In Shakespeare's time in England, women were considered subservient to men and had little independence or rights. They were dependent on male relatives, often used in arranged marriages to forge alliances, and generally believed they were inferior to men. Education was largely denied to women, who could not inherit titles, enter certain professions, vote, or participate in politics. Disobedience by women was seen as a religious crime. Marriage was usually arranged for political and financial reasons rather than love, and women were expected to depend on and obey male relatives throughout their lives.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness and boost overall mental well-being.
Unit 1 WJEC unseen poetry higher - past questionsEmma Sinclair
Both poems discuss making the most of life's opportunities. In "Carpe Diem", the poet urges seizing each day and enjoying simple pleasures like food and nature rather than worrying about the future. "Turning" also focuses on living in the present and appreciating small moments like touching hands by a river. While "Carpe Diem" has a cheerful tone, "Turning" has a more melancholy mood as it reflects on a lost summer romance. Overall, the poems convey similar messages about embracing each day but have different emotional impacts.
This document provides guidance for students taking the GCSE Unseen Poetry unit. It will be externally examined, requiring students to write an essay comparing two contemporary poems. They will have one hour to plan and write their response. The essay will be marked out of 20 across three Assessment Objectives - AO1 for critical response, AO2 for analyzing language/structure, and AO3 for comparing poems. Tips are provided on how to approach the poems, including reading carefully and annotating, considering themes, mood, and personal response. A five-paragraph structure is suggested for the essay.
The document provides guidance on writing formal letters, including conventions for addresses, dates, greetings, endings, and content. It discusses placing the return address in the top right corner, the inside address on the left below, and flexibility for date placement on right or left. For greetings, it advises "Dear Sir or Madam" if the name is unknown or "Dear [Title] [Surname]" if known, ending with "Yours faithfully" or "Yours sincerely" accordingly. Letters should have an introductory paragraph stating the purpose, middle paragraphs with relevant information, and a closing paragraph specifying expected action.
In Shakespeare's time in England, women were considered subservient to men and had little independence or rights. They were dependent on male relatives, often used in arranged marriages to forge alliances, and generally believed they were inferior to men. Education was largely denied to women, who could not inherit titles, enter certain professions, vote, or participate in politics. Disobedience by women was seen as a religious crime. Marriage was usually arranged for political and financial reasons rather than love, and women were expected to depend on and obey male relatives throughout their lives.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness and boost overall mental well-being.
Unit 1 WJEC unseen poetry higher - past questionsEmma Sinclair
Both poems discuss making the most of life's opportunities. In "Carpe Diem", the poet urges seizing each day and enjoying simple pleasures like food and nature rather than worrying about the future. "Turning" also focuses on living in the present and appreciating small moments like touching hands by a river. While "Carpe Diem" has a cheerful tone, "Turning" has a more melancholy mood as it reflects on a lost summer romance. Overall, the poems convey similar messages about embracing each day but have different emotional impacts.
This document provides guidance for students taking the GCSE Unseen Poetry unit. It will be externally examined, requiring students to write an essay comparing two contemporary poems. They will have one hour to plan and write their response. The essay will be marked out of 20 across three Assessment Objectives - AO1 for critical response, AO2 for analyzing language/structure, and AO3 for comparing poems. Tips are provided on how to approach the poems, including reading carefully and annotating, considering themes, mood, and personal response. A five-paragraph structure is suggested for the essay.
The document provides guidance on writing formal letters, including conventions for addresses, dates, greetings, endings, and content. It discusses placing the return address in the top right corner, the inside address on the left below, and flexibility for date placement on right or left. For greetings, it advises "Dear Sir or Madam" if the name is unknown or "Dear [Title] [Surname]" if known, ending with "Yours faithfully" or "Yours sincerely" accordingly. Letters should have an introductory paragraph stating the purpose, middle paragraphs with relevant information, and a closing paragraph specifying expected action.
Language skills for higher level responses WJEC Emma Sinclair
This document provides guidance on key concepts and skills for English literature assessments, including analyzing prose texts, poetry, and unseen texts. It discusses objectives focused on critical thinking, understanding how language and structure convey meaning, and considering social/historical contexts. Key terms are defined, such as denotation vs. connotation, signs and signifiers, and language techniques. Higher-level responses are said to discuss the author-reader relationship, contextual awareness, and implicit meanings rather than single "right answers."
This document provides revision resources and guidance for studying John Steinbeck's novella "Of Mice and Men" for the WJEC English Literature exam. It outlines the assessment objectives, describes the structure of the exam including a short extract question and whole text essay question, and offers advice on how to approach different question types. Key themes of the novella like friendship, loneliness, and masculinity are discussed. The relationship between form and meaning is also addressed.
Of Mice and Men: past questions WJEC Unit 1Emma Sinclair
This document contains an extract from the novel Of Mice and Men by John Steinbeck. The extract describes an interaction between Lennie and Curley's wife in the barn. Lennie is hiding a puppy in the hay when Curley's wife approaches him quietly. When she speaks to him, Lennie tells her angrily that George has warned him to have nothing to do with her and not to talk to her. Curley's wife laughs at this. The document provides potential exam questions about analyzing the extract or discussing characters, settings and themes in the wider novel.
The extract shows Mr. and Mrs. Lyons arguing about their son Edward being missing. Mrs. Lyons is very anxious and wants to move away from their current home, but Mr. Lyons refuses because his factory and work are located there. Their interaction reveals tension and disagreement in their relationship, as well as Mrs. Lyons' nervous personality and overprotectiveness towards Edward, which Mr. Lyons seems frustrated by.
This document provides guidance on writing whole text essays and character analyses for literary works. It includes potential essay questions on individual characters, their relationships, themes, and key scenes. It also offers advice on structuring essays, such as opening paragraphs that address the question, developing character and theme analyses, and conclusions that revisit the original question.
Pride and Prejudice: Symbols - place, letters and ballsEmma Sinclair
1. The document discusses the use and significance of symbols and places within Jane Austen's novel Pride and Prejudice.
2. Key places like Netherfield, Longbourn, London, and Pemberley are analyzed in how they further the plot.
3. Balls are also discussed as symbols where characters' interactions reveal their developing feelings and adherence to social codes of the time.
Revision: Social class - Themes and context Emma Sinclair
The document discusses how class shapes the characters and events in the play "Blood Brothers". It examines the social classes of working class, represented by the Johnstone family, and middle class, represented by the Lyons family. The working class faced poverty, unemployment, and lower opportunities compared to the comfortably off middle class families. This contrast in social circumstances between the two families, and how it influences the characters of Mickey and Eddie who are separated at birth, is a central theme explored in the play.
The document is a poem where Mrs. Johnstone and a company are pleading with someone to tell them that something tragic they heard is not true. They ask the person to say it was just a story or dream and not real, comparing it to an old movie or scene that is now over. They ask the person to say they didn't mean what happened and that it was just pretend, hoping that the morning will bring the realization that it was not true.
Mickey finds out from his mother that he had a twin brother who was given away at birth because his mother could not afford to keep both boys. His mother gave one of the twins to a woman who could not have children. Upon learning this, Mickey becomes upset and questions why he was not the one who was given away. The narrator then tells the story of the Johnstone twins, who were as alike as two new pins but one was kept while the other was given away, and how they were both born and died on the same day.
This document provides discussion questions about two scenes from a play - "The Council Chamber" and "Tell Me It's Not True". For the first scene, it asks how the sentence moods are significant, what the purpose of the narrator's final question to the audience is, and what Russell wants the audience to think. For the second scene, it asks about the circular narrative structure, how to annotate the song by linking back to the prologue, how the audience feels about Mrs. Johnstone, what role the narrator has played, and whether it is "just a story".
The narrator describes how it was a day in October when the sun began to fade and winter broke summer's promise, as the rain came falling down and someone claimed to see the bogeyman in town. Mickey tells his mother that Linda is pregnant, and when she asks if he loves her and when the wedding will be, he responds that they were thinking about a month, before Christmas.
The document is a collection of song lyrics and dialogue from the musical "Blood Brothers" that tell the story of Mickey and Linda. The lyrics describe the dreams of a woman who longs to break free from her role as a mother. Linda calls the councilor's office looking for Eddie Lyons as Mrs. Johnstone warns Linda that Mickey has a gun. The town is in danger as the lyrics describe a madman on the loose who is out to shoot someone down.
The document is a song describing Mickey's struggle with depression after being released from prison. It details how Mickey was prescribed daily pills by a doctor to treat his chronic depression, but has become dependent on them. When Linda tries to convince Mickey to stop taking the pills, he refuses, saying he needs them and can't cope without them, showing his mental health issues and addiction to the medication continue after his release.
The document contains discussion questions about the play Blood Brothers by Willy Russell. It asks the reader to analyze themes of class, gender, and power dynamics between characters. Specific questions analyze how songs from different acts develop metaphors, symbolism, and relationships between Mrs. Johnstone and other female characters. Readers are asked to trace shifts in character power and status over the course of the play and assess blame for the deaths of the twins.
Sammy threatens a man with a gun, warning him not to touch it as it's not a toy. A shot is heard. The narrator describes a man lying bleeding on a garage floor. Sammy tells Mickey to get in the house and bolt the door. Mickey is in shock, repeating that Sammy shot the man. Sammy acknowledges that he shot him and says he needs to hide the body.
Blood Brothers: Interview Willy Russell Emma Sinclair
The document discusses Willy Russell's upbringing in the working class and his experience working in a factory warehouse in 1969. It describes how Russell was aware from a young age of the injustice of the class system that treated the working class as second-class citizens. His father, a former miner, held socialist views and instilled in Russell a sense of sympathy for the underdog. Working in the factory warehouse, Russell witnessed firsthand the divide between the managers who drank champagne and the brutal treatment of the workers, showing how class could degrade human behavior.
Blood Brothers: Take a Letter Miss JonesEmma Sinclair
Mr. Lyons is dictating a letter to Miss Jones informing her that she is being let go from her job due to circumstances beyond their control. The letter cites the shrinking British pound, global economic slump, and rising price of oil as reasons for her termination. Mr. Lyons tells Miss Jones that her firing is just another unfortunate sign of the times.
Unemployment rose dramatically in the UK throughout the 1970s and 1980s, hitting over 3 million by 1983, with Northern Ireland, Northern England, and Scotland seeing especially high rates of over 20%. The song "Take a Letter Miss Jones" from the play depicts the difficult conditions faced by working class people in industrial cities like Liverpool during this time. The writer uses the interaction between a secretary and her boss, Mr. Lyons, to showcase the divide between social classes and convey the message that the working classes were struggling while others prospered.
Edward expresses his love for Linda by saying that if he was in another man's shoes, he would proclaim his love for her publicly and bring her flowers. He says that if he was the other man, he would tell Linda that he loves her and that he thinks of her every day, even if they had to live apart. However, Edward is not saying any of this directly to Linda himself. When Linda asks him what he means, Edward responds by saying "Mickey."
This document contains discussion questions about a play that examines themes of childhood, adolescence, growing up, and the impact of social class. It highlights how the different experiences of growing up for characters from different class backgrounds eventually ends their friendship. The contrast between ideas of love expressed by one character versus the reality of another couple's relationship is also discussed. Key questions are posed about how the playwright seals the fate of two boys by separating them and how this relates to the overarching themes.
Language skills for higher level responses WJEC Emma Sinclair
This document provides guidance on key concepts and skills for English literature assessments, including analyzing prose texts, poetry, and unseen texts. It discusses objectives focused on critical thinking, understanding how language and structure convey meaning, and considering social/historical contexts. Key terms are defined, such as denotation vs. connotation, signs and signifiers, and language techniques. Higher-level responses are said to discuss the author-reader relationship, contextual awareness, and implicit meanings rather than single "right answers."
This document provides revision resources and guidance for studying John Steinbeck's novella "Of Mice and Men" for the WJEC English Literature exam. It outlines the assessment objectives, describes the structure of the exam including a short extract question and whole text essay question, and offers advice on how to approach different question types. Key themes of the novella like friendship, loneliness, and masculinity are discussed. The relationship between form and meaning is also addressed.
Of Mice and Men: past questions WJEC Unit 1Emma Sinclair
This document contains an extract from the novel Of Mice and Men by John Steinbeck. The extract describes an interaction between Lennie and Curley's wife in the barn. Lennie is hiding a puppy in the hay when Curley's wife approaches him quietly. When she speaks to him, Lennie tells her angrily that George has warned him to have nothing to do with her and not to talk to her. Curley's wife laughs at this. The document provides potential exam questions about analyzing the extract or discussing characters, settings and themes in the wider novel.
The extract shows Mr. and Mrs. Lyons arguing about their son Edward being missing. Mrs. Lyons is very anxious and wants to move away from their current home, but Mr. Lyons refuses because his factory and work are located there. Their interaction reveals tension and disagreement in their relationship, as well as Mrs. Lyons' nervous personality and overprotectiveness towards Edward, which Mr. Lyons seems frustrated by.
This document provides guidance on writing whole text essays and character analyses for literary works. It includes potential essay questions on individual characters, their relationships, themes, and key scenes. It also offers advice on structuring essays, such as opening paragraphs that address the question, developing character and theme analyses, and conclusions that revisit the original question.
Pride and Prejudice: Symbols - place, letters and ballsEmma Sinclair
1. The document discusses the use and significance of symbols and places within Jane Austen's novel Pride and Prejudice.
2. Key places like Netherfield, Longbourn, London, and Pemberley are analyzed in how they further the plot.
3. Balls are also discussed as symbols where characters' interactions reveal their developing feelings and adherence to social codes of the time.
Revision: Social class - Themes and context Emma Sinclair
The document discusses how class shapes the characters and events in the play "Blood Brothers". It examines the social classes of working class, represented by the Johnstone family, and middle class, represented by the Lyons family. The working class faced poverty, unemployment, and lower opportunities compared to the comfortably off middle class families. This contrast in social circumstances between the two families, and how it influences the characters of Mickey and Eddie who are separated at birth, is a central theme explored in the play.
The document is a poem where Mrs. Johnstone and a company are pleading with someone to tell them that something tragic they heard is not true. They ask the person to say it was just a story or dream and not real, comparing it to an old movie or scene that is now over. They ask the person to say they didn't mean what happened and that it was just pretend, hoping that the morning will bring the realization that it was not true.
Mickey finds out from his mother that he had a twin brother who was given away at birth because his mother could not afford to keep both boys. His mother gave one of the twins to a woman who could not have children. Upon learning this, Mickey becomes upset and questions why he was not the one who was given away. The narrator then tells the story of the Johnstone twins, who were as alike as two new pins but one was kept while the other was given away, and how they were both born and died on the same day.
This document provides discussion questions about two scenes from a play - "The Council Chamber" and "Tell Me It's Not True". For the first scene, it asks how the sentence moods are significant, what the purpose of the narrator's final question to the audience is, and what Russell wants the audience to think. For the second scene, it asks about the circular narrative structure, how to annotate the song by linking back to the prologue, how the audience feels about Mrs. Johnstone, what role the narrator has played, and whether it is "just a story".
The narrator describes how it was a day in October when the sun began to fade and winter broke summer's promise, as the rain came falling down and someone claimed to see the bogeyman in town. Mickey tells his mother that Linda is pregnant, and when she asks if he loves her and when the wedding will be, he responds that they were thinking about a month, before Christmas.
The document is a collection of song lyrics and dialogue from the musical "Blood Brothers" that tell the story of Mickey and Linda. The lyrics describe the dreams of a woman who longs to break free from her role as a mother. Linda calls the councilor's office looking for Eddie Lyons as Mrs. Johnstone warns Linda that Mickey has a gun. The town is in danger as the lyrics describe a madman on the loose who is out to shoot someone down.
The document is a song describing Mickey's struggle with depression after being released from prison. It details how Mickey was prescribed daily pills by a doctor to treat his chronic depression, but has become dependent on them. When Linda tries to convince Mickey to stop taking the pills, he refuses, saying he needs them and can't cope without them, showing his mental health issues and addiction to the medication continue after his release.
The document contains discussion questions about the play Blood Brothers by Willy Russell. It asks the reader to analyze themes of class, gender, and power dynamics between characters. Specific questions analyze how songs from different acts develop metaphors, symbolism, and relationships between Mrs. Johnstone and other female characters. Readers are asked to trace shifts in character power and status over the course of the play and assess blame for the deaths of the twins.
Sammy threatens a man with a gun, warning him not to touch it as it's not a toy. A shot is heard. The narrator describes a man lying bleeding on a garage floor. Sammy tells Mickey to get in the house and bolt the door. Mickey is in shock, repeating that Sammy shot the man. Sammy acknowledges that he shot him and says he needs to hide the body.
Blood Brothers: Interview Willy Russell Emma Sinclair
The document discusses Willy Russell's upbringing in the working class and his experience working in a factory warehouse in 1969. It describes how Russell was aware from a young age of the injustice of the class system that treated the working class as second-class citizens. His father, a former miner, held socialist views and instilled in Russell a sense of sympathy for the underdog. Working in the factory warehouse, Russell witnessed firsthand the divide between the managers who drank champagne and the brutal treatment of the workers, showing how class could degrade human behavior.
Blood Brothers: Take a Letter Miss JonesEmma Sinclair
Mr. Lyons is dictating a letter to Miss Jones informing her that she is being let go from her job due to circumstances beyond their control. The letter cites the shrinking British pound, global economic slump, and rising price of oil as reasons for her termination. Mr. Lyons tells Miss Jones that her firing is just another unfortunate sign of the times.
Unemployment rose dramatically in the UK throughout the 1970s and 1980s, hitting over 3 million by 1983, with Northern Ireland, Northern England, and Scotland seeing especially high rates of over 20%. The song "Take a Letter Miss Jones" from the play depicts the difficult conditions faced by working class people in industrial cities like Liverpool during this time. The writer uses the interaction between a secretary and her boss, Mr. Lyons, to showcase the divide between social classes and convey the message that the working classes were struggling while others prospered.
Edward expresses his love for Linda by saying that if he was in another man's shoes, he would proclaim his love for her publicly and bring her flowers. He says that if he was the other man, he would tell Linda that he loves her and that he thinks of her every day, even if they had to live apart. However, Edward is not saying any of this directly to Linda himself. When Linda asks him what he means, Edward responds by saying "Mickey."
This document contains discussion questions about a play that examines themes of childhood, adolescence, growing up, and the impact of social class. It highlights how the different experiences of growing up for characters from different class backgrounds eventually ends their friendship. The contrast between ideas of love expressed by one character versus the reality of another couple's relationship is also discussed. Key questions are posed about how the playwright seals the fate of two boys by separating them and how this relates to the overarching themes.
1. CALIBAN:
Why, as I told thee, ’tis a custom with him,
I'th’ afternoon to sleep. There thou mayst brain him,
Having first seized his books, or with a log,
Batter his skull, or paunch him with a stake,(90)
Or cut his wezand with thy knife. Remember
First to possess his books, for without them
He's but a sot, as I am, nor hath not
One spirit to command—they all do hate him
As rootedly as I. Burn but his books.(95)
He has brave utensils, for so he calls them,
Which when he has a house, he'll deck withal.
And that most deeply to consider is
The beauty of his daughter. He himself
Calls her a nonpareil. I never saw a woman,(100)
But only Sycorax my dam and she;
But she as far surpassethSycorax
As great'st does least.
STEPH:
Is it so brave as lass?
CALIBAN:
Ay, lord; she will become thy bed, I warrant.(105)
And bring thee forth brave brood.
Pick out the violent verbs that Caliban uses here. What does it suggest he feels about
Prospero?
What does Caliban promise Stephano as a reward for killing Prospero? What does this make
you feel about Caliban?
What does this suggest about the status of women?
What do you think Caliban plans to do with Prospero’s books?
Why is Ariel present in this scene? What does she make the audience aware of?
What does this scene tell the audience about power?