For those of you doing the exam on the 4th of June, please remember:
A. Will we have an intensive lesson on the Monday that we come back from half term, so make sure you come in for it.
B. Until then, Mr Blog is the perfect way for you to revise. Simply go back to January 2013 and May 2012. There is TONS of useful stuff on there (even if I do say so myself). If you re-read all this, study and do any practice tasks you find, you should be pretty well prepared.
Remember, the exam is on 'Of Mice and Men' in section A, and a writing task in section B.
Additional stuff such as practice papers etc are not hard to find if you google around.
Good luck, and see you a week on Monday.
NW
Saturday 25 May 2013
A message for you all.
Hi people,
I know that a few of you still have an exam to do but, effectively, you have now all finished your English GCSEs.
I just wanted to say a massive thanks to you all for being truly one of the best, if not THE best class I've ever had the pleasure of teaching. It has been nothing but fun teaching you guys, and it is people like you who make the job of teaching worth doing.
The presents and cards I have been given by some of you so far are amazing, and I just want to thank you for your kind words, they really do mean a lot.
If I am lucky enough to teach ANY of you in year 12, then I will be a very happy dude.
If you are coming in on the 5th for a bit of a party and a class photo then it'll be great to see you. If not, have a brilliant summer.
NW
I know that a few of you still have an exam to do but, effectively, you have now all finished your English GCSEs.
I just wanted to say a massive thanks to you all for being truly one of the best, if not THE best class I've ever had the pleasure of teaching. It has been nothing but fun teaching you guys, and it is people like you who make the job of teaching worth doing.
The presents and cards I have been given by some of you so far are amazing, and I just want to thank you for your kind words, they really do mean a lot.
If I am lucky enough to teach ANY of you in year 12, then I will be a very happy dude.
If you are coming in on the 5th for a bit of a party and a class photo then it'll be great to see you. If not, have a brilliant summer.
NW
Thursday 23 May 2013
Wednesday 22 May 2013
Nighty night...
Right,
I'm signing off now people. If there's anything specific you want me to go over in tomorrow's revision lesson, post it on here and it'll link to my Nokia 1100.
Night
NW :)
z
z
z
I'm signing off now people. If there's anything specific you want me to go over in tomorrow's revision lesson, post it on here and it'll link to my Nokia 1100.
Night
NW :)
z
z
z
I'll check back at 10!
Right everyone.
You should have more than enough to revise now.
REVISE THE POEMS, POST ANY QUESTIONS YOU HAVE ON HERE.
I will check back at 10pm.
If there's nothing there, I will see you PERIOD 3 TOMORROW.
BE THERE!!!!
NW
You should have more than enough to revise now.
REVISE THE POEMS, POST ANY QUESTIONS YOU HAVE ON HERE.
I will check back at 10pm.
If there's nothing there, I will see you PERIOD 3 TOMORROW.
BE THERE!!!!
NW
AN EXAMPLE ANSWER!
Explore the ways in which the poets present their feelings.
'Catrin', a poem by Gillian Clarke, is an interesting and ambiguous poem which describes a rather confusing relationship between a mother and her daughter told through the eyes of the mother during child-birth. Conversely, in 'Hitcher', we are introduced to a rather different situation of a man seemingly tired of his job, and arguably his life, who apparently takes out his stress on an unsuspecting hitch-hiker: killing him.
The first thing that occurred to me is that both poets use particular lexical fields in order to present their feelings to the reader. For example, Gillian Clarke uses lexis which makes the poem seem uncomfortably tense. She uses words such as 'hot', 'fighting' and 'confrontation' which add a certain level of stress to the poem, which the reader feels. The poet may be trying to suggest that her relationship with her daughter have not always been easy and that she has seen it as a struggle at times. Similarly, Simon Armitage uses a particular lexical field in order to give his poem an uneasy tone. He uses words and phrases such as 'screaming', 'let him have it' and 'bouncing off the kerb' which are all very violent images. This suggests that Simon Armitage feels that modern life has the potential to create a violent or unpredictable streak in people.
Secondly, the poems both use different type of imagery in order to show their feelings. Simon Armitage makes his poem seem quite threatening, and shows modern life to be a bit menacing, when he personifies the 'ansafone' and has it saying 'one more sick note Mister and you're finished!'. Not only is this a little bit frightening in itself, as it makes him sound like he is on the verge of being killed, let alone fired, but also, it makes the reader feel like the world (even inanimate objects) are ganging up on this everyday man. Gillian clark uses lots of metaphors to create a similar uneasy effect. She refers to the umbilical cord as 'the red rope of love' which is a very strange image. The umbilical cord should be something which a mother loves and cherishes as her link to her child, yet here, Clarke seems to see is as an annoyance or a hindrance. She also uses a metaphor of 'painting the walls with her words' to emphasise to the reader how stressed and in pain she was as she is evidently swearing a lot.
Hope you're getting the hang of this people! Your answer will need to be longer than this obviously, but you should, by now, be seeing a pattern of how to compare. It's not rocket science!
NW
'Catrin', a poem by Gillian Clarke, is an interesting and ambiguous poem which describes a rather confusing relationship between a mother and her daughter told through the eyes of the mother during child-birth. Conversely, in 'Hitcher', we are introduced to a rather different situation of a man seemingly tired of his job, and arguably his life, who apparently takes out his stress on an unsuspecting hitch-hiker: killing him.
The first thing that occurred to me is that both poets use particular lexical fields in order to present their feelings to the reader. For example, Gillian Clarke uses lexis which makes the poem seem uncomfortably tense. She uses words such as 'hot', 'fighting' and 'confrontation' which add a certain level of stress to the poem, which the reader feels. The poet may be trying to suggest that her relationship with her daughter have not always been easy and that she has seen it as a struggle at times. Similarly, Simon Armitage uses a particular lexical field in order to give his poem an uneasy tone. He uses words and phrases such as 'screaming', 'let him have it' and 'bouncing off the kerb' which are all very violent images. This suggests that Simon Armitage feels that modern life has the potential to create a violent or unpredictable streak in people.
Secondly, the poems both use different type of imagery in order to show their feelings. Simon Armitage makes his poem seem quite threatening, and shows modern life to be a bit menacing, when he personifies the 'ansafone' and has it saying 'one more sick note Mister and you're finished!'. Not only is this a little bit frightening in itself, as it makes him sound like he is on the verge of being killed, let alone fired, but also, it makes the reader feel like the world (even inanimate objects) are ganging up on this everyday man. Gillian clark uses lots of metaphors to create a similar uneasy effect. She refers to the umbilical cord as 'the red rope of love' which is a very strange image. The umbilical cord should be something which a mother loves and cherishes as her link to her child, yet here, Clarke seems to see is as an annoyance or a hindrance. She also uses a metaphor of 'painting the walls with her words' to emphasise to the reader how stressed and in pain she was as she is evidently swearing a lot.
Hope you're getting the hang of this people! Your answer will need to be longer than this obviously, but you should, by now, be seeing a pattern of how to compare. It's not rocket science!
NW
Planning for the COMPARE question.
For those of you who were in the lesson earlier on, you probably don't need this. But there were a few of you missing.
In the COMPARE section, you will simply need to analyse two poems (using OVERLAPPERS if you want). You should be looking to write between 6-8 paragraphs, which isn't very much really. The main thing you are trying to do is to find what the poems do that is SIMILAR or DIFFERENT.
What we said earlier on was this:
1. Do an introductory paragraphs where you demonstrate that you know the background and context of each of the two poems, and briefly state what they are about or what their purpose is.
2. Write about 4/5 paragraphs where you try to find LANGUAGE/IMAGERY features that they share in common or do differently. This is where OVERLAPPERS will come in handy. Remember, you're only trying to find about 4-5 points to make.
3. Your first of these paragraphs should be (to get you started) about the LEXICAL FIELDS that each poem uses. Look at what TYPE of words they use to create a certain atmosphere or tone. Give a few examples from each and explain what the effect on the reader is. EVERY poem does this, so it is a perfect way to begin.
4. Then use OVERLAPPERS - Maybe both use onomatopoeia, or alliteration, or juxtapositions, or graphic imagery, or dehumanisations etc....If you find something they BOTH do, then that is the basis of your paragraph!!
5. If you run out of things they BOTH do, then point out their differences instead. ie, one of them uses dehumanisations to show how badly people are being treated - the other does the same sort of thing, but it uses graphic imagery instead to achieve the effect.
6. Finish off with a paragraph about the STRUCTURE (stanzas, rhythm, rhyme, length, enjambment, caesura) of each poem, and a paragraph about the SIMILAR/DIFFERENT themes of each poem.
And relax :)
NW
In the COMPARE section, you will simply need to analyse two poems (using OVERLAPPERS if you want). You should be looking to write between 6-8 paragraphs, which isn't very much really. The main thing you are trying to do is to find what the poems do that is SIMILAR or DIFFERENT.
What we said earlier on was this:
1. Do an introductory paragraphs where you demonstrate that you know the background and context of each of the two poems, and briefly state what they are about or what their purpose is.
2. Write about 4/5 paragraphs where you try to find LANGUAGE/IMAGERY features that they share in common or do differently. This is where OVERLAPPERS will come in handy. Remember, you're only trying to find about 4-5 points to make.
3. Your first of these paragraphs should be (to get you started) about the LEXICAL FIELDS that each poem uses. Look at what TYPE of words they use to create a certain atmosphere or tone. Give a few examples from each and explain what the effect on the reader is. EVERY poem does this, so it is a perfect way to begin.
4. Then use OVERLAPPERS - Maybe both use onomatopoeia, or alliteration, or juxtapositions, or graphic imagery, or dehumanisations etc....If you find something they BOTH do, then that is the basis of your paragraph!!
5. If you run out of things they BOTH do, then point out their differences instead. ie, one of them uses dehumanisations to show how badly people are being treated - the other does the same sort of thing, but it uses graphic imagery instead to achieve the effect.
6. Finish off with a paragraph about the STRUCTURE (stanzas, rhythm, rhyme, length, enjambment, caesura) of each poem, and a paragraph about the SIMILAR/DIFFERENT themes of each poem.
And relax :)
NW
Brilliant!
160 views in one night, and counting.
Thanks to everyone who is linking the blog. I want all of you to get B or above in this - so please keep sharing with your class buddies.
NW
Thanks to everyone who is linking the blog. I want all of you to get B or above in this - so please keep sharing with your class buddies.
NW
Some revision questions....
1. Choose five poems where the structure or rhyme scheme is particularly important and explain what you think the poet is trying to say in each case.
2. Choose the five poems which you think are the most dramatic then write a long paragraph for each explaining what it is about the language and imagery that makes them so dramatic.
3. Choose the five poems which you think use the most different types of language features. List the features they use, and explain why they are useful or effective.
4. Choose the two poems that you find the most boring or hate the most. Imagine you have to explain to your friend why they are actually really underrated. Write a couple of paragraphs for each explaining why they are so effective.
5. Identify the 5 poems which appeal most to your senses. Don't just look for the ones which talk about what you can see. Find ones which appeal to the others senses, or make you feel a certain way.
6. Make sure you are able to write a sentence about each poet/poem: Who wrote it, when was it written, what is its main purpose.
2. Choose the five poems which you think are the most dramatic then write a long paragraph for each explaining what it is about the language and imagery that makes them so dramatic.
3. Choose the five poems which you think use the most different types of language features. List the features they use, and explain why they are useful or effective.
4. Choose the two poems that you find the most boring or hate the most. Imagine you have to explain to your friend why they are actually really underrated. Write a couple of paragraphs for each explaining why they are so effective.
5. Identify the 5 poems which appeal most to your senses. Don't just look for the ones which talk about what you can see. Find ones which appeal to the others senses, or make you feel a certain way.
6. Make sure you are able to write a sentence about each poet/poem: Who wrote it, when was it written, what is its main purpose.
Everyone read this please.
Hi all,
I am conscious that I have posted A LOT on this blog over the last couple of days. I can't just keep posting and posting because your revision will lose focus.
I have to quickly go out and do something, but I will upload revision question and an example answer for the comparison question by 8:30.
If there is ANYTHING ELSE you want/need, please make a free account and post a question.
Remember: top tips,
1. The best revision you can do is to know the poems inside out.
2. You should spend about 40 minutes on section A and about 55 on section B with the rest as reading/annotating time.
3. You should try to analyse ALL poems using OVERLAPPERSSJ.
4. You get marks for being ORIGINAL/BRAVE/ and generally finding connection - either things the poems to SIMILARLY or DIFFERENTLY.
I will return in about half an hour. Please spread the word on these resources - don't keep them to yourselves.
NW
I am conscious that I have posted A LOT on this blog over the last couple of days. I can't just keep posting and posting because your revision will lose focus.
I have to quickly go out and do something, but I will upload revision question and an example answer for the comparison question by 8:30.
If there is ANYTHING ELSE you want/need, please make a free account and post a question.
Remember: top tips,
1. The best revision you can do is to know the poems inside out.
2. You should spend about 40 minutes on section A and about 55 on section B with the rest as reading/annotating time.
3. You should try to analyse ALL poems using OVERLAPPERSSJ.
4. You get marks for being ORIGINAL/BRAVE/ and generally finding connection - either things the poems to SIMILARLY or DIFFERENTLY.
I will return in about half an hour. Please spread the word on these resources - don't keep them to yourselves.
NW
Brilliant website!!
http://gstounenglish.wordpress.com/category/year-11/clashes-and-collisions/
This link has just got so much stuff on it, I wish I'd known about it earlier.
Use it to find more info on the poems and to annotate the ones you're not too sure about.
NW
This link has just got so much stuff on it, I wish I'd known about it earlier.
Use it to find more info on the poems and to annotate the ones you're not too sure about.
NW
ABSOLUTELY ESSENTIAL RESOURCE!!!
If you see this, please please please direct your classmates in the direction of it. You will be massively helping me out if you do.
This booklet/document gives you most of what you've been asking for including:
*BACKGROUND/OVERVIEW OF ALL THE POEMS
*A LIST OF LINGUISTIC DEVICES USED IN EACH POEM
*SUGGESTIONS OF POEMS TO LINK TO EACH OTHER.
It's long but it will be HUGELY BENEFICIAL. Be kind and link this to FB/Twitter Pleeeeeeeeeeeeeeeeeeeeeeeeeeeeease?
Please?
NW :)
Here is the link:
http://www.abrahammoss.manchester.sch.uk/download/file/Revision/English/Year11/Poetry%20Unit-Clashes%20and%20Collisionsl.pdf
This booklet/document gives you most of what you've been asking for including:
*BACKGROUND/OVERVIEW OF ALL THE POEMS
*A LIST OF LINGUISTIC DEVICES USED IN EACH POEM
*SUGGESTIONS OF POEMS TO LINK TO EACH OTHER.
It's long but it will be HUGELY BENEFICIAL. Be kind and link this to FB/Twitter Pleeeeeeeeeeeeeeeeeeeeeeeeeeeeease?
Please?
NW :)
Here is the link:
http://www.abrahammoss.manchester.sch.uk/download/file/Revision/English/Year11/Poetry%20Unit-Clashes%20and%20Collisionsl.pdf
New Wall of Shame!
If you have missed the last two lessons (which some of you have) you are MASSIVELY putting your mark at risk.
You need to AT LEAST make sure that you read/do EVERYTHING I have put on this blog, and get in to the revision session in the morning. No excuses!
You are throwing away your mark if you don't.
NW!
You need to AT LEAST make sure that you read/do EVERYTHING I have put on this blog, and get in to the revision session in the morning. No excuses!
You are throwing away your mark if you don't.
NW!
Things you asked for on the blog
*One or two example answers
*Info about poets (this may take me a while as it is a question of googling it all - you could/should be doing this yourself too)
*A random unseen poem with a question to go with it.
*Some smaller revision questions.
I will see what I can do peeps
:) NW
*Info about poets (this may take me a while as it is a question of googling it all - you could/should be doing this yourself too)
*A random unseen poem with a question to go with it.
*Some smaller revision questions.
I will see what I can do peeps
:) NW
Better notes for 'O what is that sound?'
http://unit2poetry.blogspot.co.uk/2012/03/o-what-is-that-sound.html
These are ok....but you've had like 2 ppts on this now so, added together, this should be ok.
NW <:3)~
These are ok....but you've had like 2 ppts on this now so, added together, this should be ok.
NW <:3)~
Tuesday 21 May 2013
Spread the word -post questions
Last post...
Please spread the word on Twitter/Facebook etc that there is plenty of stuff on the blog.
I will do question (b)(ii) in lesson tomorrow. If anyone wants to complete any practice questions and have me mark them, please, please, please do it and bring them to me tomorrow morning.
I will check back at 10pm tonight in case any of you have asked any questions.
GET THAT REVISION DONE!!
NW :)
Signing off soon - Revise the poems!!!!
I am going to sign off soon as I have put ten pretty useful posts on tonight and I know that any more will probably fry your brains. We still have two lessons and another night of blogging.
What I really suggest you all do it REVISE ALL OF THE POEMS.
IF YOU HAVEN'T ANNOTATED ALL OF THE POEMS, YOU MUST DO THIS NOW OR YOU WILL BE STUCK IN THE EXAM! THERE IS NOTHING MORE IMPORTANT YOU CAN DO THAN ANNOTATE AND REVISE ALL 15 POEMS!!!
IF YOU ARE GOING TO LEAVE ANY TIL LAST, LEAVE 'HALF-CASTE' AND 'OUR SHARPVILLE' AS THEY HAVE BEEN ON PAPERS RECENTLY AND MAY NOT SHOW UP THIS YEAR - BUT YOU NEVER KNOW!!!
What I really suggest you all do it REVISE ALL OF THE POEMS.
IF YOU HAVEN'T ANNOTATED ALL OF THE POEMS, YOU MUST DO THIS NOW OR YOU WILL BE STUCK IN THE EXAM! THERE IS NOTHING MORE IMPORTANT YOU CAN DO THAN ANNOTATE AND REVISE ALL 15 POEMS!!!
IF YOU ARE GOING TO LEAVE ANY TIL LAST, LEAVE 'HALF-CASTE' AND 'OUR SHARPVILLE' AS THEY HAVE BEEN ON PAPERS RECENTLY AND MAY NOT SHOW UP THIS YEAR - BUT YOU NEVER KNOW!!!
Answering a couple of practice questions for you! Part 1
Ok, so I am going to have a go at answering Section B part (a) for you so you can see how it's done.
Remember, to do this, simply ANALYSE it using OVERLAPPERSS. Write all over it and see how many of them you can spot. You only need to write about 6-8 paragraphs, so it's not like you've got to find loads!!
Q - Explore how the writer presents the violent events in 'Our Sharpville'. Use evidence from the poem to support your answer.
Note from NW - Remember to keyword the question. When it says 'presents' that is just asking how does the poet show their views?
So here we go...(remember OVERPLAPPERS)
'Our Sharpville' is a very interesting poem which shows an account of the Sharpville Massacre from the point of view of a white child. This is a particularly interesting perspective because the Sharpville massacre, which took place in South Africa in 1960, involved non-white citizens exclusively. Back then, white people were encouraged not to interact with 'non-whites', and so it is interesting to see how the poet presents the way she felt about the violence that she witnessed when she was a little girl.
Firstly, the title of the poem is hugely important.The fact that the poet empahsises 'our' Sharpville depicts a society where segregation was common. She seems to be putting across the idea that, back then, white people saw the area as belonging to them. Also, the fact that she uses an inclusive pronoun 'our' might involve the reader and make them feel guilty for the violent events that went on.
Secondly, the poet uses senses in order to put you in the position of the girl who was witnessing the events. The poet uses not only the metaphor of, 'The dead, buried in voices', but also talks about being able to hear, 'the dogs pacing in the locked yard next door.' Both of these images are quite menacing as they involve death or vicious animals which makes us wonder what is happening to the poor victims of the violent events. The fact that these images are both 'sounds' helps the reader to imagine being there as it is utilising more than one of our senses.
Another way that the poet presents these violent events is through her use of juxtapositions. Often by putting a really bad event next to something really good, it makes the bad event seem even more upsetting, which is what de Kok appears to be trying to do. For example, in Stanza two, the poet uses a lexical field that we would associate with an epic story by using words like, 'caravan', 'jade pool' and 'oasis'. THese are words which make the event sound exciting and appealing. When the poet follows this with the mention of 'dead' people and 'ambushed trucks', it makes the reality of the massacre seem even more horrible. In a way, the reality is even less believable than her childhood story. The poet uses other juxtapositions to show how 'out of place; the non-white people were at this time. She describes their voices as 'foreign and familiar' showing that these poor people live in this land, and yet don't belong in it. This might make the reader feel sympathy for the victims of the violent events.
The poet uses another lexical field which makes the violent events seem even more hypocritical and upsetting. The child who is speaking talks about 'church' and 'sunday school' and 'the Bible'. By talking about these things, the poet is getting the reader to see how awful it is that such a violent and horrible event ever took place in a country that is supposed to be Christian.
When she is talking about Sunday school, suddenly the length of the stanza gets longer as if to reflect the idea that the child is talking uncontrollably. The poem also uses enjambment here when it says 'the danger of the mission around them/and night falling'. This seem to imply that the speaker is excited when they are talking which shows the reader that the speaker really does not understand how serious the massacre is. This probably reflects the views of a lot of the white people of the time.
The poet also hints at the fact that her view of her fellow white people has changed even though she is a child. She describes her grandmother's voice using the metaphor, 'a stiff broom over the steps' making her sound inhuman and unforgiving. She also dehumanises the soldiers slightly by describing them simply as 'chanting men' which makes them sound robotic and uncaring. The picture the poet paints is that none of the white people care about what is going on.
Lastly, the structure of the poem is important. The length of the stanzas is roughly the same throughout except for the middle stanza which appears to be cut short when the speaker's grandmother claims, 'they do things to little girls.' referring to the non-white people. Even though we are intelligent enough to know that this is simply lies that were told by the socially powerful whites, the structure here seems to suggest that people could say whatever they wanted about non-whites back then, and it would stop whatever else was going on because everybody believed it.'
I found this poem particularly easy to write about as there is so much in it. However, you will find that this is the case with most of the poems. Really, it you know these 15 poems well, and you have quite a few points to make about them, you shouldn't struggle with this sort of question.
NW
Remember, to do this, simply ANALYSE it using OVERLAPPERSS. Write all over it and see how many of them you can spot. You only need to write about 6-8 paragraphs, so it's not like you've got to find loads!!
Q - Explore how the writer presents the violent events in 'Our Sharpville'. Use evidence from the poem to support your answer.
Note from NW - Remember to keyword the question. When it says 'presents' that is just asking how does the poet show their views?
So here we go...(remember OVERPLAPPERS)
'Our Sharpville' is a very interesting poem which shows an account of the Sharpville Massacre from the point of view of a white child. This is a particularly interesting perspective because the Sharpville massacre, which took place in South Africa in 1960, involved non-white citizens exclusively. Back then, white people were encouraged not to interact with 'non-whites', and so it is interesting to see how the poet presents the way she felt about the violence that she witnessed when she was a little girl.
Firstly, the title of the poem is hugely important.The fact that the poet empahsises 'our' Sharpville depicts a society where segregation was common. She seems to be putting across the idea that, back then, white people saw the area as belonging to them. Also, the fact that she uses an inclusive pronoun 'our' might involve the reader and make them feel guilty for the violent events that went on.
Secondly, the poet uses senses in order to put you in the position of the girl who was witnessing the events. The poet uses not only the metaphor of, 'The dead, buried in voices', but also talks about being able to hear, 'the dogs pacing in the locked yard next door.' Both of these images are quite menacing as they involve death or vicious animals which makes us wonder what is happening to the poor victims of the violent events. The fact that these images are both 'sounds' helps the reader to imagine being there as it is utilising more than one of our senses.
Another way that the poet presents these violent events is through her use of juxtapositions. Often by putting a really bad event next to something really good, it makes the bad event seem even more upsetting, which is what de Kok appears to be trying to do. For example, in Stanza two, the poet uses a lexical field that we would associate with an epic story by using words like, 'caravan', 'jade pool' and 'oasis'. THese are words which make the event sound exciting and appealing. When the poet follows this with the mention of 'dead' people and 'ambushed trucks', it makes the reality of the massacre seem even more horrible. In a way, the reality is even less believable than her childhood story. The poet uses other juxtapositions to show how 'out of place; the non-white people were at this time. She describes their voices as 'foreign and familiar' showing that these poor people live in this land, and yet don't belong in it. This might make the reader feel sympathy for the victims of the violent events.
The poet uses another lexical field which makes the violent events seem even more hypocritical and upsetting. The child who is speaking talks about 'church' and 'sunday school' and 'the Bible'. By talking about these things, the poet is getting the reader to see how awful it is that such a violent and horrible event ever took place in a country that is supposed to be Christian.
When she is talking about Sunday school, suddenly the length of the stanza gets longer as if to reflect the idea that the child is talking uncontrollably. The poem also uses enjambment here when it says 'the danger of the mission around them/and night falling'. This seem to imply that the speaker is excited when they are talking which shows the reader that the speaker really does not understand how serious the massacre is. This probably reflects the views of a lot of the white people of the time.
The poet also hints at the fact that her view of her fellow white people has changed even though she is a child. She describes her grandmother's voice using the metaphor, 'a stiff broom over the steps' making her sound inhuman and unforgiving. She also dehumanises the soldiers slightly by describing them simply as 'chanting men' which makes them sound robotic and uncaring. The picture the poet paints is that none of the white people care about what is going on.
Lastly, the structure of the poem is important. The length of the stanzas is roughly the same throughout except for the middle stanza which appears to be cut short when the speaker's grandmother claims, 'they do things to little girls.' referring to the non-white people. Even though we are intelligent enough to know that this is simply lies that were told by the socially powerful whites, the structure here seems to suggest that people could say whatever they wanted about non-whites back then, and it would stop whatever else was going on because everybody believed it.'
I found this poem particularly easy to write about as there is so much in it. However, you will find that this is the case with most of the poems. Really, it you know these 15 poems well, and you have quite a few points to make about them, you shouldn't struggle with this sort of question.
NW
Examples of good explanations...
Before you read any of these, please remember that I AM MAKING THESE UP ON THE SPOT. I don't have an answer booklet. Provided I explain myself, though, I'll get marks for them - exactly the same as you.
Eg...
1. Alliteration has been used here as the words in question are particularly important to the meaning of the poem. By drawing attention to these words, the poet is showing us that the 'nuts, bolts, nails, and car keys' are all combining in order to add to the hail of weaponry that is falling on the civilians. The fact that the poet uses lots of 's' sounds also paints an image in our heads of falling debris and shattering objects to make the reader feel like they are there.
2. The poet uses a lexical filed which makes the reader feel on edge. The use of words like 'rapid', 'stop' 'escape' all link together to form an image of somebody being trapped in a fast paced environment, fearing for their lives. This makes the reader feel uneasy as they are empathising with the speaker in the poem.
The structure of the poem is highly unusual as it contains long lines followed by very short lines, for example,
'I was trying to complete a sentence in my head but it kept
stuttering'
3. The fact that it does this throughout the poem makes the poem look spiky and uneven. The effect of this on the reader is that the poem actually looks uncomfortable and untidy. This reflects the uncomfortable theme of the poem: a terrorist bomb going off. It could also be argued that this has been done to isolate some of the more important words in the poem. For example, the word 'stuttering' is left on a line on its own to show that the politics of Northern Ireland are not running smoothly.
4. Rhetorical questions are used repeatedly in the poem to involve the reader more and make the situation seem more real. The questions are all very basic questions that we would expect any person to know the answer to, 'Where am I going?' 'What is my name?' The fact that the speaker can not think of the answers to these simple questions makes the reader question how much the speaker has been affected mentally by this explosion and the situation surrounding it. It could also be that the speaker is questioning these things because he has no faith in anything anymore.
I really hope you see what I'm doing here everyone - not showing off, just making guesses!
If you can make a point, and back it up, you will get marks. I promise!
NW
Eg...
1. Alliteration has been used here as the words in question are particularly important to the meaning of the poem. By drawing attention to these words, the poet is showing us that the 'nuts, bolts, nails, and car keys' are all combining in order to add to the hail of weaponry that is falling on the civilians. The fact that the poet uses lots of 's' sounds also paints an image in our heads of falling debris and shattering objects to make the reader feel like they are there.
2. The poet uses a lexical filed which makes the reader feel on edge. The use of words like 'rapid', 'stop' 'escape' all link together to form an image of somebody being trapped in a fast paced environment, fearing for their lives. This makes the reader feel uneasy as they are empathising with the speaker in the poem.
The structure of the poem is highly unusual as it contains long lines followed by very short lines, for example,
'I was trying to complete a sentence in my head but it kept
stuttering'
3. The fact that it does this throughout the poem makes the poem look spiky and uneven. The effect of this on the reader is that the poem actually looks uncomfortable and untidy. This reflects the uncomfortable theme of the poem: a terrorist bomb going off. It could also be argued that this has been done to isolate some of the more important words in the poem. For example, the word 'stuttering' is left on a line on its own to show that the politics of Northern Ireland are not running smoothly.
4. Rhetorical questions are used repeatedly in the poem to involve the reader more and make the situation seem more real. The questions are all very basic questions that we would expect any person to know the answer to, 'Where am I going?' 'What is my name?' The fact that the speaker can not think of the answers to these simple questions makes the reader question how much the speaker has been affected mentally by this explosion and the situation surrounding it. It could also be that the speaker is questioning these things because he has no faith in anything anymore.
I really hope you see what I'm doing here everyone - not showing off, just making guesses!
If you can make a point, and back it up, you will get marks. I promise!
NW
Exam Technique - In response to Jack's question/issue earlier
Earlier on this evening Jack (who has had a hair cut) said to me,
"Sir, I get how to spot things in a poem. I get that. But I don't understand how to explain why it's been done."
Without taking the mick, I actually get exactly what Jack means because the 'explain' part of PEE is often the hardest bit to get your head around - mainly because the TYPE of EXPLAINING you're expected to do is usually different for every task.
However, for many of you, this is the very last task you'll have to do - so it's worth doing it properly.
So here we go!
All you have to do for the EXPLAIN bit is really to say, WHAT IS THE EFFECT OF (THE THING YOU'VE SPOTTED) ON THE READER?
There is no DEFINITIVE LIST of ways you can explain why something is important. It's kind of like asking someone why they enjoyed their holiday. There are OBVIOUS REASONS and LESS OBVIOUS REASONS. The less obvious reasons will sometimes be the more ORIGINAL and PERCEPTIVE points, and offering more than one EXPLANATION will often get you more marks too.
I will put some example of good explanations on my next post...
NW
"Sir, I get how to spot things in a poem. I get that. But I don't understand how to explain why it's been done."
Without taking the mick, I actually get exactly what Jack means because the 'explain' part of PEE is often the hardest bit to get your head around - mainly because the TYPE of EXPLAINING you're expected to do is usually different for every task.
However, for many of you, this is the very last task you'll have to do - so it's worth doing it properly.
So here we go!
All you have to do for the EXPLAIN bit is really to say, WHAT IS THE EFFECT OF (THE THING YOU'VE SPOTTED) ON THE READER?
There is no DEFINITIVE LIST of ways you can explain why something is important. It's kind of like asking someone why they enjoyed their holiday. There are OBVIOUS REASONS and LESS OBVIOUS REASONS. The less obvious reasons will sometimes be the more ORIGINAL and PERCEPTIVE points, and offering more than one EXPLANATION will often get you more marks too.
I will put some example of good explanations on my next post...
NW
Blogging for about one and a half hours now
Hi everyone,
Sorry it took me a little while longer than I expected to get on here. I'm going to be blogging until about 9pm and will try and get everything online that you asked for.
If anyone wants to complete any practice questions, please do and I will mark them for you during the lesson tomorrow!
Any other questions, just ask.
NW
Sorry it took me a little while longer than I expected to get on here. I'm going to be blogging until about 9pm and will try and get everything online that you asked for.
If anyone wants to complete any practice questions, please do and I will mark them for you during the lesson tomorrow!
Any other questions, just ask.
NW
Practice Paper 1 - This is what the questions look like!
English Literature
Unit 2: Understanding Poetry
Higher Tier
Tuesday 17 January 2012 – Morning
Time: 1 hour 45 minutes
5ET2H/01
Questions and Extracts Booklet
Do not return this booklet with your Answer Booklet
You may use a clean copy of the Edexcel Anthology
P40020A
©2012 Pearson Education Ltd.
Edexcel GCSE
P40020A
SECTION A: UNSEEN POEM
Read the following poem and answer Question 1:
What has happened to Lulu?
What has happened to Lulu, mother?
What has happened to Lu?
There’s nothing in her bed but an old rag-doll
And by its side a shoe.
Why is her window wide, mother,
The curtain flapping free,
And only a circle on the dusty shelf
Where her money-box used to be?
Why do you turn your head, mother,
And why do tear drops fall?
And why do you crumple that note on the fire
And say it is nothing at all?
I woke to voices late last night,
I heard an engine roar.
Why do you tell me the things I heard
Were a dream and nothing more?
I heard somebody cry, mother,
In anger or in pain,
But now I ask you why, mother,
You say it was a gust of rain.
Why do you wander about as though
You don’t know what to do?
What has happened to Lulu, mother?
What has happened to Lu?
Charles Causley
poem ‘What has happened to Lulu?’.
Use
evidence from the poem to support your answer.
(Total for Question 1 = 20 marks)
TOTAL FOR SECTION A = 20 MARKS
SECTION B: ANTHOLOGY POEMS
Collection B: Clashes and Collisions
Answer Question 3, parts (a) and (b). There is a choice of questions in part (b).
(a) Explore how the writer conveys her thoughts and feelings about the coming of
war in ‘Invasion’.
Use evidence from the poem to support your answer.
(15)
EITHER
(b) (i) Compare how the writers explore different thoughts and feelings about the
coming of war in ‘O What is that Sound’ and ‘Invasion’.
Use evidence from the poems to support your answer.
You may include material you used to answer 3(a).
(15)
OR
(ii) Compare how the writer of one poem of your choice from the ‘Clashes
and Collisions’ collection explores different ideas about war from those in
‘Invasion’.
Use evidence from the poems to support your answer.
You may include material you used to answer 3(a).
(15)
(Total for Question 3 = 30 marks)
OVERLAPPERS
Use this acronym to analyse ANY poem that is put in front of you.
ie, see if any of this stuff is in the poem and use it as your basis to write your paragraphs:
If you find any of these things, you can then turn it into a PEE paragraph in the usual way by making your POINT (what has been done) providing EVIDENCE (where do you see it) and then EXPLAINING yourself (how does this help to answer your question).
ie, see if any of this stuff is in the poem and use it as your basis to write your paragraphs:
Onomatopoeia
Vocabulary choices and groups
Enjambment
Rhetorical Questions
Lexical Field
Alliteration and Assonance
Personifications/Dehumanisations
Poet/Background
Emotive Language
Rhythm and Rhyme
Stanza Length
Similes and Metaphors
Juxtapoistions
If you find any of these things, you can then turn it into a PEE paragraph in the usual way by making your POINT (what has been done) providing EVIDENCE (where do you see it) and then EXPLAINING yourself (how does this help to answer your question).
Wall of Shame
Thanks to the following people for showing such awesome commitment, and turning up to the after-school session ("SARCASM ALERT!!!")
Lois
Dan 'al
Helen
Shaun
Alex Wigwam
Al Fraze
Sam Shaw
Lois
Dan 'al
Helen
Shaun
Alex Wigwam
Al Fraze
Sam Shaw
Annotating the unseen poem - and example answer
These are the words and phrases I highlighted when I first read the poem:
Stealing
The most unusual thing I ever stole? A snowman. Use of rhetorical question to involve reader
Midnight. He looked magnificent; a tall, white mute Use of 'Midnight' sets time and makes the action seem mysterious
beneath the winter moon. I wanted him, a mate Almost personifies the moon, like it is looking down on him
with a mind as cold as the slice of ice Makes the poet sound unfeeling and a bi psychopathic
within my own brain. I started with the head. Makes him sound like he has split personality/ brutal
Better off dead than giving in, not taking Makes him sound criminally insane, stubborn
what you want. He weighed a ton; his torso, Snowman is personaified to make it sound more real and brutal
frozen stiff, hugged to my chest, a fierce chill Emotive language 'hugged' makes us wonder if he has been neglected
piercing my gut. Part of the thrill was knowing
that children would cry in the morning. Life's tough. Image makes us dislike him - use of cliche shows him to be uncaring
Sometimes I steal things I don't need. I joy-ride cars Enjambment makes the line flow like he can't stop confessing
to nowhere, break into houses just to have a look.
I'm a mucky ghost, leave a mess, maybe pinch a camera. Metaphor makes him seem invisible - frightening but makes us pity him
I watch my gloved hand twisting the doorknob. strange use of tense/person makes him sound like he can't control his actions
A stranger's bedroom. Mirrors. I sigh like this - Aah. Structure of sentences makes him seem panicked.
Use of audial imagery/onomatopoeia helps us imagine his reaction but makes him seem sarcastic.
It took some time. Reassembled in the yard,
he didn't look the same. I took a run
and booted him. Again. Again. My breath ripped out Violent lexical field to add tension
in rags. It seems daft now. Then I was standing Insignificant word 'daft casuses juxtaposition with violent imagery
alone among lumps of snow, sick of the world. Use of juxtasposition allows 'alone' to appear in a more important place.
Boredom. Mostly I'm so bored I could eat myself. Isolated word seems to sum up the point of the poem.
One time, I stole a guitar and thought I might
learn to play. I nicked a bust of Shakespeare once, Juxtaposition of class/ crime causes effect.
flogged it, but the snowman was the strangest. 'nicked'/'flogged' sound working class.
You don't understand a word I'm saying, do you? Another rhetorical question to finish
Language/Imagery:
Rhetorical questions
Metaphors
Unusual Lexical Field
Imagery
Onomatopoeia
Emotive Langauge
Working class vocab
Cliche
Structure:
Enjambment
Isolation of important words
Shortened sentences to add emphasis to certain themes
No rhyme
Equal length stanzas
Done - in 5 minutes!
Stealing
The most unusual thing I ever stole? A snowman. Use of rhetorical question to involve reader
Midnight. He looked magnificent; a tall, white mute Use of 'Midnight' sets time and makes the action seem mysterious
beneath the winter moon. I wanted him, a mate Almost personifies the moon, like it is looking down on him
with a mind as cold as the slice of ice Makes the poet sound unfeeling and a bi psychopathic
within my own brain. I started with the head. Makes him sound like he has split personality/ brutal
Better off dead than giving in, not taking Makes him sound criminally insane, stubborn
what you want. He weighed a ton; his torso, Snowman is personaified to make it sound more real and brutal
frozen stiff, hugged to my chest, a fierce chill Emotive language 'hugged' makes us wonder if he has been neglected
piercing my gut. Part of the thrill was knowing
that children would cry in the morning. Life's tough. Image makes us dislike him - use of cliche shows him to be uncaring
Sometimes I steal things I don't need. I joy-ride cars Enjambment makes the line flow like he can't stop confessing
to nowhere, break into houses just to have a look.
I'm a mucky ghost, leave a mess, maybe pinch a camera. Metaphor makes him seem invisible - frightening but makes us pity him
I watch my gloved hand twisting the doorknob. strange use of tense/person makes him sound like he can't control his actions
A stranger's bedroom. Mirrors. I sigh like this - Aah. Structure of sentences makes him seem panicked.
Use of audial imagery/onomatopoeia helps us imagine his reaction but makes him seem sarcastic.
It took some time. Reassembled in the yard,
he didn't look the same. I took a run
and booted him. Again. Again. My breath ripped out Violent lexical field to add tension
in rags. It seems daft now. Then I was standing Insignificant word 'daft casuses juxtaposition with violent imagery
alone among lumps of snow, sick of the world. Use of juxtasposition allows 'alone' to appear in a more important place.
Boredom. Mostly I'm so bored I could eat myself. Isolated word seems to sum up the point of the poem.
One time, I stole a guitar and thought I might
learn to play. I nicked a bust of Shakespeare once, Juxtaposition of class/ crime causes effect.
flogged it, but the snowman was the strangest. 'nicked'/'flogged' sound working class.
You don't understand a word I'm saying, do you? Another rhetorical question to finish
Language/Imagery:
Rhetorical questions
Metaphors
Unusual Lexical Field
Imagery
Onomatopoeia
Emotive Langauge
Working class vocab
Cliche
Structure:
Enjambment
Isolation of important words
Shortened sentences to add emphasis to certain themes
No rhyme
Equal length stanzas
Done - in 5 minutes!
Unseen Poems
The Key to analysing any unseen poem is actually quite simple. Read the poem a couple of times over and start to make judgements about what you believe the poem to be about.
No one can take amrks off you for not knowing EXACTLY what the unseen poem is about - because no one knows EXACTLY. All you can do is make sensible suggestions and judgements based on what you've read. This may take two or three readings to sink in.
Once you have made these judgements, you can begin to turn these into your introduction, stating what you BELIEVE the poem MAY be about backing up what you say with EVIDENCE.
Try it with this poem:
StealingThe most unusual thing I ever stole? A snowman.
Midnight. He looked magnificent; a tall, white mute
beneath the winter moon. I wanted him, a mate
with a mind as cold as the slice of ice
within my own brain. I started with the head.
Better off dead than giving in, not taking
what you want. He weighed a ton; his torso,
frozen stiff, hugged to my chest, a fierce chill
piercing my gut. Part of the thrill was knowing
that children would cry in the morning. Life's tough.
Sometimes I steal things I don't need. I joy-ride cars
to nowhere, break into houses just to have a look.
I'm a mucky ghost, leave a mess, maybe pinch a camera.
I watch my gloved hand twisting the doorknob.
A stranger's bedroom. Mirrors. I sigh like this - Aah.
It took some time. Reassembled in the yard,
he didn't look the same. I took a run
and booted him. Again. Again. My breath ripped out
in rags. It seems daft now. Then I was standing
alone among lumps of snow, sick of the world.
Boredom. Mostly I'm so bored I could eat myself.
One time, I stole a guitar and thought I might
learn to play. I nicked a bust of Shakespeare once,
flogged it, but the snowman was the strangest.
You don't understand a word I'm saying, do you?
Carol Ann Duffy.
So, in your intoduction, answer what you believe the poem is about and what sort of points you think the speaker and poet are trying to make. I will include an example answer in the next post.
No one can take amrks off you for not knowing EXACTLY what the unseen poem is about - because no one knows EXACTLY. All you can do is make sensible suggestions and judgements based on what you've read. This may take two or three readings to sink in.
Once you have made these judgements, you can begin to turn these into your introduction, stating what you BELIEVE the poem MAY be about backing up what you say with EVIDENCE.
Try it with this poem:
StealingThe most unusual thing I ever stole? A snowman.
Midnight. He looked magnificent; a tall, white mute
beneath the winter moon. I wanted him, a mate
with a mind as cold as the slice of ice
within my own brain. I started with the head.
Better off dead than giving in, not taking
what you want. He weighed a ton; his torso,
frozen stiff, hugged to my chest, a fierce chill
piercing my gut. Part of the thrill was knowing
that children would cry in the morning. Life's tough.
Sometimes I steal things I don't need. I joy-ride cars
to nowhere, break into houses just to have a look.
I'm a mucky ghost, leave a mess, maybe pinch a camera.
I watch my gloved hand twisting the doorknob.
A stranger's bedroom. Mirrors. I sigh like this - Aah.
It took some time. Reassembled in the yard,
he didn't look the same. I took a run
and booted him. Again. Again. My breath ripped out
in rags. It seems daft now. Then I was standing
alone among lumps of snow, sick of the world.
Boredom. Mostly I'm so bored I could eat myself.
One time, I stole a guitar and thought I might
learn to play. I nicked a bust of Shakespeare once,
flogged it, but the snowman was the strangest.
You don't understand a word I'm saying, do you?
Carol Ann Duffy.
So, in your intoduction, answer what you believe the poem is about and what sort of points you think the speaker and poet are trying to make. I will include an example answer in the next post.
Unseen Poems!
Five steps to analysing an unseen poem
Here are five steps that you can use when you first see an unseen poem, to help you think about how to write about it.
STEP ONE: Work out what the poem is about…
Here is a poem for you to look at and have a go at the 5 step process with. You could cut and paste and print it so you are able to highlight if you like.
STEP ONE: Work out what the poem is about…
- What is the subject of the poem?
- Who is speaking?
- Who is the narrator speaking to?
- Why has the poet written the poem?
- What are they trying to say?
- What ideas are they using?
- Is it an emotional response to something that’s happened?
- Is it trying to get an emotional response from the reader?
- Is it portraying a message or opinion on a subject or event?
- What are the different emotions and feelings of the narrator or poet?
- What is the mood or atmosphere of the poem (e.g. sad, angry, etc.)?
- How has the poet used different poetic techniques to show these attitudes and feelings?
- What are the different poetic techniques that the poet has used to show the attitudes and feelings in the poem?
- How has the poet shown these feelings through form and structure (e.g. rhyme, rhythm, line length, stanza length, etc.)?
- How has the poet used poetic devices to show these feelings (e.g. metaphors, similes, caesura, enjambment, alliteration, juxtaposition, personification, etc.)?
- How do you feel about the poem?
- How well does the poet get the message across in the poem?
- What is the impact of the poem on the reader (refer to ‘the reader’, rather than ‘I’ when talking about the impact of the poem)?
- Are there any other ways the poem could be interpreted?
Here is a poem for you to look at and have a go at the 5 step process with. You could cut and paste and print it so you are able to highlight if you like.
November by Simon Armitage
We walk to the ward from the badly parked car
with your grandma taking four short steps to our two.
We have brought her here to die and we know it.
You check her towel. soap and family trinkets,
pare her nails, parcel her in the rough blankets
and she sinks down into her incontinence.
It is time John. In their pasty bloodless smiles,
in their slack breasts, their stunned brains and their baldness
and in us John: we are almost these monsters.
You’re shattered. You give me the keys and I drive
through the twilight zone, past the famous station
to your house, to numb ourselves with alcohol.
Inside, we feel the terror of the dusk begin.
Outside we watch the evening, failing again,
and we let it happen. We can say nothing.
Sometimes the sun spangles and we feel alive.
One thing we have to get, John, out of this life.
Monday 20 May 2013
Key Terms
Types of Words
Verb – A doing word
Adjective – A describing word
Noun – A thing.
Adverb – A word that describes a verb (usually ends in ‘ly’)
Abstract noun – A noun which you can’t physically sense – like ‘love’ or ‘hope’ or ‘honesty’
Active verb – a verb which shows a lot of action. ‘exploded’
Techniques
Enjambment - When a line of a poem spills onto the next line. This can be done to show that the poet/poem is too full of action to worry about stopping at the end of a line. Or, it may be done to make sure that a more important word appears at the start/end of a line.
Onomatopoeia – A word which depicts a sound
Emotive language – any word or group of words that makes the reader feel emotion
Repetition – a word or group of words repeated to make them stand out.
Personification – When something non-human is made to sound human through its actions/emotions
Dehumanisation – Where a human is made to sound unhuman.
Rhetorical Question - You know what this is.
Alliteration - Words which begin with the same sound or letter to make them stand out or to bring sound to the poem.
Assonance - Similar to alliteration but using vowel sounds. eg. 'The brown owl howled'
Caesura - A break or pause in a line of poetry
Metaphor - When something is compared to something else by saying that it is something different, eg. 'Jack is a little monster.'
Simile - When something is compared to something else by saying it is 'like' or 'as' something else. Eg, 'Megan is as happy as a dolphin on skates'
Other terms
Lexical field - a group of words that link a theme or subject - ie, the poet uses a lexical field which is based around suffering and pain: 'nerves', 'blood' and 'suffering'
Rhythm - The pattern of beats in a line. A lot of old traditional/romantic poems used a rhythm called 'iambic pentameter' which puts roughly ten beats to a line. If there is a rhythm, it may be that the poet is trying to make the poem look more organised, or it might reflect the theme of the poem (army, war etc). If a poem has no rhythm, it may have been done deliberately to make the poem seem disorganised to relfect the things that are going on in the poem.
Rhyme - As above. If there IS rhyme, it may be to reflect organisation. Or, for example, a simpe rhyme may be used to make the poem seem more child-like or traditional. A lack of rhyme can reflect a lack of organisation or seriousness.
Tone - The feeling or mood that the poet creates
Stanza - Verse
Sunday 19 May 2013
Really useful blog!!
Hi everyone,
Just found this really useful blog that some teacher from another school has obviously put up for her class. I strongly suggest you go and have a geg.
http://clashesandcollisions.blogspot.co.uk/
It goes through all of the poems and some exam technique.
NW
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