Date: 11th January 2019 Title: Forming an argument
Date: 11th January 2019 Title: Forming an argument Describe the poetic technique: 1. Sibilance: Repetition of the s sound 2. Assonance: Repetition of a vowel sound 3. Zoomorphism: Giving humans animal characteristics 4. Synaesthesia: Writing that appeals to more than one of your senses at a time 5. Enjambment: No line stops Comparison question You need to be able to interpret the question focus in your own way in order to create your own argument. To get the top marks (which you should be aiming for), the examiners will be looking for you to comment on and analyse patterns that you notice in the poems and the effects that are then created by the amalgamation of these. Everything is deliberate! Especially in a tiny piece like a poem. Look for similarities and/or differences The effect of the poem on the reader The characters in the poem If the poem is written in a different time, more than one reader Compare the ways that the poets present the effect of memory in Kamikaze and one other poem from Power and Conflict Flashbacks to a trauma The speakers age must be considered Narrator might not be reliable Japanese fighter pilots Commit acts of war through suicide missions
Kamikaze Kamikaze aircraft were essentially pilot-guided explosive missiles, purpose-built or converted from conventional aircraft. Pilots would attempt to crash their aircraft into enemy ships in what was called a "body attack" in planes laden with some combination of explosives, bombs, and torpedoes. Newness of life an opportunity List of essentials. Cult like following, like an army Achieving greatness Contrasting conjunction Her father embarked at sunrise the turbulent inrush of breakers with a flask of water, a samurai sword bringing their fathers boat safe in the cockpit, a shaven head - yes, grandfathers boat safe full of powerful incantations spells and enough fuel for a one-way
with cloud-marked mackerel, journey into history black crabs, feathery prawns, but half way there, she thought, the loose silver of whitebait and once recounting it later to her children, he must have looked far down Change of perspective a tuna, the dark prince, muscular, dangerous. And though he came back at the little fishing boats my mother never spoke again strung out like bunting in his presence, nor did she meet his eyes on a green-blue translucent sea and beneath them, arcing in swathes The ultimate beauty of nature to the shore, salt-sodden, awash like a huge flag waved first one way then the other in a figure of eight,
the dark shoals of fishes flashing silver as their bellies swivelled towards the sun Real memory of isolation and abandon ment Hear the voice of the speaker. Interdiscursivity. There are more speakers involved in the story, but they have been silent and the neighbours too, they treated him as though he no longer existed, till gradually we too learned to be silent, to live as though Foreshadowing danger? he had never returned, that this was no longer the father we loved. And sometimes, she said, he must have wondered and his brothers waiting on the shore Ethical question ofway morality which had been
the better to die to see whose withstood longest k alliteration. Much harsher sounds (cacophony) only we children still chattered and laughed and remembered how he built cairns of pearl-grey pebbles Sibilance. Reflective of the ocean itself Metaphor for who is the most resistant to outside influences Not their choice He must have looked far down (line 9) little fishing boats strung out like bunting (line 10) 1. What is the effect of the imperative 1. What does
must bunting 2. Why do you make you think the think of? daughter 2. Why do you wants to think the imagine her poet chose to father in this use this way? particular 3. What simile? connection 3. What does it have impression though he came back my mother never spoke again in his presence (line 31) sometimes, she said, he must have wondered which had been the better way to die (line 41)
1. Why is the adverb never 1. Why do you saddening? think the 2. Why are these speaker truthful vocalizes this memories in final thought? italics? 2. What link does 3. What does this this statement tell you about have to memory the mindset of or hindsight? the speaker? 3. How have the 4. Why do you memories had think she wants an effect on the The Emigree Lack of control, her memories of it are fixed, but she was not able to stay There once was a country I left it as a child but my memory of it is sunlight-clear for it seems I never saw it in that November which, I am told, comes to the mildest city. The worst news I receive of it cannot break my original view, the bright, filled paperweight. It may be at war, it may be sick with tyrants,
but I am branded by an impression of sunlight. The white streets of that city, the graceful slopes glow even clearer as time rolls its tanks and the frontiers rise between us, close like waves. That childs vocabulary I carried here like a hollow doll, opens and spills a grammar. Soon I shall have every coloured molecule of it. It may by now be a lie, banned by the state but I cant get it off my tongue. It tastes of sunlight. I have no passport, theres no way back at all but my city comes to me in its own white plane. It lies down in front of me, docile as paper; I comb its hair and love its shining eyes. My city takes me dancing through the city of walls. They accuse me of absence, they circle me. They accuse me of being dark in their free city. My city hides behind me. They mutter death, and my shadow falls as evidence of sunlight. There is an opportunity for it to fade, but not in her memory Her memory of the place is aesthetically beautiful Purity, innocence Her views are cemented, regardless of influences that try to change it Patterns: Light and dark Childhood and
adulthood Loss Loyalty and rejection How do these patterns link to the effect of memory The people that she used to belong to dont recognize her as one of them The speaker is the only one who is willing to remember her city as it was. Her childhood is evidence of its beauty Forming your argument Brief introduction What do you think are the effects of memory in these poems? Paragraph 1- How is the effect of memory presented in the poem that you have been provided with (Kamikaze)? Choose a pattern, explain it, analyse it in detail (using terminology), discuss the effects. Paragraph 2 Use a comparative conjunction to begin your paragraph. Choose a detail from the second poem and explain how Comparative conjunctions: Arguably It could be said that On the other hand Similarly Furthermore
Whereas Albeit that Although Date: 14th January 2019 Title: Writing on the effects of memory For those of you who were not in last lesson: 1. Read through the poems that you have been given copies of 2. Read the annotations around the poems 3. Highlight/underline any of the annotations that are linked to the narrators memories For those of you who were in last lesson: 1. The narrator is trying to change her memory so that she can try to atone and save her fathers memory. 2. The narrator in The Emigree is viewing the memories of a child. Both poems try and focus on the positive things. Different intentions with the poem. One is trying to defend, one is trying to create. One is trying to tell a story and uses 3rd person, one is using personal memory and the 1st person Paper 2 Section B Conflict poetry. What are you aiming for? Mark AO What you should be doing 26-30 AO1 /12
An exploratory comparison that considers many justified ideas with a clear link to the question throughout. All quotes from the text chosen specifically to support the interpretation you have made. AO2 /12 Writers methods have been analysed with clear reference to the question. Subject terminology has been used to enhance the analysis, not just as an add on. The effect of the chosen method has been explored throughout the response. AO3 /6 The ideas of context have been explored throughout. i.e the narrators perspective has been taken into consideration, the social and political climate of the time have been considered, possible influences on the writer have been considered. 21-25 AO1 /12 Evidence of a clearly thought through argument with some considered analysis Thought has been put into the interpretations suggested. Comparison is strong throughout. References to the text have been integrated throughout. AO2 /12 Writers methods have been understood and commented on with a mostly successful attempt at subject terminology. The effects of the writers methods have been clearly considered. AO3 /6
Consideration has been made, although not always clearly, towards the contextual factors. There is a link between the details of the texts and the focus of the task. Analysis that develops a well thought out response to the question stimulus Paper 2 Section B Conflict poetry. What are you aiming for? Mark AO What you should be doing 26-30 AO1 /12 Analysis that develops a well thought out response to the question stimulus AO2 /12 AO3 /6 An exploratory comparison that considers many justified ideas with a clear link to the question throughout. All quotes from the text chosen specifically to support the interpretation you have made. Writers methods have been analysed with clear reference to the question. Subject terminology has been used to enhance the analysis, not just as an add on.
The effect of the chosen method has been explored throughout the response. The ideas of context have been explored throughout. i.e the narrators perspective has been taken into consideration, the social and political climate of the time have been considered, possible influences on the writer have been considered. Paper 2 Section B Conflict poetry. What are you aiming for? Mark 21-25 Evidence of a clearly thought through argument with some considered analysis AO AO1 /12 AO2 /12 AO3 /6 What you should be doing Thought has been put into the interpretations suggested. Comparison is strong throughout. References to the text have been integrated throughout. Writers methods have been understood and commented on with a mostly successful attempt at subject terminology. The effects of the writers methods have been clearly
considered. Consideration has been made, although not always clearly, towards the contextual factors. There is a link between the details of the texts and the focus of the task. Literature Paper 2 Section A An Inspector Calls. Option of 2 questions. No extract Section B Conflict poetry. One poem will be printed for you and you will complete a comparison question. Section C Unseen poetry. One poem will be printed for you (that you have never seen) and you will need to analyse it. Second question: You will have another poem printed for you and you will be asked to do a brief comparison of both of them. Mark AO 26-30 AO1 /12 Analysis that develops a well thought out response to the AO2 /12 question stimulus AO3 /6 21-25 Evidence of a clearly thought through argument with some considered analysis AO1 /12
AO2 /12 AO3 /6 What you should be doing. In your own words. Underline your areas for improvement. AO3 can be more of a struggle in some of the poems in conflict so What basic AO3 points can we make about the 2 poems we analysed last lesson? Kamikaze: 1. A Poet researching might listen to stories, personal stories, and so have their perspective altered. Just like the mother in the poem. 2. Suicide for gain is not exclusive to Kamikaze pilots, there are conflicts today that are still using this tactic. 3. What wider comment might she be attempting to draw our attention to? The Emigree: 1. Identity crisis causes division 2. What events can you think of that have lead to the displacement of thousands of people? 3. What connection might the poem also have to experiences of coming of age and growing up?
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