1. The Hunger Games Novel and Film
Dystopian Voices
The Hunger Games
Novel and Film

2. Practice Paragraphs
Close analysis paragraphs follow the same pattern as body paragraphs in a full length essay.
Close analysis is very much like an explanation response, focussing upon the how and why of the text
You will need to provide close analysis, even in your interview.
Follow this structure: STEELS

3. Body Paragraph S – statement or topic sentence T – language technique
E – example
E – explanation of the effect and/or purpose of the language technique
L- link the TEE to answering the question
S – summarise the information contained in the paragraph; linking back to the topic sentence
Each paragraph should contain 2-3 sets of TEE

4. Practice Close Analysis Paragraphs
Identify and describe some of the dystopian features of District 12 in Chapter 1 of the novel. What is their relationship to the real world?
Why is Collins’ use of first person narrator so effective in the novel?
How does Ross use contrast to distinguish the values of the Capital from the values of District 12?
Describe how Ross has used a variety of film techniques to illustrate the theme of loyalty.

5. Model Practice Comparative Paragraph
How does each composer use techniques to establish the Dystopian world?
Think about how you would use STEELS to organise this response.
At least one set of TEE for each text.

6. Comparative paragraph example
Each composer uses different techniques to effectively establish the Dystopian world of the text. Collins introduces a new lexicon that is unique to Panem, in the opening chapter, indicating a world slightly different to our own. For example, words like, the ironically named ‘Peacekeepers’, the ‘reaping’ and the ‘Hunger Games’. These words suggest a world of control through fear. Ross is able to use visual contrast to indicate a Dystopian world in which the values of the District clash with the Capital. The undershot of the hovercraft crashing through the forest, from the point of view of Katniss and Gale, creates a contrast between the military technology and power of the Capital with the powerlessness of two young people and their homemade hunting weapons. This type of relationship between the powerful and the powerless is often found in dystopian fiction. Each composer uses techniques appropriate to their medium to establish that a Dystopian world in which the Capital wields almost insurmountable power.

7. Comparative paragraph example
Bold = Language technique
Italics = quotation
Red = verb that introduces explanation/link
Comparative paragraph example
Statement - Each composer uses different techniques to effectively establish the Dystopian world of the text.
TEE - Collins introduces a new lexicon that is unique to Panem, in the opening chapter, indicating a world slightly different to our own. For example, words like, the ironically named ‘Peacekeepers’, the ‘reaping’ and the ‘Hunger Games’.
L - These words suggest a dystopian world of control through fear.
TEE - Ross is able to use visual contrast to indicate a Dystopian world in which the values of the District clash with the Capital. The undershot of the hovercraft crashing through the forest, from the point of view of Katniss and Gale, creates a contrast between the military technology and power of the Capital with the powerlessness of two young people and their homemade hunting weapons.
L- This type of relationship between the powerful and the powerless is often found in dystopian fiction.
Summary - composer uses techniques appropriate to their medium to establish that a Dystopian world in which the Capital wields almost insurmountable power.

8. Optional Practice Class Task
Complete either in full or in part
Interview the writer of The Hunger Games novel and the director of The Hunger Games film for an audience of Year 8 students at BCR. In your interview, compare the similarities and differences between the novel and film and discuss how the change in medium has impacted upon the meaning of the texts.

9. Comparative Interview
The interview requires
The content of an essay extended response
The structure of an essay extended response
The style of a conversation

10. Comparative Interview: The content of an extended response
The interview still requires close analysis
Identification of language techniques
Identification of examples
Novel: For example, words like, the ironically named ‘Peacekeepers’, the ‘reaping’ and the ‘Hunger Games’.
Film: description of the scene through the film techniques being identified
E.g. ‘The undershot of the hovercraft crashing through the forest, from the point of view of Katniss and Gale,’
Discussion and explanation of the significance and meaning of the quotation and language technique

11. Comparative Interview: The content of an extended response
Use the questions that you ask your interviewees like topic sentences, to control the flow of information.
Change the topic sentence from the example above into a question:
Each composer uses different techniques to effectively establish the Dystopian world of the text.
Interviewer: So, Suzanne, could you comment on how you created the dystopian world of the novel?
Suzanne: …
Interviewer: And how did you manage this Gary?
Gary: …

12. Comparative Interview: The content of an extended response
So, Suzanne and Ross, what you are both trying to achieve in your different mediums is the dystopic sense of the Capital wielding almost insurmountable power over District 12. Suzanne, can I ask you about …
There are two ways to handle the summary sentence that you would normally find in a paragraph.
The interviewee provides the summary
The interviewer provides the summary as a rhetorical question- response statement, and then moves onto the next topic sentence/question.
Change the summary sentence from the example above into a type 2 response:
Each composer uses techniques appropriate to their medium to establish that a Dystopian world in which the Capital wields almost insurmountable power.

13. Comparative Interview: The structure of an extended response: Introduction
Your introduction to the interview scenario functions like the introduction to an essay extended response.
Acknowledge your audience
Acknowledge your guests and introduce them
Give a brief overview of the purpose of the interview
Give a brief preview of the main points you are going to be discussing
Don’t ask about their health, family, transport to the event or anything else that is irrelevant to the interview and your answer to the question. Get straight into the interview.

14. Comparative Interview: The structure of an extended response: Introduction
Interviewer: Hello, Brigidine Year 8 and a special welcome to our guests, Suzanne Collins, author of The Hunger Games and Gary Ross, director of the film of the novel. I would like to ask you both some questions about the similarities and differences between your texts and whether or not the medium has impacted upon the meaning of the text. I’d like to talk to you about how you have created your dystopian worlds and something else and something else. Suzanne, I’ll start with you. How have you created your dystopian world in the novel?
Suzanne: Well, I created a lexicon …

15. Comparative Interview: The structure of an extended response: Conclusion
You conclusion to your interview functions like the conclusion to your essay.
Summarise the main points you have made
Allow the interviewer to draw the conclusions
Acknowledge the interviewees and the audience
Interviewer: So, Gary, what you are saying is that you created the control rooms scenes to provide insight into what Katniss might be thinking and feeling rather than using a voice over of Katniss’ first person narration for the novel. And that is all we have time for today, so a very big thank you to our guests, Suzanne Collins and Gary Ross. We have learnt a lot about dystopian fiction from you both. Next week we will be talking to Veronica Roth, author of Divergent, and Neil Burger, the director of the film, about the transition from page to screen.

16. The style of a conversation
Use first, second and third person
Use contractions e.g.
Use speech fillers e.g. So, Well, isn’t it?
Use question marks
Constructions that are more like spoken language e.g. So, can I ask you about …, What do you think about …
Make sure you are using your commas correctly, particularly around names. See Rule 5

17. Layout of the interview
Label each speaker clearly
Use the left hand margin
For example:
Interviewer: So, Suzanne, could you comment on how you created the dystopian world of the novel?
Suzanne: Well, I created a lexicon
Interviewer: And how did you manage this, Gary?
Gary: The undershot of the hovercraft …

18. Language of Comparison
Key words commonly used to express comparison include:
Like, similar, as, same, in the same way too, both, have in common, the same as, similarly, as well as
Key words commonly used to express contrast include:
Although, yet, whereas, however, but, while, differ, instead, unless,
Unlike, on the contrary, contrary to, even though, on the other hand, the reverse

19. Language of Comparison
Note: When you compare one subject to another, you show how the two are
alike, or similar.
Example: The dog, like the cat, is a household pet.
When you contrast two subjects, you show how they are different.
Example: The dog, unlike the cat, is dependent on its master.
Sometimes, both comparison and contrast are used in the same sentence.
Example: Both the dog and the cat make good household pets, but a
dog requires more attention than a cat.