Transcript Anthology B – approaching the short stories

JONATHAN PEEL SGS 2013
PAPER 2, QUESTION 1
EITHER
SHORT STORY
OR
POEM
Found in anthology B.
JONATHAN PEEL SGS 2013
THE SYLLABUS
Reading
Students will study the following key features of texts:
• the understanding of texts
• ideas and perspectives of the writer
• the writer’s use of language, structure and form.
They will understand how the writer uses these key features to present
ideas, themes and settings.
24 marks (10% overall weighting)
JONATHAN PEEL SGS 2013
ASSESSMENT
AO2 Reading
All students will be required to demonstrate the ability to:
(i) read and understand texts with insight and engagement
(ii) develop and sustain interpretations of writers’ ideas and perspectives
(iii) understand and make some evaluation of how writers use linguistic and
structural devices to achieve their effects
JONATHAN PEEL SGS 2013
APPROACHING A SHORT STORY
Often feel that the poems are “easier”.
Look carefully at the bullet points and be guided by them in your reading
Remember the key features of ANY form of writing
Apply a framework such as SLIME or SCASI to your writing and hit each section
Remember to use quotations and discuss the effect of the language used at all times.
JONATHAN PEEL SGS 2013
EACH SHORT STORY HAS A DISTINCT “STYLE”
Charlotte Grey:
Veronica: The story is rich in imagery which explores both the contrasting lifestyles of city and
countryside and the imprisonment and resignation of Veronica’s existence. Okeke is an
intelligent and sympathetic observer, drawn powerfully back, on an emotional level, to the
society he has left for better things, and aware that there is an eternal current flowing
through the villagers’ lives.
The necklace
King Schariah
A hero: The story is very economically and dynamically told. Ironic humour is central to its impact.
It is important for students to think about this, and about how R K Narayan engages our
interest and shapes our response to the story, through use of language (including dialogue),
the structure of the story and so on. There are many examples of stylistic features, but it is
less important for students to show knowledge of technical terms than to show how these
work to further the writer’s purposes. A good understanding of the central characters is also
essential, and of the themes, which include family relationships, growing up and differing
concepts of courage.
Can YOU fill in the other two with a similar description?
JONATHAN PEEL SGS 2013
IN PRACTICE:
Sample examination question
Paper 2
How does R K Narayan bring out the tensions in the relationship between Father
and Swami and to what extent have these been resolved by the end of the story?
You should consider the following points
their differing views on the newspaper article
their disagreement about where Swami should sleep
the influence of Granny
the impact on the relationship of the incident with the burglar in the office
the writer’s use of language.
JONATHAN PEEL SGS 2013
MAKE SURE YOU UNDERSTAND THE QUESTION
How does R K Narayan bring out the tensions in the relationship between Father
and Swami and to what extent have these been resolved by the end of the story?
JONATHAN PEEL SGS 2013
APPLY SLIME
 their differing views on the newspaper article
their disagreement about where Swami should sleep
the influence of Granny
the impact on the relationship of the incident with the burglar in the office
the writer’s use of language
And focus on the question – tensions and resolution.
JONATHAN PEEL SGS 2013
S: STRUCTURE AND SETTING
Consider the opening:
IN MEDIAS RES – no introduction, no attempt to contextualise… “for Swami events
took an unexpected turn.”
Sets up questions and a sense of urgency – short sentence -and a sense of
excitement.
Father is efficiently characterised at this stage – “fixedly, sneered” and the pair
disagree about the story. Swami simply does not believe it. Father is using it to
help Swami grow up.
As passage goes on there is a large amount of direct speech which carries the
narrative , apart from the descriptive writing of the events of the night which have
a mysterious effect, redolent of a ghost story. NB, this is not really going to be a
focus of this question.
JONATHAN PEEL SGS 2013
L: LANGUAGE
Use the next bullet point to start this section.
The pair disagree about where SWAMI should sleep – currently next to his Granny. Father
wishes to make him an adult by making him sleep alone.
Father sees this as a way to “prove” courage and his language is forceful and brief. He
uses the verb “must” when discussing the proposition, turning the idea into a
necessity much to the alarm of Swami who sees it as a “frightful proposition”.
His wife rejects any accusation of spoiling the boy and the Granny is introduced – she is
raised in importance by the mother referring to her as “your mother” to the father who
“gloomily” reads his newspaper, being somewhat wary of confrontation.
A contrast has been established between the father’s treatment of Swami and his mother.
Father is victorious and care is taken to establish Swami’s reaction via the choice of verbs“slunk,” “head bowed”, “pained and angry”… Father does try to be kind - “little
fellow”.
The relationship is not as cruel and harsh as we might think at first.
JONATHAN PEEL SGS 2013
I: IMAGERY
Use the third bullet here.
The focus of the third bullet is the effect of the incident on the relationship.
THUS – what is the state of the relationship before the evening – anger, dissent, a
lack of understanding.
How does this change by the end? To Dad, Swami has proved himself and is allowed
to sleep by his Granny.
SO, a need to heighten the language is required…
JONATHAN PEEL SGS 2013
I: CONTINUED
The passage shifts to SWAMI’s perspective and lacks dialogue.
The atmosphere is developed by a number of devices :
Short sentences starting …”and” to increase pace and urgency
The personification of the ray of light which “strayed in” foreshadowing the burglar
Sonic sensory imagery is used to introduce sounds into a silent and still atmosphere
As the night advanced and the silence in the house deepened, his heart beat faster. He
remembered all the stories of devils and ghosts he had heard in his life. How often had his
chum Mani seen the devil in the banyan tree at his street-end. And what about poor
Munisami’s father, who spat out blood because the devil near the river’s edge slapped his
cheek when he was returning home late one night. And so on and on his thoughts continued.
He was faint with fear. A ray of light from the street lamp strayed in and cast shadows on the
wall. Through the stillness all kinds of noises reached his ears — the ticking of the clock,
rustle of trees, snoring sounds, and some vague night insects humming. He covered himself
so completely that he could hardly breathe. Every moment he expected the devils to come up
to carry him away; there was the instance of his old friend in the fourth class who suddenly
disappeared and 80 was said to have been carried off by a ghost to Siam or Nepal …
JONATHAN PEEL SGS 2013
I: CONTINUED
All serve to build tension in the manner of a ghost story.
WHY?
To increase the sense of SWAMI’s heroism after the event.
Followed by swift conclusion – held as a hero by father and headmaster…
JONATHAN PEEL SGS 2013
M: MEANING
Now answer the question…
There is humour here – he is not a hero but is treated as one – the most notorious
housebreaker has been bitten on the ankle and caught – all as a result of a panic
induced by fear of a Devil or monster…
Father wanted to see “proof” of bravery and is happy that he has done so. His
motives are not unkind even if his actions are insensitive.
Swami is no longer a coward or a baby but a “clever boy”.
JONATHAN PEEL SGS 2013
E: EFFECT
The overall effect is of a level of respect being engendered by a series of
unintentional events.
Swami is not newly brave – he wants to be an engine driver, not a policeman, but his
father has new admiration for him and the relationship has moved on.
JONATHAN PEEL SGS 2013
PAPER 2 Q1
Each story requires this treatment.
The focus may well be on characterisation - look at each and chart the progress of
characters…
Sympathy for the boys is generated….
Contrast between the boys and the older prisoners….
Mrs Loisel as a sympathetic character…
How is the relationship of the Loisels altered by the events of the story….
How is bravery and determination of Scheherazade shown?....
Contrasts in Veronica….
Attitudes to women in the countryside and the city….
Whatever you are asked, apply a structure and remember to engage with the text
throughout.
JONATHAN PEEL SGS 2013