VERULAM SCHOOL ENGLISH FACULTY ENGLISH LITERATURE GCSE REVISION HANDBOOK

VERULAM SCHOOL ENGLISH FACULTY ENGLISH LITERATURE GCSE REVISION HANDBOOK

Section 1: Overview of the exams Section 2: Preparing for Unit 1 Section A: The Woman in Black Section 3: Preparing for Unit 1 Section A: An Inspector Calls Section 4: Preparing for Unit 1 Section B: Of Mice and Men Section 5: Preparing for Unit 2 Section A: Conflict Poetry Section 6: Preparing for Unit 2 Section B: Unseen poetry Section 7: Glossary of useful terms p.2

1. English Literature GCSE: Course outline Unit 1: Exploring modern texts Overview 40% of GCSE marks You will be given an unannotated copy of The Woman in Black 1 hour 30 minute exam or An Inspector Calls to take into the exam with you. Texts studied The Woman in Black Susan Hill, An Inspector Calls J.B. Priestley Of Mice and Men John Steinbeck Sections Section A (45 mins) Answer ONE question from a choice of two on either The Woman in Black or An Inspector Calls. Your response must be analytical, focusing on characters and themes, structure and language. Section B (45 mins) Answer TWO questions on Of Mice and Men. Question a) will ask you to do a close reading of an extract. Question b) will ask you to discuss the issues in the extract in relation to the novel s context (1930s America). Unit 2: Poetry Across Time Overview 35% of GCSE marks 1 hour 15 minute exam Flag John Agard Out of the Blue Simon Armitage Mametz Wood Owen Sheers The Yellow Palm Robert Minhinnick The Right Word Imtiaz Dharker At the Border Choman Hardi Belfast Confetti Ciaran Carson Poppies Jane Weir Futility Wilfred Owen Bayonet Charge Ted Hughes The Charge of the Light Brigade Alfred Tennyson The Falling Leaves Margaret Postgate Cole Come on, come back Stevie Smith next to of course god america i E.E. Cummings Hawk Roosting Ted Hughes Sections Section A (23% of GCSE marks) 45 mins Section B (12% of GCSE marks) 30 mins You will be given a blank copy of the Anthology to take into the exam with you. Texts studied Section A will ask you to compare two of the poems in the conflict cluster. Section B will ask you to write an analysis of the poet s methods in a poem you have never seen before. Unit 3: The Significance of Shakespeare and the English Literary Heritage Overview 2500 word essay comparing Shakespeare s Henry V with a selection of WW1 war poets. 25% of GCSE marks CONTROLLED ASSESSMENT p.3

2. Assessment Objectives In order to do well in English Literature you need to be able to interpret, analyse, make connections and contextualise. The examination board has an assessment objective (AO) for each of these skills. It is really important that you know which assessment is being assessed in each section of the exams. 3. AO1 INTERPRET Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. AO2 ANALYSE Explain how language, structure and form contribute to writers presentation of ideas, themes and settings AO3 MAKE CONNECTIONS Make comparisons and explain links between texts, evaluating writers different ways of expressing meaning and achieving effects AO4 CONTEXTUALISE Relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times. p.4

Preparing for Unit 1 Section A: The Woman In Black There will be a choice of two questions on The Woman in Black (question 7 or 8 on the exam paper). You have 45 minutes to answer one of these questions. Your answer will be assessed for AO1 (interpretation) and AO2 (analysis). According to the mark-scheme, a top band response will show:- -an insightful understanding of the task and the text Does your answer actually answer the exam question? -close analysis of detail to support opinions Have you based your answer on specific examples from the text? -analysis of the writer s use of language and its effect on the reader Have you written in PEE paragraphs? Do you use literary terms? Do you comment on Hill s intentions? Do you comment on the effect on the reader? -a convincing interpretation of the ideas and themes in the novel Do you understand how the examples you ve used fit in with the bigger themes and issues in the novel? Exam questions will assess your knowledge of characters or their relationships, themes and issues in the text or will ask you to focus on a particular moment and comment on how it fits with the rest of the novel. Example questions are on the next page. Use these questions in your revision. p.5

KNOWLEDGE OF CHARACTERS AND RELATIONSHIPS a) How do you respond to Hill s presentation of the woman in black in the novel? b) How does the character, the woman in black, cause terror to Arthur Kipps during the novel? c) What do the characterizations of women in the novel suggest about attitudes to women at the time the novel is set? d) How does Kipps/another character develop? e) Do you believe that Jennet Humfrye can t be forgiven? f) In what ways does Daily come across as a guardian angel? g) In what ways does Kipps character grow in his understanding of the world? KNOWLEDGE OF ISSUES AND THEMES a) Do you agree that The Woman in Black is a successful ghost story? b) How does Hill create a sense of isolation in the novel? c) Hill writes that setting is so important in a ghost story. How does Hill present the setting of Eel Marsh House and why do you think it is important? d) A critic described The Woman in Black as a rattling good yarn, the sort that chills the mind as well as the spine. What methods does Hill use to create suspense and tensions in the novel? e) Consider the importance of sleep in the novel. f) Consider the theme of revenge in the novel. g) In what ways is religious faith and important element of the novel. h) Can the reader sympathise with Jennet? i) What is the importance of the line: Innocence once lost, is lost forever to the novel as a whole? j) Consider the importance of place names. k) How does the setting effect Kipps mood? l) Comment on the way in which description creates fear. m) How does Hill create an atmosphere of fear and foreboding? n) In what ways is The Woman in Black a typical ghost story create in the style of Victorian Ghost Story genre? CLOSE READING QUESTIONS a) How effective is the first chapter, Christmas Eve in introducing characters and ideas which are important in the novel as a whole? b) In Chapter 3, The Journey North, how does Hill s description of the train journey from London to Crythin Gifford prepare the reader for what is to come in the novel? c) Choose two frightening episodes in the novel. Comment on how these passages create fear in the reader. d) In what ways does the opening prepare the reader for the rest of the story? p.6

4. Preparing for Unit 1 Section A: An Inspector Calls There will be a choice of two questions on An Inspector Calls (questions 17 and 18 on the exam paper). You have 45 minutes to answer one of these questions. Your answer will be assessed for AO1 (interpretation) and AO2 (analysis). According to the mark-scheme, a top band response will show:- -an insightful understanding of the task and the text Does your answer actually answer the exam question? -close analysis of detail to support opinions Have you based your answer on specific examples from the text? -analysis of the writer s use of language and its effect on the audience Have you written in PEE paragraphs? Do you use literary terms? Do you comment on Priestley s intentions? Do you comment on the effect on the audience? -a convincing interpretation of the ideas and themes in the play Do you understand how the examples you ve used fit in with the bigger themes and issues in the play? Exam questions will assess your knowledge of characters or their relationships, themes and issues in the text or will ask you to focus on a particular moment and comment on how it fits with the rest of the play. Example questions are on the next page. Use these questions in your revision. p.7

KNOWLEDGE OF CHARACTERS AND RELATIONSHIPS a) How far do you believe Mrs Birling is more responsible for the death of Eva Smith than the other characters? b) What do you think is Inspector Goole s role in the play? How does Priestley present him? c) How does Priestley build sympathy for Eva Smith throughout the play? d) How does Priestley present the change in Sheila during the course of the play An Inspector Calls? How do you think this change reflects some of Priestley s ideas? e) Write about the way the relationship between Gerald and Sheila develops during the play. f) The audience never actually meets Eva Smith but only hears about her from different characters. What does Priestley achieve by withholding Eva s character from the audience in this way? g) What is revealed about family relationships throughout the play? h) How does the younger generation differ from the older generation in the play? i) How does Priestley show that tension is at the heart of the Birling family? KNOWLEDGE OF ISSUES AND THEMES a) An Inspector Calls is full of lies and deceit. How far do you agree with this statement? What methods does Priestley use to lead you to your view? b) How is the theme of gender inequality explored in the play? c) How does Priestley present the theme of class differences in An Inspector Calls? d) How does Priestley present ideas about social duty in An Inspector Calls? e) How does the play explore the issue of time and the past s impact on the present? f) What do you think the Inspector set out to achieve? How successful do you think he is? g) Priestley criticises the selfishness of people like the Birlings. What methods does he use to present this selfishness? h) An Inspector Calls has been called a play of contrasts. Write about how Priestley presents some of the contrasts in the play. CLOSE READING QUESTIONS 1) In the opening of the play, how does Priestley hint at events which are to come in the rest of the play? 2) The way that Priestley has written the end of this play makes it seem as though the play is about to begin all over again. How effective do you think this is as an ending to the play? p.8

5) Preparing for Unit 1 Section B: Of Mice and Men Section B will assess your knowledge of Of Mice and Men and its social/historical context. There will be one question on the novel (question 21 on the exam paper) which has two parts. You are to spend 45 minutes answering both part a) and part b). Part a) will ask you to discuss a character or relationship in the novel as presented in the extract. Part b) will ask you to discuss how the issues in the extract fit in with the social/historical context of the novel. Your answer will be assessed for AO1 (interpretation), AO2 (analysis) and AO4 (contextualise). According to the mark-scheme, a top band response will show:- -an insightful understanding of the task and the text Does your answer actually answer the exam question? -close analysis of detail to support opinions In part a), have you made reference to the specific examples given in the extract? In part b), have you referred to other examples of how the theme is illustrated? -analysis of the writer s use of language and its effect on the reader Have you written in PEE paragraphs? Do you use literary terms? Do you comment on Steinbeck s intentions? Do you comment on the effect on the reader? -an insightful exploration of the context Have you explained how this extract illustrates issues and concerns in America in the 1930s? p.9

5. Preparing for Unit 2 Section A: Conflict Poetry You have studied 15 conflict poems from the Anthology. There will be a choice of two questions on these poems (question 5 or 6 on the exam paper). You need to answer one question, spending 45 minutes on this section. The question will name one of the poems you have studied. You are expected to choose a second poem from the other conflict poems you have studied. Your answer will be assessed for AO1 (interpretation), AO2 (analysis) and AO3 (comparisons). According to the mark-scheme, a top band response will show:- -an insightful understanding of the task and the text Does your answer actually focus on the exam question? DO NOT SIMPLY RETELL THE STORY OF THE POEM -close analysis of detail to support opinions Is your analysis based on examples from the poems? -analysis of the writer s use of language/structure/form and its effect on the reader Have you written in PEE paragraphs? Do you use literary terms? Do you comment on the poets intentions? Do you comment on the effect on the reader? -an evaluative selection of a range of comparative details Do you use connectives to show the links between the two poems? Do you draw out similarities and differences? Have you commented on how they are linked thematically as well as linguistically or structurally? p.10

CONFLICT POETRY POSSIBLE EXAM QUESTIONS 1. Compare how the results of war are shown in Futility and one other poem. 2. Compare how conflict is presented in The Charge of the Light Brigade and one other poem. 3. Compare how the consequences of conflict are presented in Mametz Wood and one other poem. 4. Compare how the poets express their opinions about war in Mametz Wood and one other poem. 5. Compare how the poets present ideas about conflict from different perspectives in Hawk Roosting and one other poem. 6. Compare how attitudes to conflict are shown in The Charge of the Light Brigade and one other poem. 7. Compare how attitudes to war are presented in next to of course god america and one other poem. 8. Compare the ideas and attitudes shown to war in The Yellow Palm and one other poem. 9. Compare how divisions in society are presented in At the Border, 1979 and one other poem. 10. Compare how individual experiences are conveyed in Poppies and one other poem. 11. Compare how feelings of helplessness are presented in Out of the Blue and one other poem. 12. Compare how patriotism is presented in next to of course god america i and one other poem. 13. Compare how individual experiences of conflict are explored in Bayonet Charge and one other poem. 14. Compare how the reality of battles is presented in Bayonet Charge and one other poem. 15. Compare how poets use natural images in Hawk Roosting and one other poem. 16. Compare how the causes of conflict are presented in next to of course god america i and one other poem. 17. Compare how the effects of conflict are presented in Out of the Blue and one other poem. 18. Compare how poets use form to effect in Belfast Confetti and one other poem. p.11

19. Preparing for Unit 2 Section B: Unseen poetry In this question, you have 30 minutes to read, understand and analyse an unseen poem. Spend at least 5 minutes reading and annotating the poem, looking out for the following:- What the poem is about Language features Structural devices Title Mood Your answer will be assessed for AO1 (interpretation) and AO2 (analysis). Make sure you are using poetic literary terms and writing in PEE paragraphs. p.12

Poetry template You may want to use this template to help plan your response to a poem. Your objective is to answer the question set with an informed personal response interpretation supported by evidence from the poem Poem title: Mood, voice and persona Note the mood (emotional tone). Does this develop? Note the voice. Is the poet writing in a particular tone of voice e.g. ironic, humorous? Is the poet writing as if a particular character (e.g. Medusa)? Story and Structure Does the poem tell a story? If so, what is it? If not, what is its structure? (How does it develop in terms of ideas and form?) Themes What themes does the poem explore through its subject and use of language? Language in detail Comment on: Imagery Interesting word choices that add to the meaning Sound effects rhythm, rhyme, alliteration, etc. Look closely at how these musical aspects of the poem tie in with the others and affect meaning. Personal response Express your own thoughts and feelings about the poem and evaluate its success. p.13

Glossary of useful terms POETRY Alliteration: Assonance: Caesura: Couplet: Enjambement: Hyperbole: Imagery: Juxtaposition: Litotes: Metaphor: Onomatopoeia: the repetition of the same consonant sounds at anyplace, but often at the beginning of words. She sells sea-shells by the sea-shore the repetition or a pattern of the same vowel sounds Moses supposes his toeses are roses a pause or breathing space in the middle of a line of a poem a pair of lines that are the same length and (usually) rhyme and form a complete thought a line ending in which the sense continues, with no punctuation, into the following line or stanza a figure of speech in which deliberate exaggeration is used for emphasis the use of pictures, figures of speech and description to evoke ideas, feelings, objects a figure of speech in which unassociated ideas, words or phrases are placed next to one another, creating an effect or surprise a figure of speech in which a positive is stated by negating its opposite No small victory a figure of speech in which two things are compared, usually by saying one thing is another The world s a stage a figure of speech in which words are used to imitate sounds. Buzz, Hiss, Splat, Tick-Tock Pathetic Fallacy: when nature is used to represent human emotion Personification: a figure of speech in which non-human things are given human attributes The sky is crying Plosive sounds: Refrain: Simile: Stanza: the sounds formed when the passage of air is fully blocked (p, b, d, t) a phrase, line or group of lines that is repeated throughout a poem, usually after every stanza a figure of speech in which two things are compared using the word like or as two or more lines of poetry that together form one of the divisions of a poem p.14

DRAMA Aside: an actor s speech, not heard by other actors on stage, directed to the audience Denouement: the final outcome of the main complication in a play Dramatic Irony: a device whereby the audience understands more of a situation or of what is being said than the character is aware of Foreshadowing: the use of hints or clues to suggest what action is to come Plot: the sequence of events in the play Subplot: secondary action that is interwoven with the main action in a play NOVEL Anthropomorphism: Atmosphere: Contrast: Gothic: Narrator: Setting: Suspense: the emotional tone and overall effect of a descriptive passage fiction which concentrates on the eerie and the grotesque for the purpose of evoking terror the teller of the story (not to be confused with the author) the intensified emotional identification felt by the reader towards one or more of the characters Of Mice and Men American Dream: the belief that hard work and industry breed success Fraternity: companionship between men, brotherhood Symbols: Symbols are objects or characters which are used to represent an idea or concept (eg. Candy s dog represents the fate awaiting anyone who has outlived his or her purpose, the dream farm symbolises the possibility of a free and idyllic life) p.15