English Langauge --- An Inspector Calls ---

Name the significance and methods used in each quotation, or fill in the blanks to complete the quotation.

"But these girls aren't cheap labour - they're people"

Significance:
Critique of the capitalist values and exploitative attitudes prevalent in the play - including themes of class, generations, responsibility and the conflict between capitalism and socialism.

Methods:

The use of direct address here personalizes the issue and urges the audience to acknowledge their responsibility and reflect on their role in perpetuating social norms as opposed to challenging them.

“As if we are all mixed up like bees in a hive”

Significance:
Used by Mr Birling to express his disdain for socialist ideas, particularly the notion of collective responsibility - based on the themes of class divisions and social responsibility

Methods:

The use of the simile here is used to express Mr Birling’s distain towards social change through ridicule of communal values by effectively remarking that socialism is animalistic and comparing those who follow it to bees.

“Hard-headed practical man of business”

Significance:

Key indicator of Mr Birling’s capitalist world view, highlighting his pride in his business acumen (ability to make good judgements) and his practical, profit-driven actions. Contrasts the inspector’s social message and suggests that he is incapable of understanding the broader concequences of his actions.

Methods:

The use of dramatic irony, alliteration and repetition here is used to emphasize Birling’s self-centeredness and folly, undermining his authority and social standing

“He creates an impression of massiveness, solidity and purposefulness”

Significance:

Describes Inspector Goole’s initial appearance and establishes his authority and power. Implies he is more than a representative of the law, but a figure of significant presence who will exert a strong influence on the Birlings and their lives.

Methods:

The use of this stage direction portray’s Inspector Goole’s Imposing and authoritative presence as a contrast with his unassuming appearance. Highlights the Inspector’s moral authority and ability to inspire fear and reflection in the Birlings despite his lack of physical size.

“Alone, friendless, almost penniless, desperate”

significance:

Creates a very human image of Eva, not as a worker or charity case, but as a human being, who required support from others. Highlights the inspector’s message that we are not isolated individuals, and have a responsibility to provide support and care for others, particularly the vulnerable.

Methods:

The use of vivid language, descriptive details and emotional appeals highlight her suffering and need for sympathy and action. Emphasizes Eva’s vulnerable state - this is also an example of repetition from Act 1 reinforcing the harsh working conditions she had to face.

“Public men, Mr Birling have responsibilities as well as privileges”

significance:

Emphasizes Priestley’s message of social responsibility and promulgates that those in a position of power have a duty to others. Challenges Birling’s self-centered view of society, where he believes individuals are solely responsible for themselves. Highlights the ethical obligations that accompany power and privilege.

Methods:

The use of direct address and contrast between ‘responsibilities’ and ‘privileges’ confronts Birling’s dismissive attitude towards social issues directly.

“I well, I was in that state when a chap easily turns nasty - and I threatened to make a row”

significance:

reveals Eric Birling’s initial attempt to minimize the impact of his actions towards Eva Smith, hinting at sexual assault. His shift from ‘I’ to ‘Chap’ suggests a conscious effort to distance himself from the event and portray it as a common occurrence rather than an act of violence. The term ‘nasty’ suggests a more sinister intent than a simple row, highlighting the potential for violence and coersion.

Methods:

The use of third person distancing, Colloquial language and Subconscious defense attempts to rationalise

“As if a girl of that sort would refuse money”

significance:

Methods:

“I wasn’t in love with her or anything - but I liked her - she was pretty and a good sport”

significance:

Methods:

“Just used her for the end of a stupid drunken evening, as if she was an animal, a thing, not a person”

significance:

Methods:

“The time will soon come when, if men will not learn that lesson, then they will be taught it in fire and blood and anguish”

significance:

Methods:

“But there are millions and millions and millions of Eva Smiths and John Smiths left with us, with their lives, their hopes and fears, their suffering and a chance of happiness, all intertwined with our lives and what we think and say and do”

significance:

Methods:

“We don’t live alone. We are members of one body. We are responsible for each other.”

significance:

Methods:

"But these _____ aren't _____ ______ - they're ______"

"But these girls aren't cheap labour - they're people"

“As if we are all mixed __ ____ ____ __ _ ____”

“As if we are all mixed up like bees in a hive”

“Hard-headed _________ ___ __ ________”

“Hard-headed practical man of business”

“He creates an impression of ___________, ________ ___ ______________”

“He creates an impression of massiveness, solidity and purposefulness”

“Alone, __________, ______ _________, _________”

“Alone, friendless, almost penniless, desperate”

“Public men, Mr Birling have ________________ __ ____ __ __________”

“Public men, Mr Birling have responsibilities as well as privileges”

“I well, I was in that state when _ ____ ______ _____ _____ - and I __________ __ ____ _ ___”

“I well, I was in that state when a chap easily turns nasty - and I threatened to make a row”

“As if _ ____ __ ____ ____ would ______ _____”

“As if a girl of that sort would refuse money”

“I wasn’t __ ____ ____ ___ __ ________ - but I _____ ___ - she was ______ and _ ____ _____”

“I wasn’t in love with her or anything - but I liked her - she was pretty and a good sport”

“Just ____ ___ for ___ ___ __ _ ______ _______ _______, as if she was __ ______, _ _____, ___ _ ______”

“Just used her for the end of a stupid drunken evening, as if she was an animal, a thing, not a person”

“The time will soon come when, __ ___ ____ ___ ____ ____ ______, then ____ ____ __ ______ __ __ ____ ___ _____ ___ _______”

“The time will soon come when, if men will not learn that lesson, then they will be taught it in fire and blood and anguish”

“We don’t ____ _____. We are _______ __ ___ ____. We are ___________ __ ____ _____.”

“We don’t live alone. We are members of one body. We are responsible for each other.”

“But there are ________ ___ ________ ___ ________ of Eva Smiths and ____ ______ left with us, with their _____, their _____ and _____, their _________ and _ ______ __ _________, all ___________ with our lives and ____ __ _____ ___ ___ ___ __”

“But there are millions and millions and millions of Eva Smiths and John Smiths left with us, with their lives, their hopes and fears, their suffering and a chance of happiness, all intertwined with our lives and what we think and say and do”