Monthly Archives: January 2014

national 5

Lord of the Flies – sample essay.

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Choose a novel in which an important theme is explored. Explain how the author develops this theme throughout the novel.

            The Lord of the Flies by William Golding is a novel in which the theme of savagery versus civilisation is explored. Some British boys are stranded on an isolated island at the time of an imaginary nuclear war. On the island we see conflict between two main characters, Jack and Ralph, who respectively represent civilisation and savagery. This has an effect on the rest of the boys throughout the novel as they delve further and further into savagery.

             The theme of savagery versus civilisation is first introduced to us through the symbol of the conch shell which we associate with Ralph as he is the person who first uses it and becomes the elected leader of the boys. This symbolises authority amongst the boys. At the first assembly Ralph says “I’ll give the conch to the next person to speak…he won’t be interrupted”. This suggests civilisation as Ralph is allowing each boy to have an equal say and opinion. If they have the conch, no matter who they are or what age they are they will be given the chance to speak and will be listened to by the rest of the boys. The boys have created the island to be a democratic place which shows a civilised side to them as they try to mimic the homes they have just left.

             Contrasting with the symbol of the conch is the symbol of the beast which comes to be associated with Jack as by the end of the novel he is almost devil worshipping it. The beast begins as a  “snake thing” but by the end of the novel it has become “the Lord of the Flies”. The first quote shows us that the beast is clearly evil. Western society considers snakes to be bad omens because it was a snake that led Eve to eat from the tree of knowledge. However at this stage of the novel the beast is quite insubstantial as it is only a “thing”. As the boys fear of the beast grows so to does the beast itself until it has manifested into the devil – the ultimate and most powerful evil. He has a strong status as a Lord although it is over something pretty disgusting – the flies. The boys belief in the beast leads them to behave more like savages as they act out from their fear and they begin to loose hold of the rules, led by Jack, thus demonstrating the theme of savagery.

             One of ways Golding shows conflict between savagery and civilisation is when Jack and some of the other boys are killing the first pig. Jack chants “kill the pig, cut her throat, spill the blood”. This suggests savagery as the boys are being violent and aggressive when killing the pig and they don’t care about it. This is particularly clear through Golding’s word choice. Jack talks about cutting the pig’s throat which makes it sound like a savage action and spilling her blood which reinforces the lack of care and feeling shown towards the pug’s carcass. This shows that the boys are no longer feeling guilty about what they have done thus showing them becoming savages. 

             We can see the conflict between savagery and civilisation developing further when Piggy’s glasses are broken. We are told “Piggy cried out in terror ‘my specs!” This shows us that the boys savage natures are beginning to overule their more civilised sides. At the start of the book Jack would never have dared touch Piggy, but here he actually snaps and goes for Piggy who he despises. We can tell that Piggy is really scared as Golding chooses the words “cried” and “terror” to describe the scene. Piggy sounds like he is hurting and is genuinely terrified about what Jack might do to him and the loss of his sight. Piggy’s glasses have also come to represent intelligence on the island, with them breaking we see that the pathway to savagery is now completely open for the boys. This is the first true piece of violence between the two factions on the island and it will result in nearly all the boys becoming savages.

             A final way in which we see the theme of savagery versus civilisation being demonstrated is when Ralph sticks up for Piggy after he is attacked by Jack. Ralph says “that was a dirty trick”. This shows that Ralph is really angry at Jack for what he said and did to Piggy. He is still attempting to impose himself as leader here as he says this in an aggressive and assertive tone. This suggests there is still some glimmers of civilisation on the island at this point as there is still someone with a sense of moral goodness ready to fight for justice.

             In conclusion The Lord of the Flies by William Golding is a novel in which the theme of savagery versus civilisation is shown. Ralph represents civilisation as he wants to enforce rules and let everyone have an equal say. Whereas Jack who represents savagery as he rules over the boys and he is not interested in what they have to say. Through the boys actions Golding shows us that we need rules and to consciously impose them to make sure society functions properly.

national 5

Lord of the Flies by William Golding – quotes and chapter summary

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Alot of the following quotes can be used for various essay questions. It would make sense to go through them and copy out the ones you think are most suited to what you want to write. Try and prepare an essay plan for a good character, a bad character, a theme (civilisation vs. savagery, innocence vs. evil, the abuse of power, etc) and use of setting.

Piggy

  • “plump”, “shorter”, “very fat”, “thick spectacles”
  • Ralph “shrieked with laughter” at his nickname
  • “what intelligence had been shown was traceable to Piggy”
  • “Piggy cried out in terror, ‘my specs’”
  • “only Piggy could have the intellectual daring to suggest moving the fire away from the mountain”
  • “because what’s right is right”

Ralph

  • “perhaps there aren’t any grown-ups anywhere”
  • “a mildness about his mouth and eyes that proclaimed no devil…might make a boxer”
  • His anger at the fire watchers for hunting – “his voice was loud and savage, and struck them into silence.”
  • After calling an assembly after the first kill – “I’m calling an assembly’ he turned away and walked off down the mountain”
  • “he was overcome with the wearisomeness of this life, where every path was an improvisation and a considerable part of one’s waking life was spent watching ones feet.”
  • Ralph starts to lose it after Jack leaves – “Ralph was puzzled by the shutter that flickered in his brain”
  • On what happened to Simon – “that was Simon…that was murder”
  • “Are we savages or what?”

Jack

  • “the boy who controlled them”
  • “tall, thin and bony; and his hair was red…his face crumpled and freckled, and ugly without silliness. Out of his face stared two light blue eyes…ready to turn to anger”
  • “He hadn’t: because of the enormity of the knife descending and cutting into living flesh”
  • “compulsion to track down and kill things that was swallowing him up
  • “the madness came into his eyes”
  • After attacking Piggy and being told off – “his voice was vicious with humiliation”
  • Whilst pretending Roger is a pig “ Jack had him by the hair and was brandishing a knife”
  • Suggesting what to cook on the fire – “use a littlun” said jack, and everybody laughed”
  • Jack speaking to Ralph about going u the mountain – “Coming?”
  • He was safe from the shame of self-consciousness behind the mask of his paint and could look at each of them in turn”
  • At the feast Jack speaks as though he is generous but really he is stamping his authority – “has everyone eaten as much as they want?”
  • Roger on jack’s erratic behaviour “He got angry and made us tie Wilfren up. He’s been…tied for hours, waiting”
  • Jack steals Piggy’s glasses “from his left hand dangled Piggy’s broken glasses”
  • “the chief was sitting there, naked to the waist, his face blocked out in white and red”

Savagery v. civilisation/ innocence v. evilness

  • On Roger’s behaviour – “furtive boy…[with an] inner intensity of avoidance and secrecy”
  • Ralph – “there aren’t any grown-ups we shall have to look after ourselves.”
  • Piggy at the first fire – “like a pack of kids”, “that littlun that had the mark on his face – where is he now?”
  • Simon takes himself away to think – “when he was secure in the middle he was in a little cabin”
  • On Henry playing with the sea creatures “he became absorbed beyond mere happiness as he felt himself exercising control over living things”
  • “kill the pig. Cut her throat. Spill her blood”
  • On the biguns arguing after the first kill – “passions beat about Simon…with awful wings”
  • Ralph “this meeting must not be fun, but business”
  • Ralph – “the rules are the only thing we’ve got”
  • Ralph on the disintegration of the rules – “We shan’t keep the fire going. We’ll be like animals”
  • Piggy on the rest of the boys “boys armed with sticks”
  • “[piggy] held the conch against his chest with one hand and stabbed the air with his index finger”
  • Simon speaking in front of the boys “the pressure of the assembly took his voice away”

Symbol – the conch

  • I’ll give the conch to the next person to speak…and he won’t be interrupted”
  • Said by Ralph to Jack “I’ve got the conch”
  • “supposing we go, looking like we used to, washed and hair brushed – after all we aren’t savages really and being rescued isn’t a game”

Symbol – the beast

  • “snake thing”
  • “beastie”, “he says the beastie came in the dark”
  • “then people started getting frightened” by the beast
  • “the beast comes out of the sea”
  • Simon – “Maybe it’s only us”
  • Perhaps that’s what the beast is – a ghost”
  • The parachutist’s body – “the ruin of a face”
  • “the beast had teeth…big black eyes”
  • “this head is for the beast. It’s a gift” the silence accepted the gift and awed them. The lord of the Flies hung on his stick and grinned…[Simon’s] gaze was held by that ancient, inescapable recognition”
  • To Simon “you knew didn’t you? I’m part of you? We’re going to have fun on this island. Understand?…or else…we shall do you?”
  • “the beast was harmless and horrible”
  • The boys kill Simon when they mistake him for the beast – “the beast was on its knees in the centre, its arms folded over its face…fell over the steep edge…the tearing of teeth and claws…they could see how small a beast it was…Simon’s dead body moved out toward the open sea”
  • Roger on Jack “Roger admired, “he’s a proper chief, isn’t he?”
  • Piggy on going home “if we don’t get home soon we’ll go barmy

Setting

  • The littluns “suffered untold terrors in the dark”
  • The plane fight mirrors the change on the island, “the battle fought at ten miles height”
  • “faced by the brute obtuseness of the ocean, the miles of division, one was clamped down, one was helpless, one was condemned”
  • Dramataic epithet – “all at once the thunder struck. Instead of a dull boom there was a point of imact in the explosion”
  • “diminishing crags were balanced one on another”

1. A group of school boys find themselves stranded on a desert island during a nuclear war.

2. The boys establish some rules with Ralph as their elected leader.

3. It becomes apparent that the rules don’t work very well, the littluns play and they have no meat.

4. The hunters finally manage to kill a pig but let the fire go out and Ralph is mad.

5. Ralph tries to reassert his power as chief.

6. Samneric think they have seen the beast and the boys go looking for it.

7. Ralph and Jack insist on going up the mountain in an attempt to assert their own authority.

8. Jack runs away and starts his own group.

9. The boys murder Simon when they mistake him for the Beast.

10. The rest of Ralph’s group runs away, Piggy and Ralph discuss what to do.

11. Piggy is murdered.

12. All the boys hunt Ralph then a boat turns up to rescue them.

national 5

Jackie Kay poems – revision questions

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For each of the following look at your copy of that poem or find it online -http://www.scottishpoetrylibrary.org.uk/poetry/poets/jackie-kay – then answer the following questions on it. If you complete that try having a go at the discussion points at this site  – http://www.arts.gla.ac.uk/scotlit/asls/pdfs/Jackie_Kay_Teaching_Notes.pdf –

‘Bed’

1. Explain how the speaker’s sense of irritation is conveyed in lines 1-6. (4 MARKS)

2. What is the speaker’s attitude towards being old in lines 7-16. (4 MARKS)

3. How does the tone change at stanza 9? (2 MARKS)

4. Choose an image from lines 33-40 and explain how it effective. (2 MARKS)

5. Jackie Kay often explores relationships in her poems. Refer briefly to the central relationship in this poem and go on to discuss a central relationship in at least one other poem by Jackie Kay. (8 MARKS)

‘Lucozade’

1. Explain how the speaker’s sense of fear is conveyed in lines 1-4. (4 MARKS)

2. What is the mother’s attitude towards being in hospital in lines 9-12? (4 MARKS)

3. What does the mother want to change about being in hospital in lines 13-20? (2 MARKS)

4. Show how the mother is made to seem liberated in the final stanza. (2 MARKS)

5. In this poem, Kay takes an everyday, ordinary situation and transforms it into something special and thought-provoking. Choose at least one other poem by her in which she does the same thing and explain how she adds significance to an ordinary event. (8 MARKS)

‘Keeping Orchids’

1. Explain how the speaker’s sense of discomfort is conveyed in lines 1-12. (4 MARKS)

2. Summarise what is happening in lines 13-16. (2 MARKS)

3. How do we get the impression the speaker is confused in lines 19-27? (4 MARKS)

4. How is the last sentence in the poem effective? (2 MARKS)

5. This poem is deeply emotional and personal. Choose at least one other Kay poem and explain how it conveys strong emotions in that poem. (8 MARKS)

‘Divorce’

1. Summarise the ways in which the speaker’s parents are an irritation to her. (4 MARKS)

3. How is imagery used to create an idea of the perfect parents in lines 16-24? (4 MARKS)

4. How does the language in lines 24-28 show the speaker’s anger? (4 MARKS)

5. Choose at least one other poem by Kay that explores the theme of family relationships. Show how the poet explores the theme in Divorce and your chosen poem. (8 MARKS)

‘Gap Year’

1. Summarise the main points in lines 1-16. (4 MARKS)

2. How is a sense of longing established in lines 17-20? (4 MARKS)

3. By referring to two examples, show how the writer uses language to emphasise her feelings of loss during her son’s gap year. (4 MARKS)

4. Kay often uses first person narratives in her poem to recreate events. Using one other poem show how she manages to do this effectively in her poems. (8 MARKS)

‘My Grandmother’s Houses’

1. Summarise the things that make the speaker’s grandmother’s house seem like a home from lines 1-14. (4 MARKS)

2. Show one way in which the writer makes the church experience stand out (lines 37-44). (2 MARKS)

3. How do we get a sense that there is a class divide between the speaker and the owner of the house in lines 45-60? (4 MARKS)

4. Choose one technique Kay uses to make the last lines effective (63-65)? (2 MARKS)

5. This poem deals with a series of significant moments and memories. Choose at least one other poem that does this and show how Kay makes her poems seem poignant to the reader. (8 MARKS)

national 5

Practice Essay Questions (INT 2 and NATIONAL 5)

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Here are the critical essay questions taken from the Intermediate 2 past papers from the last few years. This will hopefully make essay practice a little bit easier as they are all collected in one place.

Remember: when writing your introduction identify all the parts of the question where you can put in your own information about your chosen text. i.e. a question reading

Choose a scene or sequence from a film or TV drama which provides a climax to the action. Briefly describe the events leading up to the climax, and then explain how the techniques used by the film or programme makers create a heightened sense of importance in this scene or sequence.

would become

Constantine directed by Francis Lawrence has a climatic sequence in which the lead character, Constantine, chooses to sacrifice himself in order to save the heroine, Angela. Prior to this Constantine had been attempting to reset the balance between good and evil on earth.  Lawrence has used various techniques in this climatic scene to create a heightened sense of the importance of Constantine’s actions at this point.

Remember: for your main paragraphs it is important to structure your essay properly. Try and stick to the PEEL system. In the first sentence state your main point or supporting argument. In the next sentence support this with some evidence from the text. Explain this evidence to the reader by making clear exactly how your evidence supports the point you have just made. Finally, link this back to the main argument.

POETRY QUESTIONS

1. Choose a poem which could be considered as having a powerful message. Show how the poet effectively conveys this message through his or her use of poetic techniques.

2. Choose a poem in which the poet creates a particular mood or atmosphere. Show how the poet creates this mood or atmosphere by his or her choice of subject matter and use of poetic techniques.

3. Choose a poem which portrays an interesting character. Show how the poet uses poetic techniques to make the character interesting.

4. Choose a poem which deals with an important issue such as war, crime, poverty or racism. Explain how the poet deepens your understanding of the issue by the choice of content and the skilful use of poetic techniques.

5. Choose a poem which describes an animal or a place or an event in an effective way. Briefly state what is being described and go on to show how the techniques used in the poem make the description effective.

6. Choose a poem written in a specific form such as ballad, sonnet, elegy, monologue, ode . . . Explain how the distinctive features of this form contribute to your appreciation of the text.

7. Choose a poem which describes a person’s experience. Explain how the poetic techniques used to describe the experience make the poem more interesting.

8. Choose a poem which arouses strong emotion in you. Describe how you feel about the poem, and explain how the poet leads you to feel this way.

9. Choose a poem in which the poet creates a particular mood or atmosphere. Show how the poet creates this mood or atmosphere by his or her choice of subject matter and use of poetic techniques.

10. Choose a poem which describes a place or an incident. Briefly state where or what is being described, and go on to explain how the techniques used in the poem make the description memorable.

11.Choose a poem which takes a particular form, such as sonnet, ode, ballad, elegy, monologue … Explain how the distinctive features of this form contribute to your appreciation of the poem.

12. Choose a poem which has an ending which you found surprising or interesting or satisfying or inspiring. Consider the whole poem, and by reference to the poet’s use of content and poetic techniques explain why you think the ending is particularly effective.

MEDIA QUESTIONS

1. Choose a film or TV drama* which deals with issues which mainly affect young people. Explain how the film or TV drama* deals with such issues, stating whether or not you find the portrayal of these issues realistic.

2. Choose a scene or sequence from a film which provides a climax to the action. Briefly describe the events leading up to the climax, and then explain how the techniques used by the film makers create a heightened sense of importance in this scene or sequence.

3.  Choose a film which you think is typical of its genre, for example: action, romance, comedy, horror . . . Explain how the film makers have used the features of the genre to create a successful film.

4. Choose a film or TV drama* which has a character who could be described as a hero or as a villain. Explain how the character is introduced and then developed throughout the film.

5. Choose a film or TV drama* in which setting is an important feature. Explain how the setting is established and go on to show how the setting contributes to the effectiveness of the film or TV drama as a whole.

6. Choose a scene or sequence from a film or TV drama* in which an atmosphere of mystery, or horror, or suspense is created. Describe what happens in the scene or sequence, explaining how the techniques used by the film or programme makers create this atmosphere.

7. Choose a film or TV drama* in which the main character is an individual for whom we feel sympathy. Show how media techniques are used to portray the character in such a way that we feel sympathy.

8. Choose a scene or sequence from a film or TV drama* which is particularly dramatic. Describe what happens in the scene or sequence, explaining how the film or programme makers effectively use techniques to create drama.

9. Choose a film or TV drama* in which there is a character who poses a threat to the main character. Show how media techniques are used to portray the character in such a way that the audience reacts against him/her and sees the threat which he/she poses.

10.Choose a film or TV drama* where conflict between characters is central to the plot. Explain the reasons for the conflict and show how media techniques intensify audience involvement at particular scenes.

11. Choose a film which is an example of a specific genre such as horror, romance, action or comedy. Explain how the film makers have used the features of the genre to create a successful film.

12. Choose a film or TV drama* which highlights a particular moral or political or social or environmental issue. Identify the issue and show how media techniques are used to persuade us to adopt a particular view or to explore the issue more fully.

PROSE QUESTIONS

1. Choose a novel which gives you an insight into an aspect of human nature or behaviour. State what the aspect is, and show how the characters’ actions and relationships lead you to a deeper understanding of human nature or behaviour.

2. Choose a novel with an ending which you find satisfactory. By looking at the novel or short story as a whole, explain why you find the ending satisfactory in bringing to a conclusion the main concerns of the text.

3. Choose a prose work in which setting is an important feature. Explain how the writer creates the setting, and then go on to show how this feature contributes to your understanding of the text as a whole.

4. Choose a novel in which you feel there is an incident of great importance to the story as a whole. Describe the incident and go on to show its importance to the development of the characters and the central concerns of the text.

5. Choose a novel which has a character who affects you emotionally. Describe how you feel about the character, and show how the writer leads you to feel this way.

6. Choose a prose work in which the writer uses a memorable style/voice/narrative technique. Explain in detail how features of the writing style/voice/narrative technique contribute to the effectiveness of the text.

7. Choose a novel where there is an incident which is a turning point crucial to the fate of the main character. Briefly describe what happens at this point and go on to explain why this is crucial to the fate of a main character.

8. Choose a novel in which setting in place and/or time is an important feature. Briefly describe the setting(s) and explain the importance of this feature to the story.

9. Choose a novel or a short story or a non-fiction text or group of texts which deals with an important human issue (such as the abuse of power, conflict between good and evil, loss of freedom or hatred between individuals or groups). Show how the author reveals the issue through the portrayal of people and events throughout the text, and show how your understanding of the issue has deepened.

10. Choose a novel in which there is conflict between two characters. Examine the nature of the conflict and explain to what extent it is resolved.

11. Choose a novel with a message which is still relevant today. Show how the author’s portrayal of events and character(s) highlight the author’s message.

12. Choose a novel which made a strong impact on you. Explain how the writer’s use of language creates this impact.