'0 - All English Fiction Texts

"Disabled" (3 points) (TEXT 1)

1. Contrasting statement

2. contrasting the typical image of a soldier, the title is disabled

3. This indicates the harrowing effects of war

"He'' (2 points) (TEXT 1)

1. anonymity

2. this shows that the poem can be a universal story for soldiers

"wheeled" (3 points) (TEXT 1)

1. Vocab choice

2. Dependance on others

3. By using wheeled chair rather than wheel chair it shows that the soldier is Heavily reliant on others

"waiting for dark," (3 points) (TEXT 1)

1. Euphemisms

2. In this case dark is a euphemism for death.

3. this shows the poor mental state of the soldier.

"Voices of boys rang out like a hymn," (3 points) (TEXT 1)

1. Simlie for emphasis

2. Emphasis is placed on the solders loneliness by the positive connotations of boys playing contrasted with the melancholic tone of a hymn.

3. the soldier can no longer see the joy in anything.

"sleep had mothered" (2 points) (TEXT 1)

1. Metaphor

2. Sleep brings comfort like a mother does to a child.

"Legless, sewn short at elbow. Through the park" (3 points) (TEXT 1)

1. caesura

2. the full stop emphasises his disability

3. shows how he feels it has cut short his body and cut short his experience and life.

"swing" (2 points) (TEXT 1)

1. vocabulary choice

2. Connotations of playfulness and youth as children play on swings.

"glow-lamps budded" (3 points) (TEXT 1)

1. metaphor

2. Light was like buds among the trees

3. the light symbolises hope and the hope at the start of the soldier's life that is plentiful.
   

"girls glanced" (2 points) (TEXT 1)

1. alliteration

2. The use of alliteration is playful and it is talking about playful looks.

Use of dash (2 points) (TEXT 1)

1. Transitional

2. moving from before the war as a young man to after the war and how his life has altered.

"In the old times" (6 points) (TEXT 1)

1. Use of phrase

2. Depicts the veteran as an old man despite his young age.

3. The time before the war seems a lifetime ago

4. his life has changed so drastically that despite the short number of years

5. it feels impossibly far away and much like he would have heard old men and women talking about "old times" is how he feels about his life before the war

6. It also has connotations of life being better-often when older people talk about their youth and years gone by it is with fondness and it is often their perception that this was a better time.

"threw away his knees" (5 points) (TEXT 1)

1. Verb choice

2. The use of the word threw implies that he regrets what happened.

3. There is a bitter tone.

4. It could be that he believes the sacrifice wasn't worth it

5. or it could refer to his not realising what he was sacrificing and the impact it would have on him.

"Now he will never" (2 points) (TEXT 1)

1. word choice

2. there is no hope, the use of never is very finite and it reveals he has no hope of the things he had once enjoyed.

“an artist silly for his face" (3 points) (TEXT 1)

1. language choice

2. Shows the naivety of them

3. This reinforces the picture of a young boy who has been ravaged by war.

"will never" (3 points) (TEXT 1)

1. modal verb of “will” - harsh language

2. Reinforces the feeling of hopelessness for the soldiers condition.

3. makes the reader feel highly emotive

"lost his colour" (3 points) (TEXT 1)

1. metaphor

2. the colour is a metaphor for the soldiers youth and vigour

3. by saying it was lost it shows that the soldier feels that it could have been prevented.

"half his lifetime lapsed" (2 points) (TEXT 1)

1. metaphor

2. he metaphorically lost his life

"hot race," (2 points) (TEXT 1)

1. vocabulary

2. Describes war in a way that shows excitement and action

"purple spurted" (2 points) (TEXT 1)

1. signifies vigour

2. Shows the high energy environment of the war and emphasises the energy of the soldier at this time

"One time he liked a blood smear down his leg" (3 points) (TEXT 1)

1. contrast

2. This shows how immature the soldier was, and contrasts his later experience of sorrow with one of joy.

3. Ironically the experience he remembers fondly is similar to the experience which has left him disabled.

"- He wonders" (3 points) (TEXT 1)

1. use of a dash

2. The use of a dash shows the reflection that the soldier is doing.

3. this makes him seem lonely and longing for the life he used to have.

"he'd drunk a peg," (3 points) (TEXT 1)

1. shows impulsiveness

2. By showing that the soldier was intoxicated when he signed up for the military it reenforces his former childishness.

3. also shows the desperation of the military at this time as they are willing to let a drunk man sign his life away.

"He thought he'd better join." (2 points) (TEXT 1)

1. shows impulsiveness

2. The short sentence is representative of the short thought process behind the decision.

"had said he'd look a god in kilts," (3 points) (TEXT 1)

1. Simile

2. The use of a simile indicates that the decision to join the army was influenced by glory and the chance to be idolised

3. shows that the soldier hates his current life

"Smiling they wrote his lie;" (3 points) (TEXT 1)

1. Dicton

2. The lie is that he is not 19, he is too young to join the army and shows that he is a young boy who is vulnerable and naive.

3. The smile shows that they know he is too young but don't care, they see him as a chess piece.

"fears/ Of Fear" (2 points) (TEXT 1)

1. Capitalisation in sentence

2. The capitalisation of fear highlights the horrors of war.

"jewelled hilts" "plaid socks" (5 points) (TEXT 1)

1. Shows the naivety of the soldier

2. When thinking of the army life, all the soldier thinks of jewellery and fancy clothes

3. this shows the naivety of the soldier.

4. He does not think of the fighting or of the enemy.

5. Shows him as a superficial character.

"Goal" (2 points) (TEXT 1)

1. Captalisation for emphasis

2. The capitalisation of goal shows that the soldier feels that his welcome back to home was underwhelming and seemed less important than a goal in football.

3 line stanza
Line Number (s): 36-39 (2 points) (TEXT 1)

1. Short stanza

2. Shows how the soldier sees that the glory they expected upon returning was short-lived and underwhelming.

"rules consider wise" "pity they may dole" (2 points) (TEXT 1)

1. It shows his lack of free will and his lack of independence,

2. He is now at the mercy of the government which allowed him to waste his life.

"spend a few sick years" (2 points) (TEXT 1)

1. This shows the uncertain future for the soldier

2. It could be 2 or 20 years.

"men that were whole" (3 points) (TEXT 1)

1. metaphor

2. it is a metaphor for the fact that they have all of their limbs but also that they have stable mental states.

3. He doesn't feel he has either, the lack of a 'whole' body is most noticeable.

"How cold and late it is! Why don't they come and put him to bed? Why don't they come?" (4 points) (TEXT 1)

1. shows how alone the soldier is and shows his longing for death.

2. The punctuation shows his increasing desperation.

3. It also shows that he is utterly dependant on others and symbolises him spending his time waiting.

4. This alludes to the idea of waiting for death.

"saw snarled" (3 points) (TEXT 2)

1. sibilance

2. the sinister nature of the buzz saw is enhanced by the sibilance

3. onomatopoeia makes it more vivid in the readers mind.

"Five mountain ranges one behind the other" (2 points) (TEXT 2)

1. The juxtaposition between the calm mountain range and the buzz saw.

2. the tranquility of the mountain range also distracts the reader from the danger of the buzz saw.

"And the saw snared and rattled, snarled and rattled," (2 points) (TEXT 2)

1. repetition for emphasis

2. The repetition establishes the lurking threat of the saw blade.

"Leaped out at the boy" (2 points) (TEXT 2)

1. zoomorphism

2. By saying that the saw leapt it makes it seem animalistic and bloodthirsty despite its inanimate nature.

"boy" (2 points) (TEXT 2)

1. repetition

2. Repetition of boy reinforces and emphasises the innocence of the victim.

"But the hand!" (2 points) (TEXT 2)

1. exclamation

2. Highlights the horrible injury suffered by the child.

"rueful laugh" (2 points) (TEXT 2)

1. OXYMORON

2. shows the confusion and inability to process the damage suffered.

"life from spilling." (2 points) (TEXT 2)

1. language choice

2. shows the speed of death and the lack of control.

"Then the boy saw all-" (2 points) (TEXT 2)

1. The blunt statement emphasises the tragedy

2. shows the boys loss of innocence

"Don't let him cut my hand off-" (3 points) (TEXT 2)

1. use of dialog

2. The dialog shows the boys main concern is not on the potential loss of life but on the safety of his hand.

3. this shows how young the boy is.

full stops at the end of sentences
Line Number (s): 27-34 (3 points) (TEXT 2)

1. Caesuras

2. This causes a sense of finality.

3. The boy has died.

"Little-less-nothing!" (2 points) (TEXT 2)

1. Structure

2. Dashes and exclamation causes the sentence to be read swiftly, mirroring the fast loss of life.

"and that ended it. No more to build on there." (2 points) (TEXT 2)

1. Simple language

2. the simple language causes a blunt tone and leads to a sense of heartlessness from the narrator.

Evidence: Single stanza
Line Number (s): The whole poem (2 points) (TEXT 2)

1. At the start of the poem the language is descriptive, towards the end of the poem the language becomes blunt, harsh and realistic.

2. The single stanza shows that life is fleeting.

"She squeezes" (3 points) (TEXT 3)

1. sibilance

2. Sibilance is used to create a quiet atmosphere in the bazar.

3. It also creates the feeling that having your hand hennaed is soothing

"an unknown girl/is hennaing my hand" (2 points) (TEXT 3)

1. Repetition for emphasis

2. The repetition of the phrase shows the importance of this to the writer as a way to connect to their culture.

"icing" (2 points) (TEXT 3)

1. language choice

2. By choosing 'icing' it implies the delicacy of the task and intercity of the art.

"satin-peach" (2 points) (TEXT 3)

1. language choice.

2. shows the soft delicacy of the unknown girl.

"a peacock spreads its lines" (1 point) (TEXT 3)

1. Shows the feeling of culture the writer feels from the henna as the peacock is the national bird of India.

"a few rupees" * (1 point) (TEXT 3)

1. Contrasts the value of the experience felt by the writer with the low monetary value placed on it by the unknown girl.

"tilt and stare" (2 point) (TEXT 3)

1. personification

2. through personification by stating that the dummies "stare" shows the anxiety and also that the writer feels out of place.

"I have new brown veins" (2 points) (TEXT 3)

1. metaphor

2. it is a metaphor for the Indian cultural heritage which is now felt by the writer.

"clinging" (1 point) (TEXT 3)

1. Shows the desperation to hold on to this connection to her cultural heritage

"furious streets/are hushed" (1 point) (TEXT 3)

1. This mirrors her experiance as the link to her culture is also temporarily strong.

"soft as a snail trail". "like people who cling to the side of trains" (2 points) (TEXT 3)

1. simile

2. used to place emphasis on the traditions of India

"It will fade in a week." (1 point) (TEXT 3)

1. Shows that the cultural connection is short lived.

"I'll lean across a country". "outstretched". "longing" (1 point) (TEXT 3)

1. shows the desperation to retain the cultural connection

Centered text structure (1 point) (TEXT 3)

1. The centred text shows how uncomfortable and out of place the writer feels

short lines structure (1 point) (TEXT 3)

1. The short sentences are to reflect the short connection the writer feels.

"studded with neon". "wet brown line" (1 point) (TEXT 3)

1. The two contrasting statements show the westernisation of India and the traditional aspects.

"very deftly" (1 point) (TEXT 3)

1. shows the skill of the unknown girl.

"Kameeze" "catches" (1 point) (TEXT 3)

1. shows another way the writer is trying to connect with the girl culturally

"Bright Lights" From title (4 points) (TEXT 4)

1. Double meaning

2. Bright lights could mean the bright lights of a city and be a metaphor for the people and hope they create

3. or it could mean the brightness of bombs, fire and destruction.

4. Mixed meaning is intriguing for the reader.

Rhyming Couplets structure (3 points) (TEXT 4)

1. Rhyming couplets,

2. Sense of rhythm,

3. reflect the couples and pairings of men and women in the poem

Enjambment structure (4 points) (TEXT 4)

1. Enjambment

2. Creates a flow in the poem

3. slows down pace of the poem

4. reflects the patterns of speech so the poem feels like a conversation.

Lines 1-11 (4 points) (TEXT 4)

1. Use of paradox

2. Communicates that daytime is more dangerous than night time

3. This is unexpected as people would expect daytime to be safer.

4. This shows how unusual and different the situation is in Sarajevo to the readers' experience.

"You'd think". (3 points) (TEXT 4)

1. Direct address to the reader

2. engages the reader and the reader is one who hasn't experienced war

3. The purpose is to dispel assumptions the reader might have about war.

"precious mere grams of bread" (3 points) (TEXT 4)

1. vocab choice

2. communicating how food is scarce

3. the basic necessities to live aren't easily available or abundant.

"in prams" (3 points) (TEXT 4)

1. Emotive language

2. Brings to mind babies and young children and how war kills and affects indiscriminately.

3. Thinking of the very young, very old and the vulnerable in the situation and experiencing war and lack of food creates a response of sympathy in the reader.

"stroller's pace" (3 points) (TEXT 4)

1. Paradoxical

2. This creates a contrast with the use of the word 'dodging' used to describe movement in the daytime.

3. Shows how it is more relaxed at night

"black shapes impossible to mark as Muslim, Serb or Croat" (5 points) (TEXT 4)

1. Irony

2. You can't tell peoples' ethnicity in the dark.

3. darkness brings anonymity and refuge from ethnic tensions because

4. people are less easily identified

5. this is opposite to what you might expect.

"strollers stride" (3 points) (TEXT 4)

1. Sibilance

2. It slows the pace

3. references how at night you are safer and can go slower.

"flirtatious" (2 points) (TEXT 4)

1. Juxtaposition

2. this juxtaposition of romance and war humanises the Sarajevans.

"fancied" (2 points) (TEXT 4)

1. colloquialism

2. Fancied is a teenage term and is a contrast between teenage hormones and the war that surrounds them.

"radar" "signals" (2 points) (TEXT 4)

1. Language choice

2. Authors choice of vocab has militaristic this is juxtaposed with the ideas of romance it is being sued to describe.

"Match or lighter" (2 points) (TEXT 4)

1. Symbolism

2. Symbolising love as a source of light.

"two shell scars" (3 points) (TEXT 4)

1. Personification

2. Likening the damage from the shells to scars.

3. Scars like war leave a permanent and lasting impact

"massacred" "blood-dunked crusts" "broken dead" (2 points) (TEXT 4)

1. Emotive language

2. emotive, gory language that creates imagery of the horrors of war

"leaving the Sarajevo star-filled evening sky ideally bright and clear for bombers eye" (3 points) (TEXT 4)

1. juxtaposition of romance and violence

2. Throughout the poem romantic and violent imagery are constantly juxtaposed

3. It shows the resilience of love.

"coffee in a candlelit cafe until the curfew" (3 points) (TEXT 4)

1. Alliteration

2. again links and juxtaposes romance and war talking of candles cafes and then a curfew

3. Stark reminder of the war.

"he holds her hand" (3 points) (TEXT 4)

1. this shows the unity and connection that can be found even amidst war.

2. juxtaposition of normal behaviour and the violence of war shows hope

3. makes the reader feel both admiration and sadness.

Iambic pentameter and rhyming couplets structure (3 points) (TEXT 4)

1. Iambic pentameter and rhyming couplets

2. These poetic devices create a rhythm and movement similar to the heart beat of the couple

3. the forward movement the rhythm creates could also be symbolic of the relentlessness of war.

enjambment and juxtaposition structure (4 points) (TEXT 4)

1. enjambment, juxtaposition

2. it creates an intermingling of daily life, romance and war.

3. Shows the real people who are trying to survive and the resilience of the human spirt, hope and love.

4. The poem begins with hardship and ends with romance and hope.

"rationed" "dodging" "struggling" (2 points) (TEXT 4)

1. Verb choice

2. Create impression of suffering, difficulty and hardship

"Still I Rise" title (4 points) (TEXT 5)

1. Choice of word

2. Use of the word still shows that there are challenges and despite these she will 'rise'.

3. Use of the word 'rise' shows progress, resilience

4. has connotations of the phrase 'rise above' and being morally superior.

"You may" (3 points) (TEXT 5)

1. Direct address to the reader

2. The direct address has a confrontational tone, she is speaking to the white oppressor

3. she is confident to stand up for herself

"bitter, twisted lies" (3 points) (TEXT 5)

1. assonance

2. gives this line a feeling of attack and gives a feeling of a knife or stabbing.

3. The use of these brings to mind the damage and hurt caused by lies and malicious words

"I'll rise" (2 points) (TEXT 5)

1. Word choice, position

2. Placing at the end shows that despite what has gone on before she/black women will overcome; it has a defiant tone and is almost like a mantra.

"Does my sassiness upset you" (3 points) (TEXT 5)

1. Rhetorical question

2. Has an antagonistic and sarcastic tone, not needing reply.

3. she is not ashamed of being black

"sassiness" (3 points) (TEXT 5)

1. vocab choice

2. sassiness shows bold confidence.

3. Sassiness is a word that had been used in an insulting way that she is re-claiming as a positive thing within the poem,

"Cause I walk like I've got oil wells" (3 points) (TEXT 5)

1. Simile

2. oil wells capitalism society symbolise wealth and power.

3. By saying she walks as if she has oil wells, she is saying that confidence is her wealth.

"Just like the moons and suns". "....tides" (2 points) (TEXT 5)

1. Similies

2. Uses similes and words connected to nature to bring to mind the idea of an unstoppable force or a force of nature to describe herself.

"still I rise" (not title) (2 points) (TEXT 5)

1. Repetition

2. Ending stanza in the same way as stanza 1 to emphasise and draw attention to the idea of defiance, resilience and overcoming whatever barriers are erected or created.

"broken" "Bowed head". "lowered eyes?" "Shoulders falling down like teardrops" "soulful cries" (3 points) (TEXT 5)

1. emotive description

2. Language use creates images of shame, sadness, weakness

3. this is how the white oppressors want the black community to feel.

"Did you want........?" (3 points) (TEXT 5)

1. Rhetorical questions

2. These have an accusatory tone, of what the white oppressors want to have done to the black community.

3. There is an edge to the tone saying that the black community will not be weak or shamed.

"Don't you take it awful hard" (3 points) (TEXT 5)

1. Use of mockery and sarcastic tone

2. The white oppressors want her/the black community to feel ashamed of being black.

3. She is mocking their reaction when the black community refuse to comply and have pride in being black