Brap Rap Rap! Poetry quotes

Hello Year 11!

Welcome back to Power and Conflict

As cringe-inducing as it might be to think of writing a song or a rap to help you learn plot / key themes and key quotes, it is a great way to order your thoughts and get yourselves focused on the essentials for each text (given that there are so many exams and you don't have your actual texts so memory is key!)

Here is Mr Bruff in action to help you:

Please do your own and feel free to share in the Comments!

ANIMAL FARM

Animal Farm Revision Notes - Year 11

Key Words: Use in your essays

• Dictator / Dictatorship
• Mass revolt / Revolution
• Corruption
• Self-sufficiency / Self-determination
• Deceit
• Religion
• Utopia / Utopian ideals / idealistic
• Despotic rule
• Proletariat (the 'workers')
• Propaganda
• Rhetoric (persuasive language) and Rhetorician (Squealer)
• Aristocracy / Bourgeoisie
• Hierarchy
• Animalism
• Analogy / Allegory
•  Satire
• Irony
• Loyalty
• Unity
• Illusion / Disillusion / Delusion
• Idealistic
• Betrayal / lies and half-truths
• Totalitarian state
• Egalitarianism
• Fascism
• Delineated Class system
• Op-positional forces
• Collective independence
• Contextual
• Inferiority / Superiority
• Prosperity
• Intellectualism
• Ideological 
• Politicise
• Socialism & Capitalism&/ Communism
• Marxism
• Economics
• Emancipation (freedom)
• Futility (pointlessness)
• Oppression and Supression
• Manipulation
• Machination
• Oration
• Democracy & Plutocracy & Dictatorship
• Hyperbole / Exaggeration / Superlatives
• Hypocritical / Hypocrisy
• Intermediary
• Scapegoating
• Exile / Expulsion
• Utilitarianism
• Anthropomorphic

Key Themes

• Power and Control
• Equality and inequality
• Politics
• Friendship
• Education
• Terror
• Information 
• Propaganda

Key Structural Points

• Conventional third person narrative - omniscient narrator. This keeps Orwell's position at a distance from the narrative so his opinions are implied in other ways, such as through his use of satire and allegory. 
• There are 10 chapters so it follows an episodic, linear structure. This allows us to witness the disintegration of the new regime and its fall into immorality as it happens. 
• Irony is a dominant feature of the novel, for instance when Napoleon advocates the windmill as his idea when he has actually weed on the plans to show his disdain.
• Repetition of language and motifs e.g 'Beasts of England' the anthem which is used for conveying different messages throughout the novel. Also the maxim 'Four legs good, two legs bad' which also changes its meaning as Napoleon starts to adopt human characteristics. 
• The Commandments are used structurally in the novel with many chapters ending with the destruction of distortion of one of the rules. Ultimately, the pace of this quickens and in chapter 10 we see the last few commandments ignored or broken within two pages. 
• Look how the weather is also used at the beginning of chapters to suggest the farm conditions are becoming more harsh and unforgiving. 
• The story is cyclical in terms of the animals at the end being in a similar dire situation to the beginning - reflecting Orwell's own views on political corruption and his own disaffected view of revolution - whilst he agreed with the principles of revolution, he did not see it working. 
• Use of satire / humour and ridicule to draw our attention to the problems of unequal societies and to criticise politicians and leaders. 
• Allegory was necessary as the book was published in 1943 at a time when Russia had been helping England in the Second World War. Anthropomorphism also enables the farm to serve as a microcosm for the Russian regime. 
• Fairy story tropes are mocked with recurring images / motifs of negativity. 

Key Characters

   NAPOLEON

WORDS: Duplicitous, corrupt, evil, arrogant, cunning, manipulative, cruel, ambitious, totalitarian, controlling, dominant, aggressive, underhand, cowardly, selfish, self-absorbed. 

EVENTS: Reputation for getting his own way, uses Boxer for his work ethic and uses the dogs as means of controlling the other animals (takes them as puppies which shows his strike for power is premeditated), controls the food source (e.g milk, apples, eggs), starts to 'deal' with the human enemy for his own gains, shows a lack of empathy for Boxer, expels Snowball so he can have a totalitarian state, is not directly involved in any fighting ('nowhere to be seen' during the iconic Battle of the Cowshed), perverts the meaning of the Commandments more as the book goes on. 

• Representative of Stalin: puts self above state, punished enemies, killed and tortured political opponents, rose to power through ruthlessly dealing with opponents and having Trotsky exiled.
• Orwell called Napoleon: 'Barbaric and Undemocratic' and said, "Nothing contributed so much to the original idea of Socialism as to the belief that Russia was a Socialist country."
• Used the allegory of a farm yard to deliberately mock political leaders. Subverted the 'fairy story' motifs through animal characters committing unspeakable acts such as holding show trials and sacrificing Boxer. 
• Napoleon can be compared with Old Major as two very different leaders: Old Major wanted equality and to preserve the animals' dignity and provide them with education. Napoleon wants to convince the animals that these are also his ideals when, in actual fact, his regime is suppressing their freedom and he rules them through cunning, deception and fear. 
• Is indicative of the 'power corrupts' maxim as he changes the meaning of key words on Animal Farm such as 'Comrade' and 'equality' for his own ends, eventuating in his transformation into the humans (climax of chapter 10 where you cannot tell the difference between the two)
• Uses a mixture of fear and intimidation (threat of dogs, getting rid of Snowball), rhetoric and persuasion (Squealer), self-promotion and aggrandising (setting himself up as 'Leader'),  cunning and deception (lying about the windmill and taking credit for Snowball's ideas) to establish and maintain control. 

  SNOWBALL

WORDS: Inspiring, Courageous, Idealistic, Naive, Democratic(?), Preeminent, a leader, intelligent, vivacious, charismatic, compelling, appealing, aspirational, ambitious, shrewd, innovative. inventive, sociable, superficial?, strategist, mythical figure, hypocritical, eloquent, idealist. 

EVENTS: He is the source of the windmill idea and the maxim 'Four legs good, two legs bad' which reveals his intelligence and innovative personality. He tries to put the rules into action by having them written on the wall. He is undermined by Napoleon showing force is perhaps more adequate means of control than ideas and ideology. He DOES energetically promote revolution and tries to educate the animals BUT he also condones the stealing of the best food for the pigs showing he undermines his own calls for equality and believes the pigs to be superior. He is brave in battle (unlike Napoleon) and is a planner. When he is exiled, he is made a scapegoat for all the evils of the farm and is connected to Mr Jones as a mythical figure representing what was wrong in the past / the threat to the so-called 'stability' of the new regime. 

• Representative of Lenin (who was in power in Russia from the Revolution in 1917 until 1924 when he died). He was an ideologist, a political thinker, a stirrer of rebellion and a firm Marxist. He believed that the Capitalist status quo - an egalitarian state with the power in the hands of the wealthy bourgeoisie at the expense of the poverty stricken proletariat - would be overthrown by a proletariat revolution and Socialism would rise. Like Lenin, Snowball firmly believes in the power of the 'people' and in education as a tool to increase the power of the masses.                                                                                
• Also representative of Trotsky - Stalin's political ally and then opponent who was exiled after leading an uprising against Stalin in the 1920s. Snowball is similarly exiled in Animal Farm and this exile marks a turning book in the novel where the farm begins to decline and lose its intellectual focus. 
• Orwell has spoken of Snowball, saying that his name is supposed to be ironic because he paints himself as 'whiter than white' in terms of his morals BUT he is in fact hypocritical and just as self-serving and personally ambitious as Napoleon in some ways. 
• He is very eloquent (good speaker) and his speeches have the ability to stir feelings of revolt in the animals. However, he fails to notice Napoleon's gathering of force and is ultimately unable to secure power, thus perhaps proving that eloquence can only get you so far. 
• He is an idealist and can be criticised for failing to recognise the failings of the animals, for instance he advocates education for all but some of the animals (such as Boxer and the sheep) cannot get far with their education. Napoleon is arguably more shrewd and intuitive as he recognises that animals also need to be ruled by a leader.

COMING NEXT WEEK:

1. Old Major and Boxer character studies. 

2. Writing a powerful plan and thesis statement. 

3. Quoting successfully. 

If Comrade Fowler says it, it must be right... :)

Poetry Revision - Context and Quotes sheet

Click on this link for Power and Conflict booklet on ALL POEMS:
Power and Conflict booklet

Context and Quotes sheet:
SHEET


Miss Fowler :)

Comparisons you can make - links between poems

Comparisons & Contrasts you can make: Nature

1.      PRELUDE

·         CF Exposure- both explore the harsher sides of nature, although Exposure is about the cruel, relentless aspect of nature (indifferent to man’s suffering) whereas Prelude is more about nature’s potential for evil and superiority due to its power. Both also focus on first person narratives but Exposure is immediate, in the midst of war and exposure to terrible weather, whereas Prelude is calm and more connected to the psychological impact nature can have on man through memory. Both poems personify nature as a dominant force over man, one to be feared as well as marvelled at. In Exposure, it seems that Owen questions a higher power and authority (God? Nature? Officers?) and sees soldiers as insignificant (‘nothing happens’ even though many evidently die and are buried) whereas Prelude, the narrator sees himself as insignificant (and by implication, all of mankind) and nothing really happens to disturb his calm experience other than the manifestations of his own guilt and fear.

·         CF Ozymandias – both explore the powerlessness of man and time in relation to nature. In Ozymandias, man’s power (even tyrannical, arrogant and connected to monarchy) pass with time whereas nature endures and seems indifferent to man’s suffering or superiority. This is a common belief held by Romantic poets. Both use imagery to under-line the beauty of nature (the boundless sands, the exotic ‘antique’ land suggesting history and time enduring in Ozymandias; the ‘elfin’ magic of the boat in Prelude and the calm stillness of the water where he dips his ‘lusty oars’. The effect of time is explored through memory and the effect of the boat stealing incident in Prelude, whereas in Ozymandias time is the enemy of the King and reduces his might and kingdom to insignificance. All of us are equal in the eyes of mother nature / God? It is nature we should worship, not self-indulgence. Man’s reputation is transient and ultimately we are all isolated and alone. Ozymandias can also be compared to Exposure because the two are about the passage of time and the linking of nature to a more enduring force that ultimately seems indifferent to the suffering / pride of mankind.

·         CF Storm on the Island – Both feature nature’s unpredictability and penchant for cruelty. Storm on the Island uses juxtaposition between emptiness and lack (‘nothing’ and ‘n’ and ‘nor’ and the words ‘empty’ and ‘space’) with words suggesting action and invoking military imagery: ‘salvo’ and ‘explode’ and ‘strafe’ and ‘bombard’. This suggests that the islanders waiting for a potential storm to hit is an allegory for a real war (the ‘troubles’ in Ireland). The irony of the situation is the ‘huge nothing’ that they fear – fear itself which is controlling their lives just as war does. The waiting element of Storm on the Island could be compared with Exposure and the idea of numbness (nothing) and emotional hardening of men who spend a long time in fear. The use of the collective pronoun ‘we’ is used both in Exposure and Storm…to suggest the collective identity / sense of community / emphasise that it is man versus nature. One long stanza emphasises the storm – preparation and then waiting for it to attack – just as Prelude keeps one long stanza to act as a narrative and reflect the narrator’s lack of control.

·         CF Kamikaze – The different narrative strands / layers of Kamikaze shroud this narrative in mystery – we are never quite sure who is talking or how reliable they are. The use of memory is prevalent (as in Prelude) and how this has psychologically affected the speaker and her mother (the tales of the glory of war are lived through one individual but he is now remembered through the prism of stories rather than knowledge of his own feelings- there is speculation ‘he must have felt…’) Use of natural imagery to capture the wonder of the world that perhaps helped him to turn back – also the idea of child versus adult world ‘we too learned to be silent’ and now she regrets treating her father in this way. The isolation of man from nature (Prelude) and from community and belonging (Kamikaze). How one experience can shape your life and perceptions, and the perceptions others have of you. Reputation is also explored along with honour and glory in Ozymandias.

Poetry PPE Help - Year 10

Hello Lovely Year 10

In preparation for your PPEs, here are some examples of how to compare effectively:
Below is a colour coded example to show you how to integrate context, comparison and language/structural explanation into your question answers:

Compare the ways writers present the power of nature in the “Prelude” and one other poem from the collection.

The power of nature is portrayed as a dominant force that ranks above all men and beings. Nature possesses dominance and it influences man as we are unable to totally control it or comprehend it. In “The Prelude”, William Wordsworth suggests that man attempts to control nature but consequently is taunted by nature itself. In comparison to this in “Ozymandias”, Percy Shelley suggests an exploitation of man’s arrogance that is destroyed by nature- proving both Romantic poets convey nature is a significant force above man.

In “The Prelude”, Wordsworth portrays the power of nature as wanting dominance over man. This is similar to “Ozymandias” by Shelley who mocks the arrogance of man in the face of nature’s power. Interestingly, the natural power to destroy in “Ozymandias” contrasts to the psychological power of nature to haunt humans. Wordsworth powerfully suggests that nature has the power to change and affect man’s mental stability: “no colours or green fields”. The contradiction of “no colours” and “green” suggests nature has the ability to cause confusion and inflict fear into man. Wordsworth has been deliberate in claiming that nature cannot be comprehended by man as his narration conveys difficulty in understanding even the simplicity of nature- even its green colour. The fact that Wordsworth states “no” colours suggests a conclusive rejection of man by nature. This is also conveyed by the anaphora of “no” in the final line that ultimately concludes that nature has abandoned man once and for all. This abandonment of man by nature is a typical trait of a Romantic poet.

Furthermore, man is clearly haunted by nature when the narrator states “Like living men, moved slowly through the mind”. The personification of nature could be purposeful as Wordsworth is suggesting that at nature will always prevail as dominant. Also the comma that isolates “living man” in the line visually conveys the brutality of nature’s abandon. Also, the deliberate use of the adverb “slowly” suggests nature is acting in a sinister manner that lurks and takes over the mind of man- asserting its dominance. In comparison, Shelley presents the power of nature as always overpowering man and destroying human attempts to assert their control. Shelley is deliberate in structuring his poem like a sonnet - a form traditional to a love poem- to suggest the irony of man’s own self-love. In the opening line of the poem: “I met a traveller from an antique land”, the narrator speaks of the man in the past tense shown by the very “met”. In a similar way to “The Prelude”, this could suggest the abandonment of man. Interestingly, the first 6 lines are written in the past tense and remaining 6 in the present tense, highlighting that nature is powerful throughout time. The quotation “nothing besides remains” is the most crucial point in the poem as it suggests that nature’s force is permanent. This is because nature brutally causes “a colossal wreck” and this oxymoronic phrase suggests man will always be destroyed by nature. This magical power given to nature by Shelly is also a typical trait of a Romantic poet. Both Wordsworth and Shelly have conveyed that nature can cause destruction to man psychologically as well as physically.

Key

Umbrella Point / Introduction: introduce your two poems and two poets. Answer the question. This over-arching point will inform the rest of your essay.

Contextual information.

Topic Sentence- bolts your ideas down and returns to the question and the over-arching points you have made in your introduction.

Intentions of the poets / Effect on reader / World view – sort of like mini conclusive statements where you give your opinion on the wider message of the poem (why it was written)

Comparative language

Advice for revising Poetry

Have a look at the blog and the index will take you to my year 11 poetry revision:

PRELUDE
Annotated poems
How to compare poems one idea
(please note this refers to Character and Voice from old spec. It's now CONFLICT AND POWER)

There is some stuff about poetry there and I will add some more tonight that is relevant. Try revising them all using STIFF on revision cards:

SUBJECT- What is the poem literally ABOUT? What is the underlying / inferred / hidden meaning? What is the poet's intention with writing this poem? Try and sum this up in one line with the themes eg Shelley wrote Ozymandias in order to draw our attention to the majesty of nature and its longevity in comparison to the reputation of man.

TONE- Is the tone predominantly nostalgic and wistful? Celebratory and triumphant? Melancholy and regretful? Positive or negative? Juxtaposition of both? What is the tone at the start and the end? Eg Checking out Me History changes from angry and confrontational at the start to reclaiming identity in a triumphant and personal way at the end.

IMAGERY- Look for three really decent language quotes - main ones. Look for figurative language, emotive language etc. Then add any small words as secondary quotes eg if you have identified personification of weather in Exposure, there is a lot more of this later on. So add 'secondary' short quotes.

FORM- Two structural points that you can use to reinforce your ideas about the poem from the 'S' subject part - is there enjambment / caesura / regularity or irregularity? Any lines on their own isolated? Any interesting or unusual stanzas? Why? + Effect.

FEELING- What is the overwhelming feeling at the end of the poem? What is the message that the poet wants us to go away with? What emotions are dealt with in the poem? How do these emotions add to our overall feelings? (Personal opinion- what you think!)

Go on to Slide Share- www.slideshare.com and start an account - it's free! And having an account means you can download any useful power points. Then search for the poem that you want to revise and all sorts of useful stuff comes up from teachers and other students.

Also check GCSE Pod (I think your login is your school email and password 'greenford' unless you have been given another) as that has videos and interesting debates etc for each poem. Also if you go into Youtube and type [POEM NAME] BBC Teach into the search bar, there are a lot of short videos made with the poets that sheds light on their motivations and intentions. 

Final Help - Last Exam- Language Paper 2

A reminder: 

Here is the strategy for Paper 2:

1) Read all the exam paper starting from the information on the outside. This will give you hints about the tone of the two extracts (look at the titles), the times that they were written in, the subject matter and the authors.

2) If you have time, try and jot down timings on the front of your paper and your acronyms.

3) Read the questions. Use your highlighter to pick out the KEY parts. This will inform your reading of the extracts and make you better at annotating as you read. Any lines that are given to you for certain questions, isolate those lines and write the question next to them eg the part for question 1 and question 3.

4) Read the extracts. Make sure you DO NOT SKIM them but read every single word. Remember that you might get misled if you don't read it or understand it properly so look for key words like 'instead' and 'otherwise' to hint that the writing is going in a different direction.

Use your COMMON SENSE (if you have any!) - if a piece of writing describes a street as silent and peaceful and then says 'unlike the conventional noisy cities where the traffic crashes constantly' then the key word is UNLIKE. Don't fall into the trap of skimming and focusing in on the words 'crashes' and 'noisy' and ASSUME this is a negative depiction of a city. This is saying that the place is UNLIKE a busy city...therefore it is calm...

5) When zooming in on language, remember to identify figurative, emotive, sensory language, repetition for effect. Remember, if you cannot remember language devices then look for semantic fields (words that create same impression), powerful verbs and adjectives. It is not enough to say 'powerful' - you have to say WHY they are powerful and the effect they create.

Do the questions in the following order ONLY ONCE YOU HAVE FINISHED READING AND ANNOTATING THE EXTRACT:
5- This has 40 marks. It is important that you have read the extracts so you can borrow some of the ideas from the two extracts for your own arguments.
26 marks are for content and organisation so use you memory of PAT DA FAT HORSIE for content (this gives you all the techniques you can use)
And use your memory of SMURF to help you paragraph and structure your argument.

Timings
Reading and annotating the extracts 15 mins
Question 5 - plan and write (do NOT forget to plan!) 45 mins SMURF
Question 1 - 4 mins Fact retrieval - shade the box - watch for red herrings
Question 4- 20 mins - PEMA CPEMA x 2 (C stands for Comparison) Good TS please!
Question 3- 12 mins- PELE ELE ELE
Question 2- 8 mins PEI CPEI x 2 (or just one if you don't have time)

Remember to learn:
DISCOURSE MARKERS - good sentence starters. Look on blog if you can't find the ones I gave you in class or google them!

ADVANCED VOCABULARY - Look on blog - there is a whole list of impressive words and good metaphors to choose and learn. Why not steal the odd word or sentence starter from the work we have done on other language papers or from Literature? Eg pompous (from our description of Mr Birling)

COMPARATIVE LANGUAGE-
Conversely,
On the other hand,
A different approach is taken...
Likewise,
Similarly,
In the same way.

REMEMBER to be evaluative in Qu 4 and that Qu 4 is asking you to mention methods (Structure / Tone / Language word and phrases / Lang devices) but also for Writer's perspectives (views on the topic) so don't say:
The snow is described as calm...
Say: The writer's view on extreme weather is that is can create a beautiful, calm atmosphere.

Remember you easy wins for structure: all of you can talk about the opening, the closing, where the focus moves to and the perspective (1st or 3rd person). For each structural point, mention the effect on the reader and BOOM! Full marks :)

Good luck over the wkend, sleep eat and rest!

Miss Fowler

Strong Vocab for Lit Paper 2

An Inspector Calls

• Susceptible = Sheila and Eric are more susceptible to the Inspector's beliefs
• Self awareness = Sheila is presented as having self-awareness when she admits her wrongdoing and acknowledges her role in events
• Sycophantic = Gerald is shown as sycophantic towards Mr Birling as he agrees with all his Capitalist sensibilities
• Predatory = Gerald is predatory towards Eva as he takes advantage of her lower social status
• Malleable = The younger generation are more malleable than the older generation (able to change)
• Invariant = Mr and Mrs Birling are shown as invariant in their opinions (non-changing)
• Corrupt = The morals of the upper classes are shown as corrupt since they do not act as they should
• Immorality= Mr and Mrs Birling do not admit their own immorality (lack of morals)
• Disreputable = Eric is exposed as a disreputable character 
• Pivotal = changing point = The realisation that the Inspector is not a real Inspector is a pivotal point in the play
• Critique = An Inspector Calls is Priestley's social critique of the upper classes and the Capitalist viewpoint
• Hypocrisy = The Birlings show hypocrisy because they judge others for their morals whilst hiding secrets of their own
• Absolves = Eva Smith is the most moral of the characters as she absolves Gerald and Eric of responsibility when they act badly towards her
• Abdicates responsibility = Mr Birling continually abdicates all responsibility and takes no blame
• Infidelity = Gerald's infidelity with Eva Smith shows that he is not a true 'Gentleman' as far as Edwardian principles are concerned
• Recriminations = The many recriminations against the family are brought by the Inspector
• Accusatory = The Inspector's tone is consistently accusatory towards the family
• Contemptible = Priestley portrays Mrs Birling's behaviour as particularly contemptible for the reader as she acts cruelly out of spite
• Prejudiced = The Birlings talk about 'girls like this' showing that the upper and middle classes were prejudiced towards the lower classes
• Haughty = Mrs Birling talks in a haughty manner to the Inspector because she believes her social superiority is important
• Snobbery = Mrs Birling shows snobbery when she judges girls of a lower class
• Apathy= lack of interest or concern
• Social injustice= Priestley's message is that we should stop social injustice and take responsibility for fellow mankind

Poetry

• Incongruous - means out of place (Storm / Bayonet Charge)
• Irregularity - not regular (Storm)
• Traumatised - mentally affected by an event (Remains / Exposure)
• Apathy - lack of care / emotion towards something (Remains / MLDuchess / Exposure)
• Guilty conscience - feeling bad (Remains)
• Social conscience - feeling responsible about society's problems (London)
• Transient - man's reputation is transient but nature's power lasts (Ozymandias / Prelude)
• Life-affirming experience - Prelude
• Redemption - Remains / War Photographer
• Isolation - Prelude / Checking out
• Imagination- Prelude
• Patriotism - Charge of the Light Brigade
• Identity Crisis - Checking Out / Kamikaze / Emigree
• Dissension- Checking Out 
• Rebellion - Checking Out
• Grieving - Poppies
• Maternal - Poppies
• Representative eg The hare in Bayonet Charge can be seen as representative of the soldiers
• Reflective - Prelude / London
• Corruption and Tyranny and Social Injustice - My Last Duchess / London

Poetic Terms

• Alliteration– Words beginning with same letter sounds to create a notably emphasis on words “dark dreary dreams” 
• Assonance– Like alliteration, the sounds of assonance come from within the word rather than the start “Fearful tears of misery” (emphasis on the e-a-s sounds) 
• Consonance– Consonant sounds at the end of words “wet set of regrets” 
• Cacophony– Harsh sounds in order to make a discordant sound. “dark knuckles wrapping across bricks” (often Ks, Ts, Cks). 
• Onomatopoeia– Words which sound like the effect they describe “splash, slap, crack” 
• Repetition– Repeating words over a verse, stanza or poem to draw focus and add emphasis. 
• Rhyme– Words with similar ending sounds creating a music like effect or flow “theme/stream/dream” Rhythm– Organisation of words to create a noticeable sound or pace, not necessarily musical but with a clear ‘beat’. Can include the structure of the work and is often measured in syllables. 
• Allegory– Something symbolic, an allegory can often be a story that represents larger things, like the tortoise and the hare. 
• Allusion- Referring to something well known, nowadays that could be a celebrity but it could be anything that fits the context of the poem (Shakespeare will make very old allusions we may not understand). 
• Ambiguity/Ambiguous– A word or idea meaning more than one thing to provoke thought. 
• Analogy– Compare something unfamiliar with something familiar to help people understand. 
• Cliché– Something which is used a great amount and becomes expected or even cheesy, “raining cats and dogs”. 
• Connotation/Connote– The associations with a word e.g. Rose—Love and Passion. Contrast– Closely placed ideas which are opposites or very different. ‘He had cold eyes but a warm heart’ Denotation/Denote– The literal definition fo something without reading too deeply into it. Euphemism– Where something distasteful is said in a more acceptable way ‘she is at peace’- she is dead 
• Hyperbole– An over the top exaggeration for effect. 
• Irony– Deliberate use of a false or misleading statement in such a way that the truth is apparent. “Wow dead flowers, what I always wanted…” 
• Metaphor– Direct comparison of two things. States one thing is or acts as another without using words ‘like’ or ‘as’ 
• Oxymoron– two words placed together with differing meanings to create a new meaning ‘bitter sweet’ 
• Paradox– A situation or statement which contradicts itself. ‘the taller I get the shorter I become’. Personification– Describing an inanimate object or animal with human qualities. 
• Pun– using words with multiple meanings while intending both, often used for comic effect. 
• Simile– Comparing two or more objects with words ‘like’ or ‘as’ 
• Verse– A line of a poem, needn't be a complete sentence. 
• Stanza- A collection of verses similar to a paragraph, separated from other stanzas. 
• Rhetorical Question– A Question intended to provoke thought without expecting an answer. 
• Rhyme Scheme– Regular or irregular (does it follow a pattern or not) popular examples are alternate rhymes abab, cross rhyme abba, or couplets aabb. Rhyme scheme often depicted by letters abcd to help follow. 
• Enjambment– A sentence or on-going piece of text carried over verses or stanzas to continue the spoken effect without pause. 
• Form– Open (no real pattern of rhyme or length), closed (follows a specific form or pattern), couplets (pairs of rhyming lines), quatrains (stanzas of 4 lines, often rhyming), blank verse (iambic pentameter with not consistent rhyme). 
• Fixed Forms– Some examples include Sonnets (3 quatrains and a couplet), Ballads (large poems in quatrains often telling a story) 
• Pathetic Fallacy– Using weather or environment to reflect the themes and contexts of the poem, e.g. a horror genre may involve a dark and stormy night, joyful poems may use a sunny meadow etc. Foreshadowing– Content in the poem which gives an indication of the direction the poem will take, allows people to guess what will happen or the poet to prepare the reader. 
• Sensory Imagery– where the language is used to evoke the senses (sight, smell, touch, taste, sound), can often include tactile (touch based) or musical (sound based) language. 
• Synaesthesia– The overlapping and blending of senses ’he had a soft smile’ or ’she had a fiery voice’ Tone/Mood– The way a poem or speaker is intended to sound, often suggested by the topic, content and structure. This can be very subjective and is often determined by looking at the poem in its entirety

Strange Questions!

Last Minute Tips for Lit Paper 2- 2 hours 15 mins

Please don't be alarmed or panicked if you get questions that don't seem as straightforward as we might want. Not every question will be a clear character or theme question.

For Friday's exam (Inspector Calls and Poetry) please remember this is 60% of your Lit grade. Keep your head and make sure you give yourself enough time to tackle each part of the paper. Be prepared to break down the question, read it a lot of times, highlight the key parts and make sure your Topic Sentences all engage with the question.

Tip- A good way to engage is to introduce some context into your Topic Sentence
eg In Exposure, the poet shows his perspective on the First World War from a first hand point of view as a solider trapped in the mundane atmosphere of a long war. 

Possible Poetry questions to consider so that you can work out how to answer / plan:

• Different perspectives on war
• Memory
• Change over time
• Dominant characters
• Power of humanity
• Trauma
• Facing difficult moments
• Key moments in life
• 'Nature does more good than harm' - to what extent do you agree?
• Unusual voices
• 'No poem has one consistent message' - to what extent do you agree?
• Sense of place
• Transience of life
• 'Society is more powerful than humanity' - to what extent do you agree?
• Poets writing from experience
• Poetry dealing with the past
• 'Ultimately, all poetry is about emotion' - to what extent do you agree?

Possible Inspector Calls questions to consider so that you can work out how to answer / plan:

• Different perspectives on class
• Reputation and Status
• Change of opinion and character throughout the play
• Dominant characters
Power and authority - power struggles through the 3 Acts

• Socialist and Capitalist political ideologies
• Key moments in the play
• 'The Inspector holds all the power in the play' - to what extent do you agree?
• The voice of women and men
• 'The play is a moral message' - to what extent do you agree?
• The play uses setting to focus the audience on the characters. To what extent do you agree?
• 'Reputation is more important than community' - to what extent do you agree?
• 'Women do not have a voice in this play' To what extent do you agree?
• 'Ultimately, Eva Smith is a symbol rather than a real person' - to what extent do you agree?

GOOD LUCK YEAR 11!

The exam is on Monday- Lit Paper 1

You guys have totally got this! You know the text and you know your quotes and now just go and show the examiner how awesome you are!

Romeo and Juliet - extract and whole play

Dr Jekyll and Mr Hyde - extract and whole novella

Remember 25 mins on extract (5 mins to annotate and 20 mins to answer)

20 mins on whole play

Read and highlight the question - YOU MUST ANSWER QUESTION WITH EACH TOPIC SENTENCE.

Extract question - 2-3 x PELECs and remember world view - zoom out to author intention and overall themes

Whole text question - 2 PEA EW (where W is writer's intention)

TIP

Please avoid saying 'This makes the audience feel...' as you cannot know what all those people think! It's too general. Instead try saying 'This makes the audience consider...' as this will enable you to put in wider, world view points.

Eg WRONG = This makes the Victorian reader feel shocked as Hyde is immoral. 

RIGHT= This makes the Victorian reader consider wider issues of morality and question whether we too have an immoral side. 

BINGO - Big marks!

An Inspector Calls - Quotes and Pictures