Analysis 2 Priest/tourists.

Slides:



Advertisements
Similar presentations
‘Assisi’ by Norman MacCaig
Advertisements

Assisi by Norman MacCaig
National 5 English Mrs Woods
Assisi Norman MacCaig.
Kelso High School English Department.
HOW TO EXPLICATE A POEM.
Essay Question Answers to questions in this section should refer to the text and to such relevant features as: word choice, tone, imagery, structure, content,
Set Scottish texts National 5
What you are assessed on:
Scottish Texts The Eight Marker.
‘Decomposition’ Zulfikar Ghose
Writing on Unseen poetry. Language, structure and form LanguageStructureForm Word choice Imagery Simile Metaphor Personification Sound devices (assonance,
‘War Photographer’ Carol Ann Duffy.
The natural image suggests beauty and happiness.
Extend your Bishop Justus 2013/2014 Literary Techniques: Dramatic irony, imagery, simile, metaphor, oxymoron, rule of 3 Formula Words: portrays,
Timothy Winters: Evaluation
The Prose Essay. Types of prose A work of fiction or non-fiction Usually no more than a page in length Section from a novel, short story, drama, essay,
Norman MacCaig Poetry.
101 UNFAMILIAR TEXT EXAM STRUCTURE ALWAYS GET 3 TEXTS ALWAYS GET 1 HOUR TO COMPLETE ALWAYS GET ai, aii, b, c (a)(i) Is identify language features (a)
Review: Ways to Elaborate Explain – provide additional details Example – describe an event, person, place, etc. Literal Description – use nouns, verbs,
R EVISING FOR TEXTUAL ANALYSIS F OCUS ON THE KEY ASPECTS OF THE POEM THAT YOU WILL BE ASKED TO REFER TO IN YOUR ANSWER IN THE EXAM / NAB: Central concerns.
Casehistory: Alison (head injury) U.A.Fanthorpe. Learning Objectives AO1 – respond to texts critically and imaginatively, select and evaluate textual.
Poetry Question. S Subject (no more than 2 lines) M Message (theme) I Imagery L Language (including any poetic techniques) E Effect (how did it make you.
Poetry! This part of the exam is called Poetry Across Time. It counts for 35% of your English Literature grade It is divided into two questions: A question.
‘In the Snack Bar’ Edwin Morgan. Starter tasks 1)Once you have read the poem, write a brief summary of the poem. Don’t give too much detail; focus on.
Critical Reading Paper: Scottish Text. This paper makes up one half of the Critical Reading Paper in the exam. In the Scottish Text section you will be.
Poetry. Read the Poem  Read the poem twice – on the second reading use a highlighter.  Make notes on the exam paper.  Highlight interesting imagery/
Gunpowder Plot Int. 2 Essay Plan.. Question Choose a poem which seems to be about a common event or experience but which actually makes a deeper comment.
POETRY ANTHOLOGY Revising poetry comparison. The most important thing! The examiner wants to see that you can write appreciatively about the ideas within.
‘Assisi’ Lesson 2. Learning Intentions Focus on the poet’s stance and how this is conveyed through MacCaig’s poetic techniques. Consider the wider implications.
Scottish Set Text Norman MacCaig. The Scottish Set Texts Norman MacCaig – Assisi – Visiting Hour – Aunt Julia – Basking Shark – Sounds of the day – Memorial.
Norman MacCaig The Scottish Text Assisi Poem 6 We are learning to: Identify and explain the main ideas and supporting details of a text Apply knowledge.
Poem 1. Learning Intention: We are learning about the religious CONTEXT of the poem So that I can Understand some of the religious references in the poem.
Poetry Analysis – Smile Method
The Last Question (10 marks)
National 5 English Ian Yule
Mother to Son by Langston Huges
‘War Photographer’ Carol Ann Duffy.
Assisi by Norman MacCaig
Assisi by Norman MacCaig
Memorial Norman Maccaig.
“Basking Shark” Ms Kirkwood
I am Legend Analysing Language & Structure
C/L Friday 10th November 2017 Comparing Structure in Poems
Perfect Poetry Planning!
Aunt Julia TA Feedback / Revision.
‘In the Snack Bar’ Edwin Morgan.
‘Assisi’ by Norman MacCaig
Perfect Poetry Planning!
Poetry Analysis – Smile Method
Higher Textual Analysis Final Question – 10 marks Norman MacCaig
‘Assisi’ by Norman MacCaig
Assisi By Norman McCaig.
Lesson Objective: To analyse the poem using key linguistic terms
? ‘No Problem’ by Benjamin Zephaniah
Assisi by Norman MacCaig
Background Assisi is a town in Italy. Can you think of anyone you would associate Assisi with? St Francis of Assisi is a very famous saint, who is the.
‘Decomposition’ Zulfikar Ghose
Analysis 3 The Ruined Temple.
Originally (specimen)
AQA GCSE Paper 1 Glass, Bricks and Dust
Assisi by Norman MacCaig
The hospital corridors
Timed Paper 50 minutes to complete. Begin – 11:30. End – 12:20.
POETRY Answers should refer to the text and to such relevant features as word choice, tone, imagery, structure, content, rhythm, rhyme, theme, sound, ideas,
Assisi by Norman MacCaig
‘Assisi’ by Norman MacCaig
Final Question- Assisi
Explain how writers use language to create effects.
Presentation transcript:

Analysis 2 Priest/tourists

A critical tone is created here... Technique Line Quotation Effect Word choice Repetition 1 7 ‘explained’ ‘explanation’ 2 ‘clever’ tone 4 ‘reveal to the illiterate’ A critical tone is created here... enjambment 4,5 Emphasises the words “goodness” and “suffering” – recalls the suffering of the dwarf and highlights the lack of “goodness” being displayed 6-7 ‘I understood the explanation…’ A bitter tone is created here as the poet realises that although he understands the message it is obviously lost on the priest and the tourists who continue to ignore the beggar. Word choice/ambiguity Extended metaphor 8 1-3 3 ‘cleverness’ ‘ they’ ‘passed’

Technique Line Quotation Effect Word choice Repetition 1 7 ‘explained’ ‘explanation’ The priest is seen as patronising in referring to the message of God as something to be ‘explained’ to those ‘less than’ the priest himself. reinforces the idea that the priest is more concerned with words than action. 2 ‘clever’ The narrator has selected details that suggest the Priest is boastful and proud. Values intellect over human kindness. tone 4 ‘reveal to the illiterate’ A critical tone is created here as he sees them as ‘less than’ and defined by their flaws. In his eyes they need to be taught how to be Godly. enjambment 4,5 Emphasises the words “goodness” and “suffering” – recalls the suffering of the dwarf and highlights the lack of “goodness” being displayed 6-7 ‘I understood the explanation…’ A bitter tone is created here as the poet realises that although he understands the message it is obviously lost on the priest and the tourists who continue to ignore the beggar. Word choice/ambiguity Extended metaphor Enjambment 8 1-3 3 ‘cleverness’ ‘A rush...clucking...grain of the Word’ ‘ they’ ‘passed’ Clever of Giotto as an artist yes but the second meaning is that the priest is clever in commercialising, and using the history of St Francis, to make money. MacCaig uses an extended metaphor to describe the group of tourists. He compares them following the priest to chickens pecking at grain- mindless and fololish. ‘they’ cold and judgemental. shows condemnation of their actions – he feels no affinity to them. Enjambment emphasises the verb – they ignored/walked by the suffering of the dwarf. Exposes their inner ugliness.