English Anthology Analyses Edexcel IGCSE

Poetry Analysis: Refugee Blues-W. H. Auden.

17JAN

The following analysis has been done in answer to a request sent by Amanthi. I hope you find it satisfactory and that this helps with preparing for your exams.

Auden’s ‘Refugee Blues’ laments the plight of the Jews who were forced to flee Europe when the Holocaust started and they were rounded up and killed or imprisoned under the cruel regime of Hitler.The poem starts with a narrator, who is later revealed to be a German Jew, describing a large city which is home to ten million people some of whom are well off and live in luxurious large houses while others make do in slums and shabby houses. Yet, the narrator tells the person with him, presumably a woman, that there is no place for them there. He remembers that they once had a country long ago, speaking of Palestine, and they thought the world of it. But now their own country is so distant to them that to see it they have to browse through an atlas and he knows that they can’t go there either.The narrator then remarks on how every spring the flowers grow anew on the old tree that grows in the village churchyard, and mourns to his companion that old passports can’t renew themselves, remembering how the country where they wanted to go had rejected them saying that they were as good as dead if they didn’t have updated passports. It seems that it is their misfortune that they are still among the living, considering his dejected tone as he addresses his companion. He remembers how when he had gone to the people who had been made responsible for providing the war refugees homes, they had been polite to him, yet hadn’t been able to help him, having their hands tied because of the politics and had told him to return next year. Recalling a public meeting that he had attended, he remembers that a person had accused them of trying to steal away the livelihood of the occupants of the city by barging in, and informs his companion that that man had been talking of them.He thinks that he heard the rumbling of an imminent storm, but it turned out to be Hitler sentencing them all to death. He sees a dog securely wrapped in a warm jacket, and a cat get inside a car, the door of which had been held open for it and thinks that they are lucky that they aren’t German Jews. He notices the fish swimming freely in the water at the harbor and the birds flying wherever they want in the skies when he goes to the woods and marvels at them not having any politicians and wars as they were not human beings.He then tells his companion that he had had a dream in which he saw a magnificent building which could accommodate a thousand people

yet there was no place for them in it anywhere. He remembers how when he stood on the plains and looked through the falling snow, he could see a thousand soldiers marching towards them, looking for them, to put them away, to kill them.

The language used in the poem is as simple as the message behind it is complex. Auden uses the refrain at the end of each stanza, customary for a blues song, each a dejected realization in its own by the narrator of his and every other refugee sorry plight. Hitler’s command for all Jews to be killed is personified as the rumbling of thunder which can be heard just before lightning strikes and the world descends into the chaos of a political storm. Simple analogies have been used such as that of the birds and fish flying and swimming freely and pets being treated better than the Jews have been used to convey the low position these rejected people, in terms that they understand.

Conveying the utter lost and pathetic state of the German Jewish refugees who had been forced to leave their homes and find sanctuary in other countries. For a few years these people had been welcomed into other countries and given meager yet sustainable jobs and accommodations. But then as war threatened to break out and Hitler’s word became law in Germany, these people were no longer allowed entry into other countries, and were persecuted in their own. They were called sub-humans, a term which Auden explores by making the narrator realize that the animals he sees are treated better than them because they aren’t German Jews. The sense of being hunted, of being sought out, persecuted is apparent throughout the poem, as one by one all the doors to a better future are shut on the narrator’s face and it reaches its climax in the last stanza when the narrator witnesses the thousands of people who are raging war against his people, imprisoning them and killing them. The inhumanity with which Jews were treated during those times and the Holocaust and its terrible tales which few lived to tell are already well known today, but this poem highlights what these people must have felt, when they had no place to call home, nowhere to go and no one to turn to.

It is a chilling and depressing poem which reminds one of the extents to which humanity can fall, becoming beasts, thirsty for each other’s blood and lives. Many poets have tried to capture the anguish and cruelty of war, some have succeeded, but only a handful have mastered it to the extent that there words are forever reminders to mankind; reminders which, with the increasing religious intolerance and biased prejudices have become all the more important in today’s world.

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“Refugee Blues” by WH Auden, is a ballad and, as such, has a sense of musicality that is created by both its structure and the repetition of certain phrases. The poem contains twelve stanzas of three lines each. The first and second line of each stanza rhyme. The two rhyming lines of each stanza tell the story, while the third line contains a repeated phrase (like a chorus) that develops the theme of the poem. For example, the first stanza ends: “yet there’s no place for us, my dear, yet there’s no place for us.” 

 The poem’s sense of musicality is also evident in its title. The ‘blues’ is a musical style that is today considered to be a sub-genre of jazz, but that was born in the slave communities of the American deep south. Blues songs tell a melancholic story using regular chants or refrains. Blues hold an emotional intensity within it and are very critical of society, as seen throughout Refugee Blues. This song, which was written in 1938 shortly before the outbreak of World War II, is about a pair of refugees who have fled Germany to escape Nazism and Adolf Hitler’s twisted master plan to ‘safeguard’ the purity of the Aryan race. The refugees, however, have nowhere to escape to. 

Refugee Blues is narrated by one of the pair of refugees, who is bemoaning their fate to the other. The repeated use of “my dear” suggests that the couple are married, but doesn’t give a clue as to whether it is the husband or wife speaking. In the first two stanzas, the refugee sets the context for the poem. The first stanza notes that the city they have fled to is full of people, both rich and poor, yet there is no space for them. With the use of word such as “souls” it suggest something valuable or holy about each and every one of the people within the city, it also implies that they are all the same. This idea of “souls being the same” is juxtaposed with the line “some are living in mansions, some are living in holes: Yet there’s no place for us” this suggests that the... As the title suggest, this is a poem about political refuges and is in the form of a blues song.Its subject is the Jews who in 1939 had to flee from Germany to the U.S. and other European country, because of Nazi persecution.Auden uses the blues tradition, which developed among the black people of the United States and has its origins in slave songs. Though composed under improvisation, the blues has a rigid pattern concerning the use of repetitions and a simple rhyme scheme.The poem is divided into tercet whose first two lines rhyme while the third present a repetition.Through the whole song there is a refrain as the author always repeat the words “My dear”.Almost every stanza starts with a verb and this device helps to convey in the text the idea of improvisation and common speech.The structure of the text is carried on through the use of contrasting images: the mansions and the holes, expressing the gap between normal rich people and Jews, the Jews' condition, hanging between legal death and biological death, the treatment of the Jews, who can't partecipate anymore to social life.

The language used is common, colloquial, informal, while the tone is sad, resigned and melanchonic..The hypotetical speaker, a German Jew, is concerned about Jews' conditions, reguarding in particular homeless people, burocracy, social differences and emargination.

There's an analogy of the Jews with all suffering and persecuted races in history, though here there are no cotton fields or whips, but rather passports, committees and public meetingsThose make the song no less ominous. Death is present throughout and the poem ends with the image of the soldiers looking for the Jews. At the moment when the poem was written, in 1939, this was becoming a common situation in Europe._______________________________________________________________________

Refugee Blues By W.h Auden

“Refugee blues” is 1 of the poems written by W H Auden. It is about a sad and terrible plight of being a Jew in the wrong place at the wrong time. Obviously, as a refugee, the couple has lost their home, their country and their identity. The melancholy feeling comes through strongly in the blues - a sad song. Though the poem is about 2 people at a particular time in the past the thoughts and feelings of the poem’s narrator might be similar to situations in any part of the world 2day.this poem is set in Germany in 1930’s when the Jewish ppl were being persecuted by the Nazi regime.The poem begins by introducing a city with 10 million people in it. Some have the luxury of living in a mansion; this is directly contrasted with the rest who are living in most disgusting conditions, 'holes'. There is not even a 'hole' for this couple - they are beneath the usual poverty line, the repetition of the sentiment, of having no room for 'us', makes it sadder. “Yet there’s no place for us, my dear,yet there’s no place for us”The next stanza shows how they are exiled from their own country and cannot return. They can see it in a map, can look at it in an atlas - but cannot return. They are resigned to this fate when they say 'We cannot go there now'. The tree is an interesting symbol in the next stanza. The tree can go through nature's cycle and seem dead at certain times of the year but can be re-born, can grow again. It's natural for things to be given a new chance every year in nature, to bloom again. However, this is contrasted with man-made documents that, once lost, can never be recovered: 'Old passports can't do that, my dear'.They then go to three places where they need help. The consul, presumably at an Embassy, treats them badly and violently bangs the table and makes a ridiculous statement: 'If you have no passport you're officially dead!' Can't he see that they are there in front of him, alive, looking at him? The speaker's calm and controlled response of...

Refugee Blues is a poem by W. H. Auden, written in 1939, one of a number of poems Auden wrote in the mid- to late-1930s in blues and other popular metres, for example the meter he used in hislove poem "Calypso," written around the same time. The poem dramatizes the condition of Jewish refugees from Nazi Germany in the years before

World War II, especially the indifference and antagonism they faced when seeking asylum in the democracies of the period.[1]

'Refugee': a person who flees to another country to escape being persecuted for their religion or politics, or to escape war. 'Blues': a slow, sad song, traditionally with 3-line stanzas with 4 beats to each line. The music features 'blue notes': mainly flattened thirds and sevenths. The Blues were first sung by African Americans working on slave plantations in the southern states of the USA; these melancholy ballads expressed the unhappiness of the slaves' lives. Later, Blues became part of the development of popular song and jazz. WH Auden's poem uses many of the characteristics of a blues lyric.'souls': individual people'consul': an official appointed by a country to represent its citizens in another

HISTORY

Jews have lived in Europe for nearly 2,000 years. Throughout that time they have frequently experienced racist hostility and persecution. In the 1920s, German Jews began to face such anti-Semitism from the Nazi (Nationalist) political party, led by Adolf Hitler. When he came to power in 1933, he introduced laws which, step by step, deprived German Jews of their human rights; after 1939 the Nazis organised a systematic programme to deprive them of their lives as well. This included forming death squads who, under cover of the Second World War, hunted down Jews (especially in Poland and Russia) in order to kill them.

In the 1930s many German Jews looked for refuge - became refugees - abroad. At first they were received kindly, but as war approached many countries became reluctant to take them, at least in large numbers, and made immigration more difficult.

IDEAS WH Auden does what a blues writer would do: takes a single main theme and makes variations on it, leading to a particularly powerful finale. The theme of this 'song' is the abuse of human rights experienced not only by German Jews but by other Jews and by refugees anywhere.

'Some in mansions, some in holes' - but no home at all for the refugee.

'Once we had a country': now, not only no home, but no country either. In the Jews' case, since the exodus from Palestine in the 1st century, many had, where and when they could, taken the nationality of whichever country they grew up in. From the end of the 19th century many Jews hoped to emigrate to Palestine, but this was not easy: the country was also the home of Arab Palestinians, and Palestine itself had long been run by foreigners. (From 1922 till 1948, the administration of

Palestine was British.) 'Old passports': out of date and officially invalid and non-renewable for Jews.

'The consul': representing a country to which the refugees wanted to travel.

'a committee': officially set up to try to help refugees, but with its hands tied politically.'a public meeting': one of a number of such meetings held in countries receiving Jewish immigrants - there was resistance to strangers 'stealing our jobs'.

'they must die': it is generally agreed that Hitler gave an order to exterminate Jews, for whom he held a lifetime's hatred.

'poodle in a jacket': the Jews were treated as lower than animals - and later the Nazi officials would speak of them as sub-human.

'fish swimming as if they were free': even animals seem to have more freedom than the Jewish refugees.

'no politicians': the decision to destroy the Jews was a political decision; a decision to go to war is a political decision.

'a building with a thousand floors': copious accommodation? A vast ghetto? An image of Babel, and the many races of the world? None has room for the Jews.

'Old passports': out of date and officially invalid and non-renewable for Jews.

'The consul': representing a country to which the refugees wanted to travel.

'a committee': officially set up to try to help refugees, but with its hands tied politically.'a public meeting': one of a number of such meetings held in countries receiving Jewish immigrants - there was resistance to strangers 'stealing our jobs'.

'they must die': it is generally agreed that Hitler gave an order to exterminate Jews, for whom he held a lifetime's hatred.

'poodle in a jacket': the Jews were treated as lower than animals - and later the Nazi officials would speak of them as sub-human.

'fish swimming as if they were free': even animals seem to have more freedom than the Jewish refugees.

'no politicians': the decision to destroy the Jews was a political decision; a decision to go to war is a political decision.

'a building with a thousand floors': copious accommodation? A vast ghetto? An image of Babel, and the many races of the world? None has room for the Jews.

'ten thousand soldiers': troops looking for Jews to send them to labour camps, from which few emerged? Or, later, the death squads sent to find Jews and kill them? Either way, this 'song' arrives at its terrifying ending: the refugees are being deliberately hunted down, and, as the preceding tension-building stanzas have made clear, they have nowhere at all to go.------------------------------------------------------------------------------------ 

Language

The speaker is talking to someone “My dear” (perhaps his wife), The

language and tone is very conversational. Each stanza intensifies the

situation in the poem. The first stanza brings out that the refugees are

homeless. Though there are millions in the city all of whom have some

kind of home but the refugees have nowhere to go.

In stanza 2,the couple cannot stay in their country. It compares two

living people with the old yew tree. “officially dead” means you cannot

make passport. This section tells us how the refugees are trying to get

help. The refugees cannot leave the country due to lack of passport

and hence they are described as officially dead, though they are

indeed alive. The refugees are treated coldly by the committee and

council. They are politely pushed aside but no real help is offered.

At the public meeting the speaker demonises the refugees as thieves.

This is made to incite ordinary people to hate Jews. A metaphorical

storm breaks over the whole of Europe continent as Hitler sentences

them to death.The tone of the final stanza is very bitter. The

comparison that the poet uses are testimony to these; Pet animals are

treated better then Jews.eg: “saw a Door opened and a cat let in;…”

Fish are free and Birds are free, Poet blames Nazi regime for creating a

environment in which natural things act far more better than humans.

The poet further uses cruel contrast. For eg: he has a dream of a huge

building with many room for everybody except Jews.

In the final stanza the poet enlightens a brightening future for the Jews

but now Jews are hunted down by 1000′s of people. That practically

means that even though that the Jews are killed right now however this

killing of Jews will somewhat end in the Future.

The Setting of the poem

The Refugees are in a vast city which still has

no accommodation for the Jews. eg: “not one of them was

ours…”

The freedom and comfort of animals is contrasted unfavourably

with the Jews situation. eg: “saw fish swimming as if they were

free…”

Jews are presented as isolated in a vast winter landscape.”stood

at a great plain in the falling snow”

The use of Language

1. The Poet has used direct conversational language. eg “say this

city …”,”my dear….”

2. Use of contrasts. eg: “Ten million souls”,”Ten thousand soldiers”

3. Repetition of some lines in each stanza for emphasis “we cannot

go there now, my dear, we cannot go there now”

4. symbolism for example of storms. eg: “thunder rumbling in the

sky”5. Use of ironic natural images. eg: “The birds in the trees sang at

their ease” 6. Language with religious connotations. eg: “Ten thousand soldiers

marched to and fro;…”

Climate Change: The Facts by Kate Ravilious

What is Global Warming? and How it comes about?

Extra CO2 in the atmosphere intensifies the Greenhouse effect. The

greenhouse gases such as CO2 and water vapour absorb the heat and

release it slowly. However increase in population has increased the

amount of greenhouse gases. Gases are also increasing in proportion

by burning fossil fuels (Remains of dead plants and animals). This

results in higher levels of greenhouse gases which make earth warmed

up.

How the temperature would be pushed to unmanageable levels?

At present time oceans and trees are helping absorb some of the heat

by taking in carbon dioxide, eventually they will reach their full

capacity, that means they cannot take any more CO2.

What could trigger a dramatic change in the earths climate?

This could be triggered by tipping point or thresholds. The release of

methane compounds buried under the sea floor. The large volume of

these compounds may cause glaciers to melt away and raise sea levels

across the globe.

Who is the audience for this type of writing?

It is for scientific people and writer has used scientific language which

is specialised eg: “clathrate compounds”

It is also for a general audience eg: “2nd column, 2nd paragraph”

Language and Style

The writer has used very formal tone.

‘Estimate’ , ‘suggest’, this gives writer a sense of superiority and

makes him a little distanced from the reader.

use of dashes to emphasize the point. eg: “Twenty years ago global

warming was a fringe subject-it seemed absurd that we could be

having an effect on the earth’s climate.”

use of technical or specialist vocabulary to convince the reader that

the writer has an upper hand of the subject.However the language is

not specialist throughout because reader may loose the interest of the

reader.

use of persuasive language. when he mixes facts and opinions to

convince the reader about the effects of climate change. eg: “most

people now agree that our actions are having an effect”

use of compressed language used in one word sentences or in

answers. This makes the argument more convincing and exclusive.

use of personification. “it has a nasty sting in its tail” The effect of it is

to compare it to a stinging insect and show how poisonous it is.

Personification of oceans “burping vast quantities of methane into the

atmosphere” This compares the oceans to Human beings.

Metaphors are used to bring out various comparisons for eg:

“Today’s global warming has become a political hot potato” It gives

the issue importance and by giving it political dimension it is to sway

public opinion.

The writer has used expert witnesses to support the points made

“scientists at the Mauna Loa observatory in Hawaii….”

use of charts and statistics to give authenticity to the topic and

arguments.

The structure is compared to a familiar format know as FAQ.

The scientific questions that readers might ask and then the answers

are provided by the writer. eg: “Is it just CO2 we need to worry about?”

Electricity Comes to Cocoa Bottom by Marcia Douglas

Introduction

This Poem is about Electricity coming to a Caribbean Village, which

does not have modern amenities. The adults, the children, the birds,

the animals are drawn to Mr. Samuel’s House.

Where he is preparing to turn on Electric lights for the First Time. Sadly

there is no one to record this Historic moment.

Stanza one

The First word “Then” takes the reader straight into the action as

though it was a story. The names that are used makes us feel as if it is

a real scenario. E.g: “Cocoa Bottom is a small Village which may or

may not exist”. But the word “Cocoa Bottom” sounds convincing. The

language used gives a sense of importance and suspense.

Nature and Human Beings are united in their interest, like the children

are prepared for a long stay. E.g: “They camped on the

grass bank outside his house,their lamps filled with oil,”. The Birds

“swooped in…congregating in…” and the Breeze “held its breath”. The

writer is using all these to give the natural creatures,Trees and nature

the ability to anticipate and feel the same way as Humans. This makes

the Poem more Dramatic.

Power and Light are emphasized by description “the sky turn yellow,

orange.” Light is referred in the poem through, Children’s oil Lamps,

the natural light of sunset, The Potential Light of fireflies.

The day fades into night. This softness is emphasized by the

comparison for E.g:”evening came as soft as chiffon curtains”.

Ends with a Repetition. E.g:”Closing. Closing.”

Stanza Two

There is a contrast between the beginning of the stanza and end of the

last one. The single exclaimed word “Light” conveys the way light

burst into brightness when current was switched on.

The starkness of the light shown by Mr.Samuels appearing in silhouette

(A portrait shortly standing out against the background light)

After the Dramatic shortening of lines they let them again gathering

momentum. The writer has used words imaginatively. Some words

suggest movement, For E.g:”fluttering”,”swaying”. Some suggest

sound that suggest onomatopoeia, E.g:”gasp”,”Whispered”. some

words are repeated for emphasis, such as “swing”.

The respond of nature here, also indicates that this is an awesome

moment. E.g:”the long grass bent forward”. The writer has made this

moment very special. This is undercut by mysterious voice.(Which

could be of God). This brings the question; If there is such an important

moment. why isn’t there anyone to record this.

This Stanza ends on a sad note perhaps because no one can write, or

they have no material to record it. It has taken the poet sometime

after the event to commemorate on what had happened.

Stanza Three

This stanza begins negatively with the statement “no one…” yet this

voice is heard by some warm rocks. This part is also an anticlimax that

the children had to go home in the dark using their oil lamps. The

concluding moment is the opportunity to celebrate and record this

event has gone…..

An Unknown Girl by Moniza Alvi

Moniza Alvi was born in Pakistan (Her father was a Pakistani and her

mother was British.). She left Pakistan when she was a few months old

and she moved on to live in England.

The poet has used this poem as a tool to explore her cultural identity.

The poem is apparently set in India and it is autobiographical in tone .

The narrator feels her cultural roots and traditions have been re-

affirmed and re-awakened in the bazaar by the unknown girls simple

act of hennaing hands.

This new lease of life filters through into her descriptions of the market

as she brings it alive with her new found energy and confidence.

Structure and Form It is a free verse, which suits the narrators

exploration of thought. As one long verse it flows like astream, like

consciousness as she describes what is happening in and around her.

The poem is visually pleasing and is centered layout is reminiscent of

her newly decorated henna hand.

Language

The Poems vocabulary places it into the poems exotic, foreign location.

Which are brought to life in several ways by the narrator. Eg:

“bazaar,rupees,henna,Kameez” although the girl herself “unknown”

She nevertheless shows great skill and precision in her work and is

therefore greatly respected. Eg: “she steadies with her”,”Very deftly”.

Textures are often described appealing to the sense of touch. Eg: “wet

brown line”,”satin peach knee” many others…

Sounds are contrasted for Eg: “now the furious streets are hushed”

Colourful images come alive Eg: “peacock”,”brown line”,”the amber

bird beneath”

The narrator initially applies her existing cultural references to the girls

Artwork.”She is icing my hand”. Her traditional cultural roots seem to

be established.”I have new brown veins”,”I am Clinging to these firm

peacock lines” as if she now has a new force flowing through veins.

The personal inner conflict between cultures that the narrator

experiences is also demonstrated publicly by the shop dummies.

Whose sport “western perms” and other likewise posters for ‘Miss

India’. A competition for western origin perhaps require a modern or

less modest presentation. Then the Indian culture traditionally

advocates

The simple act of hennaing the hand has initiated a powerful sense of

yearning by the narrator of her roots.This is communicated by the

repetition of what “clinging” and the subsequent of longing. Although

the henna might physically attract, we feel certain and convinced that

the feelings have been reawakened by this experience and this

experience will continue to flourish.

Your Guide to Beach Safety: From RNLI leaflet ‘On the Beach’

This leaflet is divided into 4 section. it is produced by

Royal National Lifeboat Institution ( A charitable institution) with the

aim of informing the public, beach goers, swimmers on how to stay

safe along the beaches of UK.

Here is the table describing the feature and its effect:

Feature Effect

Use of colour To attract the attention of the reader

Large fonts and bold print Holds the attention of the reader

Heading with subtitle

Gives main topic and subtitle explains

further

Lifeguards

The effect is to clarify the leaflet is

produced by charitable organisation

Lifeguard in a jet ski (picture)

It assures the public their safety on the

beach

Advise given to public in a text box

with contrasting colours

Gives the public Do’s and Dont’s and

further source of help. It reassures the

public that their lives are saved

Phrase like “First” is repeated

It shows the importance RNLI are codes to

saving lives

The slogans “Life boats, Life

Guards,Life First”

Contacts

The effect of this is to communicate their

feedback and enquire more.

The picture of the 2 children having This makes it clear in the mind that there

fun in the water.

is maximum enjoyment and adequate

safety measures.

One piece of emotive language

It persuades the reader that lifeguards do

indeed save lives.

Quotation by which witnesses

Increase the confidence in the work of

lifeguards

Writing (RIPS)

It gives information on how to tackle

mishap

The language used are set of

imperatives/commands

It makes the reader confident in the

methods outlined.

Definition of RIP

It gives real definition so that the swimmer

tackle task intelligently.

Bullet points

It helps the reader focus on the given

points

Artistic Impression on how to tackle

RIP

It increases the confidence. It helps the

swimmer to remember how to save himself

from RIPS

Picture of mother and son reunited

Swimmers safety guaranteed. It makes the

writer Authentic.

Language used

It is simple, straight forward and formal. It

gets information across general Audience

The Background colour is two tone

colour It attracts the attention of the reader.

Veronica by Adewale Maja-Pearce

Plot Summary

The Story takes place in a rural village in Nigeria.

The main characters are Okeke and Veronica. The two are childhood

friends.

Veronica is the poorer and the more unfortunate one. She had to bring

up her brothers and sisters because she had a brittle and drunk father

and a weak mother.

Okeke lives in the village for school. Eventually going to university to

become a doctor. Out of compassion he urges Veronica to leave but

she refuses, to cite family ties. “Don’t talk like that. They are my

family, that is enough”

Ten years passed before Okeke’s job bring him back to the poverty of

the village. Veronica is in the old hut, her parents dead as her siblings

gone. She has a baby and husband who has escaped the war from the

North, but still she refuses to leave.

After another 3 years her remainings family is dead she is close to

death Okeke longs to help her but she prefers to die. Her final wish to

see Okeke is granted. When she dies on his arms, he buries her near

the stream where they frequent met in their childhood.

Characters

Veronica

She is the eldest child of brutal and careless father.

She helped in bringing up the other children and was beaten up, when

she is young. The responsibility for bringing up the other children had

fallen on her.

She was semi-illiterate had no qualification.

She is driven ,more by traditional values, family values and therefore

she remains loyal to the family. For Eg: “I can’t just leave my family”.

she also resists changes in her life.

She is assigned to her fate this is called fatalism. For Eg: “I leave that

to others, my own place is here”

Veronica is lost all her hope in staying alive, she had no reason to

leave.

She had very low expectations in life. She had no ambition or goals to

live for, therefore she becomes unpleasent.

Okeke

Okeke lived in the same village as Veronica. His family is sligthly well

off.

He proceeded to school when he did well and became a doctor.

He is very helpfull to Veronica. He encourages her to leave the village

but she declines. He also came to see her when he was posted back to

the village as a doctor. He finally came to see her when she was sick

and dieing.

He is ambitious as he had very high expectations in life. He was

dissatisfied with the village and wanted to go to the city and make a

good living. Quiet by chance, after many years he was allocated to the

same village.

He is disillusioned with veronica’s attitude of self destruction. He pitties

of and by extension of the entire village.

Okeke belived that he would grow through the path of education and

that he would have a good career after university. He believed in

himself and he also believed in working hard to change his status.

The Last Night (from Charlotte Gray)

 by Sebastian Faulks

Sebastian Faulks

This extract comes from a much larger novel known as Charlotte Gray.

It is set in France which was occupied and controlled by the Germans

during the

2nd world war. Jewish people including two small children are waiting

to be taken to a concentrated camp. The two children are Andrew and

Jacob. At the concentration camp they will face death, however they

may not be fully be aware of this. The atmosphere in the text is filled

with tension. Each detail helps to build the picture of one shot

sequence of time in a period of war. For eg: “…which the deportees

might write a final message.” The word “Final” could mean last

message before they die.

The phrase “…camp orders forbade access to the post.” means the

Jews were discriminated against living in the atmosphere of fear.

“A woman came with a sandwich for each child to take on the

journey.” In this phrase a woman is introduced who is unknown. She is

sympathetic with the children.

“André was lying on the straw,……Jacob’s limbs were intertwined with

his for warmth.” This phrase shows Andre depends on Jacob.

Characters

Andre is the elder of the two children. He looks after his brother Jacob

very carefully.

Jacob is the younger brother of Andre.

Jewish Orderly: A person employed by Germans to supervise Jews.

He is a Jew himself and he can be treated as a traitor to the German

Nazis because he helps the deportees.

Commandant/Policemen: They seem to be going about their Jobs

with a lot of efficiency.

Gendarme(s): A Policeman who seems to be actively involved in

what’s going on.

The unknown Woman: She is an ordinary French wife who is trying

to help by throwing food to the deportees, even though they never

reach them . [I am talking about that women used in the phrase.. "He

saw a woman’s face in which the eyes were fixed with terrible ferocity

on a child beside him"]

Bus Driver: He is transporting deportees to the station/concentration

camp. His is a difficult Job which makes him wrestle with his

conscience.

The Language

The writer doesn’t emphasize over details. The tone used is a matter of

fact and the description is ordinary. The grimness of the condition is

shown by phrase “André was lying on the straw, the soft bloom of his

cheek laid, uncaring, in the dung.”

The writer uses contrasts. Some contrast is implied for instance Five

white-and-green municipal buses are ordinary in their use but their

purpose is to take the deportees on their final journey.

In the phrase “Five white-and-green municipal buses had come in

through the main entrance, and now stood trembling in the wired-off

corner of the yard.” Single words carry huge importance, ‘Trembling”

also ironically applies to the deportees. More complex language is used

for special effect eg: the use of words terrible ferocity in the phrase

“he saw a woman’s face in which the eyes were fixed with terrible

ferocity on a child beside him.”

Words and phrases that suggest sound and movement makes the

passage more dramatic eg: “sudden ripple”,”homely thudding of a

Parisian bus”,”quickening of muscle” etc…

A Hero by R. K. Narayan

The Plot

The success of the story is dependent on its pace. A variety of methods

is used to hold the interest of the reader. It begins with a newspaper

report then dialogue is used to explain the characters motivation then

there is a long piece of dramatic description which gives an inside into

swamis thoughts and feelings. The tension suddenly falls after swami

bites the burglar. When the devil he fears turns out to be an easily

deterred burglar, the tension is dissolved. There is a final twist in the

irony at the end when he returns to sleep in the same room with his

grandmother. We are back to things at the start. Swami has won.

Pictorial Representation

Click to enlarge

Characters

1. Swami’s father

Swami’s father is overbearing

he is cruel eg: “If you do it, mind you, I will make you the laughing-

stock of your school.”

He sounds pompous and feels he is self important.

2.   Swami’s Mother

She blames granny for spoiling swami

she responds positively to swamis pleading look

in the end she loses temper with her husband

3.   Burglar

He adds to the comedy of the story

He is described as one of the most notorious housebreakersof the

district

His defeat in the hands of a small boy is humiliating

4.   Swami

He is a coward and feared boy. (he was terrified when he slept alone in

the office.”

He doubts his as well as others bravery. like when he doubted a boy

had fought a tiger.

He is a sly boy. eg: “From the first of next month I’ll sleep alone,

Father.”

He is superstitious because he thinks and believes in ghosts and

shadowy figures.

He is decisive because he bites the burglar in no time.

Finally he shows humility when glory showers on him.

He is extremely relieved at the end when his father gives up on him.

Use of language

The writer uses language that creates a sense of indian setting eg:”We

are going to admit even elders in our cricket club hereafter.”

Dialog is used in many instances to bring out the feelings of the

characters and to increase tension. eg: “How can it be, Father?…”

The writer uses questions to show how swami tests the fathers logic

and his limits. eg “Will you at least leave the door open?”

The writer has used images associated with supernatural powers.

Exaggeration(hyperbole) for eg: “If I don’t sleep at once I shall

perhaps die—” and “…there may be scorpions behind your law

books.”.

use of onamatopoea eg:”the ticking of the clock, rustle of trees,

snoring sounds,…”

The opening is quiet dramatic. it puts the reader right in the middle

of the act eg: “For Swami events took an unexpected turn.”

use of Suspence eg:”After reading it through, Father looked at Swami

fixedly…” this is done to increase the pace of the story.and to create

interest.

use of short simple sentences to build tension. eg:”Swami felt cut off

from humanity.” and “Swami groaned in despair.”

Use of ellipses to build suspense and to show what swami thinks.

use of rhetorical questions to give the reader a clear insight into

swami’s mind eg:”so why should he wait?”

King Schahriar and his brother (From The Arabian Nights)

This is the first story in the collection “The Arabian nights” or “The

thousand and one nights” The story originated from persian,(iran)

(india)(egypt).

Although they can be dismissed as children tales Many of them appeal

to a wider audience and the theme used are mostly adult.

The setting is established in the first paragraph The geographical area

is middle east India and china.

Charactarisation

1)Scheherazade

She is a device for telling stories.

She is extra ordinarily beautiful and academicall brilliant

she outshines her younger sister Dinarzade.

She is her fathers favorite

She single handedly divices and carries out a plan designed to stop

sultans barbarious practice.

She is motivated by the wish to save women from sultans tyranical

behaviour and desire to save her country.

Sometimes she behaves unpredicatbly and surprices the reader.

she askes her father to allo

Disabled by Wilfred Owen

Introduction

The poem is about a soldier who comes home from World War Iwith missing limbs and how

this disability changes life. The poet (Wilfred Owen) was in military hospital being treated for

shell shock.

Soldiers at that time would return home with missing body parts or severely wounded. There

wasn’t much to be done for many soldiers that were in the front-line, due to lack of medical

care.

Stanza 1

The sentence “waiting for the dark” shows that the soldier has nothing positive to look

forward to-only the arrival of the end of the world. The word “shivered” in line 2 shows that he

is outside and this is backed up by the line “through the park”. This soldier appears to have

lost his legs and forearms eg: “legless, sewn short at elbow.” and also the line also describes

that the sleeves of his suit have had to be cut short because of the loss of his arms.

Voices of boys made him feel sad and it reminded him of his childhood, Not long ago he was

with these boys Now it seems like a distant memory. eg: “Voices of boys rang…a hymn” That

shows that the soldier was robbed of his innocence and naivety. He is also jealous of the

boys he left behind as their innocence hasn’t been destroyed.

Stanza 2

This Stanza 2 is about the narrator reminiscing about how things were used to be before he

was injured. This time he used to go to town and party with his friends.Girls glanced at him

because he was football hero.If he had not signed/joined the army girls would still have

admired him. Heroes are not supposed to be injured. It would appear as if the soldier has

given up on life as much as life has given up on him. He wallows in self pity. He has

unfortunately believed that he is not a real man anymore. He feels pity on himself and he

keeps others away from him.He is projecting his own feelings of disgust on others

happiness.

Stanza 3

Line 14 describes the boy (an artist) who was smitten “Now, he is old; his back will never

brace;”.The addition “last year” suggest that he did not look like that anymore. His face had

lost the boyhood charm and has been replaced by a face hard and worn by the ravages of

war. Despite being young he describes himself as old, “he is old…”,”He’s lost his colour very

far from here,” This implies that he has lost a lot of his blood. The injuries are causing him to

realize the reality of war that is that war is not something to consider as glorious.

Stanza 4

At one time the sign of blood in ones body was considered good and honorable thing. In this

stanza the poet is reminiscing about when he was listed to join the army. It was after a

football game when he was drunk that he signed to join the army which “he wonder why.” he

is trying to ask himself now whether he joined because he was generally interested or is it

the influence of girls pleading and effect of alcohol. He did not need to prove his worth to the

recruitment officers.

Stanza 5

They didn’t question him of his age. He was just 19 year lad.”smiling they wrote his lie: aged

nineteen years.”. He never knew about war politics. The only thing that worried him was what

people thought about him. This may include promotion in rank, pay arrears and honorable

future promotions. when men left for war they were sent off with drums and cheers and a big

parade.

Stanza 6

There were few people who welcomed him back home. “but not as crowds cheer goal.” No

one wanted to see negative aspects of the war. There was only one man who thanked him

for defending in war for his country. The man maybe a former soldier.

Stanza 7

The soldier will now spend a few years in war hospital. where they will probably experiment

with different treatment on him until they decide that there is nothing they can do for him. He

will then be discharged from hospital and begin to receive monthly disability checks from the

government. Now women didn’t look at him as they used to.”Tonight he noticed how the

women’s eyes passed from him…”. He seems depressed by the fat that he will never be a

whole man again and he will probably never express a love for women..

Here are some questions for you to try:

1. Describe the atmosphere the poet creates in the second stanza?

2. How does the poet describe the changes that the soldier underwent? QUOTE points from

the poem.

3. How does the poet bring out the naivety and innocence of young soldier? QUOTE points

from the poem.

4. The ending is very depressing. How does the poet achieve this? QUOTE points from the

poem.

A good website on World War I

 TOUCHING THE VOID by Joe Simpson

Joe and his climbing partner Simon were nearing the end of the climbing in Siula Grande in

Peru, when a terrible accidentoccurs.

This passage provides a focus on an extreme sport at a life or death moment.

It raises many issues:

What makes people participate in sport like this?

What should one do when faced with a moral dilemma like Simon?

This extract consists of 2 faces of autobiographical narratives (monologues) giving different

perspectives of different viewpoint of the same event.

Language use

Both accounts use the first person narrative

Both use narrative structure.

Evaluation and Analysis of the significance o what is happening is integrated in the story

telling.

Both account use direct speech to convey the immediacy of thought. eg: “I have broken my

leg…”

Joes Account

It conveys pain and other feelings by powerful metaphor for E.g. “pain flooded”;”a fierce

burning fire”. The extract uses varied sentence structure varying the pace and reflecting the

impact of the moment.

Short sentences are used to highlight the drama “My leg!… My leg!”

Strong direct words (often verbs) to convey moment. E.g.

“catapulted,screamed,raised,ripped off”

Sometimes the writer is very direct in order to intensify the sense of reality. “we were above

19000 feet and very much alone”,”The impact had driven my lower leg up through the knee

joint….”

Words and images that convey thoughts and feeling vividly and frankly, sometimes in a

sequence to convey the changes in mood. For E.g. “A wave of nausea surged over me.”

Sometimes the abstract and vague suggest he was traumatized. “something terrible,

something dark with dread occurred to me,…”

Simons Account

It has more straight forward language especially at the beginning to convey a sequence

through word and adjectives for E.g. “glad,tired”etc. There is sudden change of pace/speed

in paragraph 3 by the use of dynamic words. “sharp tug as the rope lashed out…”

There are words that relate to logic which is a contrast to Joes emotive account. Its totally

rational and dispassionate in a way.

How the writer help the reader to appreciate the physical impact?

The language is used to emphasize the pain and destructive force of the accident E.g.

“shattering blow, ruptured”

The use of first person pronoun emphasizes the persona nature of the accident.

The repetition of some word E.g. “my leg!…my leg!”

The writer has used short sentences for effect for E.g. “I’m dead”

The vocabulary is emotive rather than technical for E.g. “My knee exploded.”

Psychological impact of the accident

The use of ellipsis (a series of dots) help to minor the fractured thought processes and so

creates tension for E.g. “If it’s broken…If…”

Panic is represented through the repetition and use of direct speech as the writer tries to

calm himself E.g.”maybe I’ve just ripped something”

The writer creates a sense of anticipated loneliness through the use of rhetorical question.

The writer uses modal verbs to speculate about a possible bleak feature. For E.g. “I will

never get over it”,”I could feel myself teetering to the edge of it”

Joes Account Simons Account

He is almost solely concerned with himself

Almost half of simons account is about dilemma that the two of them

are in

Joe doesn’t refer to simon until last five

lines Simon refers to joe from the beginning of the line till the end

Joes account is very emotive Simons account is very rational.

Climate Change: The Facts by Kate Ravilious

What is Global Warming? and How it comes about?

Extra CO2 in the atmosphere intensifies the Greenhouse effect. The greenhouse gases such

as CO2 and water vapour absorb the heat and release it slowly. However increase in

population has increased the amount of greenhouse gases. Gases are also increasing in

proportion by burning fossil fuels (Remains of dead plants and animals). This results in

higher levels of greenhouse gases which make earth warmed up.

How the temperature would be pushed to unmanageable levels?

At present time oceans and trees are helping absorb some of the heat by taking in carbon

dioxide, eventually they will reach their full capacity, that means they cannot take any more

CO2.

What could trigger a dramatic change in the earths climate?

This could be triggered by tipping point or thresholds. The release of methane compounds

buried under the sea floor. The large volume of these compounds may cause glaciers to melt

away and raise sea levels across the globe.

Who is the audience for this type of writing?

It is for scientific people and writer has used scientific language which is specialised eg:

“clathrate compounds”

It is also for a general audience eg: “2nd column, 2nd paragraph”

Language and Style

The writer has used very formal tone.

‘Estimate’ , ‘suggest’, this gives writer a sense of superiority and makes him a little distanced

from the reader.

use of dashes to emphasize the point. eg: “Twenty years ago global warming was a fringe

subject-it seemed absurd that we could be having an effect on the earth’s climate.”

use of technical or specialist vocabulary to convince the reader that the writer has an upper

hand of the subject.However the language is not specialist throughout because reader may

loose the interest of the reader.

use of persuasive language. when he mixes facts and opinions to convince the reader about

the effects of climate change. eg: “most people now agree that our actions are having an

effect”

use of compressed language used in one word sentences or in answers. This makes the

argument more convincing and exclusive.

use of personification. “it has a nasty sting in its tail” The effect of it is to compare it to a

stinging insect and show how poisonous it is.

Personification of oceans “burping vast quantities of methane into the atmosphere” This

compares the oceans to Human beings.

Metaphors are used to bring out various comparisons for eg: “Today’s global warming has

become a political hot potato” It gives the issue importance and by giving it political

dimension it is to sway public opinion.

The writer has used expert witnesses to support the points made “scientists at the Mauna

Loa observatory in Hawaii….”

use of charts and statistics to give authenticity to the topic and arguments.

The structure is compared to a familiar format know as FAQ.

The scientific questions that readers might ask and then the answers are provided by the

writer. eg: “Is it just CO2 we need to worry about?”

A Game of Polo with a Headless Goat by Emma Levine

Emma Levine loves researching and filming on unusual

sports. This extract is about a donkey race in Pakistan in Asia. Its from a book

A Game of Polo with a Headless Goat.

Polo is a Game similar to Hockey played on Horse back. The Phrase Headless Goat suggest

the chaos, anarchy associated with these unusual sports.

The writer being British presents us with different view points, being from a developed

economy, She may be trying to ridicule the forms of entertainment from the 3rd world. She

may be implying that these sports are backwards or outdated.

She may also be informing the first world the simple forms of entertainment elsewhere. She

may be provoking them to appreciate other cultures.

Language

Descriptive language plunges the reader directly into the heart of the action. eg: “we drove

off to find the best viewing spot”

use of first person singular and plural eg: “we drove…”,”our young driver…”

Informal tone is used. eg: “I asked the lads if we could join in”

use of dialogue and direct speech to give the immediacy and urgency or authenticity.

The writer builds up excitement by building up a tempo.

Use of hyperbole. eg: “we waited for eternity” This phrase also creates suspense.

use of long sentences. eg: “Nearly one hour later I was beginning…..”

The writer brings out the thoughts and feelings and frustrations felt by the writer.

Use of Phrase like “wobbly bicycle”provides comic relief. It is a sideshow that helps to

heighten tension.

Use of present tense create a sense of urgency and anxiety and uncertainty eg:

“coming,coming”.

Use of maximum survival of the fittest shows us the fear of the competition.

use of humour shows how dramatic the event was “This was Formula one without Rules”

The words “Race was over” creates an anticlimax.

A Passage to Africa by George Alagiah

Introduction

Somalia is a small state in Africa . It has no functional government since 1990, As a result

war, disease, Piracy and Famine have ravaged or broke out. George Alagiah a BBC

TVreporter writes about his experience in Somalia .

How does the writer describe the village of Gufgaduud?

It is a small village.

He compares it to a Ghost Village using a simile “like a ghost village” To suggest it was

abundant.

No Foreign aid is available’ A place where the aid agencies had yet to reach.

women were searching for wild edible roots. shows how backward the situation was.

There was sweetness and death in the village and death was accepted as inevitable. E.g:

“only one daughter had died”

Language use

The account is mainly in the first person because he’s describing a personal experience.

This gives authenticity to the writing. eg: “I saw a thousand hungry, lean, scared and

betrayed faces as I crisscrossed Somalia….”

use of powerful simile “like a ghost village” to compare Gufgaduud to an abandoned village.

The effect of this is to hint the reader the suffering, abandonment and loneliness. The writer

also foreshadows the outcome of the story and creates anxiety of the village.

The writer tries to use dashes in his description,”forty-five minutes-….”and many more. This

is done to stress and emphasize the hopeless condition of the hamlet. Line 49 is used to

stress that it was not a joyful smile, it was a shy uttered by him.

The writer has used a lot of emotive words in his description. which answers “WH” questions.

This brings out loneliness, suffering, neglect and degradation. eg of emotive words: “hungry,

lean, a ghost village, quiet, suffering, lonely death, shattered leg” etc

use of rhetorical questions brings out the suffering difficulties and deprivation. eg: “how could

it be?”,”what was it about that smile?”

sensory appeal is used very powerfully specifically appeal to senses of sight, smell, taste.

eg: “craving for a drug”, “smell of decaying flesh”,”yellow eyes”

use of metaphor. eg: “the shattered leg…” This implies the wounds and suffering.

Use of sharp effective sentences to grab readers attention. eg: “then there was a face i

would never forget.”

use of dampened tone, brings out pity and sympathy and creates an atmosphere of gloom

andpain.

The Explorer’s Daughter by Kari Herbert

How The author makes the setting Interesting?

Through visual appeal

Planes of spray

spectral play of colour

glittering

light turning butter gold

long narrow inlet of the sea (fjord)

by description of how the narrator breaking interest “he took sharp intake of breath”

by description of how whales circled the fjord. “The hunters were dotted all around the fjord

The description of the closed proximity of the hunters to the whales. “close enough to tough

the narwhal with their bare hands”

The description of the illusions of distances in the Arctic “Distances are always deceptive”

The habits of Narwal

They rarely stray from high Arctic waters.

They go to more temperature waters towards the Arctic circle in the dead of winter.

They never enter warm southern seas.

Every summer they return to the Northwest Greenland.

How are the whales useful to these eskimos?

1. The meat of the narwhal is rich in necessary minerals and vitamins especially vitamin C.

which prevents scurvy.

2. The blubber of the whales are used as food and heat insulation.

3. The dark red meat is valuable as diet for both men and dogs.

4. The single ivory tusk is used for harpoon tips and handles for other hunting implements.

5. The tusks are used as a beam for their ancient houses.

How does she defend the hunting of seals and whales?

1. The Eskimos do not kill the whales for sports. They use every part of the animal they kill.

This constitutes a greater part of the food supply.

Language and Techniques

The writer takes the reader directly into the action of the matter eg: “Two hours after…”

Use of sensory appeal “plums of spray”,”spectral play of colours”,”The evening light was

turning butter gold”

Use of ellipsis. eg: “The narwhal…” to focus on individual concerns and interest.

Use of Dash. for eg: “it was crucial to her that her husband catch a narwhal-it was part…”

This is done to explain in the same sentence structure why it was necessary for the husband.

Use of similes. For eg: “hunters spread like a net around the sound” hunters position are

being compared.

Use of first person. eg: “I understand the harshness” This use of language makes the

account authentic/realistic.

Explorers, or boys messing about? by Steven Morris

Introduction

This is a newspaper article that happened in January 2003. The Key to understanding this

Article to decide whether the writer wants us to see the 2 men as experienced explorers or

criticizing them for being irresponsible, immature and amateurish. This article also raises the

issue of expecting other people to rescue the characters and pay for the rescue.

How does the writer present the two men?

Immature and IrresponsibleMr. Smith has a nickname known as “Q”. The James Bond reference just makes the men appear to be overgrown children pretending to be in an adventure.Their earlier expedition is described as Farce. Several experts question the judgment of 2 men emphasizing the hostility of the surrounding and the fact that the helicopter was of single engine.Their flying ability is understated. They experience difficulties when “conditions have been excellent”The final quote from the lady confirms them to be silly children who will be punished by their elders.

How does the writer suggest the boys are not really experts?

In the first line the writer describes the expedition as a ‘Farce’. The effect of this word is to

portray the men as childish and immature. After listing their experience, the writer undercuts

by beginning the next paragraph with the words despite their experience.

The writer uses some expert views to criticize the men, for example,’experts questioned on

the use of a small helicopter by the men’.

How does the writer present the two men as genuine and experienced explorers?

The writer says both men are experienced adventurers. Mr. Brook has a whole profile of

experience which is explained on  ‘line 110′  . Mr. Smith also is very experienced. E.g.: “He

has twice flown a helicopter around the globe and won…”

How does the writer bring out other characters in the story?

The rescuers appear to be very professional. The signals from the helicopter were captured

by the rescue crew. This shows that rescuers were professional.

The reaction of others is always negative. For E.g.The British tax payers, The men’s

adventure had cost the tax payers thousands of pounds.

Mr. smiths wife: Her role seems to be is to stay at home and wait for the distress call.

Taking on the World by Ellen MacArthur

Introduction

This is an extract from Ellen MacArthur Autobiography. It deals with an emergency she faced

on the 44th day Vendëë solo globe world yacht race , when she had to replace an essential

sail. This passage highlights the enormous physical and psychological challenges in sailing

alone in heavy seas.

The fact that it is Christmas, and she is female and small, that makes it extraordinary.

Though she faces physical challenge alone, she has the means to keep in contact with the

rest of the world.

Language and Style

Most of the text is in the first person because it is an autobiography. eg: “I laid out the new

halyard on deck”

There is occasional use of technical language which gives a sense of reality to the situation

and also gives the writer authority of the same. “Halyard”,”reef”

Use of words, Phrases and clauses that suggest struggle, effort and challenge. eg: “The

hardest climb to date”,”There would be no second climb on this one”

Use of many conversational features. eg: “I’d…”

Use of repetition words. This features add immediacy to the writing, and there is a loss of

refinement.

Syntax begins to breakdown as the passage reaches its climax. She breaks into direct

speech as she is talking to herself “not far now, kiddo, come on, just keep moving…”This

adds the sense of urgency and drama.

Occasionally she uses more elaborate phrases including phrases but most of the writing is

literal eg: “This is what it must look like to the albatross”,”I felt like a million dollars”.

The writer focuses on worlds that convey details in order to give a strong sense of reality. eg:

“The height of the mast”

She uses strong phrases with complex words in moments of danger to show panic. “A world

of which I had no control”,”you are a passive observer”,”The frustration was unreal”

There is humorous lightening of the tone with reference to Santa clause.

How the writer helps us understand the danger she is facing?

She emphasizes the physical danger of the task. eg: “It would not be difficult to break bones

up there”

She emphasizes the potential danger of being thrown off by saying the difficulties of the

climbing.. “clinging on”

She compares the landscape to a Moonscape. for eg: “The mast is an alien landscape, A

world of which I had no control”

She emphasizes on the cold weather condition. “I couldn’t feel my fingers”,”I climbed down

getting soaked”

The fact that she needs protective clothing shows that there is a potential danger. “I would be

wearing protective helmet”

She recognises at the top of the mast that she is not in control of the ship. “I hanged on

tight…”shows there is danger.

“You are a passive observer looking down” The danger is emphasized by the fact that she

gets more tired as she gets further up the mast “It got harder and harder”

By Line 48 we realise that the danger is increasing as the moment of the board “The motion

was worse than ever.”

Use of Ellipsis also shows the danger as the reader is left wondering what happens “Far from

over…”

Having climbed the mast we were taken back to realise the descent ride is even more

dangerous. “This was by far the most dangerous part” This is emphasized by the fact that

“Her Heart was in her Mouth”

We were made to appreciate the potential danger by the amount of injury that has been

sustained of a successful mission eg: “My limb were bruised and my head was paining”

Consistent use of emotive language is done to emphasize speed and danger. for eg:

“Smacking back into the rig…”,”The mast slices erratically”

Characters Play role

She requires a lot of effort to climb up and down the mast. She is emotionally strong because

she shows resilience and courage eg: “It is not difficult to break bones up there”

She has a sense of determination to win the race. for eg: “I had agonised for hours”

She takes sensible precautions. eg: “I should prepare the halyard”

She is prepared to achieve her goals. She has singular determination to be the winner of the

race. For eg: “I tugged and tugged on the rope”,”I rallied once more…”

Chinese Cinderella by Adeline Yen Mah

Introduction

It is an autobiography written by Adeline Yen Mah. In this extract she relates the only

moment when she was ever praised by her father for winning a play writing competition. Her

father recognizes that she has talent and agrees to let her study in England.

How the writer helps to understand a life in china?

The writer’s family is a wealthy family.”May i go to England”,”stopped at an elegant villa at

mid-level”

Her physical wealth is contrasted with emotions because nobody shows regard for her.”Don’t

you know anything…”,”where is everyone”,”My heart is full of dread..”

She feels out of place because of the number of questions she asks.”where is everyone”

She is unhappy in her present surroundings.”in my case perhaps end of school forever”,”my

heart was full of dread”

Her Relationships with her Father

She has a poor relationship with her father because she was overwhelmed at being

summoned. She suspects that he is playing some sort of “trick” on her expression as her

father tells her not to look so scared.

She has never been in her father’s room. Being a stepchild she used to be isolated/sidelined.

Her father is old fashioned, gender prejudice, for e.g. When he says: “women patients prefer

women doctors”

She is differential to her father and she is dismissive of her own talents as a mark of respect.

Eg: “well, the rules and regulations…” LINE 64.

The order to return home is represented as a “NIGHTMARE” .Eg: Adeline heart was full of

dread”, The chauffeur is described as defensive.

How she presents herself with her father?

She is modestly putting down her success being the only entrant in the competition.

“Perhaps I was the only one determined…”

She is clearly educated. She wins an international competition. She also quotes ‘Wordsworth

Poem’ when she expresses her joy. “Bliss was it in that dawn to be alive”

Her father is very unkind. He dismisses her desire to study literature. He mocks her and

dictates her on what she will study. Eg: “Writer!’he scoffed.’You are going to starve!”

Language

The writer uses the present tense to emphasize the strength and immediacy of her worry.

Eg: “Then why are you taking me home”

Use of Rhetorical questions for eg: “see me in his room? “,”Is it possible?” and many more.

The question “How come you won?” shows the readers disbelief and confusion.

Use of clichés, eg: “reach for the stars”,”now or never” shows the youthful inexperience of

the writer.

The use of numbers rather than names by the father suggests that there is a distant

approach towards the children. Eg: “You will go to England with third brother this summer”

Use of repetition to show impatience and vigour. “Sit down! Sit down!”,”Thank you very very

much” etc.

Use of short sentences to develop readers’ understanding of the characters. “I’ll be a writer.”

It shows intelligence because she doesn’t want to raffle (create problems) father. She

doesn’t want to contradict him.