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Showing posts with label GCSE Literature Exam. Show all posts
Showing posts with label GCSE Literature Exam. Show all posts

Symbols

Dear all,

We discussed the information below in class surrounding common symbols in Literature. Here's the information if you want to access it.

1. Colours: Colours often play a role in stories. Usually they represent emotions like love, anger, or sadness. Red is a passionate color that can symbolize love, anger, or passion. Blue can mean tranquility, peace, sadness, and in some cases fear. Yellow can mean spring, like turning over a new leaf, or it can symbolize sunlight or light. Shades of greens and browns can be used for nature, peace, and to give off a sense of hospitality, unless the browns are used in images of deserts which would symbolize a’ death in nature.’

2. Water: It can be religious, like baptism, it can mean purification, or it can even mean death (in instances like drowning).

3. Fire:  Fire can represent anger, passion, love, pain or death. It is a symbol used in some cases for rebirth or new life.

4. Night: Night can be used in connection to darkness and acts as a cover over the world and can be used to represent an ‘end of the road.’ It can represent peace or tranquility or it can be as simple as death and darkness concerning the usage of shadows.

5. Day: Literally the opposite of night. With day comes the rising of the sun, representing new life and light. It can be the new beginning for characters or an opportunity for starting over.

6. Light:   Light is used for truth, enlightenment, safety, or it can be used as a holy image.


7. Dark:  Is a symbols for darkness and hiding, meaning the character may be lying about something.
 

Parent Corner

As teachers we know how stressful it can be watching students go through exam season but we also know that stress is more often than not vented at home rather than in the classroom. It is difficult to know what to do especially as you don't know the syllabus requirements or the best way to revise or when the exams are.

This post is aimed at supporting parents in helping their students prepare for the English exams at home.

This year all Year 11 will have exams on Tuesday May the 5th. This is a reading exam.

Some but not all Year 11 students will have a writing exam on Friday 8th May.

All Year 10s and some Year 11 students will have Literature exams on Monday 18th and Friday 22nd of May.

The best way students can revise at this stage is by carrying out practice questions which all students have had set as homework.

There are a number of posts on this blog with guides on developing exam answers and there are links to a range of revision videos.

If you have any questions about the examination period or supporting your child's revision, you can post a comment below.
 

Year 10 - Revising for your Poetry Exam

As part of your revision for the last three weeks before the exam, this post gives you some practice questions and exercises you can do as part of your revision.

First of all if you are struggling with analysis here is a post which talks you through the key stages. See this post before you move on. 


If you are unsure about the requirements of the exam then you should take a look at the two posts below:


In addition there is a great 2hr 40 minute Youtube video that covers each of the poems in detail. You can skip through for poems you are unsure of:


The link is HERE if you would rather watch in Youtube.

So what else do you need to consider?

You need to ensure you have the accurate skills and content to access your top band marks:

Content 

Points that answer the question
Choose an effective poem to compare to
3-4 Quotations per poem
Comparative connectives (Both similarities and differences)
Appropriate terminology and devices (don't get hung up on these though - your analysis is worth more marks.

Skills

Paraphrasing Quotations
Analysing Quotations
Evaluating Quotations
Effective Linking to the Question

Written Accuracy

A lot of the differences between the top bands come down to how your writing sounds so ensure you have.

A Formal Academic Register
Accurate Sentence Structures
Accurate Punctuation of Sentences
Accurate Spelling
Wide use of Language of the Expert (Terminology and Sophistication of Expression)

See HERE for tips on sounding like an expert.

Things you should be familiar with:

Forms of Poems

Dramatic Monologue
Elegy
Sonnet

Structural Terms

Stanza
Rhythm (Syllabic Pattern)
Rhyme
Enjambment
Caesura
Juxtaposition of Ideas

Devices

Simile
Metaphor
Alliteration
Extended Metaphor
Personification
Sibilance 
Imagery

You should also have prepared poems that you think link well - see HERE for a sheet.

Then comes actually sitting down to revise - how much, how often and what.

This post should help you with exam stress and revision:


Top candidates will be able to access their quotations quickly so they don't have to waste time searching and can get into the nuts and bolts of writing very quickly developing more points overall.

Create a list of 5 key quotations for each poem. These quotations should fit most questions.

Each year the examiner produces a report on how students performed in the exam. The post below summarises what the examiner says makes successful answers. Read this and make notes on what you should do.


Then practice writing.

I'd recommend an exam question each week for both papers. You can try any of the ones below.

How does the poet present the idea of isolation in 'The Hunchback in the Park' and another poem of your choice?

How does the poet present desperation in 'Give' and another poem of your choice?

How does the poet present identity in 'Singh Song' and another poem of your choice?

How does the poet present power in 'My Last Duchess and another poem of your choice?

How does the poet present the idea of characters who have choices in the poem Give and another poem of your choice?

Here is an unseen poem for you to tackle:

What is the poet's attitude to different classes and how does she present that attitude to the reader?

a song in the front yard

I’ve stayed in the front yard all my life.
I want a peek at the back
Where it’s rough and untended and hungry weed grows. 
A girl gets sick of a rose.

I want to go in the back yard now 
And maybe down the alley,
To where the charity children play. 
I want a good time today.

They do some wonderful things.
They have some wonderful fun.
My mother sneers, but I say it’s fine
How they don’t have to go in at quarter to nine. 
My mother, she tells me that Johnnie Mae 
Will grow up to be a bad woman.
That George’ll be taken to Jail soon or late
(On account of last winter he sold our back gate).

But I say it’s fine. Honest, I do.
And I’d like to be a bad woman, too,
And wear the brave stockings of night-black lace 
And strut down the streets with paint on my face. 
Gwendolyn Brooks


How does the poet present the idea of life in her poem?

The Summer Day
by Mary Oliver

Who made the world?
Who made the swan, and the black bear?
Who made the grasshopper?
This grasshopper, I mean-
the one who has flung herself out of the grass,
the one who is eating sugar out of my hand,
who is moving her jaws back and forth instead of up and down-
who is gazing around with her enormous and complicated eyes.
Now she lifts her pale forearms and thoroughly washes her face.
Now she snaps her wings open, and floats away.
I don't know exactly what a prayer is.
I do know how to pay attention, how to fall down
into the grass, how to kneel down in the grass,
how to be idle and blessed, how to stroll through the fields,
which is what I have been doing all day.
Tell me, what else should I have done?
Doesn't everything die at last, and too soon?
Tell me, what is it you plan to do
with your one wild and precious life? 

Last of all, we all need a slice of luck in exams so prepare well and make your own luck.I wish you all the best!
 

Revising for your Exams

As I always say, the best way to revise for any exam is to practise exam questions, have them marked by a teacher or tutor and then go back and improve it -correcting errors and checking it again with the teacher to see how you've improved (see here for advice).

However this can only make up part of your revision schedule as other subjects revision comes along and leaving time for the other essential part of exam revision - relaxation (not all the time though!). If you are over-stressed you can't function properly (just as if you are too relaxed you can't function properly) - so make sure you balance the two.

Throughout this post I'm going to link to some useful posts I've put together on how to prepare for exams.

This post was a big hit last year and helps you mentally prepare for exam - Stressed with revision? Click Here

There are two types of revision you can do - generic (focusing on all the things that could come up in the exam) and specific (weaknesses you know you definitely need to focus on).

Generic revision is everything you have covered in class but do you know what your specific weaknesses are? Your teacher should have told you, you should have written it down and you should be working on it. You will have done activities like the Writing MOT or feedback grids to help you identify this. Make sure you know your targets and what you need to put real time into focusing on.

Listed below are my top tips for short revision tasks for both Language and Literature examinations:

Language Exam

Mimicking Writing - Take an article from someone like Grace Dent, Charlie Brooker or Caitlin Moran. Take a paragraph and try to imitate their style (look at language, punctuation and sentence structure) about a different topic of your choice.

Top Trumps - Either check out my top trumps cards here  or make your own.

Language Forfeits - Check out the list of vocabulary here and use it in sentences with your friends. If anyone can't use a word or uses it incorrectly you choose their forfeit ( disclaimer... keep it clean: keep it legal).

What's the Point - See how quickly you can identify the topic sentences in a newspaper or web article. Time yourself highlighting them and check what you've highlighted with your teacher.

Write the Headline / Produce the Picture - Do a random google image search and write an effective headline for the picture you've found or vice versa - search an online newspaper and produce the picture (check these with your teacher).

Literature Exam

Quotations, Quotations, Quotations

Quotabix - A great idea I saw another teacher promoting - Stick quotations from the set texts to your cereal box and they are the first thing you see every morning. Read 5 each bowl of cereal you have.

Memory Palace - People with better memories do better in exams. Lots of people with great memories create a memory palace. A room or place that is familiar to them they visualise retrieving the information from. Place quotations around your bedroom and read them aloud each time you pass them. In the exam you should be able to picture your room and where the quotations are.

Sounding Smrt - As you progress through the marks in an exam you often gain more marks for the way you sound as much as what you write. Make sure you are using formal standard English. You might want to check this post and practice using the phrases between now and the exam.

Class Characters - To help you remember a character in a text or poem assign someone in your class or someone you know who has some similar attributes. When you are in the exam and you need to describe characterisation you could visualise that person.

Quotatoin Forfeits - Go back and forth between friends saying quotations from your set texts. If anyone can't use a quotation or uses it incorrectly you choose their forfeit ( disclaimer... keep it clean: keep it legal).

Check here for some Of Mice and Men Quotations

Happy Revision!



 

Year 10 - The Big Revision Plan - Unit 1 Literature

So we are nearing the Year 10 Literature Exam and there is a mock exam on Wednesday 26th March focusing on Unit 1 which is the Sunlight on the Grass Short Stories and Of Mice and Men.

The exam is 1 hour 30 minutes long and is split into two sections.

Section A has two questions and is on Sunlight on the Grass.

Section B has two questions and is on Of Mice and Men.

Essentially you have to try and create 4 mini-essays analysing and evaluating 3 quotations (though always try to aim for one more) for each mini essay.

There are some great resources kicking around the internet to help you with your revision. This posting is aiming to collate some of these to allow you to have all your resources in the one place.

Remember -'Visible Revision' is key here. The more you write about and gain feedback about these stories the better you will become in performing under exam pressures. 

First of all - here are a collection of excellent revision videos on each of the stories put together by some people calling themselves Short and Sweet GCSE Eng  - we owe them thanks for putting together these resources which are available on Youtube but embedded below for your convenience.

On Seeing the 100% Perfect Girl One Beautiful April Morning

Compass and Torch

Anil

The Darkness Out There

Something Old Something New

My Polish Teacher's Tie

When the Wasps Drowned


Over at www.mrbruff.com you also have some excellent links to both Of Mice and Men and Sunlight on the Grass.

Each week your homework is due and is slightly different to build you up to full exam practice.

Remember the key skills that you need to show in each paragraph of your answer:

Point that directly answers the question (add a device for more sophistication).
An appropriate quotation (Embedded for fluency and a more sophisticated writing style)
Paraphrase where the quotation has come from.
Analyse (Zoom in on a key word)
Evaluate (Zoom out - what is the strength of the writer's choices and what message are they trying to convey)
Link all your analysis back to your main answer to the question.

Week 1 -   Due Friday 7th March - One paragraph analysing one quotation for the following:


  1. How does the writer present relationships in The Compass and Torch?
  2. How does the writer present relationships in a story of your choice?


Time yourself - you should aim to complete this in no more than 15 minutes.

Week 2 - Due Friday 14th March - One full answer to question one, one paragraph analysing one quotation for the second question:


  1. How does the writer present appearances in 'The Darkness Out There'.
  2. How does the writer present appearances in a story of your choice.
Time yourself - you should aim to complete this in no more than half an hour.

Week 3 - Due Friday 21st March - One full exam answer to both questions:

  1. How does the writer present different cultures in 'Something Old Something New'?
  2. How does the writer present different cultures in a story of your choice?
Time yourself - you should aim to complete this in no more than forty five minutes.

Week 4 - Due Friday 28th March -  One paragraph that you have improved from any two of the questions above. (Two paragraphs improvement in total).
 

Year 10 Exam Technique - The first practice question

Let me say first of all how proud I am in the mature way that you tackled a new assessment format. It bodes well for the year and though I know some of you were disheartened with your result, don't be! The ideas you expressed were of an excellent standard and with a few tweaks to the structures you use to express yourself, you will see your marks rocket.



Here is a quick summary of the key points of the lesson:

The Opening:

A lot of your success depends on the strength of your opening argument. You need to have a strong argument that you can 'hang' (use) a RANGE of quotations to support. This argument needs to answer the question and then allow you to use your RANGE of quotations to develop your analysis from.

E.G.

How does the writer present adult decisions in the short story 'When the Wasps Drowned'?

The writer presents adult decisions as being difficult for teenagers to make in 'When the Wasps Drowned'.

Here there is a concise sentence with a clear argument (growing up is difficult) that I can then use a range of quotations to support:

'I wanted Mum's gentle shush in my own ear'
'When I closed my eyes, I could see Therese's dream, the arm growing through the soil'
'My fingers, fiddling unconsciously, played with the ring for a moment'
'In that heat, everything seemed an effort'
'I hungry for conversation'
'For the first few moments, I stood mouth agape... not wanting to go anywhere near Therese or all those wasps'
'Mum was out at work all day. She left us to our own devices'


So my opening allows me to develop my analysis further.

Key Rule
 
Your opening sentence should:

1) Answer the How part of a question.
2) Be succinct and clear.
3) Contain an view that you have a range of quotations to support.



Analysis

A D grade or below answer will be able to do the following:

Set out an argument, support it with a quotation and paraphrase:

The writer presents adult decisions as being difficult for teenagers to make in 'When the Wasps Drowned'. 'I wanted Mum's gentle shush in my ear' comes after the protagonist has made a decision to hide the body without telling anyone and seeks comfort from her mother. 

To target the A*-C grades, you need to Zoom in and focus on the key words of a quotation. In doing so you need to look at implied, symbolic  or hidden meaning (connotations). How perceptive your analysis is will separate you from a C or a B.

E.G.

The writer presents adult decisions as being difficult for teenagers to make in 'When the Wasps Drowned'. 'I wanted Mum's gentle shush in my ear' comes after the protagonist has made a decision to hide the body without telling anyone and seeks comfort from her mother. The use of 'Mum' suggest the protection she seeks from the adult world as she realises she wasn't mature enough to cope with the decision she made. 

Here, they have chosen Mum as a word to focus on and look at the connotations of Mum linking it to the question. This develops more marks.

 
Key Rule
 
Your analysis should:

1) Focus on a key word or phrase in your quotation (if you can't see which word / phrase to use you probably haven't chosen an appropriate quotation).
2) Focus on implied or symbolic meaning and connotations.
3) Link to the question.




A Grade

An A grade student will be able to see that there is more than one potential interpretation, so they will zoom in again. They will pick out either a deeper second interpretation of the key word they have picked out or zoom in to a different part of the quotation.

E.G. 

The writer presents adult decisions as being difficult for teenagers to make in 'When the Wasps Drowned'. 'I wanted Mum's gentle shush in my ear' comes after the protagonist has made a decision to hide the body without telling anyone and seeks comfort from her mother. The use of 'Mum' suggest the protection she seeks from the adult world as she realises she wasn't mature enough to cope with the decision she made. She has also taken on the mother figure with her younger siblings for most of the story and so her focus on 'Mum' could also suggest she is still learning how to make adult decisions and is looking for guidance from her mother. 

Here, they have chosen to stick with the word 'Mum' and deepen their interpretation of the word. Note how this still links to the question and the opening sentence.


Key Rule
 
Your second analysis should:

1) Add depth to your original analysis by offering a further interpretation or analyse a second key word in your quotation.
2) Focus on implied or symbolic meaning and connotations.
3) Link to the question.



A* Grade

An A* grade student will be able to see that how the writer has constructed their text to reflect their views on the world and appreciate the effectiveness in how this is conveyed. This is the evaluative stage of the answer where they ZOOM OUT and link their analysis to what they think the writer is trying to convey (their key ideas or message). This should tie up your ideas and link to your argument as well.

The writer presents adult decisions as being difficult for teenagers to make in 'When the Wasps Drowned'. 'I wanted Mum's gentle shush in my ear' comes after the protagonist has made a decision to hide the body without telling anyone and seeks comfort from her mother. The use of 'Mum' suggest the protection she seeks from the adult world as she realises she wasn't mature enough to cope with the decision she made. She has also taken on the mother figure with her younger siblings for most of the story and so her focus on 'Mum' could also suggest she is still learning how to make adult decisions and is looking for guidance from her mother. This is particularly effective in conveying that children often grow up too fast and aren't always equipped to deal with the difficulties of making adult decisions. This carries Wigfall's ideas that children will make mistakes as they experience greater responsibility in the adult world and often need guidance. 

Look at how the paragraph expands the focus of the answer to include what they feel the writer's ideas are but also link these ideas back to their overall argument. Dr Warren calls this tying a bow in the thread of your argument.

Key Rule
 
Your evaluation should:

1) Zoom out to focus on the writer's overall message.

2) Judge the effectiveness in the way it is conveyed (subtly, effectively, clearly etc.).
3) Link back to your opening argument and the question.


As I've said in lessons, we are all going to understand things at different times and at different paces, but you should now have a framework to follow and some errors to learn from.

As long as you learn from the errors, you will continue to improve.

Feel free to post any improved work for me to comment on below.






 
 

Last Minute Poetry Tips

Going through the examiner's report from January, it is clear that the examiners are rewarding one thing more than anything else - your ideas.

The examiner praises students that 'dig', some of your teachers may call it 'writing a lot about a little' and I call it the 6 steps to success.

All this means is that you are able to generate a lot of analysis and evaluation from a short quotation.

Tip number 1 - keep your quotations short - zoom in, give an alternative interpretation and zoom out.

The next thing that is highlighted is those students that consistently compare gain higher marks. You are given 30% of your marks for showing your ability to compare. The exam board recommend keeping your comparison focused on the points that you make so this is an absolute must. That means you need to focus on structuring your comparison around consistent comparison.

Poem 1: Point 1
              Quotation 1
              Explanation
             Analysis (Zoom in)
             Alternate Interpretation
             Evaluation
Compares to:
Poem 2: Point 1
              Quotation 1
              Explanation
             Analysis (Zoom in)
             Alternate Interpretation
             Evaluation

Then move back to:

Poem 1:
Poem 1: Point 2
              Quotation2
              Explanation
             Analysis (Zoom in)
             Alternate Interpretation
             Evaluation
Compares to:
Poem 2: Point 2
              Quotation 2
              Explanation
             Analysis (Zoom in)
             Alternate Interpretation
             Evaluation

If you are looking to develop comparisons further you can compare the Evaluations. If really brave but not necessary you can compare Analysis. The exam board explicitly say:

The most successful comparisons focus on AO1 (Point / Evaluation) not A02 (Analysis). Only compare analysis if you have already made comparisons of Point and Evaluation.

Tip number 2 - compare consistently and compare point and evaluation before you compare analysis.

Finally, the exam board state that the successful students choose poems that fit the question not their favourite poems. There are resources to help remind you of the poems and what they compare to here and here.

If you choose a poem that doesn't really fit the question then you will lose marks because:

a) Your points will not be strong
b) Your analysis will not be relevant.

These two parts of your answer make up the remaining 70% of your exam mark so it is a lot to sacrifice.

Tip number 3 - Choose your comparative poem wisely. Make sure your poem links to the question.

FAQs

People ask me a lot: 'How much should we write?' and 'How many quotations should we use?'

There isn't a simple answer to this however you have 45 minutes to write on Section A so make sure you are writing non-stop for the full time. If that is 10 pages and 15 quotations then so be it. Don't stop answering the question until 45 minutes is up.

Make sure each quotation you use is fully analysed going through each of the six steps until you move on to your comparison.

Good Luck and last tip.....................................................................................

There is a Section B make sure you do it!



 

Of Mice and Men Quotations

Remember when you are tackling Section B in the Of Mice and Men exam you must use quotations from the rest of the text and not the extract. You only have 20 minutes or so to write your answer so flicking through the book can waste time.

Here are some key quotations you might want to try to remember to give yourself more time in the exam.



Chapter 1:

George ‘restless eyes and sharp, strong features. Every part of him was defined’
Lennie is George’s ‘opposite’, ‘dragging his feet a little, the way a bear drags his paws’
George ‘That’s all you ever can remember is them rabbits.’
Calls Lennie a ‘crazy bastard’ and a ‘good boy’.
‘God, you’re a lots of trouble…I could get a long so easy and so nice if I didn’t have you on my tail.’
‘Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don’t belong no place...With us it ain’t like that. We got a future.’
Lennie – ‘Because…because I got you to look after me, and you got me to look after you.’
‘An’ live off the fatta the lan’.’
George – ‘You ain’t gonna get in no trouble, because if you do, I won’t let you tend the rabbits.’

Chapter 2:

Boss – ‘On his head was a soiled brown Stetson hat, and he wore high-heeled boots and spurs to prove he was not a labouring man.’
“What stake you got in this guy?”
Curley – ‘His glance was at once calculating and pugnacious’ ‘angry little man’
Candy says Curley is ‘pretty handy’ ‘He hates big guys’ ‘Curley’s pants is full of ants.’
Lennie looks to George for ‘instruction’
George – ‘Lennie’s strong and quick and Lennie don’t know no rules.’
Candy on Curley’s wife – ‘she’s got the eye’ ‘a tart’
Many characters refer to Crooks as ‘Stable Buck’ and ‘nigger’ rather than by his name.
G - “Hide in the brush by the river.”
Curley’s wife – ‘She had full, rouged lips and wide-spaced eyes, heavily made up’
Lennie calls her ‘purty’ and George calls her ‘poison’ and ‘jail-bait’
Slim – ‘he moved with a majesty only achieved by royalty and master craftsmen’ ‘the prince of the ranch’
George on Lennie, to Slim ‘We kinda look after each other.’ ‘Hell of a nice fella, but he ain’t bright.’
Slime to George - “Maybe everybody in the whole world is scared of each other,”

Chapter 3:

Slim – calls Lennie a ‘cuckoo’ ‘Guy don’t need no sense to be a nice fella.’ ‘He’s jes’ like a kid.’
‘Slim’s opinions were law’
Slim – ‘I wisht somebody’d shoot me if I get old an’ a cripple.’
Crooks’ face is ‘lined with pain’
DREAM  George - ‘we’d have our own place where we belonged and not sleep in no bunk-house’ ‘It’d be our own, an’ nobody could can us’
‘This thing they had never really believed in was coming true.’
Candy – ‘I ought to of shot that dog myself.’
Carlson on Curley – ‘god-damn punk’
FIGHT  George says ’Get him, Lennie’
Curley ‘flopping like a fish on a line’ (same simile used for Curley’s wife when she is killed)

Chapter 4:

Crooks is ‘a proud, aloof man. He kept his distance and demanded that other people keep theirs’
‘had accumulated more possessions than he could carry on his back’
‘I can’t play because I’m black. They say I stink.’
‘This is just a nigger talkin’, an’ a busted-back nigger. So it don’t mean nothing, see?’
‘A guy needs somebody…A guy goes nuts if he ain’t got nobody.’
‘Just like heaven. Ever’body wants a little piece of lan’’
‘It was difficult for Crooks to conceal his pleasure with anger’
‘I’d come an’ lend a hand.’
‘You got no rights comin’ in a coloured man’s room.’
Curley’s wife on Crooks – ‘I could get you strung up on a tree so easy it ain’t even funny.’
Crooks had reduced himself to nothing. There was no personality, no ego – nothing to arouse either like or dislike.’
Curley’s wife on Curley’s hand – ‘He got it comin’ to him’

Chapter 5:

‘Now I won’t get to tend the rabbits’ ‘He rocked himself back and forth in his sorrow’ (like a child)
Curley’s wife – ‘I never get to talk to nobody. I get awful lonely.’
‘I could made somethin’ of myself…Maybe I will yet.’
‘Coulda been in the movies.’
‘I don’t like Curley. He ain’t a nice fella.’
On Lennie ‘Jus’ like a big baby.’
‘Her body flopped like a fish’
‘He pawed up the hay.’
George – ‘We can’t let ‘im get away. Why, the poor bastard’d starve…Maybe they’ll lock ‘im up an’ be nice to ‘im.’
‘Lennie never done it in meanness.’
Candy – ‘You god-damn tramp’ ‘you lousy tart’


Chapter 6:

George tells Lennie about the dream, just before he shoots Lennie – ‘Lennie giggled with happiness’
George – ‘Ever’body gonna be nice to you. Ain’t gonna be no more trouble. Nobody gonna hurt nobody nor steal from ‘em.’ (HEAVEN / UTOPIA)
On killing Lennie – ‘I just done it.’
Slim - ‘You hadda, George.’

By request here are a few exam questions you can practise with:

Part a)

Extract 1

In this passage, how does Steinbeck set the atmosphere in the opening? Refer closely to the passage in your answer.

A few miles south of Soledad, the Salinas River drops in close to the hillside bank and runs deep and green. The water is warm too, for it has slipped twinkling over the yellow sands in the sunlight before reaching the narrow pool. On one side of the river the golden foothill slopes curve up to the strong and rocky Gabilan mountains, but on the valley side the water is lined with trees—willows fresh and green with every spring, carrying in their lower leaf junctures the debris of the winter’s flooding; and sycamores with mottled, white, recumbent limbs and branches that arch over the pool. On the sandy bank under the trees the leaves lie deep and so crisp that a lizard makes a great skittering if he runs among them. Rabbits come out of the brush to sit on the sand in the evening, and the damp flats are covered with the night tracks of ’coons, and with the spread pads of dogs from the ranches, and with the split-wedge tracks of deer that come to drink in the dark.
There is a path through the willows and among the sycamores, a path beaten hard by boys coming down from the ranches to swim in the deep pool, and beaten hard by tramps who come wearily down from the highway in the evening to jungleup near water. In front of the low horizontal limb of a giant sycamore there is an ash pile made by many fires; the limb is worn smooth by men who have sat on it.
Evening of a hot day started the little wind to moving among the leaves. The shade climbed up the hills toward the top. On the sand banks the rabbits sat as quietly as little gray, sculptured stones. And then from the direction of the state highway came the sound of footsteps on crisp sycamore leaves. The rabbits hurried noiselessly for cover. A stilted heron labored up into the air and pounded down river. For a moment the place was lifeless, and then two men emerged from the path and came into the opening by the green pool.
They had walked in single file down the path, and even in the open one stayed behind the other. Both were dressed in denim trousers and in denim coats with brass buttons. Both wore black, shapeless hats and both carried tight blanket rolls slung over their shoulders. The first man was small and quick, dark of face, with restless eyes and sharp, strong features. Every part of him was defined: small, strong hands, slender arms, a thin and bony nose. Behind him walked his opposite, a huge man, shapeless of face, with large, pale eyes, with wide, sloping shoulders; and he walked heavily, dragging his feet a little, the way a bear drags his paws. His arms did not swing at his sides, but hung loosely.

Extract 2

How does the writer use details in this passage to present Curley?


At that moment a young man came into the bunkhouse; a thin young man with a brown
face, with brown eyes and a head of tightly curled hair. He wore a work glove on his left
hand, and like the boss, he wore high-heeled boots. ‘Seen my old man?’ he asked.
The swamper said: ‘He was here jus’ a minute ago, Curley. Went over to the cookhouse,
I think.’
‘I’ll try to catch him,’ said Curley. His eyes passed over the new men and he stopped. He
glanced coldly at George and then at Lennie. His arms gradually bent at the elbows and
his hands closed into fists. He stiffened and went into a slight crouch. His glance was at
once calculating and pugnacious. Lennie squirmed under the look and shifted his feet
nervously. Curley stepped gingerly close to him.
‘You the new guys the old man was waitin’ for?’
‘We just come in,’ said George.
‘Let the big guy talk.’
Lennie twisted with embarrassment.
George said: ‘S’pose he don’t want to talk?’
Curley lashed his body around. ‘By Christ, he’s gotta talk when he’s spoke to. What the
hell are you gettin’ into it for?’
‘We travel together,’ said George coldly.
‘Oh, so it’s that way.’
George was tense and motionless. ‘Yeah, it’s that way.’
Lennie was looking helplessly to George for instruction.
‘An’ you won’t let the big guy talk, is that it?’
‘He can talk if he want to tell you anything.’ He nodded slightly to Lennie.
‘We jus’ come in,’ said Lennie softly.
Curley stared levelly at him. ‘Well, nex’ time you answer when you’re spoke to.’ He
turned towards the door and walked out, and his elbows were still bent out a little.

Part b)
  • In the rest of the novel how does Steinbeck use Crooks to present attitudes to black people at the time the novel is set?
  • How does Steinbeck present attitudes to women in the society in which the novel is set?
  • How does Steinbeck use the relationship of George and Lennie in the novel as a whole to convey ideas about America in the 1930s?
  • How do you think Steinbeck uses the character of Candy in the novel as a whole to
    convey important ideas about society at that time?
 
 
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