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An exam preparation slideshow for the OCR GCSE collection

An exam preparation slideshow for the OCR GCSE collection

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    Opening Lines Opening Lines Presentation Transcript

    • Opening Lines
      The 1914-1918 War (ii)
    • The Poems
      • Recruiting
      • Joining the Colours
      • The Target
      • The Send-Off
      • Spring Offensive
      • The Bohemians
      • Lamentations
      • The Deserter
      • The Hero
      • The Falling Leaves
      • In Flanders Fields
      • The Seed-Merchant’s Son
      • The Parable of the Old Man and the Young
      • Spring in War-Time
      • Perhaps
      • Reported Missing
    • Examination Appearances
      • Recruiting (2)
      • Joining the Colours (2)
      • The Target (2)
      • The Send-Off (1)
      • Spring Offensive (2)
      • The Bohemians (3)
      • Lamentations (5)
      • The Deserter (3)
      • The Hero (2)
      • The Falling Leaves (1)
      • In Flanders Fields (2)
      • The Seed-Merchant’s Son (2)
      • The Parable of the Old Man and the Young (3)
      • Spring in War-Time (2)
      • Perhaps (3)
      • Reported Missing (3)
    • The Numbers Game
      • Recruiting (2)
      • Joining the Colours (2)
      • The Target (2)
      • The Send-Off (1)
      • Spring Offensive (2)
      • The Bohemians (3)
      • Lamentations (5)
      • The Deserter (3)
      • The Hero (2)
      • The Falling Leaves (1)
      • In Flanders Fields (2)
      • The Seed-Merchant’s Son (2)
      • The Parable of the Old Man and the Young (3)
      • Spring in War-Time (2)
      • Perhaps (3)
      • Reported Missing (3)
    • The Numbers Game
      • Recruiting (2)
      • Joining the Colours (2)
      • The Target (2)
      • The Send-Off (1)
      • Spring Offensive (2)
      • The Bohemians (3)
      • Lamentations (5)
      • The Deserter (3)
      • The Hero (2)
      • The Falling Leaves (1)
      • In Flanders Fields (2)
      • The Seed-Merchant’s Son (2)
      • The Parable of the Old Man and the Young (3)
      • Spring in War-Time (2)
      • Perhaps (3)
      • Reported Missing (3)
    • The Questions
      • You must answer one question from a choice of three offered
      • You have 45 minutes to complete your answer
      • You can take your annotated copies into the exam
      • The questions require you to identify the similarities and differences between named poems written between 1914 and 1918
      • There are sometimes bullet points to guide your planning – use them!
    • Example Paper
    • ‘ways in which’ = HOW?
      • In your answer you will be expected to comment on HOW the poets explore one or more of the following:
    • Experiences of War - examples
      How is the fear of the soldiers brought powerfully to life for you in these two poems? (June 2008)
      What thoughts and feelings about death in wartime do the poets memorably convey to you in any TWO of the following poems? (June 2008)
      What differences do the poets show you between what young men expected of war and what they found, in Recruiting (Mackintosh) and Joining the Colours (Hinkson)? (January 2008)
    • People Affected by War - examples
      How do the poets help you to understand the effects of war on individuals in any TWO of the following poems? (June 2007)
      Explore the ways in which the poets write movingly about the loss of family members, in TWO of the following poems (January 2007)
      What do you find memorable about the portrayal of relationships between fathers and sons in The Parable of the Old Man and the Young (Owen) and The Seed-Merchant’s Son (Herbertson)? (June 2008)
    • Descriptions of War - examples
      How do the poets’ descriptions of the natural world vividly convey their personal feelings in these two poems? (January 2007)
      What do you find memorable about the ways in which the poets portray death in war in these two poems? (June 2007)
      How are the horrors of war brought powerfully to life for you in Spring Offensive (Owen) and The Deserter (Letts)? (January 2007)
    • There are a limited number of questions topics that can be asked BUT:
      • You must know the poems well
      • You must have an appreciation of their shared and distinctive features
      • You must be able to create focused comparative commentaries under timed conditions
    • Analysing poems
      Setting
      Form & Structure
      Themes
      Poem
      Images
      Context
      Narrative voice
      Language
      Aural features
      • Stanzas & line order
      • Metre & rhythm
      • Rhyme
      • Repetition
      • Punctuation
      • Enjambement
      • Grammar
      • Symbol
      • Simile
      • Metaphor
      • Personification
      • Vocabulary
      • Lexical fields
      • Connotations
      • Alliteration
      • Assonance
      • Onomatopoeia
      • 1st / 2nd / 3rd person
      • Past / present tense
      • Viewpoint
      • Historical
      • Political
      • Social
      • Cultural
      • Time
      • Place
      • Author’s agenda
      • Concerns
      • Message
    • Look for patterns of similarity and difference
      Between the two poems
    • Useful Vocabulary - Compare
      • Both poets...
      • In each case...
      • The texts share...
      • Neither poem...
      • Similarly...
      • Both texts...
    • Useful Vocabulary - Contrast
      • Whereas...
      • While (text A)..., (text B)...
      • Although...
      • In contrast...
      • On the other hand...
    • More Useful Vocabulary
      • Poet / narrator / writer
      • Text / poem / piece
      • Uses employs
      • Shows reflects
      • Causes us to feel evokes
      • Emphasises / draws attention to /suggests / implies / creates a sense of
    • More Useful Vocabulary
      • It is significant that...
      • It should be remembered that...
      • Sympathy pathos
      • Contrasts juxtaposes
      • Satire
      • Everyday speech colloquialisms
      • Propaganda
    • More Useful Vocabulary
      • Patriotism
      • Naivety
      • Disillusionment
      • Esprit de corps
      • Irony
    • Writing under timed conditions
      • Interrogate the question & identify keywords
      • Select poems if appropriate
      • Plan answer using 2 poem grid which directly responds to the terms of the question
    • Writing under timed conditions
    • Writing under timed conditions
      • Write your response ensuring that you:
      afford equal commentary to both texts
      use P.E.E. Paragraphs
      adopt focused analytical expression
      use evidence from the text to support your ideas
      remain legible!
      Keep an eye on the time!
    • Writing under timed conditions
      • Check your response for technical accuracy and sense by reading through
    • Timings
      • Planning – 10 minutes
      • Writing – 30 minutes
      • Checking – 5 minutes