Sunday, 19 March 2017

To Kill A Mockingbird Chapters 11-15 Summary


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Chapter 11

The summer after second grade the children decide to expand their horizons. They spend more time going into town, which requires them to pass the house of Miss Dubose, who never misses an opportunity to shout at the children. This infuriates Jem, but Atticus tells him not to get upset. On a particular walk, Miss Dubose makes remarks about Atticus to the children. Jem becomes enraged and on the walk home destroys Miss Dubose's bushes. Atticus sends Jem back to clean up his mess and to work on her shrubs for every weekend. When Jem returns he tells Atticus that Miss Dubose wants him to read to her instead.

The next weekend Jem, accompanied by Scout, goes to read to Miss Dubose. Miss Dubose is very ill and spends most of the afternoon in a fog. After several weekends, they are free of reading to her.

Atticus goes to visit Miss Dubose one weekend. When he returns he announces that she has passed away. Atticus explains to the children that Miss Dubose had become addicted to morphine as a result of her illness and that she had spent the final months of her life freeing herself of the addiction. He tells them that their company helped her keep her mind off her pain. Atticus opens a box with a piece of her shrub in it. It is a gift for Jem, who is angered by the gesture. Atticus tells them what a strong and brave woman Miss Dubose was for fighting her addiction.

Chapter 12

As Jem grows older he also grows moodier, leaving Scout to spend more time with Calpurnia. Scout watches Cal and realizes that maybe being a girl isn't so bad.

Atticus has to leave the family to attend an emergency session of the legislature. Calpurnia has to stay with the children and take full care of them in his absence. She is not sure if they should be going to church by themselves and decides that they should come with her on Sunday.

When they arrive at Cal's church, the children cause quite a stir. They are the only white faces in the congregation. One woman seems to resent their presence, but the rest of the congregation welcomes them freely. They know Atticus and have the utmost respect for him. While in attendance, the children overhear things about Tom Robinson and his case. His wife cannot get any work in the town and Tom has been accused of rape. Scout is not sure what rape is, but knows it can't be anything good.

As they walk home from church, Aunt Alexandra is waiting on the porch for them.

Chapter 13

Aunt Alexandra notifies them that she has come to stay with them. She immediately makes herself at home. When Atticus returns he explains that Aunt Alexandra is here to teach the children, Scout in particular, something about breeding and refinement. Alexandra is not pleased with the way Atticus is raising the children and feels that she is needed. The kids are not pleased by the news, having no idea that they have been behaving improperly.

chapter 14

Scout asks what rape is. Atticus asks her where she heard the word and Scout explains about the trip to Cal's church. Alex is shocked to hear that the children were in a black church. She tells Atticus in confidence that they should let Calpurnia go, but he is adamant that she is part of the family and will not be leaving anytime soon.

Jem takes Scout aside that evening and tells her that she should do her best not to upset Aunt Alexandra. Scout believes Jem is trying to act superior and starts a brawl with him. She is sent to her room and thinks she hears a snake under her bed. Upon closer inspection, they realize it is not a snake, but a runaway Dill. He confesses that he doesn't like living at home and took the train to Maycomb. Atticus allows Dill to stay with them, but informs Dill's Aunt Rachel about the situation.

chapter 15

Dill's parents allow him to stay in Maycomb. One evening, the sheriff stops by the house with a group of men from town. Atticus talks with them and Scout tries to overhear. They talk about Tom Robinson's case and how Tom is being moved into the Maycomb jail.

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Saturday, 18 March 2017

‘Blood Brothers’ by John Wickham Analysis

Overview

This story is about two brothers Paul and Benjy. Both brothers can be considered to be ‘Blood Brothers’ because they are thirteen year old twins. Despite the fact that Paul and Benjy are twins; they both display different personality traits. Paul is an introvert who loves nature and he loves to contemplate about life. Whereas, Benjy is Paul’s polar opposite. This further reinforces that although both boys are genetically related that is where the commonality ends.  Benjy is an extrovert who is very carefree and fun loving.

However, Paul thinks his brother believes he is superior and as a result he grows to hate him. Paul is conflicted about his feelings because deep down he wants Benjy to be his friend and confidant. The story ends with Paul attacking Benjy. Benjy is surprised and confused because he did not know or understand why Paul reacted in this way.

Characters

Paul:  

  • Paul is an introvert.
  • He is artistic and he paints pictures
  • He loves nature.
  • He is also very reflective. He contemplates nature as well as his feeling towards his brother.
  • He dislikes Benjy’s ability to accomplish simple tasks quickly.
  • He resents Benjy because he reminds him of his own short comings. 
  • He envies Benjy and his envy turns to hate.
  • He thought Benjy feels he is superior to him. 

Benjy:


  • He is an extrovert and carefree
  • He is confident. 
  • He is a typical boy, very active, adventurous and always exploring.
  • He is ignorant to his brother’s disdain for him.
  • He felt he is superior to Paul.
  • He mocks Paul.

 Mac:

  • He is an old shoe maker in the village. Both boys go to visit him. 


Narrative Point of View:

  • Third Person Narrative


Setting:

The story takes place in an unnamed village.


Conflict: 

Paul envies Benjy carefree personality as a result of this he grew to hate Benjy.  This hate resulted n him attacking his brother.


Themes:
  • Love and family relationships
  • Childhood Experiences
  • Appearance vs Reality


Friday, 17 March 2017

Sample Poetry Exam Question

Ten (10) marks are also allocated for structure, development and competence. 

Choose TWO poems from the prescribed list in which a social issue is presented.

a. For EACH poem, describe the social issue. (8 marks)

b. Discuss how either the speaker or the title is used in presenting this issue. (9 marks)

c. Identify and discuss ONE device which is used to present this issue effectively. (8 marks)

                                                                              TOTAL MARKS= 35

Thursday, 16 March 2017

Sample English A Short Story 6


The graveyard was cold, dark and dreary. One weary old oak tree leaned over the entrance gate and broken battered headstones were scattered all around. I could hear the sound of the howling wind and the creak and groan of branches as they swayed in the storm. The smell of fear and rotting leaves filled my nostrils and I swallowed deeply afraid I would get sick.

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As I walked towards my brother’s grave, I heard another noise. It was slow heavy footsteps. I turned. A tall muscular man was walking towards me. His face was tough & covered in stubble to hide the scars which criss-crossed his jaw.

“I don’t think this is such a good idea”, I shouted over the wind.

“It’s too late to change your mind”, the man replied in a low threatening voice. “Either we dig him up now or you spend the rest of your life wondering how he died”.

“Ok, ok”, I mumbled, afraid to say anything more in case the lump in my throat would cause tears to run down my face.

I could still remember the day those two army officers arrived at my house to tell me my brother was dead. Their cold hard faces gave little away when I asked how he died. “Killed in the course of duty” was all they would say. Everything else was “classified”. They handed me a letter from my brother, saluted, then turned and left, the click-clack of their shoes on the pavement slowly dying away. I stood frozen to the spot, dazed, confused and devastated. I finally opened the letter with trembling fingers but only one line stared back at me. “I’ll always be with you brother. Karl”. What did he mean? How could he be with me ever again? He was dead.

Now I leaned heavily on the rusty shovel in my hands and started to dig, determined to uncover the truth. The scar-faced man beside me began to dig at the other end and soon my brother’s coffin began to emerge from beneath the layers of sodden earth. Faced with this moment of truth, I began to panic. What if I was wrong? I knew Karl hated the army, I knew he wanted out. His girlfriend Sarah hadn’t turned up at the funeral, hadn’t contacted her family in the two months since his death. But maybe she just needed some space?

I looked down at the coffin as my hired helper tugged at the lid with a crowbar. With a loud snap the lid flew back revealing the frozen corpse inside. My whole body filled with relief – there was a dead man in the coffin. But it wasn’t my brother.


English B Short Story Sample Essay Question


Ten (10) marks are also allocated for structure, development and competence. 


Image result for old woman clipartSetting plays a significant part in the development of the storyline in ‘Berry’ and ‘Mom Luby and the Social Worker’. 

For EACH story:

a.       Describe the setting  (8 marks)

b.      Show how the writer uses descriptive language to develop the setting. (8 marks)

c.       Explain the significance of the setting on the development of the story. (9 marks)

                                                                                                                TOTAL MARKS= 35

Wednesday, 15 March 2017

Things Fall Apart Practice Question


In the exam 10 marks are also allocated for structure, development and competence. 

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In the novel, Things Fall Apart, we are constantly kept aware of the physical and social environment.

a) Describe the physical environment in which the action takes place.(8 marks)

b) Describe the nature of the family relationships in the society in which the novel is set. (6 marks)

c) Describe the religious conflicts that emerge. (6 marks)

d) Discuss the view that it is because of the social environment that the religious conflicts arise. (5 marks)
                                                                                                                 
                                                                                                                       TOTAL MARKS= 35

Saturday, 11 March 2017

Questions based on 'Le Loupgarou'


1. What comparison is implied in the first line of the poem?
b.Why do you think it is appropriate?
c. Show how the comparison is extended in the second line.

2. “A curious tale that threaded through the town//Through greying women sewing under eaves”20 What special features of sound do you observe in these two lines?

3. What is suggested about the cause of Le Brun’s ruin?

4. How is Le Brun described?

5. Who are “these Christian Witches”?

6. How did the graying women” react when Le Brun approached?

7. What do you think was the bargain Le Brun made?
b. With whom was this bargain made?

8. What particular incident do “these witches” relate about Le Brun?

9. Which line tells us that the story of Le Brun was well-known?

10. Look at the movement in these two expressions: “slowly shutting jalousies”, “taptapping cane”. What do you find striking about each?

11. Give the meaning of the following as they are used in the poem: curious, slavering lycanthrope, hot on a scent, lugged its entrails. 
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