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Exploring literature Tentamen

Literary termsAlliteration – Words in a line of poetry starting with the same letter or sharing the same sound of the first syllable.

Allusion – The reference to a well-known historical or literary figure or event (nowadays also indirect references to other arts or popular culture).

Assonance – A group of words that contain similar vowel sounds which are repeated in a line of poetry.

Ballad – A primitive form of poetry, originally sung or recited. (Direct and simple language and abcb-rhyme scheme).

Euphemism – The use of a pleasant or vague expression for something that is harsh or unpleasant.

Hyberbole – A deliberate exaggeration or overstatement not meant to be taken literally. (serious, comic or ironic effect).

Imagery – The use of images in literature to help convey a picture/idea more vividly.

Metaphor – The use of a name or a description to apply to an object or action where it is not literally applicable (plough through a book).

Narrator- A speaker through whom an author presents a narrative often but not always a character in the work. First-person (I), Second-person (You) or Third-person (He/she).

Onomatopoeia – Imitation by names and words of sounds that are associated with the object or action thus named (cuckoo/howl/hiss).

Oxymoron – putting two contradictory terms together (thunderous silence).

Parody – A grotesque imitation often used to make a satiric and even political point.

Pastoral – The idealization of the life of simple country people and their surroundings.

Personification – Giving abstractions or things human qualities, meaning that human characteristics are applied to animals, inanimate objects or ideas.

Plot – The interconnection of main events in a story.

Pun – This is a play on words. They are used because of their similar spelling or pronunciation but different meaning.

Rhetoric – The art of speaking or writing impressively, and also language used especially for its impressive sound.

Rhythm – A pattern or movement gained from reading a piece of writing, usually created by regularity of recurrence of stressed and unstressed syllables.

Satire – The literary art of diminishing or derogating a subject by making it ridiculous and evoking toward it attitudes of amusement, contempt, scorn, or indignation. Uses laughter as a weapon against a person or thing outside the work itself.

Simile – A figure of speech in which one thing is compared to the other by using words such as like or as to link them (different for metaphor: uses connective word).

Soliloquy – A speech in a play where a character is expressing his innermost feelings aloud without talking to anyone in particular.

Stanza – A group of lines of poetry as a unit; a verse.

Tone – The attitude revealed toward the subject matter of a literary work or the reader (serious, playful etc.)

The Lesson – Roger McGough (1937-)

General assignments Paraphrase

It’s about chaos in the classroom, and how to solve this. The teacher is using violence to control the students (swords and all) and The Head is supporting that. The writer tries to make this story funny, but still wants it to have a deeper meaning and make you think.

MeaningThe meaning is that you shouldn’t use violence in the classroom (it isn’t a solution), but you should be able to control a class.

IntentionsThe writer wants to make us laugh, but also think about situations in classrooms and how teachers might handle them.

LanguageThe writer exaggerates a lot and uses a lot of adverbs and adjectives to draw you in and make the poem more lively.

Settingo Place: In a classroomo Time: Could be at any time, is applicable to present classrooms/teachers but also to

situations a long time ago.o Social: Development of education

o Cultural: In a western society where the students often challenge teachers and are not very obedient (compared to for example Chinese schools).

Notes- Aantekeningen:

1. He wants to pay attention to chaos in UK classrooms. It wouldn’t help if the teacher is violent.

2. He would like us to think about it, by exaggerating. He wants to make us laugh.3. Ordinary language to exaggerate.

- “I’m going to teach you a lessonOne that you’ll never forget” (second stanza, double meaning!)

- Throttled = wurgenGarroted = met touwGrotty = nastySkive = spijbelenDinghie = kleine opblaasbootCarnage = bloedbad

Literary terms- Alliteration

Chaos classroom (line 1)The teacher (line 2)Hooligans him (line 3)The theme today (line 5)To teach (line 7)Who was (line 9)Throttled then there (line 10)Then the (line 11)Garroted girl (line 11)Hand he hacked his (line 13)First first (line 15)Fingers feet (line 16)Threw the (line 17)He his (line 20)The the (line 21)

Blast backrow (line 21)Where who (line 22)Plug’s pulled (line 24)The to temple (line 28)The the (line 29)Head head (line 29)Why was (line 30)Then tossed (line 32)When was well (line 33)Silence shuffled (line35)Its in (line 36)The teacher the (line 37)The the (line 38)Dying dead (line 38)

- Assonance (some examples in this poem)Hooligans ignored him (line 3)His in din (line 4)That never forget (line 8)On boy (line 9)

- EuphemismHis game (line 20) instead of his battle or murdering

- HyperboleIsn’t this whole poem a hyperbole?Throttled him then and there (line 10)Garroted the girl behind him (line 11) etc.

- Imagery (KLOPT DIT?)Trembling vandal (line 26)

- MetaphorChattering rows (line 14)Silence shuffled forward with its hands up in the air (lines 35-36)

- NarratorThird-person: omniscient narrator. You know this by the absence of ‘I’ and ‘You’ and the use of ‘He’/’She’.

- OnomatopoeiaChattering (line 14)Waggled (line 39)

- OxymoronTrembling vandal (line 26)

- PersonificationSilence shuffled forward with its hands up in the air (lines 35-36)

- RhythmIambic tetrameter/trimeter???

- SimileThey collapsed like rubber dinghies (line 23)

- StanzaThere are 10 stanza’s of 4 lines each. The rhyme scheme is:Abcb (classroom, in, him, din)Defe (violence, set, lesson, forget)Ghch (shouting, there, him, hair)I j k j (way, rows, declared, toes)Lmnm (latecomer, aim, shotgun, game)Opqp (backrow, out, dinghies, out)Rsts (sir, enquired, teacher, fired)Uvwv (doorway, made, understandingly, genade)Xhyh (spent, chair, forward, air)Ze1e (carnage, dead, severely, said)

- ToneThe tone is playful.

At lunchtime – a story of love – Roger McGough (1937-)


This poem is about making love in a bus with random strangers and it’s a funny poem. However, the writer has got a deeper meaning about which you have to think.

MeaningLive everyday like it’s your last, because it might be over tomorrow. Life ends (is temporary).

IntentionsThe writer wants to make us laugh, but also wants to make us think about life and the ending of life.

Language

He uses a lot of typo’s, combines words into one etc. Setting

o Place: In a buso Time: It could be any time, present or past.o Social: It is about thinking about life, but also about socializing with other people and

communicating with strangers.o Cultural: The setting is in an individualistic culture.

Notes- Aantekeningen

1. Live every day like it’s your last (YOLO!)2. Men moet beseffen dat het leven eindig is.3. Typo’s (combine words into one etc. etc.)


The to (line 1)A and (line 2)The the (line 2)One opportunity (line 5)She saying (line 8)Tooearly the too (line 9)After and anyway (line 10)This the (line 12)To tookoff (line 13)Put pocket (line 14)The therewere (line 16)And amused- (line 17)When word (line 18)That the to (line 19)World was (line 19)They their their (line 20)Put pride pockets (line 20)Their the (line 21)One other (line 21)With with (line 21)Climbed cab (line 23)Some sort (line 24)

Thatnight the (line 25)All alittle (line 26)Embarrassed especially (line 26)The the (line 27)And and (line 27)Started say (line 28)And always (line 29)Been bitofalad (line 30)A and (line 30)That the (line 31)Was world (line 31)End every (line 32)And always (line 32)Asa all (line 34)And aquiver (line 35)Was with white (line 35)People pretended (line 43)That the (line 43)World was (line 43)An at (line 44)Although a (line 5)In it (line 45)

- Assonance (some examples in this poem)Damaging and (line 2)Was across (line 4)Not one (line 5)Resisted it (line 8)

- ImageryShockedandsurprised, and amused-andannoyed (lines 17-18)Put their pride in their pockets (line 20)Aquiver with white mothball bodies (lines 35-36)

- MetaphorPut their pride in their pockets (line 20)

White mothball bodies (lines 35-36)??- Narrator

First person: You know this by the use of ‘I’.- Rhythm

Iambic tetrameter/trimeter???- Stanza

There are 6 stanza’s of different lengths, respectively: 15, 9, 9, 3, 6 and 3 lines. The rhyme scheme is a mess because the writer hasn’t used end rhyme.

- ToneThe writer’s tone is playful.

Invictus – William Ernest Henley (1849-1903)


Whatever the circumstances, you are always in control of your own free will (soul). Meaning

You are strong and are the ‘captain of your soul’, no matter what comes your way you always have that. VAN INTERNET GEPLUKT:Invictus, meaning "unconquerable" or "undefeated" in Latin, is a poem by William Ernest Henley. The poem was written while Henley was in the hospital being treated for tuberculosis of the bone, also known as Pott's disease. He had had the disease since he was very young, and his foot had been amputated shortly before he wrote the poem. This poem is about courage in the face of death, and holding on to one's own dignity despite the indignities life places before us.

IntentionsThe writer wants us to think about our own power in situations where we might not have a say in things.

LanguageHe uses a lot of strong/grimm words what makes the feeling you get from the poem a bit scary/sad.

Settingo Place:o Time:o Social: o Cultural:


Tone: Dark/grimm (my head is bloody, but unbowed), strong/optimism (for my unconquerable soul).

- Invictus = unconquered/invincible/undefeatedThe Pit = minesFell clutch = firm/mean grip

Bludgeon = gummiknuppel/knotsWinced = flinched, terugdeinzenWrath = tornMenace = gevaar/dreigingScroll = boekrol


Out of (line 1)The that (line 1)Pit pole pole (line 2)The to (line 2)Clutch circumstance (line 5)Not nor (line 6)

Bloody but (line 8)This tears (line 9)The the (line 10)The the (line 11)Finds find (line 12)Master my (line 15)

- Assonance (some examples in this poem)Of covers (line 1)For unconquerable (line 4)Clutch circumstance (line 5)Not nor (line 6)

- EuphemismBlack as the Pit from pole to pole (line 2)

- NarratorFirst-person: use of ‘I’.

- OnomatopoeiaClutch (line 5)


- StanzaThere are four stanza’s of four lines each. The rhyme scheme is:Abab (me, pole, be, soul)Cdcd (circumstance, aloud, chance, unbowed)Efef (tears, shade, years, unafraid)Gbgb (gate, scroll, fate, soul)

- ToneThe tone of this poem is very dark and strong. It feels like a battlefield mixed with some sadness.

The Oxford Voice – D.H. Lawrence (1885-1930)


This poem is about the Oxford Voice, the accent of English from Oxford. This accent sounds like the people who have it are meaning to be superior to others.

Meaning

The writer wants to satirize the (people with an) Oxford Voice. He dislikes the accent and maybe even higher education and he wants us to know that.

IntentionsThe writer wants us to laugh at the Oxford Voice and the people that have it, besides that he is making us aware of the fact that those people might think they are superior to us.

LanguageHe uses a lot of adverbs and adjectives to make the poem more lively.

Settingo Place: Englando Time:o Social: People with an Oxford Voice think they are better.o Cultural:


Sidling through the front teeth: being able to make the difference between th/s- Langhuising = kwijnend

Cooing = gekirBlooming = fleurigSelf-effacingly = you really feel strongDeprecatingly = you talk other people down


And and and (line 2)Through the teeth (line 2)You you (line 6)Blooming bird (line 7)The tube (line 8)But breathes back (line 9)

It in (line 9)So seductively superior so seductively (line 10)We wouldn’t (line 14)Insist it (line 14)Admit are (line 17)

- Assonance (some examples in this poem)Hooing cooing (line 2)Or worse (line 4)Blooming cuckoo (line 7)Sit in (line 8)

- Hyperbole?- Imagery

Hooing and cooing and sidling through the front teeth (line 2)- Metaphor

Every blooming bird is an Oxford cuckoo (line 7) ???- Narrator

Second-person: Use of ‘you’.- Onomatopoeia

Langhuishing (line 1)Hooing, cooing (line 2)

- Rhetoric

??- Rhythm

Iambic tetrameter/trimeter???- Satire

This is a satirical poem which ridicules the Oxford Voice.- Stanza

There are 4 stanza’s of different lengths, respectively: 6, 3, 4 and 5 lines. The rhyme scheme is a mess because the writer hasn’t used end rhyme.

- ToneThe tone of this poem is mocking.

To Althea from Prison – Richard Lovelace (1618-1658)


Love sets you free, no matter how imprisoned you are, you can always find freedom in love (in this case for the King/monarchy).

MeaningNothing can imprison the human mind.

Intentions??

LanguageThe writer uses a lot of impressive words.

Settingo Place: Prisono Time:o Social: o Cultural:


Unconfined = free, not in prisonWanton = fly freely and aimlessly Steep = je zorgen wegdrinkenHealths = toostenDraughts = drinksAllaying = never stopsTipple = swim in a free, easygoing mannerCommitted linnets = caged birdsKing = King Charles the first


When with wings (line 1)And Althea (line 3)I in (line 5)Her hair (line 5)

Like linnets (line 17)Shriller shall sing (line 18)Mercy majesty (line 19)He how (line 22)

The that the (line 7)Run round (line 9)When wine we (line 13)That tipple the (line 15)

That the (line 23)If I in (line 29)And am (line 30)Angels alone above (line 31)

- Assonance (some examples in this poem)Love unconfined (line 1)Fetter’d her (line 6)Know no (line 8)Cups run (line 9)

- ImageryLoyal flames (line 12)

- MetaphorLove with unconfined wings (line 1)

- NarratorFirst-person, use of ‘I’


- SimileLike committed linnets, I (line 17)

- SoliliquyIs this poem a soliloquy???????

- StanzaThere are 4 stanza’s of 8 lines each. The rhyme scheme is:Ababcdce (wings, gates, brings, grates, hair, eye, air, liberty)Fgfghehe (round, Thames, bound, flames, steep, free, deep, liberty)Dieijkje (I, sing, majesty, King, good, be, flood, liberty)Lmlmnkne (make, cage, take, hermitage, love, free, above, liberty)

- ToneThe tone of the poem is serious, confident and faithful.

Assignment sheet1. To Althea from prison is called a lyric poem. Mention two characteristics of lyric poetry

present in this poem. Three characters feature in this poem: who are these three characters?Characteristics lyric poetry present: Expresses personal and emotional feelings or thoughts; song-like quality; always use first person point of view.Characters: I, the King and Althea.

2. The third stanza sheds some light on the reason why the poet was imprisoned. What could this reason have been?

He was arrested for supporting/loving the King.3. What is the rhyme scheme of this poem? (Use a, b, c & d).

AbabCdcdd

4. The lines in this poem alternate in length and rhythm. Explain this variation by using and explaining the terms iambic tetrameter and iambic trimester.

Iambe = 2 syllables of which the last one is stressed

Tetra = 4, tri = 3The first stanza starts with tetra, then tri, then tetra etc.

5. Besides end rhyme, the poet also uses internal rhyme. Explain what internal rhyme is and give three examples.

Internal rhyme is rhyme within a sentence or within a stanza (instead of endrhyme at the end this is mostly in the middle)When I lie tangled in her hair (line 5)And fetter’d to her eye (line 6)Maar wat is hierbij nou de internal rhyme?????

6. This lyric poem is a little like a ballad in this use of repetition. Give examples of these repetitions and explain why they are there. What was alliteration again, and what are metaphors? Give two examples of each in the poem.

The first three stanza’s start with when and when is repeated at the start of some other sentences within those stanza’s.Every stanza ends with liberty, and the first three stanza’s even have the same sentence as an ending (know no such liberty)

7. The theme of this poem is based on a paradox. Explain the theme in relation to this paradox.The poem is about someone who is in prison, though in every stanza he tells us that he is more free than everything that is free (bird, fish, wind, angels).

In Westminster Abbey – John Betjeman (1906-1984)


This poem is about World War II and a woman that wants to be spared. She is a wealthy woman and doesn’t care about others, if they only spare her.

MeaningThough it is normal for people to pray during times of war, normally they don’t only think about themselves. This woman, however, is very focused on her own welfare and she is demanding things of God instead of asking them for herself and others.

IntentionsThe writer wants us to think about the ways people think during war.

LanguageThe writer uses language as if he is a wealthy woman during World War II.

Settingo Place: Englando Time: during World War IIo Social: Rich Womano Cultural: England, war

Notes- Vox humana = human voice (or sound of an organ)

Bask = zich koesterenUndismembered = keep the Empire as a whole

Literary terms

- AlliterationTake this (line 1)Other off (line 1)Bask beneath bells (line 4)Listen lady’s (line 6)Gracious Germans (line 7)Spare Sake (line 8)Their Thy (line 8)If is (line 9)That too (line 9)We will (line 10)But be (line 11)From far (line 15)Them their (line 17)

Of our (line 19)Books boots’ (line 20)Free free (line 21)Democracy drains (line 22)Although am a (line 25)The time (line 28)Do down (line 30)To the (line 32)Win war (line 32)To the (line 33)Then the thy throne (line 35)Treat to thy (line 38)What word (line 38)

- AllusionIt is about World War II

- Assonance (some examples in this poem)Other off (line 1)Where statesmen (line 5)if is (line 9)will mistake (line 10)

- Euphemism- Hyperbole- Imagery- Metaphor- Narrator- Onomatopoeia- Oxymoron- Parody- Personification- Pun- Rhetoric- Rhythm

Iambic tetrameter/trimeter???- Satire- Simile- Soliloquy- Stanza- Tone

Why patriots are a bit nuts in the head – Roger McGough (1937-)


This poem is about patriots and that they are crazy for letting themselves get killed because of their love for their country. Because love (sex) and everything else life has to offer is way more important according to the writer.

Meaning Intentions Language Setting

o Place:o Time:o Social: o Cultural:

Notes Literary terms

- AlliterationAre a (line 1)And a (line 7)Blue boy (line 7)And are (line 8)And a (line 12)To them (line 15)You your (line 17)Spread some (line 19)

Over of (line 19)Foreign field (line 19)Of oats (line 22)Are and (line 23)It is (line 23)And are a (line 24)That the (line 24)Is in (line 24)

- Assonance (some examples in this poem)Bit in (line 1)For glory (line 6)For boy (line 7)Are alive (line 11)

- ImageryAnd your seeds spread over some corner of a foreign field (line 18-19)

- NarratorSecond-person, use of ‘you’.


- SatirePatriots are satirized to amuse the reader.

- StanzaThere are two stanza’s of different lengths, respectively: 22 and 2 lines. The rhyme scheme is a mess because the writer hasn’t used end rhyme.

- ToneThe tone of this poem is mocking/satirical.

Two opening scenes from MacBeth – William Shakespeare (1564-1616)

General assignments

Paraphrase??

Meaning??

Intentions??

LanguageTypical Shakespearian language

Settingo Place: o Time: o Social: o Cultural:


What does the writer say; sense/meaning of it?That when you know something about the future you want to know more about it?

What is the writer’s intention?To amuse you

In what ways does the author use language in new and different ways?In a poetic way?

Literary terms- Alliteration- Allusion- Assonance- Ballad- Euphemism- Hyperbole- Imagery- Metaphor- Narrator- Onomatopoeia- Oxymoron- Parody- Pastoral- Personification- Pun- Rhetoric- Rhythm- Satire- Simile- Soliloquy- Stanza

- Tone

Is this a dagger which I see before me? – William Shakespeare (1564-1616)

General assignments Paraphrase Meaning Intentions Language Setting



- Alliteration- Allusion- Assonance- Ballad- Euphemism- Hyperbole- Imagery- Metaphor- Narrator- Onomatopoeia- Oxymoron- Parody- Pastoral- Personification- Pun- Rhetoric- Rhythm- Satire- Simile- Soliloquy- Stanza- Tone

Dover Beach – Matthew Arnold (1822-1888)




Matthew Arnold honeymooned here in 1851 (time/place) Religious person Victorian age Modernism – industrialism – evolutionary; theories; Dawin’s ‘On the origin of species’ published in 1856Youtube: Dover beach by Mathew arnold – jayger mcgough

Allusion term opzoeken, onthouden!Imagery: use of images and sound to create a mental picture in a poem. The writer used certain words or literary devices that help convey a picture or an idea more vividly.

How does the writer use imagery in this poem?Focus on lines 1-15

What is the tone of the poem? What causes it? What is meant by the Sea of Faith (metaphor)? What is the main message in the final stanza?

Literary terms- Alliteration- Allusion- Assonance- Ballad- Euphemism- Hyperbole- Imagery- Metaphor- Narrator- Onomatopoeia- Oxymoron

- Parody- Pastoral- Personification- Pun- Rhetoric- Rhythm- Satire- Simile- Soliloquy- Stanza- Tone

The Dover Bitch – Anthony Hecht (1923-2004)




- Alliteration- Allusion- Assonance- Ballad- Euphemism- Hyperbole- Imagery- Metaphor- Narrator- Onomatopoeia- Oxymoron- Parody- Pastoral- Personification

- Pun- Rhetoric- Rhythm- Satire- Simile- Soliloquy- Stanza- Tone

Next Term, We’ll Mash You – Penelope Lively (1933-)




Next Term We’ll Mash You

1. Why is the chocolate-box unopened and the comic still folded?Because the boy is nervous and doesn’t feel comfortable in the car.

2. What is meant by the ‘Seaford place’ (line 20)?A School in Seaford that isn’t good enough for them.

3. How comfortable is the boy in the car?He isn’t comfortable at all.

4. How big is this school and grounds?The school is very big, there are playing-fields, the building stretches out through a rather large area and there is a terrace. There are lawns, trees and cows, this implies that there is a large amount of space.

5. Why is the father so interested in the parents of the boys at this school?He likes the idea of having important and influential contacts.

6. Which place is more snobbish; Finchley or Hampstead?Hampstead.

7. Why is the headmaster’s wife so impressive to the mother?

She wears expensive clothes, has a great voice and knows a lot of (different) people.8. What does the father think of her?

He thinks she is an amusing woman, not attractive but impressive.9. Why does the headmaster look ‘paired’ (line 112) with his wife?

Their clothing style is the same, so they’re kind of like twins. (He reflects her style of clothing, they work together very well).

10. Do the children at the school like the headmaster’s wife?They don’t like her at all, they close the door behind her.

11. How does the boy feel with the class?He is very nervous, maybe afraid even.

12. Does the writer speak directly in this story, or is her method of giving her intention different from the previous examples in this chapter?

Third person, narrator. She tries to imply things rather than saying them directly.13. Obviously she is concerned with one main character – how do we feel towards

this person?You feel sorry for him, and pity him. Sympathize with the boy.

14.A. What do you find the most powerful and emotional passages in the story?

The first passage, where they are in the car and the boy is being ignored.The part where the boy has the feeling that the other children are going to bully him, while they are not planning that at all.The final passage, where they don’t really listen to what the boy has to say (and if the boy has something to say).

B. Have the feelings you get from them something to do with the intention behind the whole thing?

I think this is exactly what the writer wants you to feel.C. Is the impression that the boy gets in the schoolroom (with the boys) identical

with the reader’s impression of what happens?No, the reader can see that it’s just what the boy is thinking, not what is really there.

15. The end of the story suggests that we should be suspicious of how the mother finally talks to her son. Why is the boy silent in the last three lines?

He does not agree with her, doesn’t dare to speak up probably and he also might be a little afraid.He is reminded by his mother about what the other boys will do.

16. Do you think that the school is meant to be seen by us as a bad one?I don’t think the intention is necessarily to make us think this is a bad school, rather to see the prejudice about these schools.

17. A general explanation of why the author chose her title might be useful now that we have looked closely at the story. Do you think that a tragedy is implied by it, or does the boy overreact to the threat?

I think a tragedy is implied, because these kind of things often happen on schools. What does the writer say; sense/meaning of it?

The author would like to invite you to create your own ideas of what private education is.

What is the writer’s intention?

To make you think about what private education is all about. In what ways does the author use language in new and different ways?

Bla Literary terms

Assignment sheet1. Why is the chocolate-box unopened and the comic still folded?2. What is meant by the ‘Seaford place’ (line 20)?3. How comfortable is the boy in the car?4. How big is this school and grounds?5. Why is the father so interested in the parents of the boys at this school?6. Which place is more snobbish; Finchley or Hampstead?7. Why is the headmaster’s wife so impressive to the mother?8. What does the father think of her?9. Why does the headmaster look ‘paired’ (line 112) with his wife?10. Do the children at the school like the headmaster’s wife?11. How does the boy feel with the class?12. Does the writer speak directly in this story, or is her method of giving her intention different

from the previous examples in this chapter?13. Obviously she is concerned with one main character – how do we feel towards this person?14.

a. What do you find the most powerful and emotional passages in the story?b. Have the feelings you get from them something to do with the intention behind the

whole thing?c. Is the impression that the boy gets in the schoolroom (with the boys) identical with

the reader’s impression of what happens?15. The end of the story suggests that we should be suspicious of how the mother finally talks to

her son. Why is the boy silent in the last three lines?16. Do you think that the school is meant to be seen by us as a bad one?17. A general explanation of why the author chose her title might be useful now that we have

looked closely at the story. Do you think that a tragedy is implied by it, or does the boy overreact to the threat?

Chemistry – Graham Swift (1949-)




Assignment sheetRelationships and different generations

1. How does the story depict the relationships of the main characters at different points: before the death of the narrator’s father; after his mother is widowed; after Ralph moves in, and after the death of the old man?

2. What does the narrator mean, in your opinion, when he calls the relationship a “sad symmetry”?

3. What do you think the narrator means by the “sort of equation” that he keeps in his head?4. How far does the narrator suggest the idea that his mother is responsible for events in his

and her life?5. Are there other ideas about relationships in the story?6. How does the story present the way that different generations get on, or fail to?

Loyalty and betrayal1. How far do the narrator and the grandfather show loyalty to others?2. How does the story show the mother’s choice between loyalty to her immediate family and

her new commitment to her boyfriend?3. Does the narrator see his mother as disloyal? Does the reader agree with the narrator’s view,

or do we have more sympathy for the mother?

“Things don’t end”1. In what way does the story show how “things don’t end”?2. How does the visit of the boy’s dead father support this idea?3. Does the writer offer any explanation for the visit of the dead man (for example, saying that

it was a dream)?4. What is your idea of the meaning of the grandfather’s appearance at the end of the story?5. How does the comment that “things don’t end” help explain the earlier statement about the

boy’s being “wrong” if he believed that his father was “gone for ever”? What did you think this meant when you first read it?

Tickets, Please – D.H. Lawrence (1885-1930)




An Outside Interest – Ruth Rendell (1930-)




What does the writer say; sense/meaning of it?Het verhaal is geschreven zodat je weet dat je moet nadenken over je acties. Elke actie heeft consequenties.

What is the writer’s intention?Je laten nadenken over dingen die kunnen gebeuren aan de hand van wat jij doet.

In what ways does the author use language in new and different ways??

Literary terms

Assignment sheet1. Ruth Rendell is a writer of crime and psychological fiction. Which of the two genres is An

Outside Interest? Explain.2. An Outside Interest and stories like it are called Confession Narratives. What does this mean?

Explain your answer.3. What reason(s) does the narrator give why he started his new ‘hobby’?4. What reasons can you give for what he did?5. Does the narrator show remorse for his behavior?6. ‘Her rescuer, her murderer. Then what am I?’ What is he? Explain.

East Wind – Julian Barnes (1946-)




Read East wind and while reading underline parts that refer to the setting (time and place)

o Social context: the main character’s education, background, interaction with others

o Cultural context of the story: Vernon’s beliefs and customso In what way are these different for Andrea?

Read East wind and while reading underline parts that refer to the setting (time and place)

o Social context: the main character’s education, background, interaction with others

Vernon: Education: Educated, is a real estate agent,Background: Divorced with two childrenInteraction: He’s got a hard time in interacting with other people and picking up on non-verbal communication

o Cultural context of the story: Vernon’s beliefs and customs?

o In what way are these different for Andrea?

She’s grown up in a different city and a lot of things have happened to her, that’s why her beliefs and customs are different.

Setting – east-coast; north of London1. He is describing everything very elaborate, so it’s almost like you’re there. Uses a lot of

imagery. Long sentences, short phrases describing the atmosphere. Using a lot of imagery to describe how dull everything is. There is satire too.

2. ..a. He is not very good at expressing his feelings, and he has got a very flat personality.b. Because it’s at the coast and there are a lot of dishes with fish in it at the menu, so it

is a place where they serve a lot of plaice and it is the right place, so they’ve contracted this to The Right Plaice. Fish and chips.

c. It is without feelings, so they describe what is there (using a lot of adjectives and nouns), but they don’t give a meaning about what is there.

d. Everything is grey and the same, the setting is very grey, but his personality is also very grey and so is his life. Nothing really happens, not with his personality, not in his life, not in the city. No feelings, nothing. Almost a non-person.

3. He asks weird questions, a little unfit for the situation. He is quite bad at it. 4. They are very clumsy, just focuses on the deed. She keeps clothes on. He is in charge, she

hasn’t got any ideas of her own. Whamdam-thank you ma’m.5. Vernon: A loner, 3 kids, work. Andrea: swimmer, german, waitress, isn’t very talkative, shy

(prude)6. Not being honest, didn’t try to understand her, fails to communicate.7. She had enough of her past and she figured out that Vernon figured out about her past.

Vernon came to close and she was scared.8. It focuses on a relationship in which people can’t communicate. Relationship of secrecy,

power and control. Vernon fucks things up.Explain the title

What are the characteristics of an East wind in winter? In spring/summer?East wind is a very extreme wind (in the winter very cold in the summer very hot)

What role does the East play in this short story?Andrea is from East Germany

What’s the setting of the story?East of England (just above London on the east coast), area that is known for tourists to buy cheap holiday homes. Urals is a mountain chain that’s supposed to divide the climates.

Literary terms

Assignment sheet1. The first paragraph is indicative of the author’s style (=his way of writing) in this short story.

How would you characterize this style?2. The second paragraph introduces Vernon as well as the setting of this short story in more

detail. Explain:- Why it is typical of Vernon ‘he had no feelings about the beach huts’;

- The joke (called a pun) in the name of the restaurant “The Right Plaice”;- The adjectives and nouns that are used to describe the setting;- The metaphor: “to have no weather in his (Vernon’s) life.

3. Describe the way in which Vernon attempts to flirt with Andrea, and comment on it.4. Describe the way in which Vernon and Andrea (attempt to) make love for the first time, and

explain in how far what happens fits in with their personalities.5. Mention three details about Vernon’s personality and life and three details about Andrea’s

personality and life.6. Vernon’s ex-wife had accused him of ‘always fucking things up’. In how far has he succeeded

in doing so with Andrea?7. Think of reasons why Andrea might have decided to completely disappear.8. What is the theme of this short story?

Queen Camilla – Sue Townsend (1946-)

Sue Townsend (1946) Born in Leicester, England Her father was a postman, eldest of 5 sisters Married twice, has 4 children Best known as the author of the Adrian Mole series which capture the ‘Zeitgeist’ of Britain

under Thatcher and are realistic and humorous treatment of the inner life of an adolescent ) Number Ten (2002) and Queen Camilla (2006) satirize the British monarchy, government and society in general

She suffered from diabetes for many years and as a result of this was registered blind in 2001 Received university of Leicester Award of Distinguished Honorary Fellow two years ago. She is very much like D.H. Lawrence and dislikes the academic world. Is a left wing writer.

Filmpje youtube the secret diary of Adrian mole pt1 cap 1

1. Not good, she makes Mrs. Grice look like a ‘tokkie’ and makes Paris look stupid. So she stereotypes the (poor) working class people as stupid, not-worthy people. She thinks bad about the Labour Party, because she lets Jack take stupid decisions and makes the people think very low of their points of view. That Boy English / Jack Barker are just as bad.

2. Big Brother is watching you. Life becomes ridiculous with all the measures taken. Life is extremely ?. Peoples’ lives are destroyed by the government.

B!1. Emperor, because he is the only dog that doesn’t belong to Camilla and Charles

Leo, because he doesn’t have any status and hasn’t got a decent bloodline.Tosca, she is the only female in this line.

2. Midlands, the story takes place in the FEZ, Hell Close and London. 3. Pastoral, because the other ones apply to the way Sue Townsend has written the book and

pastoral is not in place here.4. Violet Toby, she doesn’t belong to the royalty.

Finish reading Queen Camilla and make sure you have written:o Overview of all the characters (dogs included) and their personality characteristicso Summary of the novel’s plot lines (the ‘stories’ or events described in the novel)

le web viewwhen word (line 18) that the to (line 19) world was (line 19) ... describe the way in...

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