Transcript year 12 revision and exam skills

Outline of the day
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10.00-11.30 Brighton Rock
11.30-12.00 Break
12.00-13.20 Rattle bag
13.20-14.00 Lunch
14.00-15.00 Unseen poetry
Advanced skills
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Sophisticated expression
Correct use of terminology
Develop an argument
Explore complex themes
Analyse in ‘critical detail’
Make clear comments on the authors intentions
Develop your responses by making complex
comparisons between texts
• Explore more complex and ambiguous texts
The difference between GCSE and A
level
• At GCSE you were given questions that asked
you to comment on texts with clear messages
and meanings
• At A level you are expected to develop a
response to texts that raise complex questions
that you must interpret…
For example…
• GCSE texts• Lord of the flies is an exploration of man’s inherent evil.
• A level texts• Brighton Rock is a critique on religion’s inability to
indoctrinate morality.
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• Brighton Rock suggests that religion can offer something
more profound than social justice.
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• Brighton Rock raises questions on the difficulty in
establishing a secure moral perspective (either religious or
secular) especially when human subjectivity means that
both the characters and the reader will interpret these
ideas differently depending on their experiences and beliefs.
Brighton Rock/A Clockwork
Orange
AO1=15 marks
AO2=25 marks
(no marks for comparison)
Remember…
Focus is still on Brighton Rock – 80% of your exam
answer should focus on it.
Clockwork Orange only re-enforces your
argument about BR. It is the secondary text.
Themes from BOTH B.R and CO
1. violence
2. religion
3. love
4. evil
5. youth
6. death
7. age
8. authority
9. corruption
10. class
11. morality
12. deception
13. Gender
14. Individuality
Conflicts
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Morality vs. religion
Man vs. Woman
Heaven vs. Hell
Right vs. Wrong/ Good vs. Evil
Pinkie vs. Ida
Appearance vs. reality
Individuality vs. imposed order
Approaching the exam
The Question
• Question the question:
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What are the key words?
What view does it suggest?
What does it assume?
What are the problems with it?
How is trust presented
in the novel?
How is trust
presented?
Character
Plot
Symbolism/imagery
Etc…
Is trust the most important theme in
the novel?
Can you challenge whether trust is a
theme?
Why present the theme of
trust? How does it link into
the larger message of the
text?
Your turn!
Your turn!
Your turn!
AO1- The argument
• Responding to the question. 1 sentence.
Example- Model
• Both Greene and Burgess challenge the concept of
truth and, while many of the characters in Brighton
Rock and A Clockwork Orange feel the have an
understanding of the ‘truth’ of life, these are often
contradictory and conflicting ideas, leading the
reader to question the very nature of how we define
what is true.
Example
Stage 2- The argument
• Develop your sentence into a paragraph drawing on
information from the text(s).
Both Greene and Burgess challenge the concept of truth and,
while many of the characters in Brighton Rock and A
Clockwork Orange feel the have an understanding of the
‘truth’ of life, these are often contradictory and conflicting
ideas, leading the reader to question the very nature of how
we define what is true.
• How do we support this? Where is the evidence in the text?
• This becomes your introduction.
Stage 2- The argument
• Both Greene and Burgess challenge the concept of truth and, while many
of the characters in Brighton Rock and A Clockwork Orange feel they have
an understanding of the ‘truth’ of life, these are often contradictory and
conflicting ideas, leading the reader to question the very nature of how we
define what is true. In Brighton Rock Greene presents us with two vastly
opposing perspectives in the characters of Pinkie and Ida, with Rose
struggling to find the ‘truth’ from these conflicting ideologies. Greene
raises more questions than he answers in his presentation of concepts such
as religion and morality, emphasising the subjectivity of these concepts
and, ultimately, denying the characters, and the reader, any real truth in
the novel. This is echoed in A Clockwork Orange where Burgess’
presentation of Alex initially implies a clear moral perspective, however the
moral questions of state control and loss of individual freedom, lead the
reader into murky territory where a clear moral view cannot be defined.
Essentially, both authors offer us conflicting and contradictory perspectives
which challenge accepted moral, religious and philosophical views, leading
the reader on a search for truth without offering a definite answer.
Stage 3- The Plan
• Look at your introduction. Where can you find
evidence to support your claims?
• These are the key points of the essay.
Example- Intro
Both Greene and Burgess challenge the concept of truth and, while
many of the characters in Brighton Rock and A Clockwork Orange feel
they have an understanding of the ‘truth’ of life, these are often
contradictory and conflicting ideas, leading the reader to question the
very nature of how we define what is true. In Brighton Rock, Greene
presents us with two vastly opposing perspectives in the characters of
Pinkie and Ida, with Rose struggling to find the ‘truth’ from these
conflicting ideologies. Greene raises more questions than he answers
in his presentation of concepts such as religion and morality,
emphasising the subjectivity of these concepts and, ultimately,
denying the characters, and the reader, any real truth in the novel. This
is echoed in A Clockwork Orange where Burgess’ presentation of Alex
initially implies a clear moral perspective, however the moral
questions of state control and loss of individual freedom, lead the
reader into murky territory where a clear moral view cannot be
defined. Essentially, both authors offer us conflicting and contradictory
perspectives which challenge accepted moral, religious and
philosophical views, leading the reader on a search for truth without
offering a definite answer.
Plan
Truth in religion
Different perspectives
Plan
Both characters and reader denied truth
Truth in morality
Develop
Different perspectives:
Pinkie/Ida/Alex
Rose trying to make sense at the end
Narrative perspective- Brighton at the start
Truth in religion:
CatholicismPinkie/Rose
Alex and Chaplain
Plan
Both characters and reader denied truth:
Rose’s ending
Alex’s ending
Character’s misunderstand themselves
Narrative form (focalisation and 1st
person= no secure narrative view.)
Truth in morality
Right and wrong
Pinkie vs. Ida
Alex vs. State
Trick
• Challenge the question!
• Is the search after truth the most fundamental
aspect? If you disagree this gives you a whole
extra section of your essay to discuss!
Develop
Different perspectives:
Pinkie/Ida/Alex
Rose trying to make sense at the end
Narrative perspective- Brighton at the start
Truth in religion:
CatholicismPinkie/Rose
Alex and Chaplain
Plan
Both characters and reader denied truth:
Rose’s ending
Alex’s ending
Character’s misunderstand themselves
Narrative form (focalisation and 1st
person= no secure narrative view.)
Truth not important
None of the characters are
really concerned about truth
they want to find evidence
of their own beliefs to
reassure themselves
Truth in morality
Right and wrong
Pinkie vs. Ida
Alex vs. State
The structure
• Intro- Respond to the question and reference
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the things you will explore in the text to support
your argument.
Main body- Analyse 4-5 aspects of the text in
detail to support your response to the question.
You must show an understanding of the text
while justifying your argument.
Conclusion- Summarise your points and
answer the question, linking it into what you
believe is the overall message of the text/s.
Finding evidence
• GOOD EVIDENCE• Allows you to analyse a range of language
features
• Links to other key points in the text (structure)
• Can be analysed formally.
• Reflects key themes
• Supports your argument.
• BAD EVIDENCE• Supports your argument
BAD EVIDENCE!
• “But you believe don’t you… you think its
true?”
• Rose wants to believe in religion & in Pinkie.
She is searching for the truth.
GOOD EVIDENCE!
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Meaning is subjective. Pinkie does not view the concept of murder with the same
moral perspective as others. The comparison to two extremely mundane common
nouns (‘box’ and ‘collar’) shows the lack of emotional attachment from Pinkie’s
perspective. Greene chooses the word Giraffe to create an element of the
unknown, as Pinkie’s working class roots would mean that he would be unlikely to
have come into contact with anything as exotic as a giraffe. In doing so he also
hints at Pinkie’s inability to realise what we would consider the ‘true meaning of
the word ‘murder. Greene uses this passage to emphasise the point of the
difficultly of finding the truth when people interpret things in different ways. The
subjective nature of abstract verbs such as ‘murder’ contrasts to the different ways
characters define large moral concepts such as good and evil and right and wrong
in the text. Greene is asking the reader to question their accepted view of life’s
certainties, especially when it comes to morally challenging ideas.
• AOs:
The analysis
AO1
Articulate creative, informed and relevant responses to
literary texts, using appropriate terminology and
concepts, and coherent, accurate written expression
AO2
Demonstrate detailed critical understanding in analysing
the ways in which structure, form and language shape
meanings in literary texts
Analysis pyramid (plus tail)- for each
point in your plan…
Point- What part of the text
addresses the question?
1.Quote
2. Language analysis (AO2)
3. Structural analysis (AO2)
4. Formal analysis (AO2)
5. Thematic analysis (AO2)
6. Link back to question (AO1)
1. Point- What element of the text are you using to support your
argument/response to the question?
2. Quote- a ‘good’ quotation to back up your point.
3. Language analysis- analyse key words, images, symbols,
connotations etc.
4. Structural analysis- Where does it come in the book? How
does it relate to other events? What is its larger significance in
the plot?
5. Formal analysis- What elements of the genre are present?
How do they link to meaning? How are the conventions of the
form (novel, poetry, drama) used? E.g. narrative perspective,
parallel narrative, manipulation of narrative and chronological
time.
6. Meaning analysis- How does this link to the key themes of
the novel?
7. Link back to question- How does everything you’ve said
justify your original point and how does it link to the question
asked?
Link back to question
Meaning
Form
structure
language
point
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Stage 7- Proof read and edit your work
Basic literacy (spelling, punctuation etc.)?
Capital letters for names of
characters/author’s name etc.?
Paragraphing?
Does each sentence make sense?
Have you said what you actually wanted to
say?
Have you included analysis linking to the Aos?
Stage 7- Proof read and edit- Literacy
• Green gets us too question the weather we can ever know
the truth in his description of the setting initially, he
describes brighton effectively using lots of positive
language, making it seem like a perfect holiday town;
“Silverpoint sparkled on the pier”. However, later he gives a
different impresion that suggest it might not be quite so
perfect. It says determined gaiety, implies that they are
forcing themselves to enjoy it and are not really having fun
this makes us think that perhaps it is just a front and the
people isn’t as carefree as they apear. By giving diferent
perspective greene makes it is hard to form a clear
impression of what Brighton is really like. This challenges
the reader to think about weather they can ever be sure on
anything..
Step 7- Proof read and edit- Quality
• How can we turn this from a C into and A?
• Greene gets us to question whether we can ever know the
truth in his description of the setting. Initially, he describes
Brighton effectively using lots of positive language, making
it seem like a perfect holiday town; “Silverpoint sparkled on
the pier”. However, later he gives a different impression
that suggests it might not be quite so perfect. It says
‘determined gaiety’, which implies that they are forcing
themselves to enjoy it and are not really having fun. This
makes us think that perhaps it is just a front and people
aren’t as carefree as they appear. By giving different
perspectives Greene makes it is hard to form a clear
impression of what Brighton is really like. This challenges
the reader to think about whether they can ever be sure on
anything.
Greene’s use of changing narrative perspective problematises the idea that we can
ever ascertain the ‘truth’. The initial impression of Brighton is one of a busy yet
beautiful setting, in which you imagine only good things could occur; ‘The holiday
crowd. They came in from Victoria every five minutes…’ The opening of the novel
focuses on the superficial aspects of the popular holiday location: ‘Silverpoint
sparkled on the pier...’, ‘houses ran away in the west like a pale Victorian
watercolour’. This imagery enforces the idea of a spotless, perfect vacation where
thousands of people go for the purpose of innocent fun and entertainment – it is
from a holiday-goers perspective. However, it is suggested that this is merely a
surface appearance and nothing is revealed in any depth. The image of a ‘Victorian
watercolour’ implies that this is a false, artificial image, not reflecting reality but
merely a romanticised depiction. Greene then juxtaposes this description of
Brighton with one from a wholly different perspective. Hale seems to have negative
views on the crowd; ‘It uncurled past him, like a twisted wire, two by two’. The use
of the simile ‘like a twisted wire’ makes the crowd seem aggressive, coiled in rage
and metallic and hard like a wire. It is also suggested that the picture book perfect
image of Brighton that we are given in the first few paragraphs of the book does
not ring true with the crowd. The narrative describes them as having ‘determined
gaiety’, as if they were determined to have fun here, despite being on ‘crowded
carriages’ and the fact they ‘wait in queues for lunch’. In doing this Greene suggests
that, despite the appearance of careless perfection, the grim reality of life is
inescapable. By focalising the narrative from different perspectives Greene denies
us a fixed impression on Brighton. The question of what is real and what is merely
perspective is raised but not answered by the narrative style.
Where are the AOs?
Greene’s use of changing narrative perspective problematises the idea that we
can ever ascertain the ‘truth’. The initial impression of Brighton is one of a
busy yet beautiful setting, in which you imagine only good things could occur;
‘The holiday crowd. They came in from Victoria every five minutes…’ The
opening of the novel focuses on the superficial aspects of the popular holiday
location: ‘Silverpoint sparkled on the pier...’, ‘houses ran away in the west like
a pale Victorian watercolour’. This imagery enforces the idea of a spotless,
perfect vacation where thousands of people go for the purpose of innocent fun
and entertainment – it is from a holiday-goers perspective. However, it is
suggested that this is merely a surface appearance and nothing is revealed in
any depth. The image of a ‘Victorian watercolour’ implies that this is a false,
artificial image, not reflecting reality but merely a romanticised depiction
Where are the AOs?
Greene then juxtaposes this description of Brighton with one from a wholly different
perspective. Hale seems to have negative views on the crowd; ‘It uncurled past him,
like a twisted wire, two by two’. The use of the simile ‘like a twisted wire’ makes the
crowd seem aggressive, coiled in rage and metallic and hard like a wire. It is also
suggested that the picture book perfect image of Brighton that we are given in the first
few paragraphs of the book does not ring true with the crowd. The narrative describes
them as having ‘determined gaiety’, as if they were determined to have fun here,
despite being on ‘crowded carriages’ and the fact they ‘wait in queues for lunch’. In
doing this Greene suggests that, despite the appearance of careless perfection, the
grim reality of life is inescapable. By focalising the narrative from different perspectives
Greene denies us a fixed impression on Brighton. The question of what is real or true
and what is merely perspective is raised but not answered by the narrative style.
Essay writing checklist?
• What are the keys to a successful A level
essay?
Targets- What do you need to
work on for the exam?
The Rattle Bag
(AO1-15 marks, AO2-5 marks, AO320 marks)
AO1
Articulate creative, informed and relevant responses to
literary texts, using appropriate terminology and
concepts, and coherent, accurate written expression
AO2
Demonstrate detailed critical understanding in analysing
the ways in which structure, form and language shape
meanings in literary texts
AO3
Explore connections and comparisons between different
literary texts, informed by interpretations of other readers
Home
Themes
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Security
Memory
Society
Time
Family
Death
Isolation
Happiness
Sadness/grief
The everyday
Conformity
Identity
One sentence
response to the
question to clarify
your argument
Questions
Challenge the
question!
Poetry analysis: MILES
• Meaning: What is the poem about? What are the key
themes?
• Imagery: What are the powerful images in the poem? What
effect do they have?
What language techniques have been used? What
• Language:
is their effect? How do they relate to the message of the poem?
What is the mood/atmosphere of the poem? How
• Emotions:
is the poet/speaker feeling? How does the reader feel?
What does the poem look like on the page? Is
• Structure:
there a clear rhyme scheme? What is the pace of the poem? How
does the structure reflect the meaning of the poem?
FLIRTS/MILES/LIES/SMILE/SPECS
SLIMS
It doesn’t matter!!!! These are just
acronyms to help to remind you of the
elements of poetry you should comment
on. It doesn’t matter if you simply
identify them. You need to do something
with them!
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Security
Memory
Society
Time
Family
Death
Isolation
Happiness
Sadness/grief
The everyday
Conformity
Identity
Essay structure
• Intro- Respond to the question and reference the
things you will explore in the poems to support your
argument.
• Main body- Compare 4-5 aspects of poems
(flirts/lies/miles/smile etc.) in detail to support your
response to the question. You must show an
understanding of the text while justifying your
argument.
• Conclusion- Summarise your points and answer the
question, linking it into what you believe is the overall
message of the poems.
Challenge the
question!
One sentence
response to the
question to clarify
your argument
Each Paragraph needs…
 Understanding of the text with link to the question
(AO1)
 Sophisticated language and terminology (AO1)
 Well chosen quotes (AO1)
 Detailed analysis of language (AO2)
 Detailed analysis of structure (AO2)
 Links to themes, ideas, meanings (AO2)
 Comparisons/links between texts (AO3)
Unseen poetry
AO1 10 marks
AO2 10 marks
Unseen Poetry
• Section A Choice of either Unseen Poetry or Unseen Prose
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There are 20 marks available for Section A
Question 1: Unseen Poetry
a 5 marks
AO1
b 5 marks
AO2
c 10 marks
AO1&2 (5 marks each)
TOTAL 20 MARKS
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OR Question 2: Unseen Prose
a 5 marks
b 5 marks
c 10 marks
TOTAL 20 MARKS
AO1
AO2
AO1&2 (5 marks each)
What you might be asked to cover
Poetry
• Type
• Voice
• Form and structure
• Imagery
• Language choice
• Rhyme and rhythm
• Tone and mood
• Sentence structure
Prose
• Narrative structure
• Narrative and chronological time,
including the use of tense
• Narrative voice
• Use of speech
• Prose style and language choices
including sentence structure
• Use of images, symbols and
motifs
• Genre and generic conventions.
1st thing- Read the poem. Figure
out what its about!
Language, structure and form
Language
Structure
Form
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• Rhyme scheme (or lack
of)
• Rhythm
• Pace
• Repetition
• Stanza arrangement
• Punctuation (or lack of)
• Sentence length
• Caesura
• Enjambment
• What does the poem
look like?
• Order (or lack of)
• Overall shape (circular,
contrasts etc.)
It is a poem! What are the
conventions of poetry?
Word choice
Imagery
Simile
Metaphor
Personification
Sound devices
(assonance, alliteration,
sibilance,
fricative/plosive
alliteration,
onomatopoeia etc.
• Word groups (semantic
fields)
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Hidden meaning
Different interpretations
FLIRTS/LIES etc.
Sound devices etc.
1st person/3rd person
Poetic voice
Is it a sort of poem you
recognise (e.g. sonnet
etc.)
None of this matters unless you can link it
to meaning- What effect is the poet trying
to create?
Language
Structure
Form
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• Rhyme scheme (or lack
of)
• Rhythm
• Pace
• Repetition
• Stanza arrangement
• Punctuation (or lack of)
• Sentence length
• Caesura
• Enjambment
• What does the poem
look like?
• Order (or lack of)
• Overall shape (circular,
contrasts etc.)
It is a poem! What are the
conventions of poetry?
Word choice
Imagery
Simile
Metaphor
Personification
Sound devices
(assonance, alliteration,
sibilance,
fricative/plosive
alliteration,
onomatopoeia etc.
• Word groups (semantic
fields)
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Hidden meaning
Different interpretations
FLIRTS/LIES etc.
Sound devices etc.
1st person/3rd person
Poetic voice
Is it a sort of poem you
recognise (e.g. sonnet
etc.)
Themes?
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A theme is an idea that is explored in a text e.g.
Nature
Death
Themes are
Time
ideas! They
Love
are usually
Youth
Conflict
abstract nouns
Grief
that the poet
Human nature
explores in
Etc….
concrete
forms!
What is the poem about?
• The poem being boring is about…
What are the questions asking???
Rhyme?
Imagery?
Tone?
5/5
10/10
Revision: Revise smart
Essay plans
Theme/poem mind maps
Key sections/poems linked to themes
Super-quotes
Practice sections of essays under timed
conditions
Review work using mark schemes
Focused quote analysis
Useful resources
• http://glynenglish.wikispaces.com/
• http://www.edexcel.com/i-ama/student/Pages/pastpapers.aspx
• Edexcel past papers app
• http://www.shmoop.com
• Cliff notes/spark notes etc.
• http://www.hellesdon.org/rattlebag/rattlebag.
html
• ENGLISH TEACHERS!!!!