Thursday, 30 April 2015

Unseen Poetry: The Three Tick Method

Hello all,


On Tuesday, we discussed the best way of approaching the unseen poetry question.

To sum up this question (section B of the Lit Unit 2 - Poetry), you can expect:



  • A fairly straight forward poem
  • An extended metaphor or pattern of imagery to interpret
  • A question which requires you to discuss a) ideas, attitudes, feelings; and b) the writer's methods (language and structure)


So, how should you approach a new poem in exam conditions?

By using the Three Tick Method! I nicked this idea from a well known American edublogger and writer. Here's how it works:

1) Create three tick boxes in the top corner of the paper like this: 

2) Read the poem. Make a few notes about the mood/tone. (Perhaps at the beginning and end?) Tick the first box.

3) Re-read the poem. Make a few notes about techniques (Go for the most obvious ones - eg. metaphor, rhyme, structure). Tick the second box.

4) Re-read the poem. Make a note about the 'main idea' (perhaps the theme or meaning of the poem). Tick the final box.


Now you are ready to write. This process takes 4-5 minutes and gives you a way into the poem. You'll find more to say as you go. Feel free to add further notes as you go.


I was really pleased with how this seemed to work on Monday. A single reading is not always enough to 'get' a poem. This way, you'll hit the ground running when you do start to write. Don't be afraid to spend this time thinking and annotating first. 25 minutes is plenty of time for this answer.

Why not give it a go? You have some past questions and a model answer. Or you can look at this. Alternatively, have another look at these belters:

Love After Love

The time will come
when, with elation,
you will greet yourself arriving
at your own door, in your own mirror,
and each will smile at the other's welcome,

And say, sit here. Eat.
You will love again the stranger who was yourself.
Give wine. Give bread. Give back your heart
to itself, to the stranger who has loved you

all your life, whom you ignored
for another, who knows you by heart.
Take down the love letters from the bookshelf,

the photographs, the desperate notes,
peel your own image from the mirror.
Sit. Feast on your life.


Derek Walcott







































Mr M

My Last Duchess: Context and final thoughts

Hi,


Lucrezia de' Medici, generally believed to be My Last Duchess
In this post, I'm going to go over a bit of historical context, recap the story of the poem, and discuss the ending, which was rushed at the end of last lesson.

Context:

The speaker is most likely Alfonso II d'Este, the fifth Duke of Ferrara (1533–1598), who, at the age of 25, married Lucrezia di Cosimo de' Medici, the 14-year-old daughter of Cosimo I de' Medici, Grand Duke of Tuscany, and Eleonora di Toledo.
 
Lucrezia was not well educated, and the Medicis could be considered "nouveau riche" in comparison to the venerable and distinguished Este family (the Duke's remark regarding his gift of a "nine-hundred-years-old name" clearly indicates that he considered his bride beneath him socially). 

She came with a sizeable dowry, and the couple married in 1558. He then abandoned her for two years before she died on 21 April 1561, at age 17. There was a strong suspicion of poisoning.The Duke then sought the hand of Barbara, eighth daughter of the Holy Roman Emperor Ferdinand I and Anna of Bohemia and Hungary and the sister of the Count of Tyrol, Ferdinand II. The count was in charge of arranging the marriage; the chief of his entourage, Nikolaus Madruz, a native of Innsbruck, was his courier. Madruz is presumably the silent listener in the poem. The other characters named in the poem, painter Frà Pandolf and sculptor Claus of Innsbruck, are fictional.

The poem

The poem is set during the late Italian Renaissance. The speaker (presumably the Duke of Ferrara) is giving the emissary of the family of his prospective new wife (presumably a third or fourth since Browning could have easily written 'second' but did not do so) a tour of the artworks in his home. He draws a curtain to reveal a painting of a woman, explaining that it is a portrait of his late wife; he invites his guest to sit and look at the painting. As they look at the portrait of the late Duchess, the Duke describes her happy, cheerful and flirtatious nature, which had displeased him. He says, "She had a heart – how shall I say? – too soon made glad..." He goes on to say that his complaint of her was that "'twas not her husband's presence only" that made her happy. 

Eventually, "I gave commands; then all smiles stopped together." He now keeps her painting hidden behind a curtain that only he is allowed to draw back, meaning that now she only smiles for him - just as we wanted it. The Duke then resumes an earlier conversation regarding wedding arrangements, and in passing points out another work of art, a bronze statue of Neptune taming a sea-horse. Throughout the whole poem you get the sense that the Duke owns his wife.

In an interview, Browning said, "I meant that the commands were that she should be put to death . . . Or he might have had her shut up in a convent."

Structure - the importance of the ending


In terms of structure, the ending of the poem is vital because we don't realise the true purpose of this meeting until the end. It completely changes the tone and meaning of the entire poem from casual conversation into pointed warning. The words 'looking as if she were alive' at the start now seem like cruel mockery. Here are my notes on the ending:

We learn that the whole conversation about the painting is planned. The Duke is sending a message to the Count's daughter to not make the same mistakes as the last duchess.

It is obvious from this ending that they had previously been discussing the 'object' of this meeting (the daughter) and, perhaps more importantly, the dowry. His point about the dowry here is basically this: Everyone knows the count is rich and generous, so I know you won't mess me about over the large dowry I'll be demanding.

Is the dowry the real 'object' of his desires?

The final image is hugely significant. He killed his wife because he couldn't tame her. He likes to think of himself as having the power of Neptune in the statue.
    
This is a very famous poem which has a long critical history. There's plenty of information about this poem online. Here's GCSE Revision's YouTube translation and analysis of the poem:



This is a great poem to write about in the exam; it compares well to poems such as Ozymandias, The River God, Les Grands Seigneurs etc. However, it is tricky to get your head round at first. Get to know it inside out, and there's a good chance you'll get to use that expertise in the exam.

If you feel like you need more help with this or any other poem, please comment, email or catch me in school.


Mr M

An Inspector Calls: Mr Birling

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 14:
  •  gender
  • the importance of Eva Smith

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, 4 April 2015

Build your vocab power! Grrrr!!!

Hi all,



Here are a couple of nice resources for all you logophiles (that's a lover of words) to help you build up a stockpile of bombastic terms to wow the examiner!

First, this word wheel is particularly useful for those thoughts and feelings questions in the English Language paper (Q3). Click it to make it bigger.

Even better, see the 9-page doc below. Why not print it off and learn as many as you can?


Enjoy!


Mr M

PS. I'm also a bit of a fan of this: the Academic Word List.


Analyse This...

Hi,

Here is a good article to practise your skills of language analysis for the English Language paper. There are loads of good language features to discuss here.

Don't forget that in the exam the language question (Q4) also involves comparison.

I will upload some notes on this text later so you can compare what you found...


Here is a reminder of the kind of things you ought to be looking for:




Mr M

Friday, 3 April 2015

Post-lesson poetry write ups

Hi Y11,

See! Your very own revision egg!


Last year, the run-up to the exam was a particularly tight thing. It was speed poetry at its speediest. Because of this, I decided to write a series of post-lesson write ups to ensure that key ideas about each poem didn't get lost in the rush.

This year, we've got more time to prepare properly and to make sure that you've thought about the links between the poems.

But I thought it would be useful to put all of those posts together in one place so that you can look at them when you need to. So here they are:


My most popular post is still this model answer to a question comparing 'Ozymandias' to 'The River God'.

You can find lots of other poetry resources by clicking on 'Character and Voice' in the browse by topic menu, here --------------------------------->

Finally, some links for poems which are not mentioned above. Here are two essential articles on 'Medusa' and 'Singh Song' by the authors themselves.

Happy revision. As always, feel free to get in touch with any questions about the poetry - or the exams in general.


Mr M

 





 

Wednesday, 1 April 2015

What do the Lit papers look like?

Hello.


Here are some past papers for your viewing pleasure. Remember, your Literature exams are:

English Literature Unit 1: Exploring Modern Texts (Of Mice and Men and An Inspector Calls)
English Literature Unit 2: Poetry Across Time (Poetry Clusters and Unseen Poetry)...

There is a higher and foundation paper for each exam below. Make sure you pick the right one.

Please follow us on Twitter. Last year I tweeted out links to past papers - it's quicker and easier than uploading them here - and I'll be doing the same again shortly.

Anyway, here are some papers. Don't say I never give you anything!







Mr M