In Come on Come Back and Belfast Confetti both poets present similar ideas about feelings of confusion in conflict.
Both Come on Come Back and Belfast Confetti use imagery to represent ideas about confusion. In come on come back, the author uses an image of darkness to communicate the idea of confusion. The author describes the ‘water on either side of the moony track’ that is ‘black as her mind’. The word ‘black’ suggests emptiness and the unknown. The use of a simile draws comparisons between the darkness of her mind and the waters. The waters are described like this to create a sense of mystery that reinforces the feeling of confusion the woman is currently experiencing. In Belfast Confetti, the poet also uses imagery to communicate ideas about confusion. For example, a ‘fusillade of question-marks’ is used to describe the burst of the explosion. Metaphorically, the the poet exchanges the shrapnel of the bomb with question marks to show the poet’s growing number of questions about conflict. As this is the final line of the poem, it communicates that there are several questions about conflict, but no answers. The word ‘fusillade’ shows the sheer volume of questions which shows the extent and relentlessness of the poet’s state of confusion. Therefore, both poems use imagery to present confusion.
Both Come on Come Back and Belfast Confetti use…
In conclusion, both authors use a number of similar language features and devices to present the effects war can have on the state of mind of people in conflict zones and the feelings of confusion they hold.
This first lesson asks you to read the introductory notes to The Crucible before reading the opening of Act 1.
Our focus will be on the setting described at the opening of Act 1 and how it symbolically represents the ideology described within the narration that follows.
The Opening – Symbolic Settings
This lesson explores a model answer to a practice exam question, before asking you to plan and formulate your own response.
If you miss this lesson, please ensure you use it as a revision tool prior to your mock exam.
‘At the border’ Model Answer
Write your own response to one of the following questions:
Compare the ways in which the poet presents death within ‘The Falling Leaves’ and one other poem from the Conflict cluster.
Compare the ways in which the poet presents desperation within ‘Out of the Blue’ and one other poem within the Conflict cluster.
- You should plan your response before you begin writing.
- You should have at least 5 comparative points within each answer.
Due: Monday 16th February
Due: Monday 15th December
1) Complete a summary of Volume 1 and Volume 2
2) Complete a column of your choice from the task sheet below.
How the monster is perceived as different is important to our understanding of the creation’s growth as a living thing. He learns from experience and is now able to articulate how the world’s initial reactions to him have led him to feel not only insecure, but desiring companionship.
As the monster retells the events of his meeting with the old man, we must consider how responsible we are for the monsters that we create.
Difference in Frankenstein
How does Shakespeare encourage empathy for Caliban at the beginning of Act 2, Scene 2?
In Act 2, Scene 2 the audience sees Caliban alone for the first time. It is the first opportunity we have to study Caliban away from any external forces that may influence his behaviour or language.
He enters carrying a bundle of sticks- a sign of the hard labour of his enslavement. A creature of the earth and a product of the natural surroundings of the island, we see his strong connection with nature through the visual imagery Shakespeare grants him in his language.
Despite his monstrous appearance, we have our first glimpse of Caliban’s sensitive side. But why would Shakespeare portray such a monster, who attempted to rape Miranda, with such empathy?
Who is more monstrous: Prospero or Caliban?
On the surface, it appears that Caliban is the monster within this play. Prospero and Miranda even tell us so. Yet if we look a little more closely at the language we begin to understand that the issue is a little more complex than it first seems.
So where does human end and monster begin?
How does Shakespeare’s use of structure and language affect the audience’s reading of Caliban?
This lesson focuses on how the structure of Shakespeare’s The Tempest affects the presentation of Caliban to his audience. We hear of a ‘whelp hag-born’ before we even see Caliban.
What does this tell us about his character? Perhaps more importantly, what does it tell us about those who make judgements of him?
Extended Writing Task Sheet