to manipulate.
Marian takes advantage of Leo’s ignorance as well as his feelings for her when she sends him off with the letters for Ted: ‘We sometimes write each other notes on business matters and you say you like taking them’. In this way, she uses his immaturity to tell him what his own feelings are.
Leo’s innocence becomes his downfall when he is plunged into the world of adult relationships. When Leo discovers the true content of Ted and Marian’s letters he is devastated: ‘Not Adam and Eve, after eating the apple, could have been more upset than I was’. The narrator’s use of religious language continues with this biblical reference. It suggests his frame of reference for the lovers is Adam and Eve from the bible, their ‘fall from grace’ when they discovered knowledge.
When he discovers the lovers together it causes him to suffer an emotional collapse: ‘The Virgin and the Water Carrier on the ground … two bodies moving like one’. The use of symbols from the Zodiac, as with the bible, show that Leo is unable to understand sexual relationships in a modern way.
In the novel, this discovery is in close proximity to Ted’s suicide. The result of this tragedy is that Leo spends the next fifty years of his life as an emotionally distant adult. We see Leo’s innocence through the nostalgia of his old age, as a first-person narrator. This made me feel pity for him due to his well-meaning idealism and the terrible experience he suffered at a young age.
‘The Go-Between’ explores the vulnerability of childhood innocence at the point when someone comes of age. In this way, it made me reconsider my views on an important human issue.
The Great Gatsby Essay Plan
Introduction
The character of Gatsby is vital to the author’s theme of class / the American dream
Gatsby’s relationship with Daisy is one of the most important in the book.
A turning point in the book is at the party when the lovers sneak over into Nick’s yard
However, the book ends in tragedy, for Gatsby is wrong in his judgements about people.
Conclusion – Therefore I would argue that ‘The Great Gatsby’ is a novel …
- ‘The Great Gatsby’ by F Scott Fitzgerald is an example of a novel in which …
- Brief plot summary
- Setting – affluent New York, in contrast to the Midwest where Nick is from
The character of Gatsby is vital to the author’s theme of class / the American dream
- First impressions of Gatsby
- The symbolism of the ‘green light’
- Self-made man – changed his name and made a fortune
- Gave lavish parties to people he didn’t really know, his rich neighbours
- Has links to organised crime through Meyer Wolfsheim
- ‘Old sport’ – his favourite expression, which makes people believe he is Oxford-educated
- Even though he has invented a ‘persona’ for himself, he is still a romantic, idealistic figure
Gatsby’s relationship with Daisy is one of the most important in the book.
- Met when he was a young man working as a diver
- Created his wealthy life in order to win Daisy over
- He is clearly better than Daisy’s cynical, cheating husband Tom
A turning point in the book is at the party when the lovers sneak over into Nick’s yard
- It suggests that the story will end happily
- Gatsby believes the past can be recaptured, as he tells Nick
However, the book ends in tragedy, for Gatsby is wrong in his judgements about people.
- Daisy will not give up her husband Tom
- The climax - Gatsby’s murder: Gatsby was too naïve for the world of cheating and betrayal that he tried to live in
- Gatsby was finally crushed by the class system – he underestimated Daisy’s devotion to Tom, who came from a wealthy background
- After his murder his neighbours do not attend his funeral – he has failed to become one of them
- The symbolism of Gatsby’s body
Conclusion – Therefore I would argue that ‘The Great Gatsby’ is a novel …
The Changeling Essay Plan
Question -
Choose a novel in which the fate of a main character is important in conveying the writers theme.
Introduction / plot summary: Robin Jenkin’s downbeat meditation on the nature of pity, ‘The Changeling’ has a tragic ending; it emphasizes that the ‘Good Samaritan’ Charles Forbes fails to redeem the life of his pupil Tom Curdie.
• He sees himself as the boy’s saviour and makes the decision to take him on holiday
• Tom’s stealing and strangeness set him apart from the family
• Finally the pain of the experience pushes him over the end.
Charlie’s character: The opening chapter reveals that Charlie’s interest in Tom is self-righteous:
At last he spoke, in his most pontifical tones:
‘Tell me, Curdie, have you ever seen the sea?’
• ‘Pontifical’ has overtones of pomposity - Forbes’ religious nature;
• first meaning is supported by the headmaster’s opinion of Forbes as a ‘pompous bore’
• Tom has never seen the sea but can write eloquently about it – shows imagination
• Forbes takes him on holiday in order to ‘improve’ him; but this leads to Tom’s suicide.
Tom’s principals: strong character who lives by a matter-of-fact set of ‘principals’:
Never to whine; to accept what came; to wait for better; to take what you could; to let no-one not even yourself know how near to giving in you were.
• Doesn’t need Charlie’s help
• Away from Donaldson’s court he feels inadequate
• tries to ‘take what you could’ by stealing – sets him apart from the Forbes family
Turning point – the phone call:
‘I mean, Tom Curdie,’ he said; but it was really that mythical person Tom Forbes, he still thought he was.
• Peerie pressing his face up against the glass - as if Tom’s background is crowding round him
• a ‘mythical person’ – but Tom has to live in the real world
Turning point – Tom steals: seen through the eyes of Gillian:
“She began to realise that this suit of armour, of calmness and patience, forged somehow in the dreadful slum where he had been born, must be heavy and painful to wear.”
• She does not tell as she wants to avoid ruining the ‘presentation’
• Her sympathy grows for him throughout the book
• ‘suit of armour’ continues the idea that he is a figure out of a myth who doesn’t belong in her world - she feels the stirring of respect for him, even though he is a thief.
Tom before the suicide: From her point of view, Tom has a kind of nobility, even when he strikes the tree in anguish:
His face was hard and aloof, like a young Prince’s out of a story book.
His hand red with blood was like an emblem of eerie distinction.
• He doesn’t belong to the time in which he lives
• allusions to being a Prince and wearing an ‘emblem’ through pain and violence
Conclusion: this impossible dilemma is finally solved by Tom’s tragic end. Therefore I would argue that the book considers the suffering of others and asks what we can really do for them; it explores this theme through the fate of Tom, who had never known what life was like outside the slum where he had lived his whole life.
Choose a novel in which the fate of a main character is important in conveying the writers theme.
Introduction / plot summary: Robin Jenkin’s downbeat meditation on the nature of pity, ‘The Changeling’ has a tragic ending; it emphasizes that the ‘Good Samaritan’ Charles Forbes fails to redeem the life of his pupil Tom Curdie.
• He sees himself as the boy’s saviour and makes the decision to take him on holiday
• Tom’s stealing and strangeness set him apart from the family
• Finally the pain of the experience pushes him over the end.
Charlie’s character: The opening chapter reveals that Charlie’s interest in Tom is self-righteous:
At last he spoke, in his most pontifical tones:
‘Tell me, Curdie, have you ever seen the sea?’
• ‘Pontifical’ has overtones of pomposity - Forbes’ religious nature;
• first meaning is supported by the headmaster’s opinion of Forbes as a ‘pompous bore’
• Tom has never seen the sea but can write eloquently about it – shows imagination
• Forbes takes him on holiday in order to ‘improve’ him; but this leads to Tom’s suicide.
Tom’s principals: strong character who lives by a matter-of-fact set of ‘principals’:
Never to whine; to accept what came; to wait for better; to take what you could; to let no-one not even yourself know how near to giving in you were.
• Doesn’t need Charlie’s help
• Away from Donaldson’s court he feels inadequate
• tries to ‘take what you could’ by stealing – sets him apart from the Forbes family
Turning point – the phone call:
‘I mean, Tom Curdie,’ he said; but it was really that mythical person Tom Forbes, he still thought he was.
• Peerie pressing his face up against the glass - as if Tom’s background is crowding round him
• a ‘mythical person’ – but Tom has to live in the real world
Turning point – Tom steals: seen through the eyes of Gillian:
“She began to realise that this suit of armour, of calmness and patience, forged somehow in the dreadful slum where he had been born, must be heavy and painful to wear.”
• She does not tell as she wants to avoid ruining the ‘presentation’
• Her sympathy grows for him throughout the book
• ‘suit of armour’ continues the idea that he is a figure out of a myth who doesn’t belong in her world - she feels the stirring of respect for him, even though he is a thief.
Tom before the suicide: From her point of view, Tom has a kind of nobility, even when he strikes the tree in anguish:
His face was hard and aloof, like a young Prince’s out of a story book.
His hand red with blood was like an emblem of eerie distinction.
• He doesn’t belong to the time in which he lives
• allusions to being a Prince and wearing an ‘emblem’ through pain and violence
Conclusion: this impossible dilemma is finally solved by Tom’s tragic end. Therefore I would argue that the book considers the suffering of others and asks what we can really do for them; it explores this theme through the fate of Tom, who had never known what life was like outside the slum where he had lived his whole life.
The Changeling Essay
Question -
Choose a novel in which the fate of a main character is important in conveying the writers theme.
Robin Jenkin’s downbeat meditation on the nature of pity, ‘The Changeling’ has a tragic ending; it emphasizes that the ‘Good Samaritan’ Charles Forbes fails to redeem the life of his pupil Tom Curdie. He sees himself as the boy’s saviour and makes the decision to take him on holiday, to show another side of life from the slum in which he grew up. Yet Tom’s stealing and strangeness set him apart from the family and finally the pain of the experience pushes him over the end.
The opening chapter reveals that Charlie’s interest in Tom is self-righteous:
At last he spoke, in his most pontifical tones:
‘Tell me, Curdie, have you ever seen the sea?’
‘Pontifical’ has overtones of pomposity, and suggests Forbes’ religious nature; the first meaning is supported by the headmaster’s opinion of Forbes as a ‘pompous bore’. It is ironic that a boy who has never seen the sea can write eloquently about it; and Forbes takes him on holiday in order to ‘improve’ him. Yet this decision is to lead to Tom’s suicide.
In some ways, Tom is a character we should pity; however, in chapter three we learn that he is a strong character who lives by a matter-of-fact set of ‘principals’:
Never to whine; to accept what came; to wait for better; to take what you could; to let no-one not even yourself know how near to giving in you were.
One therefore has to ask – why would someone like this need Charlie’s help? It is only when he is taken away from Donaldson’s court that he feels the gulf between his circumstances and those of ‘decent’ people. When he tries to ‘take what you could’ to please them, the estrangement begins.
The turning point of the novel is where Tom calls the Forbes family and introduces himself as ‘Tom Forbes’:
‘I mean, Tom Curdie,’ he said; but it was really that mythical person Tom Forbes, he still thought he was.
At this point in the book, he is in a phone box with the hapless Peerie pressing his face up against the glass. It is as if Tom’s background is crowding round him as he tries vainly to keep contact with the ‘decent’ family who have given him a temporary home. However, the trouble with being a ‘mythical person’ is that one has to live in the real world.
The distance between myth and reality is explored in one of the turning points of the novel, when Tom steals so that he can afford the brooch for Mrs Forbes. The chapter is seen through the eyes of Gillian, who sees a truth about Tom before anyone else:
“She began to realise that this suit of armour, of calmness and patience, forged somehow in the dreadful slum where he had been born, must be heavy and painful to wear.”
Yet she does not tell as she wants to avoid ruining the ‘presentation’; Gillian is torn between jealousy and pity towards Tom; her sympathy grows for him throughout the book and it is she who discovers him after his suicide. The ‘suit of armour’ continues the idea that he is a figure out of a myth who doesn’t belong in her world, which indicates that she feels the stirring of respect for him, even though he is a thief.
Their relationship provides a note of optimism before the bleak climax. From her point of view, Tom has a kind of nobility, even when he strikes the tree in anguish:
His face was hard and aloof, like a young Prince’s out of a story book.
His hand red with blood was like an emblem of eerie distinction.
These continue the idea that he is someone who doesn’t belong to the time in which he lives, with the allusions to being a Prince and wearing an ‘emblem’ he has won through pain and violence.
This impossible dilemma is finally solved by Tom’s tragic end. Therefore I would argue that the book considers the suffering of others and asks what we can really do for them; it explores this theme through the fate of Tom.
Choose a novel in which the fate of a main character is important in conveying the writers theme.
Robin Jenkin’s downbeat meditation on the nature of pity, ‘The Changeling’ has a tragic ending; it emphasizes that the ‘Good Samaritan’ Charles Forbes fails to redeem the life of his pupil Tom Curdie. He sees himself as the boy’s saviour and makes the decision to take him on holiday, to show another side of life from the slum in which he grew up. Yet Tom’s stealing and strangeness set him apart from the family and finally the pain of the experience pushes him over the end.
The opening chapter reveals that Charlie’s interest in Tom is self-righteous:
At last he spoke, in his most pontifical tones:
‘Tell me, Curdie, have you ever seen the sea?’
‘Pontifical’ has overtones of pomposity, and suggests Forbes’ religious nature; the first meaning is supported by the headmaster’s opinion of Forbes as a ‘pompous bore’. It is ironic that a boy who has never seen the sea can write eloquently about it; and Forbes takes him on holiday in order to ‘improve’ him. Yet this decision is to lead to Tom’s suicide.
In some ways, Tom is a character we should pity; however, in chapter three we learn that he is a strong character who lives by a matter-of-fact set of ‘principals’:
Never to whine; to accept what came; to wait for better; to take what you could; to let no-one not even yourself know how near to giving in you were.
One therefore has to ask – why would someone like this need Charlie’s help? It is only when he is taken away from Donaldson’s court that he feels the gulf between his circumstances and those of ‘decent’ people. When he tries to ‘take what you could’ to please them, the estrangement begins.
The turning point of the novel is where Tom calls the Forbes family and introduces himself as ‘Tom Forbes’:
‘I mean, Tom Curdie,’ he said; but it was really that mythical person Tom Forbes, he still thought he was.
At this point in the book, he is in a phone box with the hapless Peerie pressing his face up against the glass. It is as if Tom’s background is crowding round him as he tries vainly to keep contact with the ‘decent’ family who have given him a temporary home. However, the trouble with being a ‘mythical person’ is that one has to live in the real world.
The distance between myth and reality is explored in one of the turning points of the novel, when Tom steals so that he can afford the brooch for Mrs Forbes. The chapter is seen through the eyes of Gillian, who sees a truth about Tom before anyone else:
“She began to realise that this suit of armour, of calmness and patience, forged somehow in the dreadful slum where he had been born, must be heavy and painful to wear.”
Yet she does not tell as she wants to avoid ruining the ‘presentation’; Gillian is torn between jealousy and pity towards Tom; her sympathy grows for him throughout the book and it is she who discovers him after his suicide. The ‘suit of armour’ continues the idea that he is a figure out of a myth who doesn’t belong in her world, which indicates that she feels the stirring of respect for him, even though he is a thief.
Their relationship provides a note of optimism before the bleak climax. From her point of view, Tom has a kind of nobility, even when he strikes the tree in anguish:
His face was hard and aloof, like a young Prince’s out of a story book.
His hand red with blood was like an emblem of eerie distinction.
These continue the idea that he is someone who doesn’t belong to the time in which he lives, with the allusions to being a Prince and wearing an ‘emblem’ he has won through pain and violence.
This impossible dilemma is finally solved by Tom’s tragic end. Therefore I would argue that the book considers the suffering of others and asks what we can really do for them; it explores this theme through the fate of Tom.
To Kill A Mockingbird Essay
Question -
Choose a novel or short story which involves a theme of conflict and show how the dramatist makes the story compelling for the reader. You may refer to structure, characterisation, key scene(s) or any other appropriate feature.
A novel which involves a theme of conflict is ‘To Kill a Mockingbird’ by Harper Lee. It is the story of a town divided by racism and ignorance, and a miscarriage of justice.
The novel is set in Alabama during the Depression. Maycomb is a poor community of farmers. This is shown in the early chapters when Scout attends school. The poverty of the other children is revealed at lunchtime, when they take out pails of molasses to eat. Walter Cunningham pays Atticus in turnips as he has no cash. When his son visits for dinner, he pours molasses over his food. As well as poverty, the town is divided. Black people worship at a separate church and live in their own area. The conflict of the novel arises from prejudice, which leads to Tom Robinson being accused of rape.
The character of Atticus is central to the novel. At first he appears a somewhat boring middle-aged man: ‘Atticus was feeble; he was nearly fifty’. He does not play football like the other fathers. The incident with the rabid dog shows that he has kept his shooting skill a secret from his children in order to protect them. He represents the moral centre of the novel, refusing to allow Scout to use the word ‘niggers’ and standing up for Boo Radley and Miss Dubose. In the second half of the novel he defends Tom Robinson even though he is certain to lose.
The novel is narrated by Scout as an old woman. Scout is hot headed and gets into fights at the start of the novel. She becomes more like Atticus as she learns more of the fight against prejudice.
A key scene of the novel is chapter 15. At the start of this chapter, we are reminded of the setting as the children eavesdrop on their father on the front porch. They hear Atticus’ dangerous question: ‘Do you really think so?’ This is repeated later on in the chapter as Atticus confronts the local men. Scout shames Walter Cunningham into withdrawing by reminding him he is an ordinary man.
Symbolism is important in chapter 15. The Maycomb Jail contrasts with the other buildings on the main street, being far grander and older, yet, in the minds of the townsfolk it is ‘full of niggers’. Tom Robinson seems to be living in a building better than theirs. The idea of being at home is continued with Atticus, who sits under a light bulb, in a chair, with a newspaper. This gives us some understanding of what motivates the locals to try to lynch Tom: they see him as being above them, and perhaps as a guest of Atticus’ home.
Despite the optimism of chapter 15, the book still ends with the death of Tom. However, Boo Radley saves the family from Bob Ewell and the policeman refuses to investigate what may have been Ewell’s murder by Boo. The conflict of the novel leaves the reader with a sense of injustice but also optimism. The good people of the novel include people such as Walter Cunningham, who learn tolerance from a child’s point of view.
In these ways, ‘To Kill a Mockingbird’ is a novel which features conflict. The author uses symbolism, characterisation and setting to explore the theme of racial prejudice.
Choose a novel or short story which involves a theme of conflict and show how the dramatist makes the story compelling for the reader. You may refer to structure, characterisation, key scene(s) or any other appropriate feature.
Introduction
A novel which involves a theme of conflict is ‘To Kill a Mockingbird’ by Harper Lee. It is the story of a town divided by racism and ignorance, and a miscarriage of justice.
Setting
The novel is set in Alabama during the Depression. Maycomb is a poor community of farmers. This is shown in the early chapters when Scout attends school. The poverty of the other children is revealed at lunchtime, when they take out pails of molasses to eat. Walter Cunningham pays Atticus in turnips as he has no cash. When his son visits for dinner, he pours molasses over his food. As well as poverty, the town is divided. Black people worship at a separate church and live in their own area. The conflict of the novel arises from prejudice, which leads to Tom Robinson being accused of rape.
Characterization
The character of Atticus is central to the novel. At first he appears a somewhat boring middle-aged man: ‘Atticus was feeble; he was nearly fifty’. He does not play football like the other fathers. The incident with the rabid dog shows that he has kept his shooting skill a secret from his children in order to protect them. He represents the moral centre of the novel, refusing to allow Scout to use the word ‘niggers’ and standing up for Boo Radley and Miss Dubose. In the second half of the novel he defends Tom Robinson even though he is certain to lose.
The novel is narrated by Scout as an old woman. Scout is hot headed and gets into fights at the start of the novel. She becomes more like Atticus as she learns more of the fight against prejudice.
Key scene
A key scene of the novel is chapter 15. At the start of this chapter, we are reminded of the setting as the children eavesdrop on their father on the front porch. They hear Atticus’ dangerous question: ‘Do you really think so?’ This is repeated later on in the chapter as Atticus confronts the local men. Scout shames Walter Cunningham into withdrawing by reminding him he is an ordinary man.
Symbolism
Symbolism is important in chapter 15. The Maycomb Jail contrasts with the other buildings on the main street, being far grander and older, yet, in the minds of the townsfolk it is ‘full of niggers’. Tom Robinson seems to be living in a building better than theirs. The idea of being at home is continued with Atticus, who sits under a light bulb, in a chair, with a newspaper. This gives us some understanding of what motivates the locals to try to lynch Tom: they see him as being above them, and perhaps as a guest of Atticus’ home.
The ending of the novel
Despite the optimism of chapter 15, the book still ends with the death of Tom. However, Boo Radley saves the family from Bob Ewell and the policeman refuses to investigate what may have been Ewell’s murder by Boo. The conflict of the novel leaves the reader with a sense of injustice but also optimism. The good people of the novel include people such as Walter Cunningham, who learn tolerance from a child’s point of view.
Conclusion
In these ways, ‘To Kill a Mockingbird’ is a novel which features conflict. The author uses symbolism, characterisation and setting to explore the theme of racial prejudice.
Of Mice And Men Essay Plan
Question -
Choose a novel or short story in which there is an obvious climax or turning point. Show how the author arrives at the turning point and then discuss the consequences of it for the final outcome of the story. You may wish to mention techniques such as characterisation, structure, description or any other appropriate feature.
Introduction
Setting
The character of Lennie
Animal imagery
The suffering of ordinary people
Curley’s wife
Description
The author’s use of description is vital to the turning point:
The outcome of this turning point
Conclusion
Therefore, in ‘Of Mice And Men’ Steinbeck uses word choice and characterisation to prepare us for the turning point in the novel and its tragic ending.
Choose a novel or short story in which there is an obvious climax or turning point. Show how the author arrives at the turning point and then discuss the consequences of it for the final outcome of the story. You may wish to mention techniques such as characterisation, structure, description or any other appropriate feature.
Introduction
Setting
- Depression era
- Background to George and Lennie’s story – on the run from their last job.
- Turning point: when Lennie accidentally kills Curley’s wife.
The character of Lennie
- Lennie’s strength and lack of intelligence described early on
- Word choice portrays Lennie’s childish behaviour:
Lennie dabbled his big paw in the water and wiggled his fingers so that the water arose in little splashes … ‘Look George, look what I done.’
- Shows immaturity
- ‘paw’ suggests that he is more like an animal than a man.
- Loves animals and collects pet mice, ends up killing them with his great strength.
Animal imagery
- Lennie looks forward to keeping rabbits, showing his kind and gentle nature.
- The death of Candy’s dog makes him join Lennie and George’s scheme.
- ‘Of Mice and Men’ = animals; as well as the Robert Burns poem.
- Like the mouse in the poem, after the death of Curley’s wife, the men’s plan comes to nothing.
- Title of novel prepares reader for turning point and climax
The suffering of ordinary people
- Main theme of the novel
- Shown in the scene where Curley attacks Lennie and has his hand crushed:
Curley stepped over to Lennie like a terrier. ‘What the hell you laughin’ at?’
- Curley decides to pick a fight with Lennie as he hates people who are bigger than him.
- Animal imagery – compared to ‘terrier’
- He uses violence to make up for the fact none of the other workers respect him.
- This incident prepares us for the death of Curley’s wife in chapter 5.
Curley’s wife
- Lonely and not tolerated by the farm workers, who visit prostitutes rather than having real relationships with women.
- Her name is not given in the book, showing that people do not really know her.
- Like Crooks, who is a victim of racism, she is isolated.
- Seeks out Lennie for friendship, but due to his strength she dies.
- The book shows us that people who have a low position in society can lead a lonely and short life.
Description
The author’s use of description is vital to the turning point:
She jerked her head sideways and Lennnie’s fingers closed on her hair and hung on … She struggled violently under his hands … And then she was still, for Lennie had broke her neck.
- It is as though Lennie has no control over his own fingers.
- We are reminded of the dead mice and the rabbits, as well as the fight with Curley.
The outcome of this turning point
- George is forced to kill Lennie before the other farm workers get hold of him.
- The reader is left with a feeling of sadness because George is a friend to Lennie to the end, and does what he has to do.
- We are made to feel pity for the poor farm workers who have no control over their lives.
Conclusion
Therefore, in ‘Of Mice And Men’ Steinbeck uses word choice and characterisation to prepare us for the turning point in the novel and its tragic ending.
Of Mice And Men Essay
Question -
Choose a novel or short story in which there is an obvious climax or turning point (1). Show how the author arrives at the turning point and then discuss the consequences of it for the final outcome of the story. You may wish to mention techniques such as characterisation, structure, description or any other appropriate feature.
(1) In this essay, I discuss a turning point. The climax of ‘Of Mice and Men’ would probably be when George shoots Lennie.
Structure -
1. Introduction
2. Curley’s wife
3. The turning point / description
4. The opening chapter / the character of Lennie
5. Animal imagery
6. The fight with Curley
7. The outcome
8. Conclusion
The turning point of the novel ‘Of Mice and Men’ by John Steinbeck is when Lennie accidentally kills Curley’s wife. [R1] The novel is set in America at the time of the depression. Two migrant workers, [R2] George and Lennie join a ranch to work. Like the other misfits they meet in the novel, they work for low wages while dreaming of a better life. After this turning point their dreams are over and George shoots Lennie out of pity before he can be lynched.
Curley’s wife is lonely and not tolerated by the farm workers, who visit prostitutes rather than having real relationships with women. Her name is not given in the book, showing that people do not really know her. Like Crooks, who is a victim of racism, she is isolated. She seeks out Lennie for friendship, but due to his strength she dies. Therefore the book shows us that people who have a low position in society lead a lonely and short life. The death of Curley’s wife [R3] is the beginning of the end for Lennie and his dream of owning a ranch with George.
The author’s use of description is vital to the turning point[R4] :
She jerked her head sideways and Lennie’s fingers closed on her hair and hung on … She struggled violently under his hands … And then she was still, for Lennie had broke her neck.
It is as though Lennie has no control over his own fingers – they are acting independently of him. Her death happens very quickly, suggesting that life is cheap in the world of the novel.
At the start, the reader is given the impression that Lennie’s strength and low intelligence will lead to tragedy. The writer’s use of word choice helps portray Lennie as an overgrown child at the start of the novel:
Lennie dabbled his big paw in the water and wiggled his fingers so that the water arose in little splashes … ‘Look George, look what I done.’
The fact that ripples in the water amuse Lennie and are seen by him as an achievement helps convey his immaturity to the reader. The use of the word ‘paw’ suggests that he is more like an animal than a man. He clearly loves animals and collects pet mice, but always ends up killing them with his great strength. This also shows his dependency on George, who is almost like a parent.
Animals are used in the novel in several ways. When he and George fantasise about having their own farm, he looks forward to keeping rabbits, showing his kind and gentle nature. Lennie is not the only farm worker who feels close to animals. The death of Candy’s dog makes him join Lennie and George’s scheme. The title ‘Of Mice and Men’ alludes the Robert Burns poem. Like the mouse in the poem, after the death of Curley’s wife, the men’s plan comes to nothing. After the turning point, the men’s ‘best laid schemes’ come to nothing.
The aspirations of ordinary people is the main theme of the novel [R5] and is shown in the scene where Curley attacks Lennie and has his hand crushed:
Curley stepped over to Lennie like a terrier. ‘What the hell you laughin’ at?’
Curley decides to pick a fight with Lennie as he hates people who are bigger than him. Curley is also compared to an animal[R6] – as though he is little better than a savage – but small - dog. He uses violence to make up for the fact none of the other workers respect him. He is a sad character like Crooks and Candy. This incident prepares us for the death of Curley’s wife in chapter five.
[The outcome of the turning point is that George is forced to kill Lennie before the other farm workers get hold of him. The reader is left with a feeling of sadness because George is a friend to Lennie to the end, and does what he has to do. I felt pity for the poor farm workers who have no control over their lives.
In the tragic world of the novel ‘Of Mice And Men’ Steinbeck [R7] uses description and characterisation to prepare us for the turning point in the novel and its pessimistic ending. He uses the story of George and Lennie to make the reader think about the hopes and dreams of ordinary people at the bottom of society.
[R1]Topic sentence, addressing the question.
[R2]Plot summary – a few sentences to give the beginning, middle and end of the story.
[R3]I haven’t mentioned the question yet in the paragraph, so this sentence is to reassure the marker that this discussion of Curley’s wife is relevant to the essay.
[R4]For this essay, I’ll write about the turning point of the novel; then the start; followed by Lennie’s fight with Curley; then a summary of the climax.
[R5]I mention theme in every prose essay. The marker will be interested in what you think the theme is; and it s likely you will get a theme question every year.
[R6]This carries on from the discussion of the novel’s title and animal imagery.
[R7]The most straightforward way of introducing your conclusion is simply to mention the full title of the novel again. I use the phrase ‘tragic world’ as this makes my summing up slightly more stylish.
Choose a novel or short story in which there is an obvious climax or turning point (1). Show how the author arrives at the turning point and then discuss the consequences of it for the final outcome of the story. You may wish to mention techniques such as characterisation, structure, description or any other appropriate feature.
(1) In this essay, I discuss a turning point. The climax of ‘Of Mice and Men’ would probably be when George shoots Lennie.
Structure -
1. Introduction
2. Curley’s wife
3. The turning point / description
4. The opening chapter / the character of Lennie
5. Animal imagery
6. The fight with Curley
7. The outcome
8. Conclusion
The turning point of the novel ‘Of Mice and Men’ by John Steinbeck is when Lennie accidentally kills Curley’s wife. [R1] The novel is set in America at the time of the depression. Two migrant workers, [R2] George and Lennie join a ranch to work. Like the other misfits they meet in the novel, they work for low wages while dreaming of a better life. After this turning point their dreams are over and George shoots Lennie out of pity before he can be lynched.
Curley’s wife is lonely and not tolerated by the farm workers, who visit prostitutes rather than having real relationships with women. Her name is not given in the book, showing that people do not really know her. Like Crooks, who is a victim of racism, she is isolated. She seeks out Lennie for friendship, but due to his strength she dies. Therefore the book shows us that people who have a low position in society lead a lonely and short life. The death of Curley’s wife [R3] is the beginning of the end for Lennie and his dream of owning a ranch with George.
The author’s use of description is vital to the turning point[R4] :
She jerked her head sideways and Lennie’s fingers closed on her hair and hung on … She struggled violently under his hands … And then she was still, for Lennie had broke her neck.
It is as though Lennie has no control over his own fingers – they are acting independently of him. Her death happens very quickly, suggesting that life is cheap in the world of the novel.
At the start, the reader is given the impression that Lennie’s strength and low intelligence will lead to tragedy. The writer’s use of word choice helps portray Lennie as an overgrown child at the start of the novel:
Lennie dabbled his big paw in the water and wiggled his fingers so that the water arose in little splashes … ‘Look George, look what I done.’
The fact that ripples in the water amuse Lennie and are seen by him as an achievement helps convey his immaturity to the reader. The use of the word ‘paw’ suggests that he is more like an animal than a man. He clearly loves animals and collects pet mice, but always ends up killing them with his great strength. This also shows his dependency on George, who is almost like a parent.
Animals are used in the novel in several ways. When he and George fantasise about having their own farm, he looks forward to keeping rabbits, showing his kind and gentle nature. Lennie is not the only farm worker who feels close to animals. The death of Candy’s dog makes him join Lennie and George’s scheme. The title ‘Of Mice and Men’ alludes the Robert Burns poem. Like the mouse in the poem, after the death of Curley’s wife, the men’s plan comes to nothing. After the turning point, the men’s ‘best laid schemes’ come to nothing.
The aspirations of ordinary people is the main theme of the novel [R5] and is shown in the scene where Curley attacks Lennie and has his hand crushed:
Curley stepped over to Lennie like a terrier. ‘What the hell you laughin’ at?’
Curley decides to pick a fight with Lennie as he hates people who are bigger than him. Curley is also compared to an animal[R6] – as though he is little better than a savage – but small - dog. He uses violence to make up for the fact none of the other workers respect him. He is a sad character like Crooks and Candy. This incident prepares us for the death of Curley’s wife in chapter five.
[The outcome of the turning point is that George is forced to kill Lennie before the other farm workers get hold of him. The reader is left with a feeling of sadness because George is a friend to Lennie to the end, and does what he has to do. I felt pity for the poor farm workers who have no control over their lives.
In the tragic world of the novel ‘Of Mice And Men’ Steinbeck [R7] uses description and characterisation to prepare us for the turning point in the novel and its pessimistic ending. He uses the story of George and Lennie to make the reader think about the hopes and dreams of ordinary people at the bottom of society.
[R1]Topic sentence, addressing the question.
[R2]Plot summary – a few sentences to give the beginning, middle and end of the story.
[R3]I haven’t mentioned the question yet in the paragraph, so this sentence is to reassure the marker that this discussion of Curley’s wife is relevant to the essay.
[R4]For this essay, I’ll write about the turning point of the novel; then the start; followed by Lennie’s fight with Curley; then a summary of the climax.
[R5]I mention theme in every prose essay. The marker will be interested in what you think the theme is; and it s likely you will get a theme question every year.
[R6]This carries on from the discussion of the novel’s title and animal imagery.
[R7]The most straightforward way of introducing your conclusion is simply to mention the full title of the novel again. I use the phrase ‘tragic world’ as this makes my summing up slightly more stylish.
Boy Driving His Father To Confession Essay
Question -
Choose a poem in which there is a noticeable change of mood at one or more than one point in the poem. Show how the poet conveys the change(s) of mood and discuss the importance of the change(s) to the central idea of the poem.
Seamus Heaney’s ‘Boy driving his father to confession’ is a poem with distinct changes in mood. The central idea of the poem is quite simple: the speaker and his father are very different people and struggle to understand each other. The changes of mood show the affection in their relationship as Heaney describes the ‘Four times’ in which his father was more like ‘a grown up-friend’ than a parent.
The mood at the start of the poem is quite poignant. He describes his father as having ‘paternal mail’ to protect himself with only four ‘chinks’. This emphasizes that his father is tough and proud like a knight in armour. He belongs to a past age, when ‘men were men’. He sees his father cry ‘among the men’ when his brother died, showing that he embodies a very traditional kind of masculinity.
This dark mood is contrasted in lines eight to ten: ‘I was shocked at your tears when my mother’s plane took off’ – the father gives a rare display of vulnerability. This is a poem about men and the way they bond together, and the fact that his father misses his mother so much humanizes him and lightens the tone of the poem. Yet it also continues the idea of being a knight with the suggestion of true love and chivalry – like a figure from a Romance, love is the most important thing in his father’s life. The poet creates a sense of poignancy by leaving his father ‘lonely at the barrier’.
The lighter mood continues when Heaney describes the third ‘chink’ – his father tells an ‘almost smutty story in a restaurant toilet’, which is an ‘unprecedented breakthrough’. The poet’s use of ‘almost’ emphasizes that the father hasn’t quite abandoned his stern, distant demeanour. The place, a toilet, gives another contrast to the world of knights and honour, although it is still a place where men meet. The word choice of ‘unprecedented breakthrough’ adds a witty and ironic comment on this new mood.
In the second stanza, the poet brings the poem up to date and creates a thoughtful mood by describing their current relationship. ‘Do you tell sins as I would?’ shows that he still does not know his father well but at the same time it emphasizes that they both have a relationship with God.
The poem ends on an almost playful note with the pun:
Heaney’s use of onomatopoeia with ‘grunt’ and ‘slam’ show that his father is, in some ways, the same as he has always been – rough and ready. But the ending also suggests that the poet has come to understand him. He is distant from his ‘father’, who, in a different way, is distant from the other ‘father’ – the priest, or even God himself.
This is therefore a poem with several different moods. The change in mood with each ‘chink’ that the poet witnesses in his father’s armour shows their developing relationship over many years, and this is what helps bring the poem to life.
A common poetry question: explain the changes of mood, atmosphere or tone between the different sections.
The ‘four chinks’ hold my essay together – the poem is structured around four different stories from the poet’s life, so I mention each one in turn.
Choose a poem in which there is a noticeable change of mood at one or more than one point in the poem. Show how the poet conveys the change(s) of mood and discuss the importance of the change(s) to the central idea of the poem.
Seamus Heaney’s ‘Boy driving his father to confession’ is a poem with distinct changes in mood. The central idea of the poem is quite simple: the speaker and his father are very different people and struggle to understand each other. The changes of mood show the affection in their relationship as Heaney describes the ‘Four times’ in which his father was more like ‘a grown up-friend’ than a parent.
The mood at the start of the poem is quite poignant. He describes his father as having ‘paternal mail’ to protect himself with only four ‘chinks’. This emphasizes that his father is tough and proud like a knight in armour. He belongs to a past age, when ‘men were men’. He sees his father cry ‘among the men’ when his brother died, showing that he embodies a very traditional kind of masculinity.
This dark mood is contrasted in lines eight to ten: ‘I was shocked at your tears when my mother’s plane took off’ – the father gives a rare display of vulnerability. This is a poem about men and the way they bond together, and the fact that his father misses his mother so much humanizes him and lightens the tone of the poem. Yet it also continues the idea of being a knight with the suggestion of true love and chivalry – like a figure from a Romance, love is the most important thing in his father’s life. The poet creates a sense of poignancy by leaving his father ‘lonely at the barrier’.
The lighter mood continues when Heaney describes the third ‘chink’ – his father tells an ‘almost smutty story in a restaurant toilet’, which is an ‘unprecedented breakthrough’. The poet’s use of ‘almost’ emphasizes that the father hasn’t quite abandoned his stern, distant demeanour. The place, a toilet, gives another contrast to the world of knights and honour, although it is still a place where men meet. The word choice of ‘unprecedented breakthrough’ adds a witty and ironic comment on this new mood.
In the second stanza, the poet brings the poem up to date and creates a thoughtful mood by describing their current relationship. ‘Do you tell sins as I would?’ shows that he still does not know his father well but at the same time it emphasizes that they both have a relationship with God.
The poem ends on an almost playful note with the pun:
You grunt and slam the door. I watch another
Who gropes as awkwardly to know his father.
Heaney’s use of onomatopoeia with ‘grunt’ and ‘slam’ show that his father is, in some ways, the same as he has always been – rough and ready. But the ending also suggests that the poet has come to understand him. He is distant from his ‘father’, who, in a different way, is distant from the other ‘father’ – the priest, or even God himself.
This is therefore a poem with several different moods. The change in mood with each ‘chink’ that the poet witnesses in his father’s armour shows their developing relationship over many years, and this is what helps bring the poem to life.
My comment
A common poetry question: explain the changes of mood, atmosphere or tone between the different sections.
The ‘four chinks’ hold my essay together – the poem is structured around four different stories from the poet’s life, so I mention each one in turn.
Mitigation
Question -
Write about a poem which made you think about an important issue.
Kate Clanchy’s harrowing lyric poem ‘Mitigation’ forces the reader to dwell upon the issue of human evil. It is a take on the murder of Jamie Bulger by two young boys, Thomson and Venables. The poet uses a first person narrative to change the reader’s perspective, along with the use of word choice and style.
The poet’s choice of words emphasizes the horror of the Bulger’s death which occurs in the ‘swooping railway tracks’. This gave me the impression of a bird capturing its prey. This gives the impression of extreme speed and efficiency, but also suggests that the murder was part of a ‘natural’ animal instinct. It is shocking enough to contemplate two children killing a younger child, but this suggests that it was nothing strange in their minds. They are unaware of the moral implications to what they have done.
Clanchy employs stanza structure to create jarring contrasts. The ‘swooping railway tracks’ occur in the first line of the last stanza, where the reader might become aware for the first time that the poem is about the Bulger murder. The first stanza describes childish games and fantasies in nostalgic locations like ‘The Den’. This changes with the break between the first and second stanzas:
and loved the tender ticking throat
of panicked bird or retching child
This makes the poem take a sinister turn and shows how the killers are unaware of the suffering of their victims. The ‘tender ticking throat’ is a pleasant, fragile expression; the alliteration of the slight ‘t’ sound emphasises the vulnerability of the bird and ‘loved’ is a reminder that Venables and Thomson are children. Yet the bird is ‘panicked’ – the boys clearly love the heartbeat because the bird is in their power and it is equated with a ‘retching child’ who we then learn is Bulger. Clanchy uses bird symbols as they represent both the defenceless, with the bird in their hand, and the bird of prey, a natural predator. This gave me a new perspective on the mentality of the young murderers – still children but capable of adult crimes.
The poet’s use of first person throughout allows the reader to see through the eyes of Venables and Thomson. The boys talk directly to the reader and accuse them of having the same mindset. ‘That doll of yours whose head came off’ is about an experience of theirs, yet they address the reader - quite plausibly, the reader could have had the same experience while playing. The poem makes the reader examine their own life and see where they have acted in the same way as the killers.
Clanchy’s use of symbolism also helps the reader to understand the issue of murder. The doll represents the torture Bulger went through and the desire for power – it is buried behind a ‘fort’, a symbol of military power as if the boys are playing soldiers. Yet the difference between the boys and the adults with ‘signet rings’, in their own eyes, is that they went through with an actual crime rather than by sticking to make-believe. They claim to speak on behalf of all young boys:
We heard your hands, the short wet slap
Of adults clamouring to get back
I was horrified by the suggestion that everyone would do as they did if they had not ‘bottled’, but this is why the poem is effective. Clanchy shows how murderers might have the same experiences as the rest of us but implies that they do not understand the lines which we can’t cross as adults. The adults outside the van want to kill the boys – to ‘get back’ to the time when they could be violent without taking responsibility for their actions.
The title of the poem suggests that there are ‘mitigating’ circumstances for why the boys killed Bulger – the boys simply didn’t know right from wrong. While I didn’t feel any sympathy for the boys, it made me think about the important issue of murder, and this is why it is a successful poem.
Write about a poem which made you think about an important issue.
Kate Clanchy’s harrowing lyric poem ‘Mitigation’ forces the reader to dwell upon the issue of human evil. It is a take on the murder of Jamie Bulger by two young boys, Thomson and Venables. The poet uses a first person narrative to change the reader’s perspective, along with the use of word choice and style.
The poet’s choice of words emphasizes the horror of the Bulger’s death which occurs in the ‘swooping railway tracks’. This gave me the impression of a bird capturing its prey. This gives the impression of extreme speed and efficiency, but also suggests that the murder was part of a ‘natural’ animal instinct. It is shocking enough to contemplate two children killing a younger child, but this suggests that it was nothing strange in their minds. They are unaware of the moral implications to what they have done.
Clanchy employs stanza structure to create jarring contrasts. The ‘swooping railway tracks’ occur in the first line of the last stanza, where the reader might become aware for the first time that the poem is about the Bulger murder. The first stanza describes childish games and fantasies in nostalgic locations like ‘The Den’. This changes with the break between the first and second stanzas:
and loved the tender ticking throat
of panicked bird or retching child
This makes the poem take a sinister turn and shows how the killers are unaware of the suffering of their victims. The ‘tender ticking throat’ is a pleasant, fragile expression; the alliteration of the slight ‘t’ sound emphasises the vulnerability of the bird and ‘loved’ is a reminder that Venables and Thomson are children. Yet the bird is ‘panicked’ – the boys clearly love the heartbeat because the bird is in their power and it is equated with a ‘retching child’ who we then learn is Bulger. Clanchy uses bird symbols as they represent both the defenceless, with the bird in their hand, and the bird of prey, a natural predator. This gave me a new perspective on the mentality of the young murderers – still children but capable of adult crimes.
The poet’s use of first person throughout allows the reader to see through the eyes of Venables and Thomson. The boys talk directly to the reader and accuse them of having the same mindset. ‘That doll of yours whose head came off’ is about an experience of theirs, yet they address the reader - quite plausibly, the reader could have had the same experience while playing. The poem makes the reader examine their own life and see where they have acted in the same way as the killers.
Clanchy’s use of symbolism also helps the reader to understand the issue of murder. The doll represents the torture Bulger went through and the desire for power – it is buried behind a ‘fort’, a symbol of military power as if the boys are playing soldiers. Yet the difference between the boys and the adults with ‘signet rings’, in their own eyes, is that they went through with an actual crime rather than by sticking to make-believe. They claim to speak on behalf of all young boys:
We heard your hands, the short wet slap
Of adults clamouring to get back
I was horrified by the suggestion that everyone would do as they did if they had not ‘bottled’, but this is why the poem is effective. Clanchy shows how murderers might have the same experiences as the rest of us but implies that they do not understand the lines which we can’t cross as adults. The adults outside the van want to kill the boys – to ‘get back’ to the time when they could be violent without taking responsibility for their actions.
The title of the poem suggests that there are ‘mitigating’ circumstances for why the boys killed Bulger – the boys simply didn’t know right from wrong. While I didn’t feel any sympathy for the boys, it made me think about the important issue of murder, and this is why it is a successful poem.
Church Going Essay Plan
Introduction - ‘Church Going’ by Philip Larkin is an example of a poem …
In this essay, I will show / discuss / describe …
The title of the poem contains a pun …
The poet uses a strict rhyme scheme to tackle this subject.
Sound effects are important from the start of the poem.
The main symbol running through the poem is the church itself.
Stanza three shows the poet reflecting on the scene and marks a change in tone for the poem.
The final stanza contains a note of mild optimism.
Conclusion – Therefore I would argue that ‘Church Going’ …
In this essay, I will show / discuss / describe …
The title of the poem contains a pun …
- Title – ironic, as the speaker only visits churches, without worshipping
- Church’s are ‘Going’, i.e. declining
- Theme – decline of religion
The poet uses a strict rhyme scheme to tackle this subject.
- Form – the orderly thoughts of an average person
- He is able to use colloquial language – an ordinary person thinking about common things:
- ‘Brewed God knows how long.’
- Stanza one sets the tone of this poem.
- Sets the scene – a lack of respect
- ‘some brass and stuff
- Up at the holy end;’ – informal language
Sound effects are important from the start of the poem.
- ‘I step inside, letting the door thud shut.’ Contrasts with the ‘tense, musty, unignorable silence’ of the church.
- The poet speaking makes ‘echoes snigger’ – as though his presence is not welcome.
The main symbol running through the poem is the church itself.
- The church itself is described several ways in the poem:
- ‘this cross of ground’
- ‘this accoutred frowsty barn’
- ‘a special shell’
- ‘serious house on serious earth’
- -give chosen quotes some explanation.
Stanza three shows the poet reflecting on the scene and marks a change in tone for the poem.
- Through the middle and final sections the poem poses questions for the reader.
- Melancholy, thoughtful tone
The final stanza contains a note of mild optimism.
‘all our compulsions meet,- in a higher register than at the start
Are recognized, and robed as destinies.
And that much never can be obsolete’
Conclusion – Therefore I would argue that ‘Church Going’ …
African Beggar Essay
Question – Give an account of a poem you have read and show how the poet conveys his ideas.
‘African Beggar’ is a descriptive poem written successfully by Raymond Tong. It is a poem which paints a picture clearly in words of a poverty-stricken, native beggar.
Throughout the poem Tong uses many different techniques to portray images and to control the readers’ feelings towards the beggar. The first two lines of the poem cause the reader to feel sorry for the beggar. This emotion can be sensed greatly from the first word of the poem ‘sprawled’. The simple use of this word illustrates that the beggar is lying on the ground, his limbs stretched out awkwardly because he is unable to hold himself. Though, the word also suggests that the beggar is tired and frail as a result of the lack of water and food he is receiving. He has no energy or strength left, and has become lifeless.
The beggar is also described as a ‘target for small children, dogs and flies’. This cleverly used metaphor can either attack or defend the beggar, yet I believe there are more aspects of this quote which upholds him competently. The word ‘target’ gives the impression that he is helpless and he has no energy left to prevent the situation from occurring. He is so weak that even ‘small children’ are able to annoy and ridicule him. ‘Dogs’ are urinating on him which make him seem inanimate and unimportant and ‘flies’ are also attracted to him because he is unclean. As a result of this they are feeding on his rotting flesh.
He is also referred to as a ‘heap’ which implies that he is nothing more than a pile of skin and bones, and that he has no feelings. Again he is being considered as if non-living. This further adds to the readers’ understanding towards the beggar. For these reasons the reader empathises for the beggar as no individual should have to live such a life.
However, Tong then changes the direction of the poem by repelling the reader from the beggar. He does this skillfully by using more effective techniques and by the use of proficient words. The beggar is described to the reader as if insanitary and dangerous. He is looked upon as having ‘verminous rags and matted hair’. This efficient metaphor makes the reader assume that the beggar has a disease of some type, which he may spread. The word ‘rags’ suggests he is wearing clothes which are old and tattered, as he has no money to buy any new ones. His ‘matted hair’ simply indicates that the beggar has not been able to have a wash for a long period.
Tong also describes the beggar as having a ‘noseless smallpoxed face’. This quote portrays his ugliness, and confirms the readers’ assumption of him having a disease. So, the reader feels more aversion towards the beggar. Nevertheless, Tong doesn’t stop there. He continues to ward off the reader by describing his face as being ‘creased in a sneer’. The use of negative language in this extract, and the use of the word ‘sneer’ shows the beggar’s contempt towards other individuals. Though the beggar may only have this contempt to those who are not helping him, the reader interprets it as if he is ungrateful to all.
The image of the beggar’s ugliness continues into the second stanza: ‘yellow stumps of teeth’, which suggests his teeth are discoloured and rotting. Tong then smartly uses a complex metaphor to examine this image. He generalises his ideas by describing the beggar as a ‘grotesque mask of death’. This thick-skinned excerpt continues the presumption that the beggar is not attractive to look at and that he has not long to live because of his condition, so he is virtually dead.
Tong also uses a very intelligent method of imagery to effortlessly make a comparison of the beggar. This can be described as animal imagery. This allows the reader to easily visualize the beggar. His ‘cunning reptile eyes’ is a metaphorical example of this type of imagery. Again there is a use of negative language which drives the reader further away from the beggar. The word ‘cunning’ also shows the ingenious deceit that the beggar has towards the people who are disregarding him.
Another example of the animal imagery used is ‘whines’. This word is used to describe the pain the beggar is feeling. It realistically describes both his emotions and the true torture he is feeling because of the lack of water and food he is obtaining. It also expresses clearly the way in which the beggar is creating this sound.
‘Hands like claws’ is a further simile which is also used in this style of imagery. It represents that the beggar has narrow, skeletal fingers which may be a result of being undernourished. However, this particular example is not interoperated like this. When evaluating this quote the reader understands it to be a negative feature on the beggar’s behalf.
In the third stanza of the poem Tong changes the path of the poem yet again. For a second time he decides to change the reader’s perception of the beggar by the use of word selection and technique. The discouraged emotion begins to disappear within the first line of the third stanza, and is replaced with a sympathetic feeling. The reader starts to comprehend the true emotions of the beggar and the following quote ‘lying all alone’ confirms that the beggar is lonely and isolated from everyone else, as well as frail.
Another well written metaphor is ‘trackless jungle of his pain’. This creates a sense of confusion and emphasises the amount of pain the beggar is in. The word ‘lost’ is used just before this quotation and I feel that it shows that there is no escape for the beggar.
I believe that the word ‘shadow’ shows the darkness of the beggar’s existence, and proves the unimportance of him. This quote goes on by saying that he is in the shadow of a ‘crumbling wall’. This is a very witty metaphor as it does not only raise knowledge of the decaying of the area, but it also refers to the decaying of the beggar himself.
There is also a sense of desperation from the beggar as he is ‘clutching the pitiless red earth in vain’. The reader can feel the true despair of the beggar. There is also personification in this extract. It generalises the feelings of all the population in the way that the beggar feels they see him. He believes that no-one feels sorry for him or wants to help him. However, as unsuccessful as he is, he doesn’t give up begging as it is his last hope of survival.
The last line of the poem uses a simile to clearly conclude the feelings of the beggar. He is described as ‘whimpering like a stricken animal’, which continues the animal imagery used before in a more positive way. It seems as if the beggar has been afflicted by this experience. It has made him feel genuine pain and grief. This is because he feels unloved and insignificant in a world were he is looked upon as worthless. The last stanza of the poem creates an uneasy atmosphere, as the reader is exposed to the true horrors of being a beggar.
‘African Beggar’ is a descriptive poem written successfully by Raymond Tong. It is a poem which paints a picture clearly in words of a poverty-stricken, native beggar.
Throughout the poem Tong uses many different techniques to portray images and to control the readers’ feelings towards the beggar. The first two lines of the poem cause the reader to feel sorry for the beggar. This emotion can be sensed greatly from the first word of the poem ‘sprawled’. The simple use of this word illustrates that the beggar is lying on the ground, his limbs stretched out awkwardly because he is unable to hold himself. Though, the word also suggests that the beggar is tired and frail as a result of the lack of water and food he is receiving. He has no energy or strength left, and has become lifeless.
The beggar is also described as a ‘target for small children, dogs and flies’. This cleverly used metaphor can either attack or defend the beggar, yet I believe there are more aspects of this quote which upholds him competently. The word ‘target’ gives the impression that he is helpless and he has no energy left to prevent the situation from occurring. He is so weak that even ‘small children’ are able to annoy and ridicule him. ‘Dogs’ are urinating on him which make him seem inanimate and unimportant and ‘flies’ are also attracted to him because he is unclean. As a result of this they are feeding on his rotting flesh.
He is also referred to as a ‘heap’ which implies that he is nothing more than a pile of skin and bones, and that he has no feelings. Again he is being considered as if non-living. This further adds to the readers’ understanding towards the beggar. For these reasons the reader empathises for the beggar as no individual should have to live such a life.
However, Tong then changes the direction of the poem by repelling the reader from the beggar. He does this skillfully by using more effective techniques and by the use of proficient words. The beggar is described to the reader as if insanitary and dangerous. He is looked upon as having ‘verminous rags and matted hair’. This efficient metaphor makes the reader assume that the beggar has a disease of some type, which he may spread. The word ‘rags’ suggests he is wearing clothes which are old and tattered, as he has no money to buy any new ones. His ‘matted hair’ simply indicates that the beggar has not been able to have a wash for a long period.
Tong also describes the beggar as having a ‘noseless smallpoxed face’. This quote portrays his ugliness, and confirms the readers’ assumption of him having a disease. So, the reader feels more aversion towards the beggar. Nevertheless, Tong doesn’t stop there. He continues to ward off the reader by describing his face as being ‘creased in a sneer’. The use of negative language in this extract, and the use of the word ‘sneer’ shows the beggar’s contempt towards other individuals. Though the beggar may only have this contempt to those who are not helping him, the reader interprets it as if he is ungrateful to all.
The image of the beggar’s ugliness continues into the second stanza: ‘yellow stumps of teeth’, which suggests his teeth are discoloured and rotting. Tong then smartly uses a complex metaphor to examine this image. He generalises his ideas by describing the beggar as a ‘grotesque mask of death’. This thick-skinned excerpt continues the presumption that the beggar is not attractive to look at and that he has not long to live because of his condition, so he is virtually dead.
Tong also uses a very intelligent method of imagery to effortlessly make a comparison of the beggar. This can be described as animal imagery. This allows the reader to easily visualize the beggar. His ‘cunning reptile eyes’ is a metaphorical example of this type of imagery. Again there is a use of negative language which drives the reader further away from the beggar. The word ‘cunning’ also shows the ingenious deceit that the beggar has towards the people who are disregarding him.
Another example of the animal imagery used is ‘whines’. This word is used to describe the pain the beggar is feeling. It realistically describes both his emotions and the true torture he is feeling because of the lack of water and food he is obtaining. It also expresses clearly the way in which the beggar is creating this sound.
‘Hands like claws’ is a further simile which is also used in this style of imagery. It represents that the beggar has narrow, skeletal fingers which may be a result of being undernourished. However, this particular example is not interoperated like this. When evaluating this quote the reader understands it to be a negative feature on the beggar’s behalf.
In the third stanza of the poem Tong changes the path of the poem yet again. For a second time he decides to change the reader’s perception of the beggar by the use of word selection and technique. The discouraged emotion begins to disappear within the first line of the third stanza, and is replaced with a sympathetic feeling. The reader starts to comprehend the true emotions of the beggar and the following quote ‘lying all alone’ confirms that the beggar is lonely and isolated from everyone else, as well as frail.
Another well written metaphor is ‘trackless jungle of his pain’. This creates a sense of confusion and emphasises the amount of pain the beggar is in. The word ‘lost’ is used just before this quotation and I feel that it shows that there is no escape for the beggar.
I believe that the word ‘shadow’ shows the darkness of the beggar’s existence, and proves the unimportance of him. This quote goes on by saying that he is in the shadow of a ‘crumbling wall’. This is a very witty metaphor as it does not only raise knowledge of the decaying of the area, but it also refers to the decaying of the beggar himself.
There is also a sense of desperation from the beggar as he is ‘clutching the pitiless red earth in vain’. The reader can feel the true despair of the beggar. There is also personification in this extract. It generalises the feelings of all the population in the way that the beggar feels they see him. He believes that no-one feels sorry for him or wants to help him. However, as unsuccessful as he is, he doesn’t give up begging as it is his last hope of survival.
The last line of the poem uses a simile to clearly conclude the feelings of the beggar. He is described as ‘whimpering like a stricken animal’, which continues the animal imagery used before in a more positive way. It seems as if the beggar has been afflicted by this experience. It has made him feel genuine pain and grief. This is because he feels unloved and insignificant in a world were he is looked upon as worthless. The last stanza of the poem creates an uneasy atmosphere, as the reader is exposed to the true horrors of being a beggar.
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