Lord of the Flies Past Paper Questions

Poetry

Critical Essay Questions 2001-2006

’In Mrs Tilscher’s Class’ by Carol Ann Duffy

Teacher Unit

Includes Guidance on Formative Assessment Strategies Teacher

Critical Essay Preparation

This is a key preparation aspect, as many of our “D/C pupils” do not match the extensive knowledge gained in their study to the demands of the question. (We could allow about 2 weeks work on this – ensuring that modelling and paired interactive work is taking place during this time)

The SQA paper advises pupils that

‘Answers to questions on poetry should address relevantly the central concern(s)/theme(s) of the text(s) and be supported by reference to appropriate poetic techniques such as: imagery, verse form, structure, mood, tone, sound, rhythm, rhyme, characterisation, contrast, setting, symbolism, word choice . . .’

Before teachers choose poems for their Higher class, they must carefully analyse the questions from recent past papers (2001-2006) in order to ensure that the chosen poems will actually ‘fit’ the questions asked. Teaching programmes should be designed to ensure that pupils are knowledgeable about ‘the central concern(s)/theme(s) of the text(s)’ and are able to write about ‘appropriate poetic techniques’. Even when this has been done, pupils may still find picking a question on the day of the exam challenging. Teachers must, therefore, ensure that their teaching programme prepares pupils for tackling ‘awkward’ poetry questions.

In the external examination  many borderline candidates do not select the information to a “line of thought” or  structure their argument according to the demands of the question.

The use of essay plans will help the pupils decide which areas of the study programme to refer to, in order that they can respond to the structural demands of the question.

The examination of the questions also indicates to us whether our coverage is reasonably substantial and whether our headings are helpful in signalling to pupils how to find and collate the evidence.

Selected Poems for Higher English – Teacher Unit 2 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Teacher

Making examination preparation interactive and extensive - a suggested methodology

. Cluster questions under appropriate headings. This will indicate the commonality of demands. This is more difficult to do for Poetry than for Prose/Drama.

. Create and use plans for individual questions.

. The class teacher should model on one question, how to use the plan to select the appropriate information to suit a ‘line of thought’, how to link ideas, and how to ensure the integration of U.A.E.

. The class teacher should model the first 2 paragraphs of one question.

. Allocate pupils in pairs to prepare different questions doing first 2 paragraphs.

. Peer/Self-Assessment pro-forma should be specific and structured in such a way that reviewing through this process will mean that the pupil will improve the work. The pro forma will reflect the criteria which will be used to judge a piece of writing: 1. Is it answering the question asked? – The question will ask for 2/3 main areas. Has the pupil structured the response round these demands? Relevance is the key word! 2. Are there topic sentences which relate to the task and to the main areas covered in the paragraph? 3. Is there evidence of analysis and evaluation (and personal response to the techniques and/or ideas) which supports the selected information?

Pupils find it difficult to “mark”/assess the work but they should be asked to identify those elements which ensure that they are answering the question well. . The above should tackle the issue where pupils are not addressing the question. (Our C/D pupils in particular)

. Pupils as a class discuss the different responses. (On LCD?) The class should now have starting paragraphs for a number of questions.

. Critical Essays could be completed for homework.

. Leave one question as a “timed question”. Alternatively use P&N questions.

. Summative Assessment Criteria are included Selected Poems for Higher English – Teacher Unit 3 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Poetry

Suitable Critical Essay Questions 2001-2006

‘In Mrs Tilscher’s Class’ by Carol Ann Duffy

Selected Poems for Higher English – Teacher Unit 4 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Higher English Suitable Critical Essay Questions – Poetry – ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy

Answers to questions on poetry should address relevantly the central concern(s)/theme(s) of the text(s) and be supported by reference to appropriate poetic techniques such as: imagery, verse form, structure, mood, tone, sound, rhythm, rhyme, characterisation, contrast, setting, symbolism, word choice . . .

2006 - Q12.

Choose a poem in which there is a noticeable change of mood at one or more than one point in the poem. Show how the poet conveys the change(s) of mood and discuss the importance of the change(s) to the central idea of the poem.

Choose a poem which deal with a childhood experience. Discuss to what extent the poet’s description of the experience leads you to a clear understanding of the poet’s theme.

2005 – Q12.

Choose a poem in which a specific setting is strongly evoked. Show how the poet creates this sense of place and/or time, and then discuss the relative importance of the setting to the poem as a whole.

Choose a poem which you feel is particularly relevant to a teenage audience. Make clear why you think the poem is so relevant to this age group and show how the poetic techniques used in the poem help to achieve this. In your answer you must refer closely to the text and to at least two of: theme, mood, imagery, rhythm, or any other appropriate feature.

2004 - Q12.

Choose a poem in which the poet explores the passage of time. Explain why the passage of time is significant in this poem and discuss the means by which the poet explores its significance.

Selected Poems for Higher English – Teacher Unit 5 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy 2003 - Q15.

Choose a poem which explores either the significance of the past or the importance of family relationships. Show how the poet treats the subject, and explain to what extent you find the treatment convincing.

2002 – Q10.

Choose a poem in which contrast is used to clarify a key idea. Examine in detail the poet’s use of contrast and show how it was effective in clarifying this key idea.

2001 – Q10.

Choose a poet who reflects on the idea of change. Show how the poet explores the subject in one or more his/her poems, and explain to what extent your appreciation of the subject was deepened.

Selected Poems for Higher English – Teacher Unit 6 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Poetry

 Critical Essay Plan  2006 Q13

Selected Poems for Higher English – Teacher Unit 7 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Higher English 2006 Question 13.

Choose a poem which deal with a childhood experience. Discuss to what extent the poet’s description of the experience leads you to a clear understanding of the poet’s theme.

There are 2 parts to the question above: 1) How the poet describes a childhood experience. 2) How it leads you to a clear understanding of the main theme. You must ensure that you address both parts in your answer.

Your plan should be very detailed and should indicate…

 what you will write about in the Introduction  Topic Sentences for each paragraph  What you will deal with in each paragraph (There is no need to copy out all the information from the Tables and mini-essays as long as you have indicated that this is where you will find the information).  what you will write about in the Conclusion

Remember you must…

 show Understanding of the central concerns/themes of the poem  Analyse and Evaluate the techniques used by the poet  make your Personal Response to the ideas and/or techniques very obvious in each paragraph

Selected Poems for Higher English – Teacher Unit 8 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Plan Title of text and poet The subject – Schooldays and growing up- something every child experiences. Poet shows how early childhood certainties are replaced by curiosity, emotional turmoil, and the need for independence with the approach of adolescence. Introduction How …? – The poet uses a variety of techniques, word choice, sentence structure, symbolism and imagery. Clear understanding – is the experience described in the poem clear? … does the poet make you aware of the main theme of the poem . Do you clearly see the main theme ? Topic Sentence – should contain the idea that a universal experience is being described. The informal tone invites the reader to become involved in the experience. Word choice and Structure are important in bringing this experience to Paragraph 2 us. Look back at you Mini Essay and Table. Show how setting and atmosphere are developed. Mention that the poet has given you a clear understanding of the situation. Topic Sentence – should have the idea that time is moving on, and how Duffy uses imagery and structure to highlight this. Paragraph 3 Look back at your table and mini-essay. Remember to mention how you feel about the way the poet has dealt with the passage of time.

Topic Sentence – should have the idea that Duffy extends the theme of the passage of time, how she brings in ideas of change and growth, and how the atmosphere changes. Paragraph 4 Mention the poem coming to a climax. Look back at table and your mini-essay. Remember to include your view on the how the poet brings you to a clear understanding of the poem’s theme.  Sum up what you have written in your essay. (Use words of task and Topic Sentences from the body of your essay.) Conclusion  Personal Response should be restated  There should be no ‘new’ ideas in the conclusion.  Quotes should not be used in the conclusion.

Selected Poems for Higher English – Teacher Unit 9 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Critical Essay  2006 Q13

Model paragraphs  Introduction  Paragraph 2

Selected Poems for Higher English – Teacher Unit 10 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Critical Essay - 2006 Q13

Model paragraph – Introduction

Your introduction should state what you are going to write about in the Critical Essay – basically, it should shape the structure of your essay indicating the subject of the paragraphs you intend you include and reveal your opinion on how the poet describes a childhood experience, and how it leads you to a clear understanding of the main theme .

Get straight to the point! Indicate the ideas you will write about (U). Identify the techniques you will write about (A) & (E). Make clear your point of view. (PR)

A poem which I feel describes a childhood experience is ‘In Mrs Tilcher’s Class’ by Carol Ann Duffy. In this essay I shall look at how the poet describes this childhood experience – that of early school days and all its certainty, to the emotional turmoil of adolescence -and leads us to a clear understanding of the main theme, change and growth, with reference to aspects of the writer’s craft such as imagery, theme and word choice.

Selected Poems for Higher English – Teacher Unit 11 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Model paragraph – Development of main theme through use of structure and various aspects of writer’s technique,

Get straight to the point in your Topic Sentence! Show your knowledge of the text (U). Identify the techniques you will write about (A) & (E). Make clear your point of view. (PR) Keep the question in mind – refer back to the task. (Relevance)

Duffy develops the theme of change and growth through structure and word choice. This poem starts in a very informal way, with the poet engaging us by the simple use of the word ‘you.’ This informal mood engages the reader, and we are introduced into the cosy school world where ‘Mrs Tilscher ‘chanted the scenery’ of the ‘Blue Nile’. The use of this word ‘you’ also makes the reader feel that the poet is addressing us directly. We are shown the routine of the school, ‘that for an hour, then a skittle of milk’, the metaphor of ‘skittle’ a very apt one. Dealing with both the actual shape of the milk bottle and keeping the idea of children’s toys in our minds. The images come fast, we read about ‘Pyramids rubbed to dust’, and the personification of ‘the laugh of a bell’. We see in this first stanza a clear description of a universal childhood experience which everyone can relate to and understand. This description of the safe setting and secure atmosphere is continued in the short statement, ‘this was better than home’. It contains all the certainty of a child’s point of view. We read about how the ‘classroom glowed like a sweetshop’, once more very childish imagery, the word ‘glowed’ a particularly strong one, it brings to a mind a warm comfortable image. The short sentences continue, ’ Sugar paper. Coloured shapes.’ The images and memories from school are concisely described in comfortable language.It is a place full attractive memories and experiences. The outside world does encroach into this perfect world. We read about, ‘Brady and Hindley’, however, they are dismissed as an ‘uneasy smudge of a mistake’, and this clever euphemism, describing multiple child murders, is firmly rooted in the world of school, in this childhood experience that we all have. We see, however, that awareness is beginning to develop in the mind of the poet. Behind the simple joy there is an ‘uneasy’ feeling. This is leading us to the central concerns of the poem, although the poet still has childhood certainties. ‘Mrs Tilscher loved you’, for example. The poet continues with sensual images, ‘the scent of a pencil’, and ‘a xylophone’s nonsensense’. These images help fix the setting – a school classroom, and lead us to the central idea of the poem, which is growing up. The poet uses the line, ‘ the inky tadpoles changed from commas into exclamation marks’, this is not only a physical description of what happened to the tadpoles ‘over the Easter term’, it also serves as a metaphor for what is happening to the children, as they too are changing. The fact that the poet also manages to keep the description within the concerns of the classroom ’commas into exclamation marks’ I found to be especially effective. Duffy continues to comment on the growing up process, Selected Poems for Higher English – Teacher Unit 12 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy how ‘a rough boy told you how you were born’. Once more we see the stripping away of innocence, as we are told how you, the reader, ‘stared at your parents, appalled’, at the realisation of the world of sexuality. We see the child growing, the safe world of the early years is disappearing. Duffy describes the onset of puberty to us in an extended metaphor. We read about ‘that feverish July’, this pathetic fallacy capturing the feelings of the growing child. A very good example of synaesthesia, ‘the air tasted of electricity’ reinforces this state of turmoil.We read about this stage of life as being, ’fractious’, ‘untidy’ and ‘hot’. The choice of word here conveying this confusing time with great accuracy. Pathetic fallacy comes into play once more as the poet describes the ‘heavy,sexy sky’ where we know it is the subject of the poem who is feeling ‘heavy’ and ‘sexy’. At the end of the poem, the poet writes about how the child would ‘run through the gates’, these are not merely the physical gates, they are also the gates which lead to the adult world, as the child is now ‘impatient to be grown’. The extended metaphor, by which the poet compares the growing child’s emotions to an approaching storm, is very effectively ended by the last line of the poem, ‘the sky spilt open into a thunderstorm’. The poet has captured, with, in this writer’s opinion, great skill, the suddenness and violence of the emotional storm which puberty is.

Selected Poems for Higher English – Teacher Unit 13 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy

Poetry

Peer and Self-Assessment Formative

Selected Poems for Higher English – Teacher Unit 14 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Peer and Self-Assessment - Formative

How did you get on? Working with a partner, use the checklist below to assess whether or not you have included all necessary information in your Critical Essay. (Look back at your Plan, tables and mini-essays.)

There are 2 ways to use the checklist. Either (1) write down the evidence from your Critical Essay and what you need to improve in the boxes below or (2) use the key provided to highlight where the evidence can be found on your Critical Essay. The second method allows you to see at a glance where there are weaknesses to be addressed.

If you have followed the advice given in this booklet, you should have very little to improve in your Critical Essay.

Evidence from What I need to your essay… improve… Is it answering the question asked? – The question will ask for 2/3 main areas. Have you structured the response round these demands? Relevance is the key word! Are there topic sentences Grey which relate to the task and to the main areas covered in the paragraph? Have you shown Red knowledge of the central concerns (U) of the text? Have you used relevant Green quotes? Is there evidence of Blue analysis (A)? Have you used critical terminology? Is there evidence of Yellow evaluation (E)?

Is there evidence of Brown personal response (PR) to the techniques and/or ideas? Have you referred back to Grey the task – followed a ‘line of thought’ in every paragraph?

Selected Poems for Higher English – Teacher Unit 15 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Poetry

Summative Assessment

 Grade C Performance Criteria  Critical Essay Supplementary advice

Selected Poems for Higher English – Teacher Unit 16 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Critical Essay GRADE C Performance Criteria a) Understanding As appropriate to task, the response demonstrates secure understanding of key elements, central concerns and significant details of the text(s). b) Analysis The response explains accurately and in detail ways in which aspects of structure/style/ language contribute to meaning/effect/impact. c) Evaluation The response reveals clear engagement with the text(s) or aspects of the text(s) and stated or implied evaluation of effectiveness, substantiated with detailed and relevant evidence from the text(s). d) Expression Structure, style and language, including appropriate critical terminology, are deployed to communicate meaning clearly and develop a line of thought which is consistently relevant to purpose; spelling, syntax and punctuation are sufficiently accurate.

Selected Poems for Higher English – Teacher Unit 17 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Higher Critical Essay Supplementary advice This advice, which is supplementary to the Performance Criteria, is designed to assist with the placing of scripts within the full range of marks. However, the Performance Criteria as published give the primary definitions. The mark range for each Category is identified.

* IV 8 – 11 III 12 - 15 II 16 - 19 I 20 – 25 An essay which falls Understanding Understanding Understanding into this category  Knowledge of the text(s), and Knowledge and understanding of Thorough knowledge and insight may do so for a a secure understanding of the the central concerns of the text(s) into the central concerns of the variety of reasons. It central concerns will be used. will be clearly demonstrated. text(s) will be demonstrated at this could be ………………………………… ………………………………… level.  to provide an answer relevant  and deployed sensibly to form …………………………………  that it fails to to the task. a sound developed answer  and there will be a relevant, achieve sufficient which is relevant to the task. well-structured response to the technical  Detailed reference to the demands of the task. accuracy text(s) to support the  Detailed reference to the candidate’s argument will be text(s) will be used  Extensive and skilful reference  or that any made. appropriately as evidence for to the text(s) will be used knowledge and the candidate’s argument. appropriately as evidence for understanding of Analysis the argument. the text(s) is not  There will be an accurate Analysis deployed as a explanation of the contribution  There will be analysis of Analysis response relevant of literary/ linguistic literary/linguistic techniques  There will be a convincing to the task. techniques to the impact of the and how they affect the impact evaluative analysis of the text. of the text(s). writer’s literary and linguistic  or that analysis techniques. and evaluation Evaluation Evaluation attempted are  There will be a positive  There will be a positive Evaluation unconvincing. engagement with the text(s) engagement with the text(s)  There will be an appreciative which will state or imply an (which may be implicit) response allied to a committed  or that the answer evaluation of its effectiveness. leading to a considered stance with respect to the is simply too thin. evaluative stance with respect text(s) which may be implicit. Expression to the text(s).  Language will communicate Expression the argument clearly, and there Expression  The language used will be will be appropriate critical  Language will be used controlled and fluent, making terminology deployed. confidently and the accurate and appropriate use of Spelling, grammar and deployment of critical critical terminology in pursuit punctuation will be terminology will add to the of a skilful analysis. An sufficiently accurate. strength of the candidate's answer of this standard will argument. At this level there give the impression that it is should be no doubt that the drawing skilfully on an question has been answered extensive knowledge of the out of a sound knowledge and text(s) to focus on the understanding of the text(s). demands of the question.

Selected Poems for Higher English – Teacher Unit 18 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy Paragraph Structure

Critical Essay

Topic Sentence

 Statement  Quote This is the  Analyse FORMULA.  Evaluate  Personal Response

(Use the FORMULA 3 times in a paragraph!)

Refer back to Task.

Selected Poems for Higher English – Teacher Unit 19 Critical Essay Questions 2001-2006 ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy