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boys messing about -unknown girl- chinese cindarella

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the incident takes 1 paragraph to happen = brutal yet slow turning point in the story
‘’paralyzes’’, ‘’stare’’ → shock, fear, slowly understanding the situation, building tension
‘Get your hand out of there!’, ‘come on...mo

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The Story of an Hour by Kate Chopin:                                         Form and structure:-Short story → only covers one hour, like the title indicates : a lot of intensity-Short paragraphs and sentences Short summary: The Story of an Hour is about a woman named Louise Mallard reacting to her husband’s death. Richards and Josephine announce to Louise Mr. Mallard’s death, they try to be very gentle because they believe that Louise is very fragile. However Louise becomes empowered by her husband’s loss because she feels free. At the end of the story there is a twist, as we learn that her husband is still alive, which causes Louise’s death.Context: Kate Chopin addressed many feminism problems and issues Her short story The Story of an Hour reflects her view on the repressive role marriage had in women’s lives Exam Style Question: How does the writer create feelings of freedom and liberation in The Story of an Hour?                  IMPORTANCE OF NATURE: Pathetic fallacy: “new spring life” → spring is a new beginning(flower bloom, sun is back …) → new beginning for her too because her husband just died and she is finally free “delicious breath of rain” →personnification: happiness to be free-Sense of change through nature: “patches of blue sky here and there” → “here and there” → moving: changing-Sensory imagery: “the sounds, the scents,the color that filled the air”-”She was drinking a very elixir of life through that open window” → contrast with her dead husband, “drinking a very elixir of life” → metaphor of liberation because now she can really start a new life-rep. of “life” through the whole poem→ importance of life representing her freedom like nature.                                          TIME REFERENCES                    -“The Story of an Hour”“Taken the time”“At once”“Suspension” “Waiting for it”“Those coming years”“Brief moment of illumination”“Sometimes”, “suddenly”“Spring days”, “summer days”“Yesterday”“Too late”Rep.“That life might be long” → realise she is free Time references emphasize on how quickly the events happen and how life can change drastically, in such a short period of time. DENUNCIATING FEMINISM PROBLEMS:                                -”She went to her room alone” → independence because husband dead -”long procession of years that would belong to her absolutely” → “procession”: religious connotation(funeral procession→ husband dead); “absolutely” → she is in control no need of man  : feminism-”she would live for herself” → before it was always about her husband not her-”loved him---sometimes” → 1894: arranged wedding for money, no true love-”had died from heart disease--- of the joy that kills” → really powerful ending, oxymoron “joy that kills”: ironic , joy of being free ended and impacted her so much that she died- “free, free, free!” → Repetition of free emphasizes on how relieved she is to be free from her husband - “elixir of life through that open window” → imagery “elixir of life”, “open window” symbolizes freedom - “like a goddess of Victory” → simile, represented as someone powerful which contrasts with how she was represented at the beginning and how women were represented at that time (weak), personification of “Victory”: emphasizes how happy she is               

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The Story of an Hour by Kate Chopin:                                         Form and structure:-Short story → only covers one hour, like the title indicates : a lot of intensity-Short paragraphs and sentences Short summary: The Story of an Hour is about a woman named Louise Mallard reacting to her husband’s death. Richards and Josephine announce to Louise Mr. Mallard’s death, they try to be very gentle because they believe that Louise is very fragile. However Louise becomes empowered by her husband’s loss because she feels free. At the end of the story there is a twist, as we learn that her husband is still alive, which causes Louise’s death.Context: Kate Chopin addressed many feminism problems and issues Her short story The Story of an Hour reflects her view on the repressive role marriage had in women’s lives Exam Style Question: How does the writer create feelings of freedom and liberation in The Story of an Hour?                  IMPORTANCE OF NATURE: Pathetic fallacy: “new spring life” → spring is a new beginning(flower bloom, sun is back …) → new beginning for her too because her husband just died and she is finally free “delicious breath of rain” →personnification: happiness to be free-Sense of change through nature: “patches of blue sky here and there” → “here and there” → moving: changing-Sensory imagery: “the sounds, the scents,the color that filled the air”-”She was drinking a very elixir of life through that open window” → contrast with her dead husband, “drinking a very elixir of life” → metaphor of liberation because now she can really start a new life-rep. of “life” through the whole poem→ importance of life representing her freedom like nature.                                          TIME REFERENCES                    -“The Story of an Hour”“Taken the time”“At once”“Suspension” “Waiting for it”“Those coming years”“Brief moment of illumination”“Sometimes”, “suddenly”“Spring days”, “summer days”“Yesterday”“Too late”Rep.“That life might be long” → realise she is free Time references emphasize on how quickly the events happen and how life can change drastically, in such a short period of time. DENUNCIATING FEMINISM PROBLEMS:                                -”She went to her room alone” → independence because husband dead -”long procession of years that would belong to her absolutely” → “procession”: religious connotation(funeral procession→ husband dead); “absolutely” → she is in control no need of man  : feminism-”she would live for herself” → before it was always about her husband not her-”loved him---sometimes” → 1894: arranged wedding for money, no true love-”had died from heart disease--- of the joy that kills” → really powerful ending, oxymoron “joy that kills”: ironic , joy of being free ended and impacted her so much that she died- “free, free, free!” → Repetition of free emphasizes on how relieved she is to be free from her husband - “elixir of life through that open window” → imagery “elixir of life”, “open window” symbolizes freedom - “like a goddess of Victory” → simile, represented as someone powerful which contrasts with how she was represented at the beginning and how women were represented at that time (weak), personification of “Victory”: emphasizes how happy she is               

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Group 1 H is for hawk, Whistle, Danger of a single story

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Group 1 H is for hawk, Whistle, Danger of a single story

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Explorer’s daughter by Kari Herbert:How does the writer use language and structure to explore the hunter’s way of life ?You should support your answer with close reference to the passage and include brief quotations Form and Structure:Autobiographical extract from a memoirThe use of Juxtaposition “man and whale” depicts equalityThe use of listing to explain necessity “essential, survival”Enumeration of facts “the tusk seems to have little use for the narwhal”Contrast between the 1st and 2nd (factual tone) paragraph to create a transition for the 3rd paragraphRhetorical question “How can you possibly eat seal?” to address the reader’s concernsUse of triplets “the narwhal to dive, to leave, to survive” to create a sense of panicLanguage:Metaphor “glittering kingdom” romanticizes the settingThe word “methodically” highlights intelligence and respect for the narwhal + “their senses are keen and they talk” humanises the narwhalEmphasis on the danger of hunting through the words “flimsy”, “drowned”, “capsized”Emotive, Hyperbolic language “my heart leapt for both hunter and narwhal” explains how conflicted she isCreate suspense through the simile “like watching a vast, waterbone game” to reflect anticipationPhrases such as “small gasp or jump” indicates how dangerous it is and builds more tension

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Explorer’s daughter by Kari Herbert:How does the writer use language and structure to explore the hunter’s way of life ?You should support your answer with close reference to the passage and include brief quotations Form and Structure:Autobiographical extract from a memoirThe use of Juxtaposition “man and whale” depicts equalityThe use of listing to explain necessity “essential, survival”Enumeration of facts “the tusk seems to have little use for the narwhal”Contrast between the 1st and 2nd (factual tone) paragraph to create a transition for the 3rd paragraphRhetorical question “How can you possibly eat seal?” to address the reader’s concernsUse of triplets “the narwhal to dive, to leave, to survive” to create a sense of panicLanguage:Metaphor “glittering kingdom” romanticizes the settingThe word “methodically” highlights intelligence and respect for the narwhal + “their senses are keen and they talk” humanises the narwhalEmphasis on the danger of hunting through the words “flimsy”, “drowned”, “capsized”Emotive, Hyperbolic language “my heart leapt for both hunter and narwhal” explains how conflicted she isCreate suspense through the simile “like watching a vast, waterbone game” to reflect anticipationPhrases such as “small gasp or jump” indicates how dangerous it is and builds more tension

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How does the writer create a sense of horror?

Frost uses our sense of hearing to create a horrific image of the buzz saw by using onomatopoeic words, such as “snarled and rattled” → personification of buzzsaw

Repetition of onomatopoeic words

‘As if to prove saws knew what supper meant, leaped out of the boy's hand, or seemed to leap” → personification + repetition of “leap” + buzzsaw does the action, and the boy becomes passive → danger

exclamation “But the hand!” → short, impactful

Contrast between man and technology → repetition of “hand” vs repetition of “saw

Title Out, Out → reference to Macbeth

Frost uses punctuation to good effect in this poem. The dashes build suspense as do the short sentences, especially ‘Little-less-nothing!-and that ended it.’

“Call it a day, I wish they might have said” → Interjection of poet announces and foreshadows boy’s impending doom

This narrative poem is set in one long stanza, written in unrhymed iambic pentameter. In the absence of any formal rhyme scheme, some rhyme can still be identified in the repetition of the words ‘saw’, ‘hand’, and ‘boy’ which are emphasized throughout.

“to keep the life from spilling” → euphemistic yet still extremely graphic imagery

“Little - less - nothing! - and that ended it.” → dashes create tension + gradation of danger, as his pulse is slowing down → heavy contrast between danger and tension of exclamation mark vs simple, matter of fact full stop

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Young and Dyslexic? You’ve got it going on, by Benjamin Zephaniah:                          Title: - with a question mark: target audience is young and disabled - reassuring tone Article published in the Guardian                      Benjamin Zephaniah: Caribbean dyslexic author who immigrated to the UK and is now a professor at Brunel University                   Colloquial language: accessible language → relatable                     Frustrated by old educational system		            Anecdotes and emotive language 	        	  Dialogue (teacher’s insults)- negative triplets 		    Limits of the old educational system	                        	Blurring of lines of stereotyping his race and academic ability		→ Pathos     Dyslexia is not a measure of intelligence 	Simple sentence: “I just had self-belief” → to succeed you need self-belief 	Language of academia: dyslexia should not hold you back, the issue lies withing the educational system 	It is all about the choices you make → encouraging toneDyslexia is an advantage	Use of punctuation (:)	Imperative verbs 	Defiant and Positive tone	Parallel sentence structures: “We are the architects, we are the designers” → 	creative roles → dyslexia is an advantage “The past is a different kind of country” & other temporal markers such as “in my life now” → implies that much has changed since he was a child → element of hope and possibility Light-heart toneLanguage of unity-collective pronoun “we” Humour: → ethos: honesty and credibility → makes him likeable Shares techniques and strategies to cope with dyslexia “Squiggle” → language choice: unnatural to read and write→ that iq weird, not him --- relays his experience of what he sees when he readsImportant message: Dyslexia is not a disadvantage and it does not limit your success, quite the opposite, it makes you more creative “You” → direct address that engages the reader  

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Young and Dyslexic? You’ve got it going on, by Benjamin Zephaniah:                          Title: - with a question mark: target audience is young and disabled - reassuring tone Article published in the Guardian                      Benjamin Zephaniah: Caribbean dyslexic author who immigrated to the UK and is now a professor at Brunel University                   Colloquial language: accessible language → relatable                     Frustrated by old educational system		            Anecdotes and emotive language 	        	  Dialogue (teacher’s insults)- negative triplets 		    Limits of the old educational system	                        	Blurring of lines of stereotyping his race and academic ability		→ Pathos     Dyslexia is not a measure of intelligence 	Simple sentence: “I just had self-belief” → to succeed you need self-belief 	Language of academia: dyslexia should not hold you back, the issue lies withing the educational system 	It is all about the choices you make → encouraging toneDyslexia is an advantage	Use of punctuation (:)	Imperative verbs 	Defiant and Positive tone	Parallel sentence structures: “We are the architects, we are the designers” → 	creative roles → dyslexia is an advantage “The past is a different kind of country” & other temporal markers such as “in my life now” → implies that much has changed since he was a child → element of hope and possibility Light-heart toneLanguage of unity-collective pronoun “we” Humour: → ethos: honesty and credibility → makes him likeable Shares techniques and strategies to cope with dyslexia “Squiggle” → language choice: unnatural to read and write→ that iq weird, not him --- relays his experience of what he sees when he readsImportant message: Dyslexia is not a disadvantage and it does not limit your success, quite the opposite, it makes you more creative “You” → direct address that engages the reader  

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anaphora (1st stanza “of”)

alliteration (“Serb shells”, “stroller stride”,”death-deep

enjambment & juxtaposition: Life&Death War&Peace -romantic nature of the poem “holds her hand” -> contrasted with the violent imagery “broken dead”

-darkness contrasted with light: “black shapes” “bright skies” -> hope in a hopeless situation

mortars masacre = plosive

parallels between love and war → ‘’match-flare’’, ‘’signals’’, ‘’tender radar’’

“prams” “ canisters of gas”= irony

“sarajevo star filled” = sibilance echoing hope but contrasted with war ‘’ideally bright and clear for bomber’s eye’’

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“donkey carts carrying” = consonant cluster= audible loud sounds, clumsy means of transport

opposition: “zoom lens” vs “wobbly bicycle” =  wealth vs simple

fired up with enthusiasm= metaphor= simple things create joy

“wacky races”= judgemental = western cartoon reference.

“we wait for eternity”= hyperbole= high standards, impatience

grinding to climax: “speed” “revved up the engine” “ roaring” explosion of activity.

‘40 km/h” patronizing

“top of the tiny carts” = fragility, unstable

onomatopoeia paragraph 5

association with occidental world: ‘city rush hour’ = need to have boundaries

“formula one without rules”= mocking, yet enjoying the race

mechanical vocab : “steering wheel”= assonance “ vehicle” “horn” “ uproar” “traffic”

animals face great danger = quick reflexes , nerves of steel

“motorized” = anarchic disorder, chaotic sense of action

“growing more colourful”= euphemism=getting more and more angry

“hospital gate” = western association, total paradox

listing than “the race was over” short syntax

volta , as if no trouble before, ironic

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the incident takes 1 paragraph to happen = brutal yet slow turning point in the story

‘’paralyzes’’, ‘’stare’’ → shock, fear, slowly understanding the situation, building tension

‘Get your hand out of there!’, ‘come on...move!’ → talking to himself out loud = panic, desperation

‘’anxiety’’, ‘’claustrophobic’’, ‘’pain’’, ‘’panic’’ → negative and powerful states of mind which can be felt by the reader

‘’grunting’’ → almost onomatopoeic = animal instinct of survival

‘’crushes’’, ‘’smashes’’, ‘’tearing the skin’’ → graphic imagery

“ i grimace and growl” = animalistic alliteration

“throws me into panic” = personnification

“fear shoots” = personnification

“consumes the sky = metaphor

atrophy of time

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How does the writer use language and structure to create a sense of atmosphere?

Enumeration → “thousand hungry, lean, scared and betrayed faces as I criss-crossed Somali”

Simile → “like a ghost village”

Lexicon of nightmares → ‘ghost”, “ghoulish”

Simple sentence, matter of fact → “Habiba had died.” → harsh reality of poverty

Graphic metaphor → “it was rotting; she was rotting”

Lexicon of disease → “putrid”, “rotting”, sick, yellow eyes”

“I saw a thousand hungry, lean, scared and betrayed faces”-> 3 adjectives create empathy for their situation.

Emotive language: “I saw a thousand hungry, scared and betrayed faces” + use of listing highlighting an image of suffering, but also shows the brutality of the civil war in 1990

“What was that smile about?” -> rhetorical question shows he is preoccupied/ important; he remains haunted and unable to forget that smile. Appeals to people emotions, makes the reader feel closer to the text

Dehumanization => “decaying flesh” “a festering wound” “she was rotting” imagery. He dehumanizes to emphasize the horrificness of their situation.

Humanization -> “a face” “a smile” repeated to show its significance. He then humanizes to show they are humans but are treated differently.

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How does the poet pose a challenge to and triumph over her oppressors?

How does the poet pose a challenge to and triumph over her oppressors?

“Does my sassiness upset you?”: The word "sassiness" suggests an arrogant self-confidence, backed up by the use of "haughtiness" and "sexiness." The poet's use of hyperbole with these three nouns adds a kind of absurd beauty when she says them.

Anaphora of “You may”, gives power to the oppressed since she’s always getting back up

Active verbs “shoot” “cut” “kill” emphasizes aggression, powerful energy

Strong and determined tone throughout the poem

“Like dust”, “like I’ve got oil wells”: the poem is full of similes

“But still, like dust, I’ll rise.”: vivid imagery to show her determination

The repetition of “still i rise” creates a musical quality in the poem

Direct address → addresses all the racists

Angelou’s “Still I Rise” is a symbolic poem. It contains several symbols that refer to different ideas. For example, in the first stanza, the poet uses the “dirt” as a symbol. It represents how the black community was treated in history.

Metaphor: “I’m a black ocean, leaping and wide” she is suggesting that she is full of life and her positive spirit is never-ending: she cannot be contained.