AQA Language exam bits

 

 

https://www.youtube.com/watch?v=Ia00N6zmwlU

Nailing Question 4:

You need to accurately identify, compare and analyse a wide range of language techniques, explaining why they have been used.

Spend some time this evening learning what these are:

  • alliteration
  • anecdote
  • cliche
  • direct address
  • discourse markers
  • emotive language
  • expert opinion
  • fact
  • figure of speech
  • first person narration
  • hyperbole
  • imperative
  • irony
  • jargon
  • list of three
  • metaphor
  • onomatopoeia
  • opinion
  • personification
  • pronouns
  • puns
  • repetition
  • rhetorical question
  • semantic field
  • sibilance
  • simple, one clause sentences
  • slang, colloquialisms
  • statistics
  • third person narration

Top Tips:

  • Ensure that you eave enough time to complete this challenging question.
  • Ensure that you comment on BOTH texts throughout.
  • Ensure that you compare the language not the content
  • Ensure that you explain why techniques are used; don’t just feature spot!
  • Ensure that you develop your comparisons; simply saying that they both use metaphors is not enough.
  • Avoid making generalised statements.

 

Onto Character & Voice and Unseen …

Well done for completing the first exam – I hope that you found it accessible and easy to complete.

Remember that there are loads of blog posts on character & voice and unseen poetry.  Simply write in character and voice in the search box and you will find the links to the relevant blogs. You can search for unseen poetry in the same way.

St Joseph’s Yr 11s …

I am doing some lunch time sessions this week.

Tuesday lunch: Going over the poems – which ones are you struggling with?

Wednesday lunch: Themes – reminder of how to compare – structure your answer

Thursday Lunch: Unseen Poetry

You also have a session period 5 & 6 on Thursday.  11A will be in room 24 and 11B in Room 23.

Mrs P/ Scoffs x

Revision Sessions this week and next week

Thursday after school – 12th May – Unseen Poetry – open to all lit and lit certificate people.

Thursday 19th after school – Unseen Poetry – open to all lit and lit certificate people.

Lunchtimes next week:

Monday 16th – OMAM extract analysis

Tuesday 17th – OMAM context

Wednesday 18th – AIC – Characters and themes

Thursday 19th – AIC Priestley’s methods

Friday 20th – Open house – drop in session for any questions.

I will also send this list to your tutors.

Mrs P

11A – Ewan’s AIC Essay

An Inspector Calls: How does Priestly present ideas about gender in ‘An Inspector Calls’?

Ideas about gender are very persistent throughout the course of ‘An Inspector Calls’. Priestley believed that, at the time, women were seen as second class citizens and he disagreed with this biased and unfair treatment of women.

A character who suffers harshly at the hands of sexism is the character of Eva Smith, a lower-class girl. Throughout the play men use their status to abuse Eva Smith in ways that they see acceptable. For example, in Act 2; when Gerald explains to the Inspector how he met Eva Smith (named Daisy Renton at this point) he says “Old Joe Meggarty… had wedged her into a corner”. This shows how an upper-class man was able to take advantage of the lower-class women. Priestley criticizes this behaviour and by the use of “old” implies that this is outdated or a traditionalist view, which he opposed. Also, the use of “wedged” conveys that Eva Smith does not want to be there and that she had no choice in being there. This reflects Priestley’s abhor of this treatment of women as it goes against their own personal interests. Alternatively, the use of “wedged” and a speech made by the Inspector at the end of the play, “that lesson will be learnt in fire and blood and anguish”, suggests that Priestly feels, or is even trying to encourage, that women rise up against their injustice, which is an example of dramatic irony as, in the 20th century, women name suffragettes fought for the rights of women.

Another way that Priestly presents ideas about gender is through the anecdote that Sheila Birling tells in Act 1. She explains that she had Eva Smith fired from Milwards as she had looked better in a dress than Sheila had; “you might be said to have been jealous of her.” First of all, this shows Priestley’s belief that the upper-class were no different from the lower-class, as both seem as emotionally torn as the other (though at the time the upper-class would have denied as their status was what made them look good), which could have extended to how Priestly felt about gender, that men and women were no different from each other. As stated in the above brackets, the upper class wanted to look splendid in the eyes of others. However, during the 1900’s, women were seen as the possessions of men, which is highlighted by the fact that Sheila went to Millwards’; she even mentions to Gerald that it was “for his benefit” which tells us that she was only there to look nice for Gerald, which he is pleased by: “Good!” This shows Priestley’s distaste for the objectification of women during the 1900’s; he believed, and shows in the play, that this treatment of women leads to pathetic and “jealous” behaviour that will always leave a woman who is emotionally damaged, as implied by Sheila’s “jealousy” of Eva Smith, and physically damaged, as in the case of Eva Smith, who we know is supposed to have killed herself at the end of the play.

Finally, at the time that ‘An Inspector Calls’ is set, women were expected to have children at to look after them. This idea about the roles of women is put into conflict at the very end of the play. Eric tells us that “She thought she was going to have a baby,” which immediately places Eva Smith into what was expected of her at the time, however, she was not married and would therefore have been shunned by others, especially those of the upper-class (which was one of the reasons why Priestly was spiteful towards them). However, the fact that Eva Smith was expecting a child would have agreed with the audience at the time, who believed that that was the role of a woman. However, when we discover that Eva Smith, or a girl, has “just died in the infirmary” this destroys this view that women were responsible for looking after the child, which would have outraged the audience at the time. Priestly believed that it was unfair that people believed that women were solely responsible for the child: Mrs Birling even states “the father, of course” when asked who was responsible for Eva Smith’s death. This illustrates Priestley’s view that men were not as important as they believed (he even criticizes them by having Eric, the father, as a drunk, “he’s squiffy”, which highlights his own weakness) and that they also had a responsibility to bring up their children, whether in the upper or lower-class, which he tried to destroy the barrier between by writing ‘An Inspector calls’.

As we can see, Priestley was a socialist who believed in equality for all. At the time, women were seen as second class citizens and they had little say on how their lives were led. Priestley challenged this view by creating stark contrasts between the views of people at the time and the events that befalls the characters in the play; an example being Eva Smith, who would have been expected to look after the child, failed by killing herself and the child along with her.

iGCSE Top Tips!

Remember to answer the questions in the following order: 3, 1, 2
For Question 3:
  • Try to find as many points as you can before writing any down; this will make it easier for you to avoid repeating yourself.
  • Remember to keep all writing on the line.
  • For part B don’t waste time on an introduction and conclusion; just summarise using formal vocabulary.
  • Ensure that you use your own words as far as possible.
  • Use a range of vocabulary, sentences and punctuation.
For Question 1:
  • Make sure that you plan – it’s best to do this from memory so that you start to put things into your own words.
  • Make sure you develop all of your points – i.e. extend your answers that you have taken from the text.
  • Ensure that you cover as much in the third bullet point as the other two.
  • Ensure that you use your own words as far as possible.
  • Use a range of vocabulary, sentences and punctuation.
For Question 2:
  • Remember to cover imagery (i.e. personification, similes, metaphors, etc.)
  • Ensure that all selections relate to the thing being described.
  • Remember to consider why the writer has used them.

Character & Voice Model Answer

Compare the ways in which poets present feelings of loss in ‘On a Portrait of a Deaf Man’ and one other poem.

In On a Portrait of a Deaf Man, the speaker is mourning the loss of a loved one (probably a father) and is experiencing feelings of anger and horror about death. In contrast, in Casehistory Alison, the speaker is mourning the loss of her own past life and memories following an accident. Her inability to remember means that she ‘cannot get over’ it, but Alison seems resigned rather than angry.

In Portrait of a Deaf Man, the speaker experiences sharply contrasting emotions. On the one hand, the portrait of his father brings back fond memories. He mentions small details that bring his father to life, from his ‘kind old face’ and ‘egg-shaped head’ to his ‘discreetly loud’ tie. These fond memories use synecdoche to start to put together a sense of who he was. However, each of these details has darker connotations. The egg image implies fragility, and the oxymoron of ‘discreetly loud’ represents the mixed feelings which run throughout the poem. Each detail from the past links to a morbid thought about the present: his fondness for ‘potatoes in their skin’ is a reminder of the man’s skin now – and his position in the earth. Later, the reference to shaking hands links to a grim thought about how ‘his finger bones stick through his finger ends’. The poet’s main point seems to be that fond memories have been tainted with the horrid realisation of death.

Similarly, in Casehistory Alison, there is a sense of pride and fondness when focusing on the past contrasted with a sense of shame and despair about her transformation. In fact, the contrast is so sharp that Fanthorpe presents Alice in both the 1st and 3rd person, describing her as ‘My husband’s wife, my mother’s only daughter’. This immediately creates an identity crisis; the old Alison and the new Alison are like different people. This is developed with a series of contrasting descriptions. In the past, Alison had ‘delicate angles’ and ‘airy poise’ like a ‘Degas dancer.’ These descriptions create an image of grace and beauty, like a work of art. The ‘autocratic knee’ also depicts the old Alison as being powerful and in control. The new Alison couldn’ be more different; she is ‘enmeshed in … fat’ and that same knee now ‘lugs’ her upstairs. The word ‘enmeshed’ has connotations of entrapment, suggesting she feels trapped in this new life, mind and body. The use of the heavy sounding ‘lug’ sharply contrasts to her ‘airy poise’ in the past. Later in the poem, we learn of other things she has lost: her old ‘lack of faith’ and her ‘smiles’ – even after her father’s death. Her head injury means she has to suffer grief over and over again, and the ‘lack of faith’ implies that her old carefree attitude has gone forever.

The structure of these two poems is very different and shows the different mindsets of the speakers. On a Portrait of a Deaf Man is fairly regular, with an abcb rhyme scheme and regular stanza lengths. This helps create a sense of order and certainty which fits with the speaker’s blunt, direct assessment of the reality of life and death. The rhymes often make this blunt truth all the more horrific as they are completed at the end of each stanza, many of which end with an image of horror. In contrast, the three lines stanzas and enjambment in Casehistory Alison help recreate the irregular, uncertain nature of her new life. The splitting of phrases using enjambment (eg. ‘lugs me upstairs/Hardly’) suggests that she is always trying to catch up with herself, and that thinks never quite fit together as they should. The short, long, short pattern in terms of stanza lengths creates a sense of a repetitive cycle – much like her existence now that she needs ‘reminding every morning.’ Although there is little rhyme, clusters of repeated words and phrases help create pathos: ‘morning’ comes in close proximity with its homophone ‘mourning’, emphasising the repeated sense of loss. Other repetitions (smiles, faith) emphasise the sense of there being two Alisons.

Finally, Casehistory Alison ends with more repetition as ‘a bright girl she was’ is repeated. At the end however, there is more pathos as it is juxtaposed with the tragedy of the previous line: ‘I am her future’. ‘Was’ seems like the perfect word to end the poem with, as it suggests that her old life is well and truly consigned to the past and can never be recovered. Portrait of a Deaf Man ends in anger – at God. The address to God and the capitalisation of His name suggests a continuing belief, but the accusation suggests a crisis of faith. The final word emphasises the bleak reality of the constant presence of ‘decay’ and death. Perhaps the speaker’s horror is as much about his own decay as it is about the loss of his father; losing a loved one has made him discover the truth of his own mortality.