Tips for success
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Times and dates of
examination
First exam –
2nd May 2012
Timing
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Higher – 2 hours
Standard – 1 hour
30 minutes
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A poem and prose
passage.
You must choose
one. Read both.
Then choose.
Prose
Either a
 An extract from a
novel or short
story
 An essay
 A biography
 A journalistic
piece of writing
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Normally excerpts are from novels and short
stories.
Other forms chosen will have techniques used
by writers which are common in novels and
short stories e.g. Use of comparison, similes,
metaphors.
Later on we will look at a prose passage from
‘The American Scholar’ .
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Whole range of poems used.
A lot are modern and use free verse
However some are pre 20th and 21st century –
glossaries often given.
Look at title and collection it is taken from for clues.
Sometimes they give a date.
Older ones are likely to use a set structure for
stanzas and rhythm.
Never read too much into title of collection e.g.
‘Daughters of Africa’- poem called ‘Points of View’.
The poem was about the role of water and how we view it –
nothing essentially to do with the title.
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If the poem is long the examiner will consider
this when marking.e.g. ‘Child and Insect’ –
Standard 2005 May
They will then not expect candidates to
examine every aspect of the poem but to be
selective.
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5 minutes reading time – read
prose carefully – if standard
reading guiding questions
before you start to read each
piece.
5 minutes – read poem
carefully.
Weigh it up carefully , but also
consider which form you have
had success with previously.
Once you have selected one
start to read through again
making annotations.
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If standard you could write
notes in terms of g.q.s.
This is an option – remember
wording. You do not need to
look at q.g.s
If higher the most important
elements of the piece must be
identified. e.g. ‘Regeneration’
– the main character’s
reflections.
Then read the text for the
third time.
Standard
 Reading /annotation –
5 minutes of reading
time and 10-15
minutes.
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Planning – paragraph
by paragraph – 5-10
minutes.
Start writing after 2025 minutes .
Higher
 Reading /annotation –
5 minutes of reading
time and 15/20
minutes .
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Planning – paragraph
by paragraph –
section by section –
10 minutes
Start writing 30 -35
minutes- no GQs – so
prep takes longer.
Five Assessment Criteria-all worth 5
A -Understanding of the text – you must read the text
carefully at least 3 times to do well in this.
Example 1 – Your mock paper of Jan 2011, where
students seemed to focus just on lines 1-22 and
not the entire extract.
Example 2 – ‘The Loom’ -2005 – students missed
that 5 not 4 daughters were mentioned.
Regeneration – ignoring reference to bullets.
.
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Literary texts can be interpreted in different ways.
There is often a surface meaning and a deeper
meaning.
The wording in this category includes – the
candidate’s ideas are relevant and include a
personal response.
As an ‘examiner’ I come across interpretations I had
not seen or considered. If they were defended (
using quotations too) and relevant I awarded them.
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Do not look at a text, come up with a personal interpretation
and let it control your whole commentary.
Example – 2005 poem – The Wasp’s Nest’ . The poem centred
on a narrator/speaker commenting on a wasp’s nest in his/her
mailbox. There is conflict as the speaker wants her mail and
the wasps want a residence.
A few students decided it represented the conflict between the
USA and Russia during The Cold War . They then tried to
defend it by misinterpreting the whole text.
One sentence may have been relevant e.g. This is a microcosm
of what happens in the world such as superpowers fighting for
supremacy.
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You cannot comment on every feature.
However, a sound commentary would refer to
literary features regularly .Candidates seem to find
it easier to comment on effects in poetry.
If you opt for poetry you must be able to comment
on structure and form too if appropriate.
If you are still unsure about these talk to your
teacher.
Points for prose e.g
 Characterisation
 Idioms
 Themes
 Choice of diction - Use of metaphor, simile,
personification,onomatopoeia – perhaps even semantic fields e.g.
The use of sea imagery
 Syntax
 Paragraphs/structure
 Suspense,tension,conflict
 Creation of atmosphere
 Use of dialogue/narrative
 Listing
These are not in isolation e.g. The use of a particular metaphor may
create an atmosphere or tone to the piece.
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May 2005 – ‘The Loom’ by Sasaki
The progression of colours ( technique – C) throughout
the extract and the narrator’s appeal to our senses ( A/B)
brings the reader closer to the actual experience that the
mother’s loom weaves ( A). The mother begins weaving
with the ‘subdued and muted colours she liked ’. So
instantly the colours symbolise her character and
emotions ( B/E). The word ‘subdued’ is one that can be
ascribed to a state of mind. The writer’s use of ‘muted’
is interesting as the mother says nothing throughout the
extract. (B)
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‘In the Rear-View Mirror’ by Shaw – Nov 2008
The structure( c) of the poem is particularly significant as it
links to the speaker’s view that images are stored in our
memories (b). The first word ‘thinking’ in the opening line;
‘Thinking about them as you saw them last’ (b/d) pinpoints
that the poem will be a reflective/contemplative piece . The
rest of the line highlights that the narrator is analysing his
memory of the ‘last’ time he saw his parents. At the
conclusion of the poem Shaw replicates the line but changes
‘last’ to ‘lasting’. The subtle change in tense (e) implies his
memory will be ongoing.
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This is organisation of your ideas and how well supporting
examples are integrated into the body of the commentary.
If you feel safer go for a line-by-line approach or section by
section. If you are confident and in the past have been
successful try a different approach. Standard students can
use a response to the guiding questions as a plan.
Remember you can delete sentences/phrases when you
proofread at the end.
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No notes / shorthand
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No colloquialisms/slang/informal speech
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Spelling/use of capital letters/grammar must
be accurate.
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The American Scholar Prose passage 2008
November– the passage explored the significance of
the heart to humanity and the world around us.
The writing was at times factual ( non-fiction) and
at others more poetic ( creative non-fiction) .
The author used a mixture of non-fiction and
creative non-fiction. E.g. non-fiction. ‘The biggest
heart in the world is inside the blue whale’. Creative
non-fiction ‘that all hearts finally are bruised and
scarred,scored and torn’ - where the heart is
personified.
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The mark scheme talked about the mixture of
scientific and reflective commentary .
Various dictions e.g. quantitative hundred
gallons of milk
Scientific – Unicellular bacteria
Emotive – penetrating moaning cries
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Choose your own 50-70 line prose extract.
This could be from any text (Perfume, Dr.Jekyll, journal,
autobiography etc)
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You’ll need to annotate the extract and be repared to present
your analysis via a PowerPoint or Prezi presentation.
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Two of you will be selected to present to the class next Tuesday.
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Remember your focus in on language analysis and defending
your ideas appropriately.
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I will need a copy of your extract to distribute to the class if you
are chosen to present.
GOOD LUCK AND ENJOY THE CHALLENGE 