1. Selected Poetry of Norman MacCaig
National 5 - Specified Texts
“Visiting Hour”

2. The Big Picture During the course of this unit we will:
Study a range of poems by the Scottish poet Norman MacCaig.
Look at the poems in detail (both in your group and individually), analyse the techniques used and their effectiveness.
Complete a variety of textual analysis questions on the poems in preparation for the Critical Reading exam.
Compare and contrast the poems.

3. Learning Intentions I will:
Develop my understanding of MacCaig’s work by studying, in detail, the techniques used by the poet and their effectiveness.
Identify how the writer’s main theme or central concerns are revealed and can recognise how they relate to my own and others’ experiences
identify and make a personal evaluation of the effect of aspects of the writer’s style and other features appropriate to genre using some relevant evidence and terminology.

4. Success Criteria I can:
Confidently discuss aspects of MacCaig’s work (such as language and imagery) using supporting evidence with my group.
Confidently answer a variety of questions on the work of Norman MacCaig
Confidently contribute my opinion and encourage others to express themselves

5. Why study these poems?
The national 5 course requires that each student has previously studied one of a selection of Scottish texts before they sit the exam.
The following slides show section 2 of the final National 5 exam

6. Section 2: Critical Reading
This section has two parts.
In each part, one question will be chosen from a range of questions set to cover the genres of drama, prose or poetry.
In each part, you must cover a different genre and cannot use the same text twice.
This Section will have 40 marks. Each Part will have 20 marks.

7. Part A: Critical Essay
You will answer one question from a range of questions.
You will provide an extended written response, based on a previously studied text.

8. Part B: Scottish Texts
You will answer one question from a range of questions, based on a list of specified Scottish texts.
One extract from a previously studied specified Scottish text will be selected.

9. The poems of Norman MacCaig will be our Scottish text.
Part B: Scottish Texts
You will answer one question from a range of questions, based on a list of specified Scottish texts.
One extract from a previously studied specified Scottish text will be selected.
The poems of Norman MacCaig will be our Scottish text.

10. Background to the Poet Born in Edinburgh in 1910.
Although he spent all his childhood and his later life in Edinburgh, his mother's Highland past was a great influence. MacCaig's mother was from Harris and the Gaelic heritage inherited had an enduring effect on MacCaig. 
MacCaig's attended the Royal High School and then Edinburgh University where he studied Classics and then trained to be a primary school teacher.
During the war MacCaig refused to fight because he did not want to kill people who he felt were just the same as him. He therefore spent time in various prisons and doing land work.
In 1967, MacCaig became the first Fellow in Creative Writing at Edinburgh University, and later at the University of Stirling. 

11. Background to the Poet
As he became older, MacCaig's fame spread and he received such honours as the O.B.E. and the Queen's Medal for Poetry, yet it was at home in Edinburgh and Assynt where he was probably most appreciated. This was evident at his 75th, 80th, and 85th birthday parties when the cream of the Scottish literati and musicians came together for readings and musical performances. 
By the time of his death in January 1996, Norman MacCaig was known widely as the grand old man of Scottish poetry.

12. Specified Poems Assisi Visiting Hour Aunt Julia Basking Shark Memorial
Sounds of the Day

13. “Visiting Hour” by Norman MacCaig

14. Learning Intentions I will:
Develop my understanding of MacCaig’s work by studying, in detail, the techniques used by the poet and their effectiveness within the poem “Visiting Hour”.
Identify the writer’s main theme and recognise how it relates to my own and others’ experiences
Identify and make a personal evaluation of the effect of aspects of the writer’s style and other features appropriate to genre using some relevant evidence and terminology.

15. Success Criteria I can:
Confidently discuss aspects of MacCaig’s work (such as language and imagery) using supporting evidence with my group.
Confidently answer a variety of questions on the work of Norman MacCaig
Confidently contribute my opinion and encourage others to express themselves

16. Before Reading Task One
The title of the poem is “Visiting Hour”.
What words do you connect with this title? Write them in the box in your worksheet.
Now take TWO minutes and discuss this with your partner. Be ready to feedback to the class.

17. Task One - Class Ideas

18. “Visiting Hour” by Norman MacCaig
We are going to listen to Norman MacCaig introduce the poem “Visiting Hour”.
As you listen, answer the questions on the following slide.

19. Listening Exercise - Questions
What, according to MacCaig, is “perhaps the worst thing” that can happen to a person? (1)
Why did MacCaig write the poem “Visiting Hour”? (2)
What happened to MacCaig on the way to the hospital? (2)

20. Listening Exercise - Answers
2. What, according to MacCaig, is “perhaps the worse thing” that can happen to a person? (1)
The loss of someone you love/the danger of losing someone (1)
3. Why did MacCaig write the poem “Visiting Hour”? (2)
MacCaig went to visit his wife (1) who was dangerously ill in hospital (1)
4. What happened to MacCaig on the way to the hospital? (2)
Putting off thinking about it (1)/making silly jokes to avoid thinking (1)

21. “Visiting Hour”
We will now listen closely to Norman MacCaig reading his poem.
Listen carefully to the poem and follow it in your workbook.
Now that we have heard the poem through once, you will re-read it yourself and answer the questions in your workbook.

22. “Visiting Hour”
The hospital smell combs my nostrils as they go bobbing along green and yellow corridors. What seems a corpse is trundled into a lift and vanishes heavenward.
I will not feel, I will not feel, until I have to.

23. “Visiting Hour”
Nurses walk lightly, swiftly, here and up and down and there, their slender waists miraculously carrying their burden of so much pain, so many deaths, their eyes still clear after so many farewells.

24. “Visiting Hour”
Ward 7. She lies in a white cave of forgetfulness. A withered hand trembles on its stalk. Eyes move behind eyelids too heavy to raise. Into an arm wasted of colour a glass fang is fixed, not guzzling but giving. And between her and me distance shrinks till there is none left but the distance of pain that neither she nor I can cross.

25. “Visiting Hour”
She smiles a little at this black figure in her white cave who clumsily rises in the round swimming waves of a bell and dizzily goes off, growing fainter, not smaller, leaving behind only books that will not be read and fruitless fruits.

26. Questions
1. Look at lines Where does this poem take place? Write down an example of something the poet mentions that tells us this.
2. How do you think the speaker feels about being in the hospital? Write down a quote that supports your answer.
3. Look at lines Explain in your own words what the speaker thinks about the nurses he describes.

27. Questions continued
4. Read lines Where, according to the poet, is the patient lying? Write down a quote that tells us the condition of the patient.
5. Read lines What two objects will be left behind?
6. What examples of poetic techniques can you see being used in the poem? Write down any you notice.
7. The theme of a poem is the central message or idea. What do you think the poet’s theme for this poem is?

28. Answers
1. Look at lines Where does this poem take place? Write down an example of something the poet mentions that tells us this.
A hospital, “what seems a corpse is trundled”
2. How do you think the speaker feels about being in the hospital? Write down a quote that supports your answer.
He feels uncomfortable/nervous “I will not feel”
3. Look at lines Explain in your own words what the speaker thinks about the nurses he describes.
The narrator is impressed by the seemingly effortless way that the nurses can carry out tasks despite being surrounded by death/grief

29. Answers
4. Read lines Where, according to the poet, is the patient lying? Write down a quote that tells us the condition of the patient.
“white cave of forgetfulness” /in hospital ward 7
“withered hand”, “trembles”, “arm wasted of colour”, “eyelids too heavy to rise”.
5. Read lines What two objects will be left behind?
“books that will not be read”(1)/”fruitless fruit”(1)

30. Answers
6. What examples of poetic techniques can you see being used in the poem? Write down any you notice.
Repetition, Metaphor, Alliteration, Onomatopoeia…
7. The theme of a poem is the central message or idea. What do you think the poet’s theme for this poem is?

31. Class Discussion
What is the situation in the poem? What is actually happening?
What themes have you noticed so far? You can keep adding to this list as we work through the poem in more detail.
Remember, knowing the themes of these poems is important as you will be asked to COMPARE and CONTRAST the poems of Norman MacCaig in your final exam.

32. A closer look at overall structure
Read over the poem again. Complete the table in your workbook, explaining what you think is happening in each stanza of the poem: Where is the speaker and what are they feeling and thinking about?
Stanzas 1-3
Stanza 4
Stanza 5
Stanza 6

33. Structure
What did you think was happening in each stanza?

34. The overall structure of the poem contributes to the atmosphere and mood
Stanzas 1-3 are short, staccato and create a sense of place, atmosphere and the poet’s feelings
Stanza 4 – sense of busy hospital
Stanza 5 – main action, sense of hush in the presence of dying woman.
Stanza 6 – opening of floodgates of poet’s emotions in face of his inevitable loss.

35. What’s Happening?
The poet is visiting a very ill relative in hospital, and tries to avoid his emotions on his way to the ward.
When he arrives, he is overcome by grief and anguish, and leaves the visit feeling it has been pointless.

36. Key Themes Facing Death (either the dying person, or the relative)
Isolation surrounding death/emotion

37. A closer look at “Visiting Hour”
To take a closer look at the poem, we will need to learn some new poetic terms.
Answer questions 1-5 on pages 6-7 of your workbook. These will help you understand these terms.

38. Free Verse No Clear Rhyme
The hospital smell combs my nostrils as they go bobbing along green and yellow corridors. What seems a corpse is trundled into a lift and vanishes heavenward. I will not feel, I will not feel, until I have to.
A poem that does not contain any rhyming pattern or follow a set rhythm is called free verse.

39. Enjambment
The hospital smell combs my nostrils as they go bobbing along green and yellow corridors.
When a poem continues in this way over lines without a break it is called enjambment

40. Enjambment
The hospital smell combs my nostrils as they go bobbing along green and yellow corridors.
When a poem continues in this way over lines without a break it is called enjambment
Enjambment allows the poem to flow and highlights the words at the end of the line.

41. Pun Becoming harder to see
‘growing fainter’
Becoming harder to see
A play on words that are alike or nearly alike in sound but different in meaning, often for comic effect is called a pun.
About to faint

42. Pun Won direction! Scotland the fave! The Prince of wails arrives!
You will often notice puns used in newspapers:
Won direction!
Scotland the fave!
The Prince of wails arrives!

43. Pun
Or in jokes:
“I opened a shop selling budgerigars. They're flying off the shelves.”
“Did you hear about the farmer who got attacked by a cow? He milked it for all it was worth.”
“Did you hear about the crime that happened in a parking garage? It was wrong on so many levels.”
"I used to work in a shoe-recycling shop. It was sole-destroying."
"My friend told me he was going to a fancy dress party as an Italian island. I said to him 'Don't be Sicily'."

44. Paradox
“fruitless fruits”
This phrase doesn’t seem to make sense.
When two apparently contradictory statements are placed together this is called a paradox.

45. Paradox For example: I'm nobody Bittersweet
I can resist anything but temptation
Be cruel to be kind

46. Paradox
For example:
I'm nobody
Bittersweet
I can resist anything but temptation
Be cruel to be kind
Although it may not seem to make sense, it usually contains a truth when you think about it.

47. Synecdoche
The hospital smell combs my nostrils as they go bobbing along green and yellow corridors.

48. Synecdoche
The hospital smell combs my nostrils as they go bobbing along green and yellow corridors.
A figure of speech in which part of the object is used to refer to the whole object is called synecdoche.

49. Synecdoche For example: The word "wheels" refers to a vehicle.
"all hands on deck!“
"head count”
"lead" for bullets

50. Group Activity
We will now look at different areas of the poem in groups.
Each group will be looking at either imagery, structure or word choice.
In your group, discuss each question carefully and answer as fully as you can.

51. Group Activity
When each group has completed their questions, we will create posters displaying what we have learned.
These posters will be used to complete the analysis grids on the following pages of your workbook.

52. Poster Activity
We will now share our understanding on imagery, structure and word choice between groups.
Each group will leave their completed poster on the table and move to a different group.
At this new table, you will annotate your own poem OR use the Quotation/Analysis table at the back of your workbook.
You will have 8 minutes at each table- so do not waste this time!
If you have any questions about the quotes, ask the teacher.
It does not matter if ideas are duplicated or repeated, they will be sifted out in the next step.

53. Class Discussion
On the next few slides is some additional information about your areas of study.
As we discuss these points, make notes in your workbook of any information you think is relevant.

54. Imagery
“… nostrils/ as they go bobbing along” – Synecdoche is used, since not just his nostrils are moving along, as the image would suggest. This emphasises the powerful nature of “the hospital smell”, since it has blocked out his other senses.
“white cave of forgetfulness” – Metaphor, suggesting the white curtains or sheets are cave-like. This shows the isolation of the woman, and the poet’s exclusion from her.
“withered hand/ trembles on its stalk” – Metaphor, suggesting the woman’s body is brittle and frail, by comparing it to a dying flower. The image suggests the woman’s body has deteriorated, as well as showing the love with which the poet looks on the woman.

55. Imagery
“glass fang” – Metaphor, suggesting the intravenous drip is vampire-like. The horror in this image is shocking, which shows the poet’s grief and distress at seeing the woman’s condition, and being unable to help her.
“black figure in her white cave” – Metaphor, referring to the universal image of Death, “figure” also suggesting the woman’s blurred vision. This emphasises the isolation of the woman, as well as her impending death.
“the round swimming waves of a bell” – “swimming” could suggest the poet’s dizziness (confusion) or tears. This is from the woman’s point of view, so further shows her isolation, and the poet’s isolation from her.

56. Structure
Free verse is used throughout, which reflects the poet’s confusion.
The verses deal with the poet’s progression through the visit, from his entering the hospital and making his way to the ward, up to him leaving after the visit. Also, each verse reveals more of the poet’s emotions.
The first line of the poem is effective in grabbing the reader’s attention, by referring to a very vivid and distinctive sensory image; “The hospital smell” which the reader can associate with.

57. Structure
“What seems a corpse/ is trundled into a lift and vanishes/ heavenward” – Enjambment is used here to emphasise the last words of the lines, carefully chosen to suggest a finality in death; “corpse” containing very little connotation of life, and “vanishes” further stressing the poet’s view that death is absolute.
“I will not feel, I will not/ feel, until/ I have to.” – Repetition is used to suggest the poet is chanting under his breath in order to avoid his emotions.

58. Structure
“here and up and down and there” – the unusual word order is emphasising the number of nurses he sees. It suggests MacCaig is looking all around to find a distraction from his thoughts.
“so much pain, so/ many deaths …/ so many farewells” - Repetition of “so” stresses the frequency of the nurses’ unpleasant dealings, which supports the high esteem with which he regards the ability of the nurses to cope.
“Ward 7.” – The abruptness of this non-sentence jolts the reader, just as we can imagine it affected MacCaig. This is the turning point of the poem, as he has now reached his relative and must face his emotions.

59. Word Choice
“green and yellow corridors” – colours have connotations of sickness, which further stresses the poet’s discomfort in these surroundings.
“corpse” – holds little relation to life, suggesting the finality of death.
“miraculously” – suggests MacCaig’s admiration for the nurses’ abilities, while showing his own worry about the way he will cope with the emotions.

60. Word Choice
“farewells” – the ending of the verse on this draws attention to the word, which underlines the purpose of his visit.
“white cave” – holds connotations of isolation through confusion.
“not guzzling but giving” – the horror of the “glass fang” image is continued in the word “guzzling”, but is reversed by the positive word, “giving”. The use of the “g” sound in the alliteration conveys the harshness of the poet’s interpretation.

61. Word Choice
“clumsily … dizzily” – shows the poet is overcome by his emotions, leaving him confused and dazed.
“fainter” – showing the woman’s vision is blurred; she can see him getting fainter with distance. Also a pun, since the poet may be so upset he is starting to feel faint.
“fruitless fruits” – the final words are a paradox: how can a fruit be fruitless? This captures the poet’s despair at the pointlessness of the woman’s death being prolonged, and his inability to help – bringing fruit has been “fruitless”, i.e. pointless.

62. Practice Critical Reading Individual Task
On the next slide are some example textual analysis questions all about “Visiting Hour” by Norman MacCaig.
We will complete them individually, to test our knowledge and understanding of the poem.
When you answer these questions, refer to the text in your answers.
Remember you should attempt ALL the questions.
A blank copy of the poem is available to use during this practice.

63. Practice Critical Reading Individual Task
On the next slide are some example textual analysis questions all about “Visiting Hour” by Norman MacCaig.
We will complete them individually, to test our knowledge and understanding of the poem.
When you answer these questions, refer to the text in your answers.
Remember you should attempt ALL the questions.
A blank copy of the poem is available to use during this practice.
After we have completed the questions, we will pass our answers to another student to mark.

64. 1. Comment on the word choice used in line 4 of the opening verse
1. Comment on the word choice used in line 4 of the opening verse. Why is it effective? (2)
2. Comment on the poet’s use of structure in lines Why is it effective? (2)
3.a)Look at verse 5 (lines 19-30)
Identify ONE image used by MacCaig and comment on its effectiveness. (2)
b) Identify one effective use of structure in this verse and explain what effect it has on your reading (2)
4. Reread verse 6. Select any example of word choice or imagery and explain in what way it helps to tell us about the speaker’s emotions (2)
5. a) What do you consider to be one of the main ideas of the poem? Identify one of these (1) b) Select two different quotes from the poem that support this idea and explain how they are effective in supporting the main idea. (4)

65. 1. Comment on the word choice used in line 4 of the opening verse
1. Comment on the word choice used in line 4 of the opening verse. Why is it effective? (2)
Answer: “green and yellow” has connotations of illness/sickness.

66. 2. Comment on the poet’s use of structure in lines 8-10
2. Comment on the poet’s use of structure in lines Why is it effective? (2)
Answer: The poet uses repetition of the phrase “I will not feel”. This is effective as it suggests he is chanting to himself/trying to assure himself of his own feelings.

67. 3.a)Look at verse 5 (lines 19-30)
Identify ONE image used by MacCaig and comment on its effectiveness. (2)
Answer: Any of- “white cave of forgetfulness”, “withered hand”, trembles on stalk”, “arm wasted of colour”, “glass fang fixed”.
Plus appropriate explanation.

68. 3 b) Identify one effective use of structure in this verse and explain what effect it has on your reading (2)
Answer: “Ward 7.” This very short non-sentence is used as a dramatic pause as the speaker arrives at his destination. OR
The poet uses enjambment- “the distance of pain that neither she nor I
can cross.” To mark a literal distance of pain within the poem.

69. 4. Reread verse 6. Select any example of word choice or imagery and explain in what way it helps to tell us about the speaker’s emotions (2)
WORD CHOICE: “clumsily”, “swimming waves”, “dizzily goes off”, “growing fainter”.
These words all suggest he is having great difficulty/feels uneasy with his visit.
IMAGERY: “black figure in white cave” has connotations of death suggesting he fears the worst for the patient.
“fruitless fruits” this paradox suggests he sees the fruit as meaningless/ has no purpose as the patient cannot be saved.

70. 5. a) What do you consider to be one of the main ideas of the poem
5. a) What do you consider to be one of the main ideas of the poem? Identify one of these. (1)
Answer: Facing Death (either the dying person, or the relative) OR
Isolation surrounding death/emotion

71. 5 b) Select two different quotes from the poem that support this idea and explain how they are effective in supporting the main idea. (4)
Answer: Answers must relate to theme/idea stated in 5a). For example, if “death” given as idea, each quote must relate to this idea and include suitable explanation. Mark accordingly.
2 suitable quotes with explanation = 4 marks.

72. Class Discussion Think about…
Is it less of an ordeal for the dying person than the one left behind?
Dying is something we have to do alone, despite being surrounded by loved ones?
How realistic do you find the poet’s feelings?

73. Practice Critical Reading Individual Task
On the next slide are some textual analysis questions all about “Visiting Hour” by Norman MacCaig.
You should answer these questions, referring to the text in your answers.
Remember you should attempt ALL the questions

74. “The hospital smell
combs my nostrils
as they go bobbing along” (lines 1 – 3)
Comment on the poet’s use of imagery in these opening lines. Why is it effective? (2)
“What seems like a corpse
is trundled into a lift and vanishes
heavenward” (lines 5-7)
Comment on the poet’s use of word choice in these lines. What do these words tell you about the poet’s mood at this point? (3)
3. In verse 5, the poet finally reaches he ward where his relative lies. What is the effect of the sentence “Ward 7.”? (2)
4. Re-read verse 5. Identify ONE image used by MacCaig and comment on its effectiveness (2)