1. MSA 1

2. Criteria for Introduction Introduction must address question requirements (a) What is the effect of diction and imagery in creating the impression of the girl? [25]

3. Intro must comment on the above key criteria Criteria for Introduction

4. Good Introduction (a)What is the effect of diction and imagery in creating the impression of the girl? [25] Intro: The impression of a graceful and magnificent girl is created using majestic diction, contrast to squalor and olfactory imagery

5. Requirements of Body (a)What is the effect of diction and imagery in creating the impression of the girl? [25] Body: Clear Topic Sentence that addresses question requirements Must analyse quotes in detail.

6. Insufficient Analysis (a)What is the effect of diction and imagery in creating the impression of the girl? [25] Body: “She is a strong person as seen from “greatness glistening through her cheekbones”.” This is correct but insufficient. It is acceptable as a Topic Sentence but you must analyse the diction and imagery in the quote!

7. Good Analysis (a)What is the effect of diction and imagery in creating the impression of the girl? [25] Body: “She is a strong person as seen from “greatness glistening through her cheekbones. The diction of “greatness” connotes authority and strength. Since “greatness glisten[s] through her cheekbones”, it implies that she is a strong person with authority in her work because it shines through her face as suggested by the image of “glistens through her cheekbones”.

8. Diction Diction: refers to the selection and use of a word to convey meaning. i.e. the poet chooses specific words to evoke an imaginative response in the reader; to make the reader think / feel a certain way. e.g. “greatness” To analyse diction, examine the denotation and connotation of the word.

9. Image Image: Covers every concrete action and object described in a poem. A phrase that appeals to our senses, helping us to see, feel, hear, smell and taste through words. Includes figurative language such as simile, metaphor and personification e.g. “glistens through her cheekbones”. Plural: Imagery

10. Muliebrity Sujata Bhatt I have thought so much about the girl who gathered cow-dung in a wide, round basket along the main road passing by our house and the Radhavallabh temple in Maninagar. I have thought so much about the way she 5 moved her hands and her waist and the smell of cow-dung and road-dust and wet canna lilies, the smell of monkey breath and freshly washed clothes and the dust from crows’ wings which smells different – and again the smell of cow-dung as the girl scoops 10 it up, all these smells surrounding me separately and simultaneously – I have thought so much but have been unwilling to use her for a metaphor, for a nice image – but most of all unwilling to forget her or to explain to anyone the greatness 15 and the power glistening through her cheekbones each time she found a particularly promising mound of dung – Diction: underlined___ Imagery: blue -but you can also discuss the choice of individual words (diction) within an image

11. Muliebrity Sujata Bhatt I have thought so much about the girl who gathered cow-dung in a wide, round basket along the main road passing by our house and the Radhavallabh temple in Maninagar. I have thought so much about the way she 5 moved her hands and her waist and the smell of cow-dung and road-dust and wet canna lilies, the smell of monkey breath and freshly washed clothes and the dust from crows’ wings which smells different – and again the smell of cow-dung as the girl scoops 10 it up, all these smells surrounding me separately and simultaneously – I have thought so much but have been unwilling to use her for a metaphor, for a nice image – but most of all unwilling to forget her or to explain to anyone the greatness 15 and the power glistening through her cheekbones each time she found a particularly promising mound of dung – Q(a): blue Q(b): black -however, the black words can be discussed in terms of how it contributes to an impression of the girl as the setting is associated with her

12. How the Scripts were Marked You will only get marks if you -Analyse the meaning of the quote -Identify diction and imagery -Link your ideas to the question

13. Poor Analysis 1. Making assumptions The smells do not come from the girl. “ the way she moved her hands and her waist and the smell of cow-dung and road-dust…” However, she is associated with them because she is discussed together with them as seen from the connector “and”. Therefore students can discuss the smells in association with the girl but not say the smells are from her.

14. Poor Analysis 2. Having preconceptions Don’t: A conventional girl would never pick up cow dung. Focus on literary analysis. Focus on the determination of the girl “scoop[ing]” dung up in large amounts, rather than making social statements on the behaviour of conventional girls.

15. Poor Analysis 3. Failure to analyse setting for significance and not just location: Don’t: “Monkey’s breath” suggests that the poem is set in the countryside. Do: The diction of “smell of monkey’s breath” suggests rusticity and wildness at a close distance as the “breath” of the monkey is so close to the person, it can be “smel[t]”.

16. After marking your analysis of individual ideas How your individual paragraphs are linked into an overall line of thought You were given a mark U:0-9 S:10-11 How the Scripts were Marked

17. Poor performance due to lack of analysis from most scripts. How the Scripts were Marked

18. Marks were also taken away for the following reasons: Use of white-out: -1 Poor expression How the Scripts were Marked

19. 1. Do not use first person perspective Don’t: I feel that the girl is a strong person. Do: The strength of the girl is expressed by the diction of….” 2. Do not use informal language Don’t: Life is tough for the girl Do: The girl experiences physical hardship as she has to carry dung in a “wide, round basket”. This diction suggests that…. Poor Expression