English+Snr

= Resource Bank = //Good luck to all my senior classes for your upcoming exams! Study hard, get lots of sleep and exercise and you'll be great. It has been my pleasure to teach you all this year. Go well. Ms B // Linking ideas in essays - some words and phrases that help:



If in doubt, check out the glossary:



Extend yourself:



= 12 ENG Extended Text: Lord of the Flies  =

[|Follow this link for background]to context in which Golding wrote Lord of the Flies (includes "that" video clip)...

A quote from the evil genius behind the atomic bomb ....// **We knew the world would not be the same. A few people laughed, a few people cried, most people were silent. I remembered the line from the Hindu scripture, the Bhagavad-Gita. Vishnu is trying to persuade the Prince that he should do his duty and to impress him takes on his multi-armed form and says, "Now I am become Death, the destroyer of worlds." I suppose we all thought that, one way or another.** // -J. Robert Oppenheimer

Lord of the Flies introductory power point. Note LOTF is allegorical - you should be able to explain what this means....(Freudian, Political, Religious)



Here's some tips on how to attack an essay question (page 4) plus some useful quotes. 



__**Revision time**__: In preparation for exams, you need to read ALL your LOTF notes. You should also make sure you can define and explain the following literary terms in relation to the text (and give suporting evidence): allusion, atavism, allegory, deus ex machina, fable, imagery, irony, dramtic irony, juxtaposition, microcsm, motif, parody, patheic fallacy, satire, scapegoat, symbols and symbolism, Ship of Fools, Heart of Darkness, Beelzebub. (You have a handout!).

Here are some revision notes to read through (from teachit.co.uk):  

Read the extended text questions from previous years. Which ones do you think work bext for this text? Based on what we studied in class, you should have stacks to write about the following topics:
 * The importance of setting (and how it helps to develops key themes)
 * The author's view of society/purpose in writing the novel
 * Symbols used to represent ideas (and motifs)
 * Links between the beginning and the end of the text (and how that helps us to understand the themes/issues)
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Characters' attempts at problem solving
 * Changes in characters
 * Internal and external conflcit

= 12ENG Short Text  = //The Master of Big Jingles// and //Te Pou// are both __coming of age stories__ where the author as narrator reflects on a childhood incident that changed their lives irrevocably. In //Journey,// the protagonist also has an epiphany but as an old man, nearing the end of his life. //Journey// is also a poignant account of the differing attitudes Maori and Pakeha have towards land - in particular how it is used, who "owns" land and its spiritual significance.

Look at the essay topics from previous exams. Which would work well for these texts? Here are a few options for analysis:


 * Use of symbols to present important themes or ideas (the pole in Te Pou, game of knuckle bones in TMOBJ and the train trip in Journey)
 * Positive and negative views of society (the dislocation of The Bronx community in Te Pou and differing views towards land use in Journey)
 * How language techniques create a sense of place (figurative language used in TMOBJ and Journey, diction related to fighting in Te Pou and TMOBJ, the use of colloquialism/slang in both,)
 * Techniques used to make you feel strongly about an issue (characterisation of the narrators in Te Pou and Journey as well as Piri in Te Pou and Creamy in TMOBJ)
 * How actions or dialogue helped you understand one main character or individual (the old man in Journey, Creamy in TMOBJ, Piri in Te Pou)
 * How the author created an impression of people (or issues) that were important to the text as a whole (us vs them mood in all 3 texts created via diction, dialogue, imagery, symbolism)
 * Identify the author's main purpose and how they achieved it (attitudes towards land in Journey, outcomes of marginalising sectors of society in Te Pou, conforming to social expectations and the effects of social hierarchies on friendship in TMOBJ)
 * Techniques that show change in characters (narrators in TMOBJ and Te Pou via authorial comment as adults. Characterisation (especially use of stream of consciousness) of the old man in Journey)
 * How setting helps to develop theme (the Bronx in Te Pou, the hut by the creek in TMOBJ, the old man's observations on his train trip in Journey)



= 12ENG Poetry - Analysing Unfamiliar Text  =

<span style="font-family: Tahoma,Geneva,sans-serif;">We've looked at the work of New Zealand poets, Sam Hunt and Hone Tuwhare. You could visit the awesome resource bank that is the [|nzonscreen website] to find out more about both writers by [|clicking here]and [|here.]

<span style="font-family: Tahoma,Geneva,sans-serif;">Here's a document outlining how to analyse poetry - handy for those of you who like filling in boxes. It covers basic points you need to consider __every time__ you're presented with a new poem. Of course, you should also be thinking //beyond the lines// about the topic/theme, including personal comment and insight and maybe even comparing the poem to other work you know. This will back up the notes you took in class.

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<span style="font-family: Tahoma,Geneva,sans-serif;">Here's more detailed notes if you're still unsure.... <span style="font-family: Tahoma,Geneva,sans-serif;">

<span style="font-family: Tahoma,Geneva,sans-serif;">__**Sam Hunt assignment:**__ Read the four poems, analyse them, compare and contrast two. Read this if you've lost the sheet:

Some more Hunt poems (there's also books in the wide reading collection and articles in the newspaper/magazine folder you could use for 12905):

= 12 ENG Extended Text: Macbeth  =

<span style="font-family: Tahoma,Geneva,sans-serif;">Introductory powerpoint to Shakespeare, includes critical key terms for you to learn:

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<span style="font-family: Tahoma,Geneva,sans-serif;">And another with a basic outline of the play and background to the context in which it was written:

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__**<span style="font-family: Tahoma,Geneva,sans-serif;">Glossary of terms to learn: **__

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<span style="font-family: Tahoma,Geneva,sans-serif;">__**Reread those scene summaries and think about:**__
 * <span style="font-family: Tahoma,Geneva,sans-serif;">the events (do you get it?)
 * <span style="font-family: Tahoma,Geneva,sans-serif;">themes that contribute to plot (these often overlap in Macbeth)
 * <span style="font-family: Tahoma,Geneva,sans-serif;">the developing characters of MB and Lady MB
 * <span style="font-family: Tahoma,Geneva,sans-serif;">the changing relationship between MB and Lady MB
 * <span style="font-family: Tahoma,Geneva,sans-serif;">the witches role in the tragedy
 * <span style="font-family: Tahoma,Geneva,sans-serif;">who is to blame for the tragedy?
 * <span style="font-family: Tahoma,Geneva,sans-serif;">the way Shakespeare uses language and his style of writing (can you explain and discuss the role of: blank verse, rhyme, ambiguity dramtic irony and imagery (esp metaphors, similes and personification) antithesis, repetition - do you know what these techniques mean?????!)

<span style="font-family: Tahoma,Geneva,sans-serif;">__**When writing a Macbeth essay you need to be able to:**__
 * <span style="font-family: Tahoma,Geneva,sans-serif;">develop points made - can you say more than one things about each character?
 * <span style="font-family: Tahoma,Geneva,sans-serif;">support your ideas with key quotes - do you know some off by heart?
 * <span style="font-family: Tahoma,Geneva,sans-serif;">link the points you make - notice relations between language techniques (eg ambiguity) and themes (appearance and reality) OR character development (Lady MB) and themes (good vs evil)
 * <span style="font-family: Tahoma,Geneva,sans-serif;">understand a little bit about the context in which MB was written (the Gunpowder Plot, Shakespeare as Spin Dr, belief that the King was appointed by God, fear of the supernatural etc)

__**<span style="font-family: Tahoma,Geneva,sans-serif;">Tips on how to approach questions on characters and imagery in Macbeth: **__ <span style="font-family: Tahoma,Geneva,sans-serif;">

<span style="font-family: Tahoma,Geneva,sans-serif;">__**Helpful websites:**__ <span style="font-family: Tahoma,Geneva,sans-serif;">Missed a lesson? [|Close view key scenes here] <span style="font-family: Tahoma,Geneva,sans-serif;">Revise and test yourself at [|BBC skillwise (]an excellent revision site) <span style="font-family: Tahoma,Geneva,sans-serif;">Still confused by the language? [|Reread key scenes translated into modern English at Schmoop.] <span style="font-family: Tahoma,Geneva,sans-serif;">[|Get essay writing advice here]

__**<span style="font-family: Tahoma,Geneva,sans-serif;">An overview of themes: **__ <span style="font-family: Tahoma,Geneva,sans-serif;">

<span style="font-family: Tahoma,Geneva,sans-serif;">__**Macbeth: Character analysis**__