Friday 30 May 2014

English Language: The final (and biggest) hurdle...

Hi all,

The blog's gone quiet since the end of English Lit - mainly because everything I've got to say about English Language is already on here. 
Click EngLang here -------------->

For updates and advice in the lead up to the exam - or if you've got any questions - follow us on Twitter.

Remember, there's loads of other advice and revision material out there. Try Mr Bruff's YouTube clips: foundation tier (C) here; higher tier (A*) here.

Most of you know that this exam is hard - and it's the qualification that everyone wants to know about. Look at the graph. If you can nail Q4, you set yourself apart from the majority and massively boost your chances of success. Practice is vital. Don't kid yourself that you can't revise for it.


Please comment or tweet if you have any concerns or questions.


Get revising!



Mr M



 



Wednesday 21 May 2014

Thursday's exam: Poetry

Hi Y11,




Just a quick post to remind you about what you have to do on Thursday, and how best to revise. 

First of all, here's the exam guide for this paper:


Past papers are available on the AQA website. I tweeted links to every past paper yesterday. Search our timeline: @BeverleyHighEng

Apart from your annotated anthology and other notes from class, the best place to go to make sure you know the poems is BBC GCSE Bitesize.

The good news is that Section A usually allows you to write about one of your favourite poems. There's usually one question which is quite open (eg. how is a character presented through language?) which will give you options. 

Check out each of the past papers and decide what you would have done for each one. This will tell you exactly how ready you are for the exam. 

My advice is to revise the poems in thematic clusters and to think about how they compare. The docs below give you some ideas about how to compare and contrast two poems:




You can also find more blog posts about the poems by browsing by topic on the right hand side of this blog's homepage. My most popular blog post is this model answer to a question on Ozymandias and The River God.

As for Section B (Unseen Poetry), please look here for my thoughts about how to approach an unseen poem. Don't fear it. They don't pick anything too difficult - but do expect a simple poem with a central metaphor. Ask yourself: what is this poem really about? Again, check out the past papers and see how you react when faced with an unseen poem.

Finally, make sure you know all your poetic terms by taking a look here.


Good luck everyone!

Please feel free to comment or tweet your last minute, panicky questions!


Mr M



Monday 19 May 2014

One final OMAM hunch...

Hi,


I've just tweeted links to all the past Lit Unit 1 papers, and one thing that struck me was that there's never been a part b question about...

... the American Dream!

Now how can that be? It seems so obvious. Well, it's still yet to come up.

So, if the exam board decided on a part b question on this topic, what might it look like? And what extract would they pick?

How about this:



Or this...



Revise your Of Mice and Men themes here and here. The second link has quotes to connect with each theme.

Finally, if you need some last minute context revision, check these out:

BBC - Of Mice and Men Historical Context Part 1
BBC - Of Mice and Men Historical Context Part 2
BBC - Of Mice and Men Historical Context Part 3
BBC - Of Mice and Men Historical Context Part 4

Or this, a powerpoint that's nearly as old as my teaching career:


Good luck everyone!


Mr M 

Sunday 18 May 2014

Priestley's methods and message

Hi all,

One last blog before the Lit Unit 1 exam.

Well done to those of you who have been firing practice exam questions at me over the last week or so. Some of you can rest assured that you are going to do very well in this exam. It's not too late to do some serious, high impact revision - and trying exam questions is as high impact as it gets. You don't want to experience writing a 45 minute An Inspector Calls essay for the first time in your final exam, do you? That'd be like arriving at your driving text without first having any experience of driving a car. That's a slightly rubbish simile, but you get the idea.

One last thing I wanted to re-inforce is the assessment objectives you have to hit in Section A (An Inspector Calls). Unlike the part b OMAM question, you don't have to write about context (though it'd be hard not to mention it). You are only being assessed on:

AO1: respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations

and 

AO2: explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings


So, a big part of what you need to do in this question is to write about Priestley's methods and how they get across his ideas.


Here's a few reminders:

  • It's a well-made play. That means it's set in real time, in a realistic setting, a tightly focused storyline. The effect is that it feels like you are watching real life unfold in real time. That is, until Priestley breaks the conventions of the well-made play at the end. But more of that later.
  • The initial stage directions are worth exploring. It is through these that Priestley sets up our initial impressions of the Birlings. For instance, the phrase 'comfortable, but not cosy and homelike' is the first suggestion we get that we are seeing an awkward, unnatural facade of perfect family life. The reference to the lighting, which goes from 'pink and intimate' to harsh and bright symbolises the light of truth. There will be nowhere for the Birlings to hide.
  • Priestley's stage directions are revealing once the dialogue kicks in too. Sheila, for instance, is always 'half-serious, half-playful' or showing 'mock aggressiveness' in the opening stages. This shows that she's a little giddy and immature; she's never had to grow up as she's lived a sheltered, privileged life so far.
  • Dramatic irony is used heavily, especially to undermine Mr Birling. The effect is easily achieved as the play is set in 1912, but the audience are watching in 1946 or after. So the Titanic reference and war references have a great impact in revealing Birling's complacency. This makes it quick and easy to position his audience against Mr and Mrs Birling from the early stages of the play.
  • Characterisation: Priestley sets up his characters to show contrasts. The younger Birlings are dynamic characters who experience change. They're believable humans with faults and redeeming features. Eric and Sheila are like us in many ways - too concerned with our own problems to see the big picture, but basically good. They just need a wake-up call, which is what Priestley is trying to give us. Sheila in particular acts as our representative on the stage. She reacts with horror as we should, and she realises what's really going on as we do. Her words make sure that we keep up (eg. when she tells Mrs B to stop blaming the father of the child for everything.)
  • The older Birlings are static characters. They're less believable as human beings; in fact, they seem to be used by Priestley to encapsulate ideas (Mr B = Capitalism; Mrs B = inherited wealth + status). They're almost caricatures. Priestley uses dramatic irony to undermine them, and he makes sure we dislike them from the start.
  • The two generations create a dichotomy between the selfish attitudes of Edwardian Britain and the social conscience of the post-war generation. Capitalism vs socialism. In this way, Priestley's play contains hope for the future - beyond the 'fire and blood and anguish'.
  • The Inspector is an unusual character. He is moralistic and seems to be more focused on teaching the Birlings a lesson than uncovering the truth about Eva Smith. For instance, he says they can 'divide the responsibility between them after' he's gone. He represents socialism in the play. Perhaps Priestley uses him as his own mouthpiece - it certainly seems that way at the end - allowing him to go back in time to point the finger of blame at those he saw as being responsible for everything that went wrong.
  • The play makes use of dramatic, cliffhanger endings at the end of each act. These pauses give the audience time to reflect on their own actions. This is also what happens at the end - Priestley delivers his final message, then leaves everything open for us to interpret for ourselves. It's not really about Eva at all, or the Birlings; it's about the 'millions and millions' of Evas, and us.
  • Priestley builds lots of tension. From whether Birling knows about port or not, to the Croft's absence, to Eric's behaviour and to the talk of what happened last summer - there's clearly more to these relationships than initially meets the eye. The general feeling is that appearances and reality are very different things. This is highlighted by the Alderman Meggarty conversation later. 
  • The sounds of doors knocking and slamming, as well as ringing telephones also help to create tension. Each time, they mark a change in direction or emphasis. When Eric goes out, we know he is involved too. When the phone rings at the end, we only hear half a conversation, but it is clear from Birling's face that something is wrong. This final phone call is a great way of stalling the narrative and maximising the tension.
  • The Inspector's final lines have the feel of a rhetorical speech. It has repetition, use of 'we', and the metaphor of 'fire and blood and anguish'. Is he referring to war, or hell? Priestley is being intentionally ambiguous because he wants us to think. This speech feels like it is directed at us.
  • Afterwards, Priestley's play comes full circle. The older Birlings return to their old, self-satisfied and complacent ways. They drink and feel confident about the future. Then... an Inspector calls! This circular structure (like in OMAM), leaves us wondering and forces us to ponder our own behaviour. We have to accept that the message is not about the Birlings - Priestley wants us to write our own ending. The circular structure suggests that if we don't change our ways, we're doomed to make the same mistakes as the Birlings.
  • The twist at the end is made all the more effective because of Priestley's use of the conventions of the well-made play. We expect a neat ending, but we don't get it. We expect realism, but we are left pondering whether Goole really was a ghoul.

Before I sign off, I just wanted to throw a few docs your way. First up is a model answer about the initial impressions of Mr B that I wrote years ago:




And this is a study guide packed with useful information and things to think about:



The last one is an Of Mice and Men related task. Comment on examples of light/dark imagery and symbolism:



Okay, I think I'm out of Unit 1 chat. But I'll be back soon to re-focus you on Lit 2: Poetry.


Good luck (it's not about luck)!



Mr M 

Thursday 15 May 2014

Curley attacks! Analysing Steinbeck's methods...

Hi,



For the first part of your Of Mice and Men question, you have to analyse Steinbeck's methods in a short passage. Some of you will have had a go at annotating this extract, which I posted a week or so ago. 

Here's what I made of it. There's more here than you could possibly write about in the time you have in the exam, but hopefully it shows how much there is to say about Steinbeck's methods if you look closely.

To see the comments, you'll have to download a copy of the doc below by clicking the menu tab and then view in Word.

How much did you notice? Did I miss anything?




Make sure you practise this kind of close-reading with the other extracts I've posted.


Mr M




Wednesday 14 May 2014

High Impact Revision!

Hi,

I hope exam season is going well for you so far.

The Lit exams are next week, so by now you're probably thinking: 'What should I do to revise in the little time I have left? What revision tasks will have the greatest effect on my exam performance?'

So here is a list of high-impact revision activities for the final few days of revision:

1) Read the texts! Certainly re-read the poems over and over and over again. If you don't feel you have time to re-read Of Mice and Men...

2) Download the audiobooks and listen to them on the way to school etc. Have a look here and here.

3) Know your exams and understand the questions. For example, did you know that for part b of Of Mice and Men, it's vital that you write about context? Also, you have to 'zoom in' on Steinbeck's methods for part A and 'zoom out' to discuss wider issues and context for part B.

4) Practise exam questions in timed conditions. Know your time limits for each question. For instance, for English Language Section A you should try to limit yourself to: 

  1. 12 mins
  2. 12 mins
  3. 12 mins
  4. 24 mins

4) Use the mark schemes on the AQA website. For both Lang and Lit, they give you indicative content (ie. ideas about what to write.) Why not try using the indicative content to help you answer a question - this will help you focus on exam technique and not just on what to write.

5) Use the comparison grid below to practise comparing poems:



6) Use the following essential resources:


  • BBC GCSE Bitesize for the Literature set texts, especially the poems.
  • Follow us on Twitter (@BeverleyHighEng) for last minute advice, links and messages from the English Department and other English Departments around the country. Trawl through our timeline for loads of useful revision ideas.
  • Use online study guides like Sparknotes for Of Mice and Men, or this for An Inspector Calls
  • Use this blog! Browse by topic on the right of the screen. You can find past papers, mark schemes, model answers and links to other resources.


Finally, if you are unsure about anything, please ask! We can be found in our classrooms during Y11 lesson times, or in the English office. Alternatively, comment here or send an email.


The clock is ticking. Get revising!


Good luck,


The English Department






Monday 12 May 2014

Analyse this: another Curley extract (plus free Whit!)

Hi,

When it comes to preparing for the Of Mice and Men part a question, perhaps the best bits to re-read and revise and the character introductions. When each character first appears, there is a cinematic physical description followed by some dialogue. By cinematic, I mean Steinbeck shows us the character visually in the same way you'd meet a character in a film. With the notable exception of Slim (who appeared in last year's paper), he doesn't tell us what to think of the characters; he shows us.

I've already said that I fancy a Curley question this year - and we've had a go at annotating the initial description of Curley. But perhaps this extract would be even better. It's the bit where Curley attacks Lennie.

Why not have a go at annotating it, then have a go at the questions that follow:


 

Another feeling that's nagging me is how obvious this Curley question might be. YouTube sensation Mr Bruff is spreading the word online that he expects a Curley question, and I fear that the exam board might want to throw a spanner in the works. So how about this one. It's Whit!


This might feel like a tricky extract to pick, but in reality it's pretty do-able. Just use the mindmap below (which you should be committing to memory) to pick out Steinbeck's methods.

 
If I see any of you this week, I might get you to help me analyse these extracts so that we can post the results here for all to see.

One last doc. With the Whit extract, the inevitable question would be about loneliness. Here's a one page summary of this theme courtesy of Teachit:


 

As always, leave a comment, email or find me in school if you need anything. And follow the English Department on Twitter for regular exam tips and links (@BeverleyHighEng). Don't worry, we won't follow you and have no interest in your online alter-egos! 

You wouldn't want to miss anything! 


Mr M

Sunday 11 May 2014

Lit Unit 1: Mr Birling in 'An Inspector Calls'

Hi,

For Section A of Lit Unit 1, you have to answer one essay question on An Inspector Calls (from a choice of two). Here are the question focuses from the past papers:

June 13:
  • the ending
  • Eric
Jan 13:
  • Mrs Birling
  • the significance of social class
June 12:
  • Inspector Goole
  • the opening stage directions
Jan 12:
  • responsibility (you've done this for your CA!)
  • Gerald
June 11:
  • contrasts
  • Sheila
Jan 11:
  • tensions in the family
  • selfishness 

So what could come up in your exam? The answer is... almost anything. You need to be prepared for a range of questions.

However, it's likely that your question will either be something that has not been covered before - or something that hasn't been covered for a while. Could Sheila be back? Could we hit the jackpot and write about responsibility again? I also like the 'contrasts' question: think young/old, rich/poor, capitalist/socialist, realism/the unreal ending. Dichotomies.

But I think there's a very good chance that it could be Mr Birling. So what might a Mr B question look like? How about these?


  • How does Priestley undermine Mr Birling in An Inspector Calls?
  • Mr Birling is a static character and is nothing more than a personification of capitalism. How does Priestley use Mr Birling to criticise capitalism?
Here's some thoughts about how to structure an answer to one of these questions:


Intro - first impressions:
stage directions and early dialogue - 'provincial speech' and manner hints at modest roots, but he's very quickly forgotten where he came from. Selfish and business obsessed - even at daughter's engagement: 'lower costs and higher prices' - Priestley hinting at his attitude towards his workers. Desperate to impress Gerald and possibly insecure. Hints that he's not as 'comfortable' as he tries to make out. Worries about the Crofts not being there and whether the celebration is lavish enough.

Dramatic irony:
Titanic - obvious reference which makes him sound buffoon-like. Repetition and categorical assertions ('unsinkable... absolutely unsinkable) highlight his over-confidence. War - more emotive. The references to 1940, Russia and H.G Wells/G.B Shaw would resonate with a 1940s audience in particular, and highlight the capitalist/socialist dichotomy.

Interrogation:
His attempts to intimidate Goole show that he's self-important and feels like he should be above the law. He is set up for a fall. Defensive quotes: 'If everyone was responsible...awkward.' etc. Euphemisms: 'horrid business'.

Comments on the interrogation of others:
Initially seems glad to not be the only one involved. Criticises others. Defends Gerald's adultery etc.

Realisation:
'Inspector, I'd give thousands' etc.

Ending:
Ends up laughing at the 'famous younger generation'. Circular structure mirrors his return to complacency. Somewhat lighthearted, silly language shows his growing excitement at getting away with it. 'By jingo, a fake.'

Conclusion:
Birling = capitalism. Static character intended to personify all the faults and complacency of Edwardian England - which led us, in Priestley's view, to war. Characterisation is not subtle - we are meant to see him as a buffoon from the very start. Whatever he says after the Titanic reference is not to be trusted - neither are his capitalist views. Titanic as metaphor for Birlings with their confidence, wealth and ultimately, their downfall.



I hope that makes sense and seems like a sensible approach. Your next step should be to find the quotes to go with this plan. Why not have a go at writing it? It could be your exam question! In addition, I've found this helpful revision powerpoint. Take a look.

  


Keep revising - and let me know if you need anything.




Mr M 

Saturday 10 May 2014

'Of Mice and Men' - Survival of the Fittest

Hi folks,

As you already know, my tip for the Of Mice and Men question is... Curley.

In a recent lesson, we tried to predict a part b question (remember, a related discursive essay that requires you to refer to context) to follow up a possible Curley extract question. 

Here's what we came up with:

In the rest of the novel, how does Steinbeck show that life on a ranch in 1930s America is all about survival of the fittest? 

And here's the plan we came up with (coutesy of Lindsey's exercise book). 

I'd recommend starting with an intro which discusses how Steinbeck first introduces this theme in chapter 1 (eg. nature distrubed by humans, heron & water snake, George comparing Lennie to a coyote etc). 

Here's the rest of the plan:



Now for a useful revision task, fill out this plan with key quotes from the text. And why not write it up? You bring it - I'll mark it.

I'll be blogging later about an 'An Inspector Calls' question.


Happy revising!



Mr M


Friday 2 May 2014

Updated: GCSE English Language and English Literature Exam Guides

Hi,

Here are my updated guides to your three exam papers in the order that you will sit them:

 


I hope these help. You can find past papers here (just click the qualification you want and then 'past papers and mark schemes' from the menu on the left of the screen) or elsewhere on this blog.


Mr M

Another practice paper

Hi,

A couple of you asked for another English Language Paper to have a bash at. I quite like this one:








Feel free to give me more marking to do!

Remember, the resources and advice from the carousel lessons can be found here and here.

Coming soon: new exam guides.


Get to work!


Mr M