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AQA GCSE English Literature Exams - 20th and 23rd May 2013 *OFFICAL THREAD* watch

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    Hey guys, just writing to say that I really think that the poems which are most likely to appear are sonnet 116, to his coy mistress, born yesterday and ghazal purely becuase none have papered in the last 5 exams. However that is only my guess.
    in the January 2013 series the poems were hour and farmers bride so they definitely won't come up. And the poems sister Maude's, in Paris with you and brothers only appear on the F paper so they won't come up either but you can use them to compare.
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    Just an update on the revision materials, thank you for the interest that you have all shown and I have tried to send them to as many people as possible. I am going to limit the amount that I send to 500 because if I let out any more, the UMS may heighten which disadvantages not only you but also other people. I have already sent the same resources to 122 people in two days which is crazy! I have mentioned to the majority of you that everyone (previously) who have used these have all gained above 90% in the exam (around 50 people in my school and 20 in the school near mine where I gave them to some friends). However, please remember that these people may be at a higher academic level in terms of their english. So please, do use the notes and techniques to their full potential, but don't hold me accountable for less than 90%! I wish you the best of luck in your exams, anyone on the thread that has the resources, please mail me your result as I would be REALLY keen to know! Thanks!
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    (Original post by grammar12)
    Just an update on the revision materials, thank you for the interest that you have all shown and I have tried to send them to as many people as possible. I am going to limit the amount that I send to 500 because if I let out any more, the UMS may heighten which disadvantages not only you but also other people. I have already sent the same resources to 122 people in two days which is crazy! I have mentioned to the majority of you that everyone (previously) who have used these have all gained above 90% in the exam (around 50 people in my school and 20 in the school near mine where I gave them to some friends). However, please remember that these people may be at a higher academic level in terms of their english. So please, do use the notes and techniques to their full potential, but don't hold me accountable for less than 90%! I wish you the best of luck in your exams, anyone on the thread that has the resources, please mail me your result as I would be REALLY keen to know! Thanks!
    RESOURCES? I want in on these. :P
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    (Original post by iceangel8)
    RESOURCES? I want in on these. :P
    send me a PM with your email address and ill send them
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    which poems from the relatioship have a high likelyhood of coming up?

    Ghazal??
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    Has anyone studied the poem "Rouen" by May Wedderburn Cannan and have any analysis on it? Im really stuck on this poem...
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    Does anyone know any ways in which you can revise for the unseen poetry question?
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    (Original post by DenchmanFrimmy)
    Does anyone know any ways in which you can revise for the unseen poetry question?
    I had to do this as part of my iGCSE English last year - could be different for this year, I'm a bit worried to be honest, we haven't gone through this yet for the normal English Lit.!

    The way we were told to tackle it was by just knowing and being able to find language techniques easily and practising as much as you can in trying to recognise meanings of poems!

    Hope this helps!


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    (Original post by DenchmanFrimmy)
    Does anyone know any ways in which you can revise for the unseen poetry question?
    I've heard from other members that you can just practice using random poems on the internet, or you can just analyse poems in the other sections you aren't doing. This is all to practice unfamiliar poems, hence the 'Unseen'
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    (Original post by i_is_jon)
    I had to do this as part of my iGCSE English last year - could be different for this year, I'm a bit worried to be honest, we haven't gone through this yet for the normal English Lit.!

    The way we were told to tackle it was by just knowing and being able to find language techniques easily and practising as much as you can in trying to recognise meanings of poems!

    Hope this helps!


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    Ok thankyou will try and learn some literary terms, and examples of where they occur
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    (Original post by JustaDreamer)
    I've heard from other members that you can just practice using random poems on the internet, or you can just analyse poems in the other sections you aren't doing. This is all to practice unfamiliar poems, hence the 'Unseen'

    Ok thanks a lot I am doing the relationships cluster so I will look through some other poems maybe in the conflict section
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    Also our teacher gave us a list of all the questions that have come up for OMAM and LOTF over the past 4 years, and what AQA have chosen. Having looked through it she also told us for OMAM it is most likely to be a question on Slim or Curley with a context based question about itinerant workers or the lives of men in 1930's America.

    For LOTF its most likely to be either about Piggy and what he represents, or another theme based question perhaps linked to symbols on the island.

    Dont hold me against this though, its just an educated prediction of what may come up
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    Does anyone know how many paragraphs you should aim to write for both part A and part B in the unit 1 exam, and also how to structure both the essays? I am doing Of Mice and Men and An Inspector Calls and am really panicking!!

    Also I did the unit 2 (poetry) exam in the summer last year and got an A, just letting the people that are worried know, it is not a difficult exam at all. Just make sure you know everything you need/want to know about all of the poems and you will be fine. As for the unseen poetry question, you just need to make sure you know what you're looking for e.g. language techniques, structure etc and you need to be able to do this in a short amount of time. Good luck everyone!
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    (Original post by DenchmanFrimmy)
    Ok thanks a lot I am doing the relationships cluster so I will look through some other poems maybe in the conflict section
    No problem I'm doing Character and Voice
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    (Original post by tss222)
    Could someone give me a grade for this please would be sooo grateful thanks aiming for like an A/A*
    Sheila says to her father “You don’t seem to have learntanything” Birling replies to this “You’re wrong I’ve learnt plenty” What haveboth Sheila and Mr.Birling learnt?



    J.B Priestley uses ‘An Inspector Calls’ written in 1946 butset back in 1912 to voice his socialist views about how he feels the world willdevelop after world war two and as a warning that if the ruling classes do notchange their selfish beliefs we could see another war happen, which was verytopical at the time written with the invention of the atomic bomb. The play iscentred on the Birling family who we bee each breakdown with the arrival of theelusive character of the Inspector who has arrived to make each member learn oftheir mistakes. This essay will focus on the two protagonists Mr Birling andSheila Birling and how their characters develop in the play and what they aretaught by the Inspector.

    We see Sheila Birling’s character evolve from the first actto the end of the play. The opening stage directions describe her as “verypleased with life” and we see her as quite a childish and materialistic sort ofperson, especially with the Inspectors arrival when she blames Eva for ruiningher night “I wish you hadn’t told me” enforcing her self-centred attitude butat the same time summing up the whole Birling family who try to block out thereality of life in the lower classes, creating a divide between them.
    However, Priestly guides the audience to establishing a connection with Sheilaby subtly hinting of her intuition, which we see so strongly with the Inspectorsarrival, when she “teases” Gerald of what he did last summer implying to theaudience that she does not have the confidence to stand fully up against him onthis uneasy matter, so half jokes about it. Contrastingly we see this on a muchgrander scale in Act 2 and Act 3 conveying that the Inspector has helped herbecome much more mature and independent in learning the lesson of her effect onEva Smiths life. This relates to the suffrage movement which was becomingincreasingly popular around 1912 when it was set and so reflects how the roleof women in society was changing as Sheila does in the play emerging from aweaker willed character to someone who can stand up to her parents depicted inthe quote “You don’t seem to have learnt anything”.
    On the other hand Priestley may not be implying this at all but be saying thatbecause Sheila needed the Inspector to draw these qualities out of her she maynot be a dominant and independent as first seen and for this reason the lessonSheila learns, who represents the younger generation, is superficial which iswhy there was still a second world war because the extent of her change was notfar enough.


    Furthermore, MrBirling is immediately portrayed as foolish and idiotic to the audience in hisgreat speech to the family in which Priestly takes the opportunity to implantdramatic irony. Mr Birling passes off the war here as a “silly little scare”and as we know the play was set before both wars but shown to audiences after.The effect of this on past audiences would have been quite shocking becausenearly every family in Britain lost someone in the war, creating a hugeoxymoron on the idea of “silly”. Priestley would have used this shock createdto make audiences lose all trust in Mr.Birling and his views on socialism, particularlywhen he scoffs at the idea of “community”. He does not seem to pick up on the obscurityof the Inspector appearing sharp after these words but Sheila does learn fromthis and begins to understand that the messages the Inspector was trying toestablish may be important.

    However, Mr Birling does learn from the Inspector but maybenot in the right way. Unlike Sheila he sees no importance of his role in the “chainof events” for a very long time but tries to shift the blame by throwing hispower around and threatening the Inspector by name dropping that he seesColonel Roberts “frequently”. This suggests that Mr Birling and the oldergeneration are so set in their Victorian ideas of class and responsibility thatit is almost impossible to change and it is up to the younger generations suchas the quick thinking intuition of Sheila to do so- Priestley’s main message ofthe play.
    The Consequence of this for audiences of1946 who would have been made up of the upper classes including many just likethe Birling’s who are exposed in the play, makes the question there own moralsand ideas which would have been Priestley’s main hope in inducing social changemaking the audience learn a lesson as well.


    Although I believe we do see Birling begin to learn a lessonin act 3, he offers the Inspector “thousands” to compensate his involvement inthe death of the girl. This could imply that if even Birling whos beliefs arethat “a man should look after himself” feels guilt and responsibility now,Priestley and the Inspectors socialist ideas are important and should befollowed. Yet, it could also imply Birling still cannot learn the lessonbecause although he shows this guilt it is not for the right reasons he stillfeels no empathy for Eva but is worried of what will happen at the “inquest” tohis reputation and what the newspapers will say. He is still showing only carefor himself, not Eva. On balance Ibelieve the latter to be true because just moments after the Inspector leavesBirling switches back to his old beliefs conveyed by the repetition of “triumphantly”in the stage directions for him, concluding that he is quick to forget theevents, just Priestley could be implying the upper classes were quick to forgetthe reasons for the first world war which is why it led to the second one.

    In conclusion, we see that Priestley uses Sheila’s lessonsand what she has learnt to show his hopes of the younger generations to make achange in society and not the older who have set in stone their views. Hechampions them and those in audience to take the opportunity as though it is afinal chance because in 1946 many would have feared the destruction of all inan atomic war. However the question is still there of why the youngergenerations in the Birling’s did not seize the opportunity of change after theytook on and learnt the lessons of the Inspector. I believe that it could not goto great extent in 1912 because of the power of the older generations who werequick to forget and did not even learn which is why the play was shown in 1946to convince audiences that everyone should contribute.

    Strong A borderline A*. To improve, work on single world analysis and multiple level analysis e.g. one one level this can be interpreted as... but on a secondary level... also aim to link factors as this will give your essay a nice flow that the examiners really appreciate. But the biggest thing, make it stand out! examiners read hundreds of responses each season, they want something different so you need to make sure your points are imaginative and unique. For example, in my AIC response, I wrote about how the pink lighting gives the appearance that the audience are looking at the family through rose tinted glass. This parallels with the pretentious and fake portrayal of the family relations. When the inspector arrives, this rose tinted glass is abruptly smashed by the inspector who replaces them with a sharp clear lens which removes the false pretences of the family and allow the audience to connect to the investigation on a more personal level. <----- this took me about 2 minutes and is nowhere near as good as I wrote in the exam but still, you get the idea, good luck!
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    (Original post by grammar12)
    Hey, if anyone needs any revision resources for OMAM or Inspector calls, pm me your email address and I will send them all to you. I scored 80/80 in the OMAM Inspector calls units with these so they should be very useful to you. Im doing Macbeth and Animal farm this year on the 23rd and i'm somewhat worried about them. If anyone has any resources for these, can you maybe pm me or quote this post. Thank you!


    [Removed - please use PMs or post here]

    Thanks!
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    Doing OMAM, the Sunlight on the Grass short stories anthology and the conflict cluster of poems. Feeling like I'm going to need a bit of luck in terms of which extract/stories/poems come up if I'm to get an A*.
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    Just another update, Im still sending the resources but i have reached 350 sent so there are 150 left before I stop sending them. So last call for anyone who wants resources for OMAM or AIC
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    (Original post by grammar12)
    Just another update, Im still sending the resources but i have reached 350 sent so there are 150 left before I stop sending them. So last call for anyone who wants resources for OMAM or AIC
    can you send your model answers as you got 80/80 on your OMAM and AIC exam please? thanks!
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    (Original post by abcd123456)
    can you send your model answers as you got 80/80 on your OMAM and AIC exam please? thanks!
    I will try to, I'm on study leave at the moment so I am unable to get the exam script until at least monday. If I am able to take them home or photograph them, I will scan them and upload them here. If I am unable to do that, what I did before my exam was read some student essays online and make short notes on points they made that I liked which I mainly regurgitated in the exam. However, I should be able to get them on monday
 
 
 
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