An Inspector Calls: CA prep

Hi all,

Don't be alarmed (!) but our last controlled assessment starts on Monday.

The question:
How does Priestley present the theme of responsibility  in An Inspector Calls?

Please see below for some useful revision materials and docs.

The plan:




Tip 1: The Intro

Make sure your intro gets across the basic idea of what Priestley was trying to do in setting up his 'well-made play'. Consider this:

 The interwar period was marked by turmoil throughout Europe. There were two world wars, the Spanish Civil War and the Great Depression. On a smaller, domestic scale, these were years of struggle. Women were fighting for equal voting rights, workers were fighting for fair pay and conditions, and the poor were struggling to get by on low wages and rising prices. It was a time of strikes, protests and unemployment - the gap between rich and poor had never been greater.

The start of this period forms the background to J.B Priestley's An Inspector Calls. Priestley wrote his play in 1945 but set it in 1912 - a time when the first rumblings of war were being heard. Effectively, Priestley was taking his post WW2 audience back in time to teach them a socialist lesson about responsibility and complacency - and give them a stark reminder about the attitudes that got them into this mess in the first place.

The style is that of a 'well-made play'. It has a single plotline, a single setting, a single, clear message. It takes place in real time and creates the illusion that we are observing reality - at least at first. Priestley wanted nothing to distract from his message and the dichotomy he presents to us - a choice between two different attitudes. These two choices are clearly laid out for us in the two generations of contrasting characters on the stage.

The first paragraph is way too detailed for your essay but I've put it there as a reminder. The final paragraph is also there as a recap for you, but is more focused on last year's question. Your question emphasises the message rather than the two generations.

Tip 2: Bridging sentences

At the start of each new stage in your argument, use a sentence that swiftly takes us to your next point. Don't tell the story to fill in the gaps. Consider these examples: 

• The arrival of the Inspector brings a change in tone, represented visually on stage through a change in lighting.

• By the time the Inspector is delivering his summing-up statements, the generations of the Birlings are truly divided.

 Tip 3: Language and Priestley's method

In commenting on your quotes, you need to make sure you comment on what Priestley is doing, why he's doing it, the effect is has on the audience, and how it develops his argument about social responsibility.

Here's a quick recap of some key ideas we've discussed this term that focus on Priestley's craft:

1. He starts by creating a family who 'seem' nice and well-behaved, as Gerald puts it, but we soon see the flaws in the individuals and the tensions beneath the surface.
2. The older Birlings represent the values of the Edwardian world. Birling represents capitalism. Mrs B represents inherited wealth and social snobbery. They are static characters.
3. The younger Birlings have been spoiled and have grown up in a wealthy bubble, apparently unaware of how the other half live.  They are treated like kids and so continue to be immature - they have no idea about social responsibility. But they are dynamic characters who see the faults in their parents (even at the start to some extent) and learn from their mistakes.
4. Priestley uses dramatic irony to position the audience so that we immediately dislike Mr B and his capitalist views.
5. Priestley uses Sheila and Eric as our representatives on the stage. They are good people, but a little self-absorbed and immature. They learn as we learn, and Sheila is often used to prompt our realisation of the Inspector's knowledge and unusual character traits.
6. This division of the characters into two camps (old/static vs young/dynamic) creates a dichotomy to highlight the argument between traditionalism/capitalism/individualism and progressivism/socialism/collectivism.
7. The Inspector can be seen as Priestley's presence on the stage. Or is he an embodiment of a social conscience? Or a messenger from God? 
8. The play has a circular structure, leaving us where we started: an inspector is about to call. This puts the onus on us. We have to figure out our own lessons and leave the audience questioning ourselves. The Birlings no longer matter; neither does Eva. It is 'we' and 'the millions of Eva Smith's and John Smith's' that Prietley is really concerned with. If we don't change, we don't break the cycle of repeated mistakes. 
9. The fact that the play seems realistic (as it's a 'well-made play') makes the unusual ending all the more dramatic and unnerving.

Gotta run. I have a kids' party to attend! I'll be posting a few more resources and tips later. Don't forget to look on BBC Bitesize. But most importantly, read the text, find your quotes and do your plan.

If you need help or are panicking, please email me or add a comment below - I'll try to get straight back to you.


Good luck!

Mr M