are example questions which you can use to practice creating essays with: Compare the ways poets present ideas about power in _____________ (named poem) and in one other poem from ‘Power and conflict’. Or, Compare the ways poets present ideas about conflict in ________________ (named poem) and in one other poem from ‘Power and conflict’. Other Anthology tasks you could complete to aid with your revision Questions will look like this: Compare the ways poets present ideas about power in ‘Ozymandias’ and in one other poem from ‘Power and conflict’. Ozymandias I met a traveller from an antique land Who said: Two vast and trunkless legs of Stand in the desert. Near them on the sand, Half sunk, a shatter’d visage lies, whose frown And wrinkled lip and sneer of cold command Tell that its sculptor well those passions read Which yet survive, stamp’d on these lifeless things, The hand that mock’d them and the heart that fed; And on the pedestal these words appear: ‘My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!’ Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare, The lone and sands stretch far away. PERCY BYSSHE SHELLEY London WILLIAM I wander thro' each charter'd street, Near the charter'd Thames does flow. And mark in face I meet Marks of weakness, marks of woe. In every cry of every Man, In every Infants cry of fear, In every voice: in every ban, The mind-forg'd manacles I hear How the Chimney-sweepers cry Every blackning Church appalls, And the hapless Soldiers sigh Runs in blood down Palace walls But most thro' midnight streets I hear How the youthful Harlots curse Blasts the new-born Infants tear And blights with plagues the Marriage hearse Extract from The Prelude One summer evening (led by her) I found A little boat tied to a willow tree Within a rocky cove, its usual home. Straight I unloosed her chain, and stepping in Pushed from the It was an act of stealth And troubled pleasure, nor without the voice Of mountain-echoes did my boat move on;
You should compare: what the poems are about and how they are organised; the ideas the poets may have wanted us to think about; the poets’ choice of words, phrases and images and the effects they create; how you respond to the poems. Lullaby Go to Mum, I won't stop breathing suddenly, in the night. Go to sleep, I won't climb out of my cot and tumble downstairs. Mum, I won't swallow the pills the doctor gave you or put hairpins in electric sockets, just go to I won't cry when you take me to school and leave me: I'll be happy with other children my own age. Sleep, Mum, sleep. I won't fall in the pond, play with matches, run under a lorry or even consider sweets from strangers. No, I won't give you a lot of lip, not like some. I won't sniff glue, fail all my exams, get myself/ my girlfriend pregnant. I'll work hard and get a steady/ really worthwhile job. I promise, go to I'll never forget to drop and if I need any milk, I'll yell. 2C a) Read the two poems,. In both of these poems the poets write about memories. Write about the poem Roller-Skaters, and its effect on you. [15] You may wish to consider: what the poem is about and how it is organised; the the poet may have wanted us to think about; the poet’s choice of words, phrases and images and the effects they create; how you respond to the poem. 2C b) Now compare Roller-Skaters and The Side Way Back.
“One of the happiest nights of my life” – Act 1. Looking forward not only to engagement of his daughter to Gerald, but new business links between Crofts and Birlings that may follow. “There’s a fair chance I might find my way into the next Honours List” –Act 1. Excited to increase his privilege and social standing further by being recognised for his work by royalty. “A man has to make his own way – has to look after himself – and his family too.” –Act 1. Self-centred outlook. “If we were all responsible for everything that happened to everybody we’d had anything to do with, it would be very awkward, wouldn’t it?” –Act 1. Abandonment of social responsibility. “If you don’t come down sharply on some of these people, they’d soon be asking for the earth” –Act 1. Metaphor. Need to be firm with workers or they’ll take advantage of you. Sad fact Eva only wanted small pay rise. “Look Inspector, I’d give thousands, thousands…” – Act 3. Repetition. Offering money to try and sort the problem when it’s way too late. “There’ll be a public scandal –and who here will suffer from that more than I will?” –Act 3. Rhetorical question. Primary concern all the way through the play that his reputation will suffer. a socialist or some sort of crank . He talked like one” –Act 3. Dismissive of visitor now he believes him not to be a proper Inspector. admit he gave me a bit of a scare.” - Act3. Relief that it all seems to be false. girl has just died – on her way to the infirmary.” –Act 3. Revelation that the events seem to be replaying themselves for real this time?
“No –he’s giving us the rope so that we’ll hang ourselves.” Act 2. Metaphor. Perceptive understanding of how the Inspector is dealing with the family. “I want to understand…I wouldn’t miss it for worlds” –Act 2. Partially enjoying seeing Gerald humiliated and having to reveal details of the affair with Eva. “I’m not a child, don’t forget. I’ve a right to know.” – Act 2 – Constant reminder to parents that she is mature enough to understand things, and her generation is also more open to new ideas. “That’s probably the best thing you’ve said tonight. At least it’s honest.” –Act 2. Sarcastic dig at Gerald. Appreciative of when he tells the truth. I think you’d better take this with you. (She hands him the ring)” – Act 2. End of the short-lived engagement? and I aren’t the same people who sat down to dinner here.” – Act 2. The relationship has changed, but there is a hint that they might be able to patch things up as a result of Gerald’s honesty. point is, you don’t seem to have learnt anything…It’s you two who are being childish –trying not to face the facts.” – Act 3. Accusing parents of not learning a thing. he really a police inspector?” – Act 3 – Perceptive – starting to wonder whether the Inspector was genuine. it didn’t end tragically, then that’s lucky for us. But it might have done.” –Act 3. Understands the warning shot. Eva Smith/ Daisy Renton “She’d had a lot to say – far too much – so she had to go.” – Act 1. Birling explaining reason she was fired –linked to pay rise request. “With no work, no money, no relatives, lonely, half starved, she was feeling desperate” – Act 1. Inspector reminds Birling of her terrible position after losing her job at Birling and Co. “She enjoyed among pretty clothes…a fresh start” – Act 1. Inspector informing Sheila of Eva’s excitement at getting the job at Milwards.