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Recommended Edexcel-style question
Explore how the writer presents the effects of pollution in this poem.
In your answer, you should consider the writer’s:
- descriptive skills
- choice of language
- use of form and structure
Support your answer with examples from the poem
The writer’s choice of language:
• the metaphor ‘poisoning down’ presents the rain as harmful and suggests that pollution has changed something natural into something dangerous
• the personification ‘rain eats away the skin’ gives the rain a violent and destructive quality, making the effects of pollution seem frightening
• the contrast between the positive language ‘clean and pure’ and the negative language ‘poisoning’ and ‘eats away’ highlights the change from a healthy natural world to a polluted one
• the informal words ‘dotty’ and ‘crazy fibs’ create a humorous and conversational tone, while the natural imagery of ‘flowers’, ‘lakes and rivers’ creates a vivid picture of the cleaner world Granny remembers
The writer’s use of form and structure:
• the poem is written in regular quatrains, giving it a simple, almost child-like structure which contrasts with the serious subject of pollution
• the third-person narrative allows the reader to hear Granny’s memories while also seeing how the younger generation responds to her
• the regular rhyming throughout the poem gives it a playful, nursery-rhyme feel, which contrasts with the increasingly serious message about pollution
• the repetition of ‘She says’ emphasises Granny’s memories and creates the impression that she is repeatedly trying to make the younger generation understand the past
• contrasts between the clean natural world of the past and the polluted present show how the environment has changed
• the movement from positive descriptions of ‘flowers’, ‘lakes and rivers’ and ‘clean and pure’ to the disturbing image of rain that ‘eats away the skin’ creates a clear change in tone from humorous to threatening
• enjambement helps the poem develop in a natural, conversational flow, reflecting Granny telling her memories
• the final image, ‘eats away the skin’, provides a shocking ending and leaves the reader with a strong sense of the dangerous effects of pollution
Re-read Remember. (Total for Question 2 = 30 marks)
Compare the ways the writers use descriptions of nature in Remember and one other poem from the anthology. You should make reference to language, form and structure. Support your answer with examples from the poems.
Examiners should be alert to a variety of responses and should reward points that are clearly based on comparison of the two poems. Indicative content is offered for Remember but because candidates are asked to choose any other appropriate poem from the selection, it is not always possible to indicate content for the second except in generic ways.
Remember
(AO2) Responses may include:
• the poem uses descriptions of nature to create a calm and peaceful setting. The images of ‘sunset’ and ‘evening star’ create a gentle natural scene and suggest the end of life
• natural images are used to suggest the passing of time. The ‘sunset’ and ‘evening star’ are connected with the end of the day, just as death is presented as the end of life
• the speaker uses the image of the ‘oceans’ to create a sense of distance and separation. The ‘oceans’ also suggest the journey between life and death
• the natural image of the ‘silent land’ creates a peaceful but lonely atmosphere. The word ‘silent’ suggests a place without the sounds and activity of ordinary life
• nature is presented as something beautiful and memorable. The ‘evening star’ and ‘sunset’ give the poem a soft and beautiful tone, helping the speaker explain why she wants to be remembered
• the repeated use of the word ‘remember’ gives the poem a strong sense of longing. The repetition connects the descriptions of nature with the speaker's wish not to be forgotten
• the speaker uses direct address, speaking to someone she loves: ‘Remember me’. This makes the description of nature personal because the natural images are connected with the speaker's feelings about separation and death
• the poem uses personification when the speaker refers to the ‘silent land’ and describes death as a place that she will enter. This makes death seem like a journey into another place
• the natural imagery changes towards the end of the poem. At first, the speaker asks to be remembered, but later she accepts that the person may forget her: ‘better by far you should forget me’. This creates a change in tone from sadness to acceptance
• the sonnet form gives the poem a clear structure. The change in thought near the end of the poem helps show the speaker moving from wanting to be remembered to accepting that forgetting may be natural
• the regular structure and rhyme of the sonnet help create a controlled and thoughtful tone. The form reflects the speaker's calm consideration of love, death and memory
• the use of enjambment allows thoughts to continue across lines, helping the poem sound natural and reflective. The descriptions of nature are therefore connected closely with the speaker's thoughts and feelings
Remember and one other poem
Both poems have particular merits and features and therefore there are a number of points of comparison which candidates will make. Examiners might consider the following areas of comparison where applicable:
treatment of subject matter and theme, tone, voice, attitude, character, diction, imagery including figurative language, poetic form/structure including rhythm, line length and enjambement.
All points of comparison should be developed and supported by close reference and evaluation of specific examples.
(AO3) Responses may include:
• the poem chosen must contain descriptions of nature that are relevant to the comparison. Suitable poems may include La Belle Dame sans Merci, The Tyger, Half-past Two, Search For My Tongue, War Photographer, Hide and Seek, Prayer Before Birth, or any other appropriate poem from the collection
• the similarities and differences in the writers' descriptions of nature should be considered. Candidates may compare how nature creates different moods, such as peace, fear, beauty, danger or sadness
• comparative links should be made between the writers' use of language. For example, candidates may compare specific natural images, metaphors, similes, personification, repetition or word choices in the two poems
• candidates may compare how nature reflects the feelings or ideas of the speakers. In Remember, nature is connected with death, separation and memory, while another poem may use nature to show different emotions or ideas
• comparisons should be made about the effects of the natural descriptions on the reader. Candidates may explain how the writers make nature seem beautiful, powerful, threatening, peaceful or mysterious
• comparisons and comments should be made on the use of form and structure. Candidates may consider how the position of natural images, repetition, rhyme, rhythm, stanza structure or changes in tone affect the meaning
• candidates may compare the ways the poems begin and end, particularly where descriptions of nature help to show a change in the speaker's feelings or ideas
• candidates may compare the relationship between nature and human experience. In Remember, natural images help the speaker explore death and memory, while the other poem may use nature to explore another human experience
These examples are suggestions only. Accept any valid responses.
Re-read Half-caste and Search For My Tongue. Compare how the speakers challenge ideas about belonging. You should make reference to language, form and structure. Support your answer with examples from the poems.
Half-caste
(AO2) Responses may include:
• the speaker challenges the idea that a person can be only partly accepted or can belong only partly to a culture. The term ‘half-caste’ is questioned and rejected throughout the poem
• the opening uses a direct and challenging voice: ‘Excuse me’ and ‘explain yuself’ immediately involve the reader and make the speaker question the attitudes of others
• the speaker uses examples from nature and art to show that things can be made from different parts and still be complete. The images of ‘half-caste canvas’ and ‘half-caste weather’ challenge the idea that being mixed makes someone incomplete
• the speaker uses a series of questions to challenge the reader’s assumptions: ‘Ah rass!’ and ‘yu mean when Picasso mix red an green’ encourage the reader to think about why mixed things are accepted in art but mixed people may be judged differently
• the use of Jamaican Creole is important because the speaker refuses to change his language to fit the expectations of others. His language shows confidence in his own background and challenges the idea that belonging requires speaking or behaving in a particular way
• the repeated phrase ‘Explain yuself’ changes from a challenge to a demand. The speaker turns the question back on those who use the term ‘half-caste’, making them justify their ideas about belonging
• the speaker uses humour and irony to challenge prejudice. The examples of ‘half-caste’ paintings, weather and music make the idea of being ‘half’ appear unreasonable
• the final image of the speaker ‘standing on one leg’ is humorous but also powerful. He asks the listener to ‘come back tomorrow / wid de rest of me’, suggesting that he will not accept the idea that he is only partly complete or partly belongs
• the poem has an irregular structure and does not follow a regular rhyme scheme. This reflects the speaker’s refusal to follow traditional expectations and supports his challenge to fixed ideas about belonging
• the use of non-standard spelling and punctuation gives the poem the sound of spoken language and makes the speaker’s voice strong and individual. The poem therefore challenges the idea that there is only one correct way to speak or express belonging
Search For My Tongue
(AO2) Responses may include:
• the speaker explores the struggle between two languages and questions whether belonging to one language or culture means losing another. The ‘mother tongue’ is presented as an important part of the speaker’s sense of belonging
• the metaphor of the ‘tongue’ represents both language and cultural identity. The speaker initially fears that her original language will disappear because she is living in a different linguistic environment
• the repeated question ‘What if my mother tongue leaves me?’ expresses fear and uncertainty. The speaker is worried that she may no longer belong fully to the language and culture of her childhood
• the image of the ‘tongue’ becoming ‘dry’ and ‘rot’ creates a sense of loss. It suggests that the speaker feels separated from an important part of herself
• the poem then changes direction when the mother tongue returns: ‘it grows back, a stump of a shoot’. The natural imagery presents the original language as something living that cannot easily be destroyed
• the extended metaphor of a plant growing again suggests that belonging to the original language is deeply rooted. Even when the speaker uses another language, her first language remains part of her
• the Hindi section reinforces the importance of the mother tongue. The use of another language means that the reader who does not understand Hindi is placed outside the speaker’s language world, helping the reader experience something of what linguistic separation can feel like
• the contrast between the two languages shows that the speaker does not have to choose completely between them. Instead, both languages can exist together, suggesting a more complex idea of belonging
• the structure of the poem reflects the speaker’s changing feelings. It begins with uncertainty and fear of losing the mother tongue, but moves towards confidence as the language grows back
• the use of free verse and different sections allows the poem to move between languages and ideas. The changing structure reflects the speaker’s experience of living between different linguistic and cultural worlds
Both poems
• both speakers challenge simple ideas about belonging. They reject the idea that a person must belong completely to only one culture, language or identity
• both poets use their own voices and forms of language to challenge expectations. Agard uses Jamaican Creole, while Bhatt includes Hindi alongside English
• both poems use images from nature to develop ideas about belonging. Agard uses images such as ‘sunrise’ and ‘shadow’, while Bhatt uses the image of a growing plant to suggest that belonging can be deeply rooted
• both speakers challenge the idea that being connected to more than one culture makes a person incomplete. In Half-caste, the speaker rejects the idea of being ‘half’; in Search For My Tongue, the speaker discovers that two languages can exist together
• both poems use changes in structure to show the speakers becoming more confident. Agard ends by directly challenging the reader, while Bhatt moves from fear of losing her language to the discovery that it can grow again
• both poems use language to make the reader question accepted ideas. Agard uses humour, questions and direct address, while Bhatt uses metaphor, repetition and contrasting languages
Both poems have particular merits and features and therefore there are a number of points of comparison that candidates will make. Examiners might consider the following areas of comparison where applicable: treatment of subject matter and theme, tone, voice, attitude, character, diction, imagery including figurative language, poetic form/structure including rhythm, line length, enjambement and use of different languages.
All points of comparison should be developed and supported by close reference and evaluation of specific examples.
(AO3) Responses may include:
• both poems challenge ideas that belonging must be simple or complete. Half-caste rejects the idea that a mixed person belongs only partly, while Search For My Tongue shows that a person can belong to more than one language and culture
• Half-caste presents the speaker as openly challenging people who use the term ‘half-caste’, whereas Search For My Tongue presents a more personal struggle about the fear of losing an important part of belonging
• both speakers use language itself to challenge ideas about belonging. Agard uses Jamaican Creole to assert his own voice, while Bhatt uses Hindi to show the continuing importance of her mother tongue
• both poems suggest that belonging does not require a person to choose only one side. Agard rejects the idea of being ‘half’, while Bhatt shows that her two languages can exist together
• the endings of the poems are important. Agard directly challenges the reader to ‘explain yuself’, while Bhatt ends with the image of her mother tongue growing again, suggesting strength and continued belonging
• both poets use form and structure to reflect their ideas. Their poems do not follow a simple regular pattern, helping them challenge fixed or traditional ideas about identity and belonging
These examples are suggestions only. Accept any valid responses.
To Kill a Mockingbird, Harper Lee
EITHER
4 Discuss the theme of reputation in To Kill a Mockingbird. You must consider the context of the novel in your answer.
OR
5 Explore the character of Boo Radley in the novel. You must consider the context of the novel in your answer.
(Total for Question 4 = 40 marks)
To Kill a Mockingbird, Harper Lee
Question 4: Discuss the theme of reputation in To Kill a Mockingbird.
Examiners should be alert to a variety of responses and should reward points that are clearly based on evidence from the text. This is not an exhaustive list but the following points may be made:
(AO1)
reputation is important in Maycomb, and people are often judged by their family, behaviour and position in society
the Finch family has a good reputation in Maycomb. Atticus is respected as a lawyer and as a member of the community
Scout and Jem are expected to behave in ways that protect the Finch family's reputation
Aunt Alexandra is very concerned about the Finch family's name and social position. She wants Scout to behave like a Finch and thinks family background is important
the Cunningham family has a different reputation from the Ewells. Scout learns that Maycomb has different social groups and that people are judged according to their families
the Ewells have a poor reputation in Maycomb. They are seen as poor and badly behaved, but their social position as white people still gives them power over Tom Robinson
Boo Radley has a frightening reputation because of stories told about him. The children imagine him as a dangerous and mysterious person
the children's ideas about Boo are based on rumours rather than personal knowledge
Miss Maudie challenges the children's ideas about Boo. She explains that the Radleys are different but does not describe Boo as the monster the children imagine
Mrs Dubose has a reputation for being cruel and unpleasant, but Atticus later explains that she was fighting her addiction. Jem learns that a person's reputation may not show the whole truth
Atticus's reputation is challenged when he defends Tom Robinson. Some people in Maycomb insult him because they believe he should not defend Tom
Atticus does not change his actions to protect his reputation. He continues to defend Tom because he believes it is the right thing to do
Tom Robinson's reputation is damaged by Mayella and Bob Ewell's accusation, even though the evidence presented at the trial suggests that he did not attack Mayella
the trial shows how a person's reputation can be affected by prejudice and social position
Bob Ewell tries to damage Atticus's reputation after the trial by threatening him and blaming him for what has happened
by Chapter 25, Tom's death shows the serious consequences of a society that judges people unfairly
(AO4)
the novel is set in Maycomb, Alabama, in the 1930s, when society was strongly divided by race and social class
family name and social position were important in Southern society, which helps explain Aunt Alexandra's concern about the Finch reputation
white people generally had greater social power than Black people. This affects the way Tom Robinson is treated
the Ewells are poor and looked down on by other white people, but their whiteness still gives them greater status than Tom
the reputation of the Radley family is affected by the fact that they do not follow some of Maycomb's usual social customs
the novel shows how rumours and social attitudes can create false ideas about people
Harper Lee uses Scout's childhood point of view to show how she gradually learns that the reputations given to people by Maycomb are not always true
the treatment of Boo and Tom can be connected to the novel's wider criticism of a society that judges people before knowing the truth
the idea of reputation reflects the social values of the 1930s American South, where race, family and class strongly affected how people were judged
Level Mark
AO1 Demonstrate a close knowledge and understanding of the text, maintaining a critical style and presenting an informed personal engagement. (20 marks)
AO4 Show understanding of the relationships between texts and the contexts in which they were written. (20 marks)
To Kill a Mockingbird, Harper Lee
Question 4: Discuss the theme of reputation in To Kill a Mockingbird.
Examiners should be alert to a variety of responses and should reward points that are clearly based on evidence from the text. This is not an exhaustive list but the following points may be made:
(AO1)
reputation is important in Maycomb, and people are often judged by their family, behaviour and position in society
the Finch family has a good reputation in Maycomb. Atticus is respected as a lawyer and as a member of the community
Scout and Jem are expected to behave in ways that protect the Finch family's reputation
Aunt Alexandra is very concerned about the Finch family's name and social position. She wants Scout to behave like a Finch and thinks family background is important
the Cunningham family has a different reputation from the Ewells. Scout learns that Maycomb has different social groups and that people are judged according to their families
the Ewells have a poor reputation in Maycomb. They are seen as poor and badly behaved, but their social position as white people still gives them power over Tom Robinson
Boo Radley has a frightening reputation because of stories told about him. The children imagine him as a dangerous and mysterious person
the children's ideas about Boo are based on rumours rather than personal knowledge
Miss Maudie challenges the children's ideas about Boo. She explains that the Radleys are different but does not describe Boo as the monster the children imagine
Mrs Dubose has a reputation for being cruel and unpleasant, but Atticus later explains that she was fighting her addiction. Jem learns that a person's reputation may not show the whole truth
Atticus's reputation is challenged when he defends Tom Robinson. Some people in Maycomb insult him because they believe he should not defend Tom
Atticus does not change his actions to protect his reputation. He continues to defend Tom because he believes it is the right thing to do
Tom Robinson's reputation is damaged by Mayella and Bob Ewell's accusation, even though the evidence presented at the trial suggests that he did not attack Mayella
the trial shows how a person's reputation can be affected by prejudice and social position
Bob Ewell tries to damage Atticus's reputation after the trial by threatening him and blaming him for what has happened
by Chapter 25, Tom's death shows the serious consequences of a society that judges people unfairly
(AO4)
the novel is set in Maycomb, Alabama, in the 1930s, when society was strongly divided by race and social class
family name and social position were important in Southern society, which helps explain Aunt Alexandra's concern about the Finch reputation
white people generally had greater social power than Black people. This affects the way Tom Robinson is treated
the Ewells are poor and looked down on by other white people, but their whiteness still gives them greater status than Tom
the reputation of the Radley family is affected by the fact that they do not follow some of Maycomb's usual social customs
the novel shows how rumours and social attitudes can create false ideas about people
Harper Lee uses Scout's childhood point of view to show how she gradually learns that the reputations given to people by Maycomb are not always true
the treatment of Boo and Tom can be connected to the novel's wider criticism of a society that judges people before knowing the truth
the idea of reputation reflects the social values of the 1930s American South, where race, family and class strongly affected how people were judged
Level Mark
AO1 Demonstrate a close knowledge and understanding of the text, maintaining a critical style and presenting an informed personal engagement. (20 marks)
AO4 Show understanding of the relationships between texts and the contexts in which they were written. (20 marks)
To Kill a Mockingbird, Harper Lee
Question 5: Explore the character of Boo Radley in the novel.
Examiners should be alert to a variety of responses and should reward points that are clearly based on evidence from the text. This is not an exhaustive list but the following points may be made:
(AO1)
Boo Radley is introduced as a mysterious and frightening figure. Scout and Jem hear stories about him but have never properly met him
the children believe the rumours about Boo and create their own frightening picture of him
Scout describes the Radley house as a frightening place, helping to build Boo's mysterious reputation
Boo becomes part of the children's games when Scout, Jem and Dill act out stories about his life
Atticus tells the children to stop bothering Boo and to respect his privacy. This shows that Atticus does not believe the rumours should be treated as facts
Boo is presented as isolated from the rest of Maycomb. He rarely leaves the Radley house and is separated from ordinary community life
Boo secretly leaves gifts for Scout and Jem in the tree. These gifts suggest that he is kind and interested in the children
the gifts contrast with the frightening stories told about Boo and make the children question what they believe about him
when Nathan Radley fills the tree with cement, the connection between Boo and the children is stopped
Boo secretly helps Scout during the fire at Miss Maudie's house by putting a blanket around her shoulders. This shows that he cares about her safety
Jem becomes more aware that Boo may not be the frightening person he imagined
Boo remains mostly unseen, so Harper Lee creates mystery around him through the things he does rather than through direct speech
Boo's actions are more important than the rumours about him. His kindness towards Scout and Jem challenges his reputation
by Chapter 25, Boo can be seen as someone who has been misunderstood and isolated by the people around him
Boo's character helps Scout and Jem learn that people should not be judged without knowing them
(AO4)
the novel is set in the American South in the 1930s, where communities could place strong pressure on people to follow accepted social behaviour
the Radleys are viewed as unusual because they keep themselves separate from Maycomb society
the family's religious beliefs and private way of life make them appear strange to other people in the town
Boo's isolation reflects the importance Maycomb places on fitting into the community
people in Maycomb create stories about Boo because they do not know the truth about his life
Harper Lee uses a child's viewpoint to show how easily rumours can become accepted as truth
Boo can be connected to the idea of the mockingbird because he does not appear to harm others but is still feared and judged
the treatment of Boo reflects the novel's wider criticism of judging people without understanding their circumstances
Boo's character also helps show one of the important lessons Scout learns during the novel: appearances and rumours do not always tell the truth about a person
Level Mark
AO1 Demonstrate a close knowledge and understanding of the text, maintaining a critical style and presenting an informed personal engagement. (20 marks)
AO4 Show understanding of the relationships between texts and the contexts in which they were written. (20 marks)
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