Writing

1. text Writing essays short

2. Questions: • For EACH of your studied texts, analyse how language features made at least TWO of the author’s descriptions more vivid for you. Note: “Descriptions” could include descriptions of people, places, ideas; “vivid” could mean easy to imagine, lifelike, powerful, etc. • For EACH of your studied texts, analyse how symbolism was used to develop a main theme. • For EACH of your studied texts, analyse how actions OR dialogue helped you to understand ONE main character / individual. • For EACH of your studied texts, analyse TWO ways the author made the text appealing to a specific audience. Note: You should clearly identify who the specific audience for each text is. “Appealing” can be interpreted as “attractive” and / or “persuasive”. • For EACH of your studied texts, analyse how TWO methods used by the author affected your opinion of an important issue or idea. • For EACH of your studied texts, analyse how contrast helped the author develop an important idea. Note: “Contrast” could include contrast between characters or settings; or contrast between different sections / parts in terms of style, mood, tone, pace, etc.

3. The poetry essay structure Option One: Alternating Between the Two Texts Option Two: Text One Then Text Two Introduction Point 1, text 1 Point 1, text 2 Point 2, text 1 Introduction Point 1, text 1 Point 2, text 1 Point 1, text 2 Point 2, text 2 Point 2, text 2

4. What is analysis? • Moving beyond description of what is happening to how it is presented and why it is presented like that. • An awareness of how every aspect of the text is related to author’s purpose and audience, to other parts of the text and to the wider world. • What might analysis look like? A modelling exercise........ • In these short stories we are also shown how society neglects and forms judgement on those who suffer from substance abuse. We are shown this through symbolism, in Erua when he I cold and trying to sleep he has to use carpet from the floor and an old sack as blankets. This shows society’s lack of responsibility, nobody in Erua’s life cared enough to take him out of that environment of an alcoholic parent. Although the community knew of Erua’s lifestyles and struggles he was seen as a pest, often “shooed” away from houses. This is also evident in Methodrinker “under winter leaves” he is said to be sleeping and society only judges the methodrinker more from the predicament he is in instead of taking it upon themselves as an act of human kindness or community service to help the man. My opinions were greatly affected as I am shown the devastation that a society’s lack of compassion restricts them from doing, what I would have thought to be the only thing to do, help. Understands author’s purpose/ wider implications The ‘how’ Student understands their position as a reader – manipulated by author to sympathise or feel a certain way. Personal response.

5. Students who analyse are likely to.... • Focus on key words and intentions of their chosen essay question throughout their essay. • Be aware of the role of the writer’s/director’s intentions in the text, and understand that text has a specific purpose and audience. • Explore what the themes/key ideas are telling us about the world around us, what is revealed about them through the various literary techniques, and what message/implication they have for us as readers/audience. • Go beyond identifying techniques of language, style and structure to explore why the techniques have been chosen by the author and what effect the techniques have upon the reader/audience (i.e. an understanding that the reader is being manipulated through techniques to sympathise/agree with the author)

6. Be specific when using examples Owen effectively conveys the reality of war, and the deceptiveness and ignorance of those promoting its nobility, through figurative language and vivid imagery in ‘Dulce et Decorum Est’. In the first stanza, Owen uses similes to describe a troop of soldiers noting that they are “bent double, like old beggars” and trudge, cursing through the mud ‘knock kneed, coughing like hags’. Through these two similes, the men are portrayed as old, shrivelled, and decrepit, lacking the normal capabilities of vigorous men called to war. Similarly, hyperbole is used to emphasise the severity of the soldiers’ injuries noting that “all went lame; all blind”. Owen’s use of simile and hyperbole, in particular, lend to the despair, decay and dullness of the men. Through these descriptions, Owen successfully illustrates the reality of fighting in a war and establishes contrast to the popular belief at the time, that it is sweet and noble to die for your country.

7. Be specific when discussing effects You can’t just say: The use of similes paints a picture in our head about the reality of the situation. OR The use of the simile of the soldiers as ‘old beggars’, ‘bent double’, is memorable making it effective. You need to be much more specific e.g. The use of the simile of the soldiers trudging, ‘bent double like old beggars’, emphasises the fatigue of the soldiers and contrasts with the common belief of the vitality and vigour of young men who went to war.

8. Watch your length You are asked to write 300 words just to achieve. That is nearly two sides of refill. If you don’t meet this length it means you haven’t incorporate enough detail or analysis. JUST TO ACHIEVE!

9. Establish relevance Don’t forget to refer back to the question in each paragraph.

10. An example of good practice Explain how TWO texts you have studied use language in striking and distinctive ways. Another of the techniques that Owen employs in ‘Dulce et Decorum Est’ is the striking use of similes to present the reality of war in all its violence and futility. A soldier’s attempt to escape poison gas and his lack of success is compared to one floundering as though in a body of water, yet in this case he is drowning in a “green sea” of gas. The gasping, gagging, and desire for oxygen by the swimmer unable to keep his head above water provides a vivid picture of the battle that the soldier also fights in an effort to breathe freely. Further in the poem, the severity of his pain and injury is described as ‘obscene’, ‘bitter’, ‘vile’, and ‘incurable’ just as ‘cancer’, ‘cud’, and ‘sores’ are. These comparisons to a disease which is inflicted upon innocent victims serves to emphasise the innocence of the soldier, and the injustice of such a grotesque death. These striking images boldly present the alternative reality of death in battle, and Owen challenges the reader to questions the idea that it is ‘sweet and noble to die for one’s country’.

11. Note the use of a word indicating the continuation of an argument Another of the techniques that Owen employs in ‘Dulce et Decorum Est’ is the striking use of similes to present the reality of war in all its violence and futility. A soldier’s attempt to escape poison gas and his lack of success is compared to one “floundering” as though in a body of water, yet in this case he is drowning in a “green sea” of gas. The gasping, gagging, and desire for oxygen by the swimmer unable to keep his head above water provides a vivid picture of the battle that the soldier also fights in an effort to breathe freely which accentuates the horror of the situation. Further in the poem, the severity of his pain and injury is described as ‘obscene’, ‘bitter’, ‘vile’, and ‘incurable’ just as ‘cancer’, ‘cud’, and ‘sores’ are. These comparisons to a disease which is inflicted upon innocent victims serves to emphasise the innocence of the soldier, and illustrates the injustice of such a grotesque death.These striking and distinctive images boldly present the alternative reality of death in battle, and Owen challenges the reader to question the belief that it is ‘sweet and noble to die for one’s country’. Specific comment on effect Frequent integrated quotation References to the question Specific comment on effect

12. Planning your answer: Analyse how language techniques were used in EACH text to help you imagine the situation. Note: Language techniques could include: symbolism, imagery, dialogue, colloquialisms etc.

13. In summary • Pick your strongest arguments to use first • Use specific examples • Quote!! • Be specific about effect • Refer back to the question in each paragraph • Make sure you write enough • Plan