Textual Analysis Poetry

Please remember that your Textual Analysis NAB overlaps with your study of literature. When you study a literature text you are really analysing it, and whenever you use the SEXY/TCQEL structure to write about a text, you are being analytical. Please remember that your Textual Analysis NAB overlaps with your study of literature. When you study a literature text you are really analysing it, and whenever you use the SEXY/TCQEL structure to write about a text, you are being analytical. Analysing poetry is very similar to analysing prose and you will use the same formulas as you did for the analysis and evaluation questions in Close Reading. Analysing poetry is very similar to analysing prose and you will use the same formulas as you did for the analysis and evaluation questions in Close Reading.

In your NAB you will need to look carefully at the writer’s: In your NAB you will need to look carefully at the writer’s: word choice: the words the writer deliberately uses word choice: the words the writer deliberately uses structure: the way the writer builds up sentences, or paragraphs, or the whole text structure: the way the writer builds up sentences, or paragraphs, or the whole text imagery: for example simile, metaphor and personification, in which the writer describes something by comparing it to something else, giving you a vivid image or picture in your mind imagery: for example simile, metaphor and personification, in which the writer describes something by comparing it to something else, giving you a vivid image or picture in your mind Sound techniques: alliteration, onomatopoeia, enjambment, caesura- which add to the imagery created in the text by reminding you of a sound creating a sound effect Sound techniques: alliteration, onomatopoeia, enjambment, caesura- which add to the imagery created in the text by reminding you of a sound creating a sound effect and a number of other techniques. and a number of other techniques.

FOCUS OF TASK… Just to remind you what these mean in terms of poetry, we’ll examine them by using examples from the poem ‘In the Snack Bar’ by Edwin Morgan. Just to remind you what these mean in terms of poetry, we’ll examine them by using examples from the poem ‘In the Snack Bar’ by Edwin Morgan. This poem tells a story, and you should be able to understand it fairly easily at first reading. This poem tells a story, and you should be able to understand it fairly easily at first reading.

WARNING We will just use this poem to illustrate some techniques. We will just use this poem to illustrate some techniques. This is not the same thing as studying the poem, and it doesn’t mean that you will end up knowing it well enough to be able to write about it in your exam. This is not the same thing as studying the poem, and it doesn’t mean that you will end up knowing it well enough to be able to write about it in your exam.

A) IMAGERY 1. Similies 1. Metaphors 1. Personification.

Imagery Imagery is the term we use whenever a writer creates a picture in language. Imagery is the term we use whenever a writer creates a picture in language. If the words a writer uses immediately create a picture in your mind, then you’ve just encountered an image. If the words a writer uses immediately create a picture in your mind, then you’ve just encountered an image. Imagery techniques include simile, metaphor and personification. Imagery techniques include simile, metaphor and personification.

Similes

Simile A simile is a figure of speech in which one thing is compared to another using like or as. A simile is a figure of speech in which one thing is compared to another using like or as. This gives a more vivid picture because of the similarity between the two things compared. This gives a more vivid picture because of the similarity between the two things compared. For example: For example: ‘We go together like Chinese food and chocolate pudding.’ Will Ferrell. ‘We go together like Chinese food and chocolate pudding.’ Will Ferrell. ‘That rock on your finger is like a tumour.’ ‘That rock on your finger is like a tumour.’ Beyonce and Jay Z ‘Life is like a pipe and I’m a tiny penny, rolling up the walls inside.’ ‘Life is like a pipe and I’m a tiny penny, rolling up the walls inside.’ Amy Winehouse. Amy Winehouse.

Now try this…. Look at ‘In the Snack Bar’ by Edwin Morgan Look at ‘In the Snack Bar’ by Edwin Morgan Look at the simile below taken from the poem. Look at the simile below taken from the poem. ‘Like a monstrous animal caught in a tent in some story.’ ‘Like a monstrous animal caught in a tent in some story.’

What does the simile suggest? This suggests the size of the man, and shows how badly deformed he is as his disability has made him seem animal rather than human. This suggests the size of the man, and shows how badly deformed he is as his disability has made him seem animal rather than human. Comparing his gaberdine coat to a tent shows that it seems ill-fitting and looks wrong on him. Comparing his gaberdine coat to a tent shows that it seems ill-fitting and looks wrong on him.

Another example… Later in the poem, still describing the old man, Morgan notes his: Later in the poem, still describing the old man, Morgan notes his: ‘hands like wet leaves’ ‘hands like wet leaves’

Now try this… What image does this suggest in your mind about the man’s hands? What image does this suggest in your mind about the man’s hands? Write your own sentence(s) starting with the following words and trying to use the Just as…so… structure: Write your own sentence(s) starting with the following words and trying to use the Just as…so… structure: The simile ‘hands like wet leaves’ compares his hands to wet leaves. Just as wet leaves are… so the man’s hands are being described as… The simile ‘hands like wet leaves’ compares his hands to wet leaves. Just as wet leaves are… so the man’s hands are being described as…

‘hands like wet leaves’ The simile ‘hands like wet leaves’ compares the old man’s hands to wet leaves. Just as ‘wet leaves’ are… The simile ‘hands like wet leaves’ compares the old man’s hands to wet leaves. Just as ‘wet leaves’ are… so the old man’s hands are described as being… so the old man’s hands are described as being…

Now try this… There is another simile near the start of the second verse. There is another simile near the start of the second verse. Find it, and write your own explanation of it as before. Find it, and write your own explanation of it as before. The simile ‘A few yards of floor are like a landscape to be negotiated…’ compares…. Just as…so… The simile ‘A few yards of floor are like a landscape to be negotiated…’ compares…. Just as…so…

Metaphor

Learning Intentions To improve our analysis of metaphors and personification To improve our analysis of metaphors and personification To improve our explanations of the imagery created by the above techniques. To improve our explanations of the imagery created by the above techniques.

Metaphor A metaphor is a comparison in which one thing is said to be another thing (not literally, but figuratively). A metaphor is a comparison in which one thing is said to be another thing (not literally, but figuratively). For example: For example: That child is a pain. That child is a pain. Her room is a rubbish dump. Her room is a rubbish dump.

Metaphors vs Similes You won’t find any metaphors in the poem we were looking at last lesson, but you can find examples of metaphors in almost every poem you have studied/will study. You won’t find any metaphors in the poem we were looking at last lesson, but you can find examples of metaphors in almost every poem you have studied/will study. Similes are easy to spot but metaphors are much more difficult. They do not always use the word is. Similes are easy to spot but metaphors are much more difficult. They do not always use the word is. Sometimes we have to ask ourselves if what the writer is saying can be literally true! Sometimes we have to ask ourselves if what the writer is saying can be literally true!

Example ‘That child is a pain.’ ‘That child is a pain.’ The child is being compared to a pain. The child is being compared to a pain. Just as a pain is uncomfortable, annoying, sore, unwanted, causes distress so the child is being described as being disruptive, causing annoyance, causing distress, perhaps due to bad behaviour.

You are now going to try an example… Success criteria- 1. Stay focused on your task! 2. Identify the subject and the image. 3. Think about the image carefully (picture it in your mind!) 4. Use the Just as…so… structure.

Now try this.. ‘Who would be him, gorilla with a nightstick, whose home is a place he might, this time, never get back to?’ The poem is describing a Brooklyn Cop. The poem is describing a Brooklyn Cop. Identify the metaphor and explain it in the same way that you did for the previous examples. The man/cop is being compared to…. Just as… so…

‘Who would be him, gorilla with a nightstick’ The man/cop is being compared to a __gorilla with a nightstick_____________. Just as __a gorilla with a nightstick_ would be powerful, domineering, large, scary, short-tempered, wild, strong, violent and aggressive___________________________________ ____________________________________________ _____ So the man/cop is___controlling, strong, well-built, not easy to control, forceful, angry, uncivilised.___________________________________ ____________________________________________ ____________________________________________ _________________

Personification

Personification In this figure of speech, an inanimate, non- living, object is written about as if it was a person or a living creature. For example: In this figure of speech, an inanimate, non- living, object is written about as if it was a person or a living creature. For example: The wind whistled through the sails. The wind whistled through the sails. The sun treads a path through the woods. The sun treads a path through the woods.

An example from the poem… ‘The dismal hump ‘The dismal hump looming over him forces his head down.’ (lines7-8) Can the hump on his back be pushing and forcing him? Of course not — it is not a living creature. Can the hump on his back be pushing and forcing him? Of course not — it is not a living creature. So what is Morgan suggesting by making the lump ‘seem’ alive? So what is Morgan suggesting by making the lump ‘seem’ alive? Morgan is suggesting the hump seems alive because it looks as though it has deliberately pushed the man out of shape. Morgan is suggesting the hump seems alive because it looks as though it has deliberately pushed the man out of shape. Just as the human action of forcing someone’s head down suggests strength, power, almost bullying so the humps is being described as having power over the man, and its size and effect on his body/stature/appearance is emphasised. Just as the human action of forcing someone’s head down suggests strength, power, almost bullying so the humps is being described as having power over the man, and its size and effect on his body/stature/appearance is emphasised.

Learning Intentions To improve our analysis of personification To improve our analysis of personification To improve our explanations of the imagery created by the above technique. To improve our explanations of the imagery created by the above technique. To improve our knowledge of and analysis of the structure of poetry To improve our knowledge of and analysis of the structure of poetry

You are now going to try an example… Success criteria- 1. Stay focused on your task! 2. Identify the subject and the image/action. 3. Think about the image/action carefully (picture it in your mind- what feelings/situations create such an action. When a human does it what does that tell you about them? What is the action like in itself?!) 4. Use the Just as…so… structure.

Try this… ‘The sun treads a path through the woods.’ ‘The sun treads a path through the woods.’ Explain the image created by use of personification in the above lines. Explain the image created by use of personification in the above lines. The image created shows the _____as having the human action of________. Just as __________suggests________________________ _________ so______________________________ _________________________________________ _________________________________________

Now try this… ‘I watch him helped on a bus. It shudders off in the rain. ‘ ‘I watch him helped on a bus. It shudders off in the rain. ‘ Explain the image created by use of personification in the above lines. Comment on how it helps us to understand the old man’s situation. Explain the image created by use of personification in the above lines. Comment on how it helps us to understand the old man’s situation. The image created shows the _____as having the human action of________. Just as __________suggests________________________ _________ so______________________________ _________________________________________ _________________________________________

Evaluation of learning On the post-it note given, evaluate your understanding of how to analyse these techniques by writing the technique and a number beside it from 1-5 ( 1= I’m the bees knees at this!, 5= I still have no idea (sob!) ) On the post-it note given, evaluate your understanding of how to analyse these techniques by writing the technique and a number beside it from 1-5 ( 1= I’m the bees knees at this!, 5= I still have no idea (sob!) ) Underneath your evaluation, please write one thing you would like to learn more about in preparation for your NAB. Underneath your evaluation, please write one thing you would like to learn more about in preparation for your NAB.

B) Figures of speech which involve SOUND 1. Onomatopoeia 2. Alliteration

Onomatopoeia

Onomatopoeia When a word sounds like what it is describing, we call this onomatopoeia. When a word sounds like what it is describing, we call this onomatopoeia. Words like thud, bang, splash, yawn and howl are all examples of this technique. Words like thud, bang, splash, yawn and howl are all examples of this technique. Most onomatopoeic words are to do with either sound or movement. Most onomatopoeic words are to do with either sound or movement. Onomatopoeia is used to make the writing sound more vivid. Onomatopoeia is used to make the writing sound more vivid.

Now try this… An example of onomatopoeia in the poem is: An example of onomatopoeia in the poem is: ‘slithering with a dull clatter’ ‘slithering with a dull clatter’ Look at the quotation above. Look at the quotation above. Which is the onomatopoeic word? Which is the onomatopoeic word? In what way does that word’s sound suggest its meaning? In what way does that word’s sound suggest its meaning? Write your own sentence(s) starting: Write your own sentence(s) starting: ‘The word (quote it) suggests…’ ‘The word (quote it) suggests…’

Alliteration

Alliteration When letters or sounds are repeated at the beginnings of words we call this alliteration When letters or sounds are repeated at the beginnings of words we call this alliteration For example: For example: Steve seldom smiled on Sundays. Steve seldom smiled on Sundays. Silently the spider spun its silken strands. (sibilance) Silently the spider spun its silken strands. (sibilance) Alliteration creates a certain sound that should add meaning or emphasis to what the writer is saying. Alliteration creates a certain sound that should add meaning or emphasis to what the writer is saying.

Now try this Look at the line below from the poem. Look at the line below from the poem. A cup capsizes along the formica A cup capsizes along the formica What effect does the alliteration in this line have? What effect does the alliteration in this line have? Why do you think the writer began his poem this way? Why do you think the writer began his poem this way?

C) WORD CHOICE

Word Choice Of course all words that a writer uses are chosen in some way. Of course all words that a writer uses are chosen in some way. But when we talk about word choice as a technique we mean that certain words are very carefully and deliberately chosen to obtain particular effects. But when we talk about word choice as a technique we mean that certain words are very carefully and deliberately chosen to obtain particular effects.

Now try this…. Answer the following questions about some of the word choice in the poem. Answer the following questions about some of the word choice in the poem. 1 What can we tell about the snack bar from the fact that the old man’s stool is ‘fixed to the floor’? (Line 5) 1 What can we tell about the snack bar from the fact that the old man’s stool is ‘fixed to the floor’? (Line 5) 2 What effect is created by the writer’s use of ‘dismal’ in line 7? 2 What effect is created by the writer’s use of ‘dismal’ in line 7? 3 What effect is created by the writer’s description of the man’s gaberdine coat as ‘stained, beltless’ in line 9? 3 What effect is created by the writer’s description of the man’s gaberdine coat as ‘stained, beltless’ in line 9? 4 What effect is created by the writer’s use of the word ‘fumbling’ in line 20? 4 What effect is created by the writer’s use of the word ‘fumbling’ in line 20?

Learning Intentions To improve our analysis of poetry To improve our analysis of poetry To revise and practise imagery: similes and personification to ensure confidence To revise and practise imagery: similes and personification to ensure confidence

Imagery-similes and metaphors ‘1. ‘and on one remote road about twenty men in white robes going home after prayers. In Cairo they would have been unremarkable, just part of the mob, here they looked magical, their robes seeming much whiter on the night time road, their procession much spookier for its orderliness, like a troop of sorcerers. Identify the simile and analyse the image created by it. Use just as so. (2) 2. ‘She has a piece of chalk in her right hand. She is waving it around like a dagger as she spews algebra gibberish at a hundred miles an hour.’ Comment on the writer’s use of language to make the teacher’s behaviour seem threatening. (4) 3. ‘That particular part of the corridor, outside Mr Jones’s classroom, was a minefield to the children’ Comment on the writer’s use of language and what is tells you about the way the children feel about Mr Jones. (2) 4. ‘In the east, like three women conversing at a cocktail party, are the standing stones of Stenness.’ What does the writer’s use of language suggest about the stones? (2)

1. ‘and on one remote road about twenty men in white robes going home after prayers. In Cairo they would have been unremarkable, just part of the mob, here they looked magical, their robes seeming much whiter on the night time road, their procession much spookier for its orderliness, like a troop of sorcerers. Identify the simile and analyse the image created by it. Use just as so. (2) 2. ‘She has a piece of chalk in her right hand. She is waving it around like a dagger as she spews algebra gibberish at a hundred miles an hour.’ Comment on the writer’s use of language to make the teacher’s behaviour seem threatening. (4)

2. ‘She has a piece of chalk in her right hand. She is waving it around like a dagger as she spews algebra gibberish at a hundred miles an hour.’ Comment on the writer’s use of language to make the teacher’s behaviour seem threatening. (4) 3. ‘That particular part of the corridor, outside Mr Jones’s classroom, was a minefield to the children’ Comment on the writer’s use of language and what is tells you about the way the children feel about Mr Jones. (2)

3. ‘That particular part of the corridor, outside Mr Jones’s classroom, was a minefield to the children’ Comment on the writer’s use of language and what is tells you about the way the children feel about Mr Jones. (2) 4. ‘In the east, like three women conversing at a cocktail party, are the standing stones of Stenness.’ What does the writer’s use of language suggest about the stones? (2)

Learning Intentions To improve our knowledge of close reading questions and how to answer them correctly To improve our knowledge of close reading questions and how to answer them correctly SC. Go over prelim. SC. Go over prelim.

Learning Intentions To improve our analysis of poetry To improve our analysis of poetry To revise and practise imagery: personification to ensure confidence To revise and practise imagery: personification to ensure confidence

1. “And the ice screams. It shrieks. And the voices call to you out of it. And you look into it and you see people. They beckon and wave, and they mock, and you shoot into the ice but they don’t shut up, and the ice wails. It wails all night, all night.” How does the imagery used by the writer in this paragraph help to convey the man’s sense of panic and distress?(2)

in the morning sun, 2. ‘in the morning sun, down to the seafront stalls where you get drunk on seagull-screeching smells, where cockles and mussels sunbathe in white saucers’ Was the remembered experience a happy one for the child? Give evidence for your opinion by referring to imagery used.(4)

3. 'That lonely uncertainty should limp up, grinning, with bewildering barbiturates' How does this personification affect your perception of Marliyn Monroe's control over her life? (2)

Imagery- personification ‘ 1. “And the ice screams. It shrieks. And the voices call to you out of it. And you look into it and you see people. They beckon and wave, and they mock, and you shoot into the ice but they don’t shut up, and the ice wails. It wails all night, all night.” How does the imagery used by the writer in this paragraph help to convey the man’s sense of panic and distress? (2) in the morning sun, 2. ‘in the morning sun, down to the seafront stalls where you get drunk on seagull-screeching smells, where cockles and mussels sunbathe in white saucers’ Was the remembered experience a happy one for the child? Give evidence for your opinion by referring to imagery used. (4) 3. 'That lonely uncertainty should limp up, grinning, with bewildering barbiturates' 3. 'That lonely uncertainty should limp up, grinning, with bewildering barbiturates' How does this personification affect your perception of Marliyn Monroe's control over her life? (2)

Learning Intentions To improve our analysis of poetry To improve our analysis of poetry To improve our knowledge of and analysis of the structure of poetry- punctuation, repetition and enjambment To improve our knowledge of and analysis of the structure of poetry- punctuation, repetition and enjambment

D) Structural techniques ( sentence structure in poetry) 1.Punctuation 2. Repetition 3.enjambement

Punctuation

Punctuation Punctuation is part of sentence structure since it is used to shape sentences and to organise the words within them. Punctuation is part of sentence structure since it is used to shape sentences and to organise the words within them. To be able to answer punctuation questions, you need to know what common punctuation marks are used for: To be able to answer punctuation questions, you need to know what common punctuation marks are used for:

Punctuation… When do we use commas ?, When do we use dashes ? - - REMEMBER A DASH IS NOT A HYPHEN!! When do we use Inverted commas ? “ ” 1.to separate items in a list. 2.to introduce direct speech. 3.to make the reader pause at certain times in a sentence so that it makes sense. 1.to give extra information in a sentence. 2.to make the reader take a pause. 3.to mark out a word or phrase from the rest of the sentence (Maths is great – not.) 1.to show the words actually spoken 2.to show that we are talking about the title of a book or film or poem, etc. 3.to show that we are quoting someone else and these are not the writer’s own words.

More Punctuation… When do we use semi colons ? ; When do we use colons ? : When do we use ellipsis ? …. When do we use capital letters ? 1.to join two (or more) related ideas. 2.to separate items in a list when there are commas in the sentence already. 3.to join several sentences into one very long one. 1.to introduce a list. 2.to introduce a quote. 3.to give more information about an idea 1.Dots used to tail off a sentence. 2.To show gaps in a piece of writing. 1.at the beginning of a sentence. 2.for names. 3.for initials. 4.for the beginning of a section of direct speech. 5.for titles of books, newspapers, films, etc.for acronyms (like BBC or STV or CSI)

Now try this… Look again at the poem and find: Look again at the poem and find: A) An example of dashes being used to create pauses. Quote and explain why the writer wanted a pause there. A) An example of dashes being used to create pauses. Quote and explain why the writer wanted a pause there. B) An examples of commas being used to create lists. Quote one, and then explain why the writer used a list at that point. B) An examples of commas being used to create lists. Quote one, and then explain why the writer used a list at that point.

Repetition

Repetition Repetition is another structural technique: when a writer deliberately uses a word or phrase more often than you would normally expect. Repetition is another structural technique: when a writer deliberately uses a word or phrase more often than you would normally expect. One example of repetition in this poem is: One example of repetition in this poem is: ‘And slowly we go down. And slowly we go down.’ ‘And slowly we go down. And slowly we go down.’

What effect does this have…? This also slows down the reader, making us pay more attention to the repeated words. This also slows down the reader, making us pay more attention to the repeated words. What does this example of repetition suggest? What does this example of repetition suggest? Here, the repetition suggests the difficulty of the journey down the stairs. Here, the repetition suggests the difficulty of the journey down the stairs.

Now try this… Read lines 57 to 65 of the snack bar poem. Read lines 57 to 65 of the snack bar poem. Find one more example of repetition. Find one more example of repetition. quote and explain what effect Morgan gets by using that technique here. quote and explain what effect Morgan gets by using that technique here.

Enjambment

Enjambment Enjambment occurs when a new line of the poem is taken without the sentence coming to an end. Enjambment occurs when a new line of the poem is taken without the sentence coming to an end. This makes the reader pause and draws emphasis on the last and first words of the enjambed lines or the relation between them. This makes the reader pause and draws emphasis on the last and first words of the enjambed lines or the relation between them. Often the first line will make sense without the continuation- this draws emphasis onto the continued part of the sentence. Often the first line will make sense without the continuation- this draws emphasis onto the continued part of the sentence.

Example ‘ He stands in his stained beltless garberdine like a monstrous animal caught in a tent in some story. ‘ Enjambment between ‘He stands..’ and ‘like a monstrous’ emphasises the image of the simile- his deformations and the over-sized coat’. Enjambment between ‘caught in a tent’ and ‘in some story’ emphasise how unrealistic the man looks- if he has come from a story. It also exaggerates the image as if it is so bad that it could be described as fictional.

Try this… ‘Even on his feet he is staring at the floor or would be, if he could see. ‘ ‘Even on his feet he is staring at the floor or would be, if he could see. ‘ Identify the enjambment and comment on its effect. Identify the enjambment and comment on its effect.

E) Contrast

Contrast A contrast is a form of opposite. A contrast is a form of opposite. Whenever you get a question about contrast, to get full marks you need to look at both sides. Whenever you get a question about contrast, to get full marks you need to look at both sides. It’s not a contrast to say: It’s not a contrast to say: Jane is short and middle aged Jane is short and middle aged but it is a contrast if you say: but it is a contrast if you say: While Jane is short and middle aged, Kenny is tall and young. While Jane is short and middle aged, Kenny is tall and young.

Now try this… Read lines 63 to 65 of the poem. The writer twice uses contrasting, opposite pairs of words. Read lines 63 to 65 of the poem. The writer twice uses contrasting, opposite pairs of words. How can the old man’s steps be at once ‘faltering’ and ‘unfaltering’? How can the old man’s steps be at once ‘faltering’ and ‘unfaltering’? How can their journey across the floor be at once ‘endless’ and ‘not endless’? How can their journey across the floor be at once ‘endless’ and ‘not endless’? What overall effect does Morgan create by using contrasts in this way? What overall effect does Morgan create by using contrasts in this way?

F) Attitude

Attitude Our attitude is how we feel about something, our opinion of it or reaction to it. Our attitude is how we feel about something, our opinion of it or reaction to it. A writer’s attitude is often shown through other techniques, and you may need to read quite a large chunk of text before you can work out what the attitude is. A writer’s attitude is often shown through other techniques, and you may need to read quite a large chunk of text before you can work out what the attitude is.

Now try this… Re-read the poem. Then write a mini essay to explain the writer’s attitude to the man he helps. Use the opening below to help you, and back up the attitude identified with quotations from the poem. Re-read the poem. Then write a mini essay to explain the writer’s attitude to the man he helps. Use the opening below to help you, and back up the attitude identified with quotations from the poem. The writer’s attitude towards the older man is that he feels sorry for him, yet in a way also admires him… The writer’s attitude towards the older man is that he feels sorry for him, yet in a way also admires him…

G) Endings

Endings You will often be asked why the ending of a text is suitable. This might involve looking at the last line(s) of a poem, or the last sentence or paragraph of a prose text. Endings can be suitable in a number of ways. For example: You will often be asked why the ending of a text is suitable. This might involve looking at the last line(s) of a poem, or the last sentence or paragraph of a prose text. Endings can be suitable in a number of ways. For example: the ending may sum up what the writer has been saying the ending may sum up what the writer has been saying the ending may emphasis a point made in the text the ending may emphasis a point made in the text the ending may be humorous the ending may be humorous the ending may give the reader something to think about the ending may give the reader something to think about the ending may refer neatly back to something found earlier in the text. the ending may refer neatly back to something found earlier in the text. Remember to use quotes (evidence) to justify what you say!! Remember to use quotes (evidence) to justify what you say!!

Now try this… We are going to look at the ending of the poem in two ways. We are going to look at the ending of the poem in two ways. 1 Read the whole of the last verse. In what ways is this a suitable ending to the poem? You answer should be a paragraph and you should use some quotations from that verse to justify what you say. 1 Read the whole of the last verse. In what ways is this a suitable ending to the poem? You answer should be a paragraph and you should use some quotations from that verse to justify what you say. 2 Focus on the final line. In what way is this a suitable ending to the poem? 2 Focus on the final line. In what way is this a suitable ending to the poem?

Learning Intentions To improve our textual analysis To improve our understanding of Textual Analysis questions. S.C. Go over T.A. paper from Tuesday Go over Revision for tomorrow

What you MUST revise for tomorrow! Linking Questions- linking questions appear in TA just as they do in CR- learn and use the linking formula! Word-choice and Imagery- remember connotations and Just as so. Tone- sarcasm, humour, black comedy, aggression etc. remember to give evidence and explain how tone has been created Sentence Structure- give evidence and explain the effect of the sentence structure on the content- answer the question!

Question examples A thousand martyrs were being persecuted. Their howls of anguish mingled in one enormous snarl of lamentation that fluttered even the hardened sparrows on roofs around and made the women shoppers in the adjacent main street pause a smiling moment in their gossip. Drumsagart Thistle Junior Football Club was again being defeated at home, for the ninth time in succession; and its devotees were on the rack. 1. Consider the first paragraph. (a) Show briefly how Jenkins develops the idea of “martyrs … being persecuted” in the remainder of the paragraph. 2 (b) Describe the tone of the opening paragraph and explain briefly how it is Achieved.Answers: 1. at least one reference required + sensible explanation of how it connects with “martyrs” or “persecuted” or both, for reference alone = 0 possible references: “howls of anguish” “snarl of lamentation” “defeated” “devotees” “on the rack” (b) ironic, tongue-in-cheek, mocking… (1) + any sensible explanation, eg exaggerated comparisons of supporters’ suffering, the fact that the women smile/don’t take it seriously, only effect is on small birds…

Question examples This week, too, the conquerors were their traditional rivals, the Violet from the neighbouring village of Lettrickhill. The modest name was, of course, even at the christening a misnomer. Lettrickhill men bawled their pride, roared their triumph, and oathed their joy as arrogantly as any other men in Scotland. But that afternoon they merely guffawed and sniggered and patted their Drumsagart foes pityingly. There was no satisfaction in rejoicing in the pulverisation of such a team as that afternoon, bow-legged and bald, fushionless and floundering, cowed and costive, disgraced the light blue jerseys with the red thistle on the breast. b) Explain fully how the writer conveys the opponents’ attitude to Drumsagart that afternoon. 4 the attitude is of contempt, derision, scorn, mockery… (1) thereafter up to 3 marks depending on quality of comment; reference alone = 0 possible areas for comment: word choice/imagery: eg guffawed, sniggered, patted, bald, fushionless… Just as a bow is arched, cannot stand up on its own, is thin, so the writer is saying that the opposing team’s players had thin, weak, unsteady legs- as if it would be difficult for them to walk let alone run and play football. alliteration: for humour, or to emphasise/imitate the harshness ‘c’ or weakness ‘f’ and ‘b’ structure: listing effect to pile up the humiliation…parallellism:’bow-legged and bald, fushionless and floundering…’ sound: onomatopoeic effect in “guffaw” register: use of distinctive Scots “fushionless” to add local colour

TA NAB: shhhhhhh! S.C. Read the passage once over first! Read the passage once over first! Read your questions carefully. Read your questions carefully. Remember to provide evidence where required Remember to provide evidence where required Pay close attention to the number of marks given so you know how much to write. Pay close attention to the number of marks given so you know how much to write.