Free Essay

How Do You Think Hill Creates Sympathy for the Character of Arthur?

In: Science

Submitted By rjghrdiughi
Words 2590
Pages 11
GCSE Science
How to answer extended writing (6 mark) questions
The new GCSEs in Science have slightly different style exam papers to the old courses. One of the big differences is that the new papers have questions worth 6 marks. These questions will ask you to write longer answers than you might be used to.
So, in this guide, we'll try and show you some ways to cope with these new questions. We'll look at some examples of questions ‐ and some answers to them ‐ so that you can get used to the sorts of questions that may come up. You’ll also see some examples of how other students have come up with answers to them.
Probably the most important piece of advice to give you at the start of this guide is ‐ DON'T
PANIC! OK, some of these new questions might look a bit scary ‐ there's more reading than most other questions and a much bigger space for you to write your answer.
But, look on the bright side. The bit of reading before the question may contain some information that can actually help you answer the question. And the answer space has to be big because some people have really big writing – and other people will write whatever comes into their heads! Remember that you don't need to fill all that space – even writing one or two sentences can provide enough information to start scoring marks.

Know your enemy
Where will these 6‐mark questions appear?
All of Edexcel’s exam papers have the same format, so the exam paper that you sit will look the same as any practice papers that you’ve taken. At least this means that you won’t get a nasty surprise when you sit the exam for real.
So, the question paper that you sit will have 6 questions in it, each broken up into several parts.
You’ll find that the 6‐mark parts will be in the later parts of the paper (Questions 4, 5 or 6), and probably towards the end of each of these questions.
Each exam paper you sit will have two 6‐mark questions.

What sort of topics will they cover?
These questions need more than just a few words as an answer, so they’re likely to be based on several linked statements from the specification, or possibly on one statement that’s particularly
‘meaty’.

The examiners try and make sure that the questions cover a range of different topics. They also like to make sure that the two 6‐mark questions aren’t both about recalling and writing down a lot of knowledge. So, there’s a good chance that at least one of the questions will be about some practical work that you’ve done, or give you some data to look at, or ask you to come up with reasons for and against an idea or argument.

How are they marked?
You’re probably used to the way in which most questions are marked – so, for a 1‐mark question, you make one point and for a 2‐mark question you make two points and so on.
However, these questions are slightly different – you’ll be glad to know that you don’t have to make six points in order to score six marks!
Instead, these questions are placed in bands ‐ or levels ‐ depending on the quality of science that you've shown in your answer. The table below gives some information about how these bands or levels are arranged, and what you might have to do to achieve them. Note that this is only a guide – some questions may need to have slightly different mark schemes because of the question that is asked.
Level

Number of marks Typical answer

0

0

1

1 ‐ 2

2

3 ‐ 4

3

5 ‐6

Most likely to be no answer given; or a very short answer that doesn’t really answer the question asked.
One or two sentences that contain some information that answers the question asked.
A good answer which contains at least two good ideas. In the case of a question involving a balanced argument, both sides of the argument will be considered. Answer may still be quite short – two or three sentences. There is likely to be some use of relevant scientific words.
An answer that contains several good ideas or pieces of information. It is likely to have considered different aspects of the science. Again, it doesn’t have to be long – a few sentences may be enough! There is likely to be good use of relevant scientific words.

Hints and tips
It might be easier to see how the “Hints and Tips” relate to a real question, so let’s have a look at one of the questions from the specimen papers for GCSE Science. This one’s from the
Chemistry Foundation Tier Paper:

Let’s have a little think about what this question is asking us to do, and what information there is in the question to help us.
Well, the question itself – the last sentence – is really asking you to give a use for some polymers and to say what property the polymer has that makes it useful.
That sounds quite hard… until we read the introduction. OK, there’s a lot of long chemical names in the introduction, but those first three sentences are essentially just saying, “Here are three examples of useful polymers: poly(ethene), poly(propene) and poly(chloroethene) or PVC”.
So, the question really boils down to this: “Give a use and a property for poly(ethene), poly(propene) and PVC”. Well, that doesn’t sound too hard – as long as you’ve learnt that bit of the specification of course! The part of the specification this question tests is statement 5.35 in
Unit C1 (and section C1.33 of the Edexcel Science Student Book).

How am I going to structure my answer?
Your answer needs to be clearly set out, but it doesn’t have to be in a long block of written text.
Of course, if you want to write out lots of sentences, you can, but you can also present the information in other ways.
So, you could draw a table and use this to present your answer:
Polymer

Use

Property

poly(ethene)

poly(propene)

PVC

Or, you could use a series of bullet points or sub‐headings:

poly(ethene)
Use =
Property = …….

All of these methods are completely fine. Remember, it’s the science that the examiner will be looking for. This doesn’t mean that your presentation can be dreadful, but it does mean that you don’t have to write a long piece of text – you can present the information in any way which is logical and sensible.

What’s the minimum I can write and still score some marks?
This will vary from question to question, of course. Remember when we looked at the way in which these are marked? We saw that answers were placed in 3 bands. In this question you’re asked for a use and property for three different polymers. So, if you get a use and property for one of those polymers, that’s enough to be in the lowest band and to score some marks.
What about if you know the uses, but you’re not sure about the properties? Usually, you’ll also get some marks if you list a couple of the uses, or just a couple of properties.
So, the following responses will all score at least 1 mark:
“PVC is used to make water pipes, because it’s quite tough and strong.”
“Poly(ethene) is used to make carrier bags and PVC is used to cover electrical wires.” “Polymers like poly(ethene) are unreactive and can easily be made into different shapes.” How can I make sure my answer is in the top band?
Here, you really need to be giving the use and property for each of the three polymers listed, although if you miss out one piece of information, you might still get into the top band.
You’re more likely to get the benefit of the doubt in situations like that if: your answer is well‐structured you’ve tried hard to use a range of scientific or technical words you’ve tried to make sure that you’ve spelled everything correctly.

So, an answer in the top band could read like this:
“Poly(ethene) : this is a very flexible material that can be easily shaped. It is also waterproof and can be used to make food bags.
Poly(propene) : this is a strong polymer and is often used to make ropes or fibres.
PVC : this is hard-wearing and waterproof and is often used to make window frames.” Note how few words there are in this answer – it just shows you that these questions can be answered with short, punchy answers. Quantity isn’t as important as what you actually say!

More open questions
The question we looked at above was quite simple in some ways. The question gave you all the information you needed, and it was possible to break the question down into something quite understandable – an answer showing a use and a property for each of the polymers.
However, some questions can be a little more difficult to work out what to say – not because they are harder, but because the question is a little more “open” and you have to think more about what to say to answer the question.
Here’s an example from one of the Physics specimen papers:

In this case, there isn’t really one fixed answer – different students will approach it in different ways. This is a good thing, because it means that there are many different ways to answer the question. The important things to remember are the hints we looked at earlier – make sure you use some scientific ideas, make sure you use some good scientific words and take care that what you write is presented well, makes sense and contains good English!
Let’s look at the question again and see what we’re being asked to do. The first three sentences are really just setting the scene for the question – they’re saying that we’ve sent people to the
Moon and now we’re thinking about sending people to Europa.

For those of you that are thinking to yourself “I’ve never heard of Europa!”, don’t panic! Notice that this is part (c) of a question – the earlier parts of the question, (a) and (b), were all about
Europa and explained that Europa is a moon of the planet Jupiter. There was even a very handy diagram giving some ideas about the distances involved:

So, the question has told us that the distance from the Earth to Europa is a very long way. (For those of you who are good at Maths, you can see that the distance is b‐c‐a or 628 million km).
Look at the last sentence of the question – this is what you’re actually being asked to do. The key word here is “discuss” – this is one of those special words that examiners use. It means “talk about” – so, just like a debate, your “discussion” should look at both sides of the argument.
So the question is really saying: “Do you think we will send people to Europa?” but also asking you to think about reasons to back up your ideas.
Remember that there are no absolute right and wrong answers here – the examiners are looking for the ideas that you have that show your knowledge of the science, and that show that you can consider both sides of the argument – in this case, whether you think that it is possible or not possible to send people to Europa.
One way to plan your answer to this question could be to draw out a table like this:

Why it is possible

Why it is not possible

Then, under each of the headings, you could list the factors that are important. You might find it useful to link these together. So, if one of your arguments under “Why it is not possible” is
“Europa is a very long way away”, you could link it to a statement in the “Why it is possible” column that says “You can get to Europa within a person’s lifetime”. Or, you could give some detail about why the distance is a problem e.g. the spacecraft would have to carry lots of food.

Some possible answers
A basic (Level 1) answer will probably just list a few factors, not really give pluses and minuses for each of them, and probably not have an overall conclusion. It also won’t go into detail on any of the factors mentioned either. So, it might look something like this:
“We won’t send people to Europa because it is a long way and will take too long to get there. Also, it would be very expensive.”
So, how can we improve this to make a good (Level 2) answer? Well, we could try and explain the first point about the distance to travel and make it sound a bit more scientific. We could also try and think of another factor, and come up with some kind of conclusion. So, how about:
“Europa is much further away than our own Moon, so it would take a long time to get there. This would be a problem, because the spacecraft would need to be very big to take all the food that the people would need on the journey. Also, because of the distance it would be more difficult to keep in contact with the spacecraft.
These factors would make the trip cost too much money, so I do not think that it is likely that people will go to Europa for many years.”
Notice how the first sentence uses some extra information – that Europa is further away than our Moon. You’re using information from the question – but an examiner will think, “This candidate knows some science”, which is definitely going to help the mark you get!
Lastly, how can we make this into an excellent (Level 3) answer? Both of our previous answers looked at problems, but didn’t look at solutions or alternatives. If there are more factors we could talk about, then we could bring them in too. So, our Level 3 answer might be:
“It is quite easy to send people to the Moon, as it is not far away. Europa is much further. It would take many years to get there, so the spacecraft would need to take more food and might be too big to take off! It is possible that this could be solved by the people growing their own food on the journey. The spacecraft would also need enough oxygen to keep the people alive, as there is no oxygen in space.
This would all cost a lot, so it would be difficult to imagine this project happening.
Finally, we have already sent unmanned satellites out to this part of our Solar
System, so perhaps we should use this type of project in the future to gather more information. This would be better than sending people out on a dangerous and long journey.”
Note that these answers are quite long – mostly because we’ve used full sentences. “Discuss” questions are likely to need longer answers – but you could save time and space by using bullet points to make your arguments. It’s probably also fair to say that the Level 2 answer here is a very good one – you’d almost certainly get to Level 2 with less information. And the Level 3 answer is almost perfect – but it’s good to know what you’re aiming for!

Similar Documents

Premium Essay

Woman in Black and How Susan Hill Creates Sympathy

...Charlotte Taylor How do you think Susan Hill creates sympathy for the character of Arthur Kipps? In the woman in black, written by Susan Hill, there’re a variety of devises that creates sympathy towards the character of Arthur Kipps. Arthur Kipps, a young solicitor and a non-believer in ghosts, creates a lot of sympathy and the reader empathises towards him. I am investigating how Susan Hill makes the reader sympathise towards Kipps. Susan Hill starts the book presenting Arthur Kipps as an old man, who lives in a beautiful house away in the countryside with his loving wife and children and has no cares in the world. He is a man of habit and finds pleasure in knowing that everything is how it should be and it should be under control. In the first chapter (Christmas Eve), we see him reflecting back as a young man and his experience in Eel Marsh House. He says in this chapter that “...as I often do in the course of an evening, went to the front door and stepped outside... I have always liked to take a breath of the evening...” We can see that he starts describing the weather to be nice and pleasant, however he has a sudden change of heart and says “My spirits have for many years now been excessively affected by the ways of the weather.” This creates sympathy for Kipps, because it makes the reader think of what could have affected him so badly, that makes him think second about the weather. When Kipps takes the journey to Eel Marsh House he is a young man whose main ambition...

Words: 1069 - Pages: 5

Free Essay

Sample Test

...Why the Caged Bird Sings Chanda’s Secrets SECTION B 6. Poetry 12 Pages 2-3 4-5 6-7 8-9 10 - 11 ADDITIONAL MATERIALS Twelve page answer booklet. INSTRUCTIONS TO CANDIDATES Answer both Section A and Section B. Answer one question in Section A and the question in Section B. INFORMATION FOR CANDIDATES The number of marks is given in brackets after each question or part-question. You are reminded that assessment will take into account the quality of written communication used in your answers. JD*(S-2011 Higher) Turn over. 2 SECTION A 1. Of Mice and Men Answer part (a) and either part (b) or part (c). You are advised to spend about 20 minutes on part (a), and about 40 minutes on part (b) or part (c). (a) Read the extract on the opposite page. Then answer the following question: With close reference to the extract, show how John Steinbeck presents Curley here. [10] Either, (b) Steinbeck uses three specific settings on the ranch: the bunkhouse, the harness room and the barn. Choose one of these settings and show how it is important to the novel as a whole.[20] Or, (c) How is the character of Candy important to the novel...

Words: 59492 - Pages: 238

Free Essay

Superstar Economics

...Chapter 9 — Persistence: the Sustained Effort Necessary to Induce Faith ........................... p. 138 Chapter 10 — Power of the Master Mind: the Driving Force ................................................. p. 153 Chapter 11 — The Mystery of Sex Transmutation .................................................................. p. 160 Chapter 12 — The Subconscious Mind: The Connecting Link ............................................... p. 180 Chapter 13 — The Brain: A Broadcasting and Receiving Station for Thought ...................... p. 187 Chapter 14 — The Sixth Sense: The Door to the Temple of Wisdom .................................... p. 193 Chapter 15 — How to Outwit the Six Ghosts of Fear ............................................................. p. 203 2 NAPOLEON HILL THINK AND GROW RICH...

Words: 91742 - Pages: 367

Premium Essay

As English

...Workbook Style models are examples of a type of writing used to give you an idea of the features used when adapting a particular style and form. As you will be required to include a fiction and non-fiction annotated style model as part of your coursework folder we have compiled a selection of materials to give you a head start. The two booklets (one fiction, one non-fiction) will contain the type of extracts you should be looking for and the questions that accompany them will help you to annotate the materials appropriately. You will be given some of the extracts to study in class and some to complete as homework tasks. There may be some materials that you haven’t been directed to by your teachers, these will make very good additional preparation and you should look at these in your own time. All the resources, and some additional style models, can be found in the AS Language section of Moodle. AS LANGUAGE COURSEWORK You must keep all work during the production of the coursework in your folder. You will need all drafts and style models for part of your final grade. Criteria • Two pieces of your own writing • Each piece must have a different audience and purpose • You should write with a specific genre in mind • Pieces should be designed with a real publication in mind • Two pieces together should be between 1500 – 2500 • You must gather, analyse and annotate style models | ...

Words: 28420 - Pages: 114

Premium Essay

Sherlock

...The Adventures of Sherlock Holmes by Sir Arthur Conan Doyle 1 The Adventures of Sherlock Holmes by Sir Arthur Conan Doyle The Project Gutenberg EBook of The Adventures of Sherlock Holmes by Sir Arthur Conan Doyle (#15 in our series by Sir Arthur Conan Doyle) Copyright laws are changing all over the world. Be sure to check the copyright laws for your country before downloading or redistributing this or any other Project Gutenberg eBook. This header should be the first thing seen when viewing this Project Gutenberg file. Please do not remove it. Do not change or edit the header without written permission. Please read the "legal small print," and other information about the eBook and Project Gutenberg at the bottom of this file. Included is important information about your specific rights and restrictions in how the file may be used. You can also find out about how to make a donation to Project Gutenberg, and how to get involved. **Welcome To The World of Free Plain Vanilla Electronic Texts** **eBooks Readable By Both Humans and By Computers, Since 1971** *****These eBooks Were Prepared By Thousands of Volunteers!***** Title: The Adventures of Sherlock Holmes Author: Sir Arthur Conan Doyle Release Date: March, 1999 [EBook #1661] [Most recently updated: November 29, 2002] Edition: 12 The Adventures of Sherlock Holmes by Sir Arthur Conan Doyle Language: English Character set encoding: ASCII 2 *** START OF THE PROJECT GUTENBERG EBOOK, THE ADVENTURES OF SHERLOCK HOLMES *** (Additional...

Words: 109803 - Pages: 440

Free Essay

The Outline of English Literature

...Министерство образования и науки Республики Казахстан Кокшетауский государственный университет им. Ш. Уалиханова An Outline of British Literature (from tradition to post modernism) Кокшетау 2011 УДК 802.0 – 5:20 ББК 81:432.1-923 № 39 Рекомендовано к печати кафедрой английского языка и МП КГУ им. Ш. Уалиханова, Ученым Советом филологического факультета КГУ им. Ш. Уалиханова, УМС КГУ им. Ш. Уалиханова. Рецензенты: Баяндина С.Ж. доктор филологических наук, профессор, декан филологического факультета КГУ им. Ш. Уалиханова Батаева Ф.А. кандидат филологических наук, доцент кафедры «Переводческое дело» Кокшетауского университета им. А. Мырзахметова Кожанова К.Т. преподаватель английского языка кафедры гуманитарного цикла ИПК и ПРО Акмолинской области An Outline of British Literature from tradition to post modernism (on specialties 050119 – “Foreign Language: Two Foreign Languages”, 050205 – “Foreign Philology” and 050207 – “Translation”): Учебное пособие / Сост. Немченко Н.Ф. – Кокшетау: Типография КГУ им. Ш. Уалиханова, 2010 – 170 с. ISBN 9965-19-350-9 Пособие представляет собой краткие очерки, характеризующие английскую литературу Великобритании, ее основные направления и тенденции. Все известные направления в литературе иллюстрированы примерами жизни и творчества авторов, вошедших в мировую литературу благодаря...

Words: 82733 - Pages: 331

Premium Essay

Prose Fiction

...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...

Words: 41988 - Pages: 168

Premium Essay

Animal Farm

...GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of George Orwell’s Animal Farm 2 INTRODUCTION Animal Farm is an excellent selection for junior and senior high students to study. Although on one level the novel is an allegory of the 1917 Russian Revolution, the story is just as applicable to the latest rebellion against dictators around the world. Young people should be able to recognize similarities between the animal leaders and politicians today. The novel also demonstrates how language can be used to control minds. Since teenagers are the target not only of the educational system itself but also of advertising, the music industry, etc., they should be interested in exploring how language can control thought and behavior. Animal Farm is short and contains few words that will hamper the reader’s understanding. The incidents in the novel allow for much interactive learning, providing opportunities for students to dramatize certain portions, to expand on speeches, and to work out alternative endings. The novel can be taught collaboratively with the history department as an allegory of the Russian Revolution, allowing students to draw parallels between actual events and people and the imaginary ones created by Orwell. The novel can also be taught as a beast fable following the study of shorter fables by Aesop...

Words: 9582 - Pages: 39

Free Essay

British Tv Humour

...Contents Introduction…………………………….……….…………….…………………... 3 FIRST PART 1. What is Humour?..................................................................................................... 5 2. Humour and Culture…………………………….……………………………...… 6 3. What amuses Britain?……………………………….…….……….………...…… 7 4. Comedy…………………………………………………………………………… 8 4.1 British Comedy………………………………………………..………………..… 9 5. British Television Comedy.……………………………..……………………...… 9 5.1 Sitcom - situational comedy……………………………………………………. 10 5.1.1 Britcom……………………………………………………………….…….…… 11 SECOND PART 6. What makes Britain laugh?..……………………………………………..…… … 11 6.1 Madness & Surrealism………………………………………………………….. .12 6.1.1 Monty Python's Flying Circus…………………………………..………….…… 12 6.2 Political Satire…………………………………………………..…………….…. 14 6.2.1 Yes, Minister……………………………………..………………….……. …….. 15 6.3 The Race……………………………………………………….…………….. …. 17 6.3.1 Da Ali G Show……………………………………………………………….. … 18 6.4. The Family………………………………………………...…………….…… … 20 6.4.1 Only Fools and Horses………………………..……………..……... .. 21 THIRD PART 7. It’s Monty Python!.………………………………………………... ….… 24 8. Manipulation in Political Life……………………………………… ……. 26 9. “Boyakasha!”..................................................................................... 27 10. "This time next year, we'll be millionaires!"………………………. .… ….. 30 Conclusion…………………………………………………………. 33 Appendices Appendix A……………………………………………………………….. 35 Appendix...

Words: 12139 - Pages: 49

Free Essay

Midterm 1 Notes

...CTCS 466 LECTURE NOTES 1/17: John Dies At the End * CTCS 466 * Former Professors * Arthur Knight * Charles Chaplin * Former Students * Ron Howard * Robert Zemeckis * 16 mm/35 mm * Brotherly Love (Popeye), Max Fleischer * Original song * Made for adults as well as children * Take place in cities * As opposed to the barnyard settings of early Disney * Classic cartoon * Postmodern cartoon (The Simpsons) * Digital Cinema Print (DCP) * Ted Mundor, Landmark Theatres * Career * Monsters Magazine Film Fan Monthly (13 y.o.) * Movies on TV & TV Movies (17 y.o.) * American Society of Cinematographers (ASC) * Gene Shalp, The Today Show * Bruce Cook, Entertainment Tonight * Theme: Great Moments from Movie Musicals * “Somewhere Over the Rainbow”, The Wizard of Oz * Only a few cuts * Simplicity requires confidence * Contrast with the circus of Les Miserables * Remains in character without melodrama * Impression that she actually is singing * She is very much still Dorothy Gale, not Judy Garland * John Dies At the End * Phantasm * Bubba Hotep * Horror + Fantasy + Comedy * Based on novel of the same name * Don Coscarelli (Director/Producer) * Loved...

Words: 10501 - Pages: 43

Free Essay

Dasdasdasdsa

...Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories, by Ellen Levine. Copyright © 1993 by G.P. Putnam’s Sons. Reprinted by permission of Penguin Putnam. Excerpt from New Essays on the Psychology of Art by Rudolf Arnheim. Copyright © 1986, University of California Press. Reprinted by permission. Excerpt from The Natural History of Cats by Claire Necker. Copyright © 1970, A.S. Barnes and Co., Inc. Reprinted by permission. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN-13: 978-0-07-876567-4 ISBN-10: 0-07-876567-6 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 021 12 11 10 09 08 07 06 ACT/SAT Test Preparation and Practice Contents What You Need to Know About the SAT Reasoning Test.................................................. SAT Critical Reading Practice 1 .......................................................................................... SAT Critical Reading Practice 2 .......................................................................................... SAT Critical Reading Practice 3...

Words: 29346 - Pages: 118

Free Essay

A Critical Survey of Contemporary South African Poetry

...POETRY: THE LANGUAGE OF CONFLICT AND COMMITMENT By Laura Holland, B.A. A Thesis Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Master of Arts McMaster University September 1987 MASTER OF Arts (1987) (English) McMASTER UNIVERSITY Hamilton, Ontario TITLE: A Critical Survey of Contemporary South African Poetry: The Language of Conflict and Commitment AUTHOR: Laura Linda Holland, B.A. (University of Alberta) SUPERVISOR: Dr. Alan Bishop NUMBER OF PAGES: v, 134 ii ABSTRACT The thes is concentrates on South African poetry from 1960 to the present. It closely examines a selection of poems by Breyten Breytenbach, Dennis Brutus, Pascal Gwala, Wopko Jensma, Oswald Mtshali, Arthur Nortje, Cosmo Pieterse, Sipho Sepamla, and Wally Serote, among others. The body of the thesis discusses these poets' contributions to poetry about prison, exile, and township life. The thesis focuses on the struggle between various polical, racial, and cultural groups for hegemony over South Africa's poetic development. Such issues as language, ideology, and censorship are explored insofar as they in! .luence t:ne content and structure of the poetry. This body of poems, sadly, is little studied in North America. The thesis presents an introduction to and a survey of the major tendencies in South African poetry and, in part, attempts to relate the poetry's role in expressing the commitment of these poets to the ending of apartheid...

Words: 33218 - Pages: 133

Premium Essay

Strategy Safari

...enacted by ‘the men at the top’, and that it is about longterm planning, directing, organizing and controlling. At a philosophical level, we deconstruct this history before reconstructing an alternative vision – one based on a broader ‘pre-modern’ heritage. Here, organization could take many forms and strategy could, correspondingly, be many things and be seen through many images. At a practical level, we use the analogy of how people are oriented and animated by maps to argue that this broader heritage simply reinstates a more pragmatic view of how everyday people use many different frameworks in developing strategy in complex environments over time. 1 Images of Strategy STEPHEN CUMMINGS AND DAVID WILSON The young lieutenant of a Hungarian detachment in the Alps sent a reconnaissance unit into the icy wilderness. It began to snow immediately, and unexpectedly continued to snow for two days. The unit did not return. The lieutenant feared that he had dispatched his own people to death. However, on the third day the unit came back. Where had they been? How had they made their way? ‘Yes,’ they said: ‘We considered ourselves lost and waited for the end. We did not have any maps, compasses or other equipment with which to ascertain our position or a probable route out. But then one of us found an old tattered map in a seldom used pocket. That calmed us down. The map did not seem to quite fit the terrain but eventually we discovered our bearings. We followed the map down the mountain...

Words: 14960 - Pages: 60

Free Essay

Dracula

...Reider/Reider Books     How these papers have been placed in sequence will be made manifest in the reading of them. All needless matters have been eliminated, so that a history almost at variance with the possibilities of latter-day belief may stand forth as simple fact. There is throughout no statement of past things wherein memory may err, for all the records chosen are exactly contemporary, given from the standpoints and within the range of knowledge of those who made them.         Table of Contents  1 Jonathan Harker’s Journal .................................................... 1  2 Jonathan Harker’s Journal .................................................. 17   3 Jonathan Harker’s Journal .................................................. 33  4 Jonathan Harker’s Journal .................................................. 49  5 Letter From Miss Mina Murray To Miss Lucy Westenra ... 65  6 Mina Murray’s Journal ....................................................... 75  7 Cutting From “The Dailygraph”, August 8......................... 91  8 Mina Murray’s Journal ..................................................... 107  9 Letter, Mina Harker To Lucy Westenra .......................... 125 10 Letter, Dr. Seward To Hon. Arthur Holmwood .............. 141 11 Lucy Westenra’s Diary ....................

Words: 162163 - Pages: 649

Premium Essay

Useful Phrases

...carpenter." [End Transcriber's Notes] BY GRENVILLE KLEISER HOW TO BUILD MENTAL POWER A book of thorough training for all the faculties of the mind. Octa cloth, $3.00, net; by mail, $3.16. HOW TO SPEAK IN PUBLIC A practical self-instructor for lawyers, clergymen, teachers, businessmen, and others. Cloth, 543 pages, $1.50. net; by mail, $1.615. HOW TO DEVELOP SELF-CONFIDENCE IN SPEECH AND MANNER A book of practical inspiration: trains men to rise above mediocrity and fearthought to their great possibilities. Commended to ambitious men. Cloth. 320 pages, $1.50. net; by mail, $1.65. HOW TO DEVELOP POWER AND PERSONALITY IN SPEAKING Practical suggestions in English, word-building, imagination, memory conversation, and extemporaneous speaking. Cloth, 422 pages, $1.50 net; by mail, $1.65. HOW TO READ AND DECLAIM A course of instruction in reading and declamation which will develop graceful carriage, correct standing, and accurate enunciation; and will furnish abundant exercise in the use of the best examples of prose and poetry. Cloth, $1.50, net; by mail, $1.65. GREAT SPEECHES AND HOW TO MAKE THEM In this work Mr. Kleiser points out methods by which young men may acquire and develop the essentials of forcible public speaking. Cloth $1.50, net; by mail, $1.65. HOW TO ARGUE AND WIN Ninety-nine men in a hundred know how to argue to one who can argue and win. This book tells how to...

Words: 82081 - Pages: 329