O LEVEL LITERATURE Analysis of Question Terms_LoTF

O LEVEL LITERATURE LITERATURE NOTES ON HOW TO UNDERSTAND THE QUESTION’S DEMANDS/ REQUIREMENTS AND HOW TO RESPOND INTELLIGENTLY. How to handle some types of questions in the paper Below is an analysis of what is required for some types of questions in the O level examinations, examinations, but it is by no means an exhaustive list. What we are attempting to do, is to help you see how an understanding of the terms of the question helps you in the organization/ organization/ structuring of your essay. The thing to remember is that during the BRAINSTORMING process, you m u s t a lw lw a y s unpack th e terms terms in the question , especially when they refer to particular particular conc epts that need defining (in relation to the novel/ poem/ passage) and unpack the question so that the issue of the question is tackled/ explored/ discussed and addressed. addressed. s t e m s so In your introduction, include a thesis statement that that sums up what your stand is. If the question requires you to analyse what makes an eff ective leader, for example, you could define what criteria you will be using in your assessment. We are not looking for a dictionary definition of the terms in the question as this is not an EL essay, but we want you think about the context of t he he novel and define ‘ effective effective leader ’ in that context. You need to analyse the text in a complete manner and this is possible only when you understand what is required of you in the question. In addition, we remind you that in each paragraph that you write, you have to state clearly is that you are trying to make in the paragraph and elaborate is , what the point elaborate on th e point give relevant to to support it and EXPLAIN how the evidence helps relevant evidence helps back u p you r point/ helps illustrate your p oint. Quotes from the poem/ passage/ novel oftentimes need you to d iligently and intelligently intelligently unpack th eir significance in relation relation to the point you are making.

At all times, consider consider Golding’s / Shakespeare/ the writer’s intention or purpose in writing this novel, play, poem, passage. Be familiar with the texts that you have studied. Do not attempt novels/ plays that you have not studied in these two years. When you are memorizing quotes, memorize phrases rather than long chunks. When you quote, quote in context. If the pronoun makes it unclear who or what is being referred to, take liberty in stating who or what it is using square brackets. E.g “You [ Ralph] [ Ralph] should have seen the blood! ” blood! ” Jack tells Ralph this when… (provide the context of the quote). All the best! God bless bless you!

Definition of terms – terms – Event – Event – a major happening that takes place over place over an extended period of time. Eg the conversion of the boys into savages Moment – Moment – a moment is what is what you choose to define as a moment. For e.g, e.g, a moment of realization for a character. A character. A moment could could also refer to an to an instance, an incident, a situation, a short scene that spans over a few minutes. Incident – Incident – something happening over a a short period of time. E.g the killing of the sow by the boys 1

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Situation – Situation – an an occurrence, an idea.

QUESTIONS THAT FOCUS ON CHARACTER: Question Phrasing 1: In what ways does …. make …. a memorable and significant character character in the novel for you? -

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Deal systematically with the key k ey terms ‘memorable’ and ‘significant’. In your mind, unpack what ‘memorable’ means – if – if something is memorable to you, you remember it because it has evoked strong feelings in feelings in you (identify these feelings). If something is memorable, it is because it has struck you as being unique, special, different in a significant way . Identify why it has struck you. Why is XXX memorable? What has this character said/ done/ thought that has made an impact on you? E.g Perhaps it has made you feel a certain way – way – identify identify what feelings have been created by this character in you. In your mind, unpack what ‘significant’ is – if – if something is significant, it is important because it has helped you in your understanding of the plot, theme, character . So, think about what is the significance/ importance of this character in relation to plot development/ understanding understanding of the theme/ understanding of the other characters in the novel (e.g he may be a foil to another character) So, in your discussion, you will be exploring how memorable and how significant signific ant the character is in the abovementioned aspects (pick out which are relevant). Provide plenty of relevant detail from the novel to support your answers but do not narrate/ retell the story.

So your introduction may look like this: Ralph is a memorable character in in the novel because he is portrayed so realistically by realistically by Golding as vulnerable vulnerable to the pressures of an internal savage self. Golding uses Ralph to illustrate the struggle between good and evil evil within a person. Ralph experiences lapses in character in several parts of the novel despite wanting to stay civilized, civilized, responsible and despite desiring to keep his eyes on his priorities: to get rescued and to manage the boys’ well -being in the meantime.. It is through Ralph that we are also allowed to appreciate the boys who loyally remain by his side: side: Simon and Piggy, and to some extent, Samneric. Samneric. From this introduction, the reader is very clear about your points of discussion in your essay. -

If something is significant/ significant / important, it is there for a reason (explain what this reason is). For example, it may be as simple as, ‘He ‘ He is significant in the novel because because (give reason) he acts as a foil to Jack, allowing us to see how tension between doing what is right and doing what is wrong will exist on an island with no adult supervision and thus no punishment for doing what is wrong.

How does Golding make XXX and YYY so memorable? Support your ideas with details from





[PBQ] Does your opinion of YYY change following this incident? Support your answer by close reference to the rest of the novel. [PBQ] What do you think is the importance of XXX (character) to the story? Support your answer by close reference to the rest of the novel. How does Golding make XXX such an interesting and significant character in the novel? Support your ideas with details from the story. -

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‘Interesting’ – Interesting – Interesting suggests that there is something unusual or outstanding about the character. There is something different about him, a unique/ special/ unusual/ outstanding quality about him that the writer intends for us to notice. We notice. We may also be surprised/ pleasantly surprised or even shocked at this difference. The writer makes this character interesting for a reason and the discerning Literature student will ponder about what the writer’s purpose is (this is the significance of the character in the novel) For e.g, Simon is an interesting character for his ability to remain unfazed even in the most tense of situations and his ability to detach himself from the chaos in his retreat into serenity/ a place of refuge. In your mind, unpack what ‘significant’ is – if – if something is significant, it is important because it has helped you in your understanding of the plot, theme, character . So, think about what is the significance/ importance of this character in relation to plot development/ understanding understanding of the theme/ understanding of the other characters in the novel (e.g he may be a foil to another character)

Question Phrasing 2: By close reference, show how the writer creates sympathy for XXX in the novel - -

Sympathy – Sympathy – show show how is the character likeable AND/ OR pitiable. pitiable . Exhibit a good sense of engagement with the character. Must have firm textual support in the form of relevant details. Your essay essay should should be a discussion discussion about about HOW HOW the writer writer makes makes the character likeable AND/ OR pitiable and WHY the character is likeable and/ or pitiable.

How does the writer make it so easy to feel sympathy for XXX? Support your answer by close reference to the novel. How far does the writer encourage you to feel sympathy for YYY in the novel? In the novel, does the writer’s portrayal portrayal of YYY enable you to feel at all sorry for him? [PBQ] How does the writer make you feel sorry for XXX in this passage? [PBQ] What does the writer make you feel towards XXX in this passage? [PBQ] How far does the behaviour of XXX here surprise you? Support your ideas with details from earlier/ later parts of the novel. How do you think the t he writer makes YYY such a tragic figure in the novel?





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Moment – – a moment is what you choose to define as a moment. For e.g, a moment of realization realization for a character. A moment could also refer to an instance, an incident, a situation, a short scene that spans over a few minutes. You have to refer to O N E m o m e n t only. only. In your introduction, you MUST set the parameters of the moment you are referring to: Give the chapter reference and describe from which part to which part of the moment you will be referring to in t he essay. Do NOT answer in just one paragraph. Think about different different parts/ aspects of the moment that may have made you feel strongly. Identify these parts/ aspects of this moment and the strong emotion/ strong feeling you felt. In different parts/ aspects of the moment, you may have felt differently. Or the moment may have caused you to feel a range of strong emotions. You have to identify these strong emotions. Organize these into paragraphs . For e.g, in Chapter 1 – – the near-killing of the pig trapped in the creepers, you may discuss how you felt great worry worry for the pig and great alarm alarm when Jack drew his knife and was about to stab the pig (in one paragraph), what great relief you you felt when the dramatic pause allowed the pig to run off (in another paragraph), how you felt great dismay dismay hearing both Ralph and Jack talk about how to kill the pig (in another paragraph) and how you felt greatly disturbed in seeing and hearing the aggression and determination in Jack’s voice to kill the next pig he saw (in a last paragraph). The question states ‘feel strongly’ so your emotion s mu st be of greater . E.g greater intensity ‘greatly disturbed’ instead of ‘affected’, ‘great worry’ instead of ‘worry’, ‘great dismay’ or ‘great disappointment’ rather than just ‘disappointed’. You may even develop a great distaste distaste for Jack or even hate hate him for what he has done. You may feel greatly indignant indignant at the savagery of the boys in their attack on the sow that resembles the raping of a woman. You may also be moved to ‘strongly support’ or support’ or ‘passionately side’ Ralph side’ Ralph over Jack because you are outraged at outraged at his actions. Whatever the emotion, it must be felt with passion and at a more intense level. O-level O-level examiners examiners w ant YOU to develop stron g feelings tow ards the plot, characters and even the themes in the novel. Start Start thinking abou t how y ou FEEL and how you are MOVED.

How far and in what ways does the writer make you admire XXX? Support your ideas with details from the novel. Question Phrasing 3: How does the writer show the changing relationship between XXX and YYY in the course of the story? -

This is not a not a mere retelling of the story. You have to analyse the relationship at relationship at the start, middle and end. Your essay should be a discussion of about 4-5 ways in which the relationship has changed and explain how the changes are made evident to you. Also explain what contributed to the change – is – is it external factors, change in values, beliefs, motivations, a mix of both?

How does Golding make the relationship between XXX and YYY so moving? This is

a mere retelling of the story.





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You have to analyse the relationship between relationship between the specified characters at the start, middle and end. Your essay should be a discussion of about 4-5 ways in which the relationship has made you feel certain emotions. There could have been a change in the relationship at points in the novel and this could have been moving as well. Explain what contributed to the change – change – is is it external factors, change in values, values, beliefs, motivations, a mix of both and WHY it makes their t heir relationship moving?

How does the writer make XXX such a moving character? (CHARACTER) -

Moving – Moving – show how the character’s actions, word, interactions with others, intentions/ motivations have tugged at your heartstrings, touched you, made you fe el emotional, made you feel emotions such as pity, sympathy, admiration, pleasantly surprised, overjoyed. overjoyed.

[PBQ] How does the writer bring out o ut the thoughts and feelings of the characters in this passage? Question Phrasing 4: How far do you agree that the strong character(s) in this novel are XXX, rather than YYY? Support your ideas with details from the novel. -

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During the brainstorming stage, unpack what you ‘strong’ means – physical/ – physical/ mental/ mental/ spiritual strength, moral strength and courage? Strong knowledge? Strong in terms of their contribution to society/ their roles and responsibilities being weighty. You have to evaluate the strength of one party in relation to the other. Even if you agree and say that one party is strong, you should also consider the strengths that the other party exhibits (if there are any, of course) because both parties play different roles in the community. Support your answers with excellent, relevant textual detail. Do not just narrate. Your essay will have to discuss and EXPLAIN EXPLAIN why what they do is a STRENGTH.

Question Phrasing 5: What impressions do you form of XXX? -

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Your answer must probe must probe CHARACTER rather than t han behaviour. CHARACTER rather Look beyond the apparent. apparent. Take into into consideration consideration his circumstances, circumstances, his situation, his relationships relationships between other characters, his motivations, his value system, etc to understand the character as a 3-dimensional character. Look at the multi-dimensional, multi-dimensional, sometimes paradoxical or contradictory behaviour behaviour t hat hat the character exhibits to understand the character in flesh, blood and spirit. Do not jump not jump to conclusions and just take the first action/ thought/ speech of the character and immediately form an impression of him as this may be a naïve and shallow understanding understanding of the character. Read the entire passage to formulate a ‘holistic’ picture of the character.

[PBQ] How does the writer create vivid impressions of XXX’s character in this passage/ elsewhere in the novel?





Question Phrasing 6: How does Golding memorably convey XXX’s feelings about the breaking up and falling apart of Ralph’s tribe? (CHARACTER tribe? (CHARACTER & PLOT) How does Golding make this incident so significant in XXX’s life? Support your answer with details from elsewhere in the novel. (PLOT & CHARA CHARACTER) CTER) Explore the ways in which Golding vividly portrays the good and the bad boys in the novel. Support your ideas with details from the novel. How does Golding vividly convey the shortcomings of Ralph’s leadership in the novel? Support your ideas with details from the novel. How does Golding vividly convey the harshness of Jack’s rule in t he novel? Question Phrasing 7: Explore the ways in which the writer vividly portrays the different attitudes of the boys to YYY (an incident, a moment, moment, a situation, an event, event, an idea) in the novel. How does Golding make different reactions to YYY (e.g the death of Simon) so memorable in the novel? Support your ideas with details from the story. QUESTIONS THAT FOCUS ON THEME: Question Phrasing 1: What do you think is the significance/ importance to the novel of Jack’s leadership Jack’s leadership on the island. Support your ideas with details from the novel. (THEME: LEADERSHIP) LEADERSHIP) -

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Think about the significance signific ance of the period he was in power – power – When When did Jack win over the boys? What happened during the time when he was in power? What did the shift in power symbolize/ symbolize/ signify? Explore what Golding ’s ’s PURPOSE is is in having the boys move over from Ralph’s tribe to Jack’s tribe What tribe What does this tell you about their values, about Jack’s Jack’s character/ his strategy in winning them over, Ralph’s leadership, etc. leadership, etc. You need excellent textual detail to detail to support your points. This essay is NOT a retelling about what Jack did while he was in power. It is a discussion of the IMPACT of Jack’s leadership Jack’s leadership and power on on the boys’ behaviour, values, on what life on the island is becoming, on your understanding of Umuofia, on your understanding of Golding’s premise that premise that all of us have a beast within (are innately savage), etc.

Question Phrasing 2: [PBQ] What do you think is the importance of this passage in the novel as a whole? Refer to events outside this passage in your answer. -

This requires an analysis of the writer’s intention/ purpose in purpose in the writing of this novel and also







Question Phrasing 3: What do you think are some of the important lessons that you can learn from the novel as a whole? Support your ideas with details from the novel. How does the novel encourage you to agree with XXX that ‘ Support your ideas with details from the novel.

[quote from the text]

’?

Question Phrasing 4: Explore the ways in which Golding vividly presents savagery savagery in the novel. -

During the brainstorming stage, unpack the key

Explore the ways in which Golding Gol ding vividly presents civilization in the novel. QUESTIONS THAT FOCUS ON PLOT/ WRITER’S CRAFT/ PERSONAL RESPONSE: RESPONSE: Question Phrasing 1: How does the writer make you feel particularly angry about …. Choose …. Choose two incidents which … -

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During the brainstorming brainstorm ing stage, unpack the concept of being angry – angry – when one is angry, it may stem from an immense dissatisfaction about something. It may be because the situation is unjust and unfair. It may be because someone has been very unreasonable. It may be because someone has been so disadvantaged that it creates such strong feelings of indignance in you. In your essay, you you have have to explore the reasons reasons why why you you feel the abovementioned abovementioned way. State clearly the reasons why you feel this way. You also have to explore the techniques used by the writer writer to make you feel this way. Support with rich and relevant textual detail but do not just narrate the incident.

Question Phrasing 2: What do you find powerful about the way in which the writer w riter writes about … -

During the brainstorming stage, unpack what ‘powerful’ means – Something is powerful if it strikes you as being unusual, special, significant, etc. Something is powerful if it has made a very great impact on on you – you – in in a positive or negative way or both.





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It could be that there is tension, suspense, excitement. It could be that that the actions, speech, thoughts of the characters are delivered delivered in a powerful way that evokes strong emotions in you. It could be that it affects the plot in a very significant way – way – tables tables are turned, there is a plot twist, etc. It could open your eyes eyes to a very radical view/ opinion/ attitude that the writer has towards towards a particular topic and issue – issue – identify identify this view/ opinion/ attitude of the writer. It could could produce produce a very very profound/ profound/ deep deep understandi understanding ng of the characters characters in in the passage/ incident/ moment. Your discussion in the essay essay should explore the abovemention abovementioned ed aspects aspects (pick out out the relevant aspects) in which the passage is dramatic.

How does the writer make this passage such a dramatic moment in the novel? Question Phrasing 4: How does the writer make this a disturbing moment for you. -

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During the brainstorming stage, unpack what disturbing is – is – when when something is disturbing, it makes you feel uncomfortable, it stirs up negative feelings which may include any of these feelings: disgust, disappointment, disappointment, frustration, anger, horror, confusion, etc. Think about how the moment is presented to you. Does the theme (idea/ issue) make you feel disturbed? Is the portrayal of the character and/ or his relationship to others particularly disturbing? Your essay essay should should contain contain a discussion as to how this moment/ moment/ this incident/ this scene scene EVOKES such negative feelings in you. We all have certain expectations about society, about the way way people should behave, what is moral, etc. When dealing with what is disturbing, think about the culture and the value and belief system of the people that the novel/ poem/ passage is dealing with. You should not say not say Jack’s killing of the pig is pig is disturbing for you because in Singapore, Singapore, no teenager has to hunt and kill for his own meat. Instead, you must explain why it is disturbing in the context of life on the island. So you say, Jack’s killing of the pig in Painted Faces and Long Hair is disturbing because the bloodlust bloodlust in Jack is evident – he gloats in his ability to outwit a life: the pig’s; he deems himself all-powerful by all-powerful by glorifying the hunt and hunt and his efforts in efforts in the hunt. That it is his first kill makes it more disturbing because his reaction to his success is so devoid of any sympathy





Question Phrasing 5: What is striking about this moment/ in cident for you? -

The term ‘striking’ requires a discussion as to why the moment is ‘powerful’, ‘memorable’ and ‘significant’ (read up on what these terms mean in this handout).

What What makes the decision to …. Such a memorable turning point in the novel? Support your answer by close reference to other parts of the novel. Question Phrasing 6: How does the writer allow the reader to understand and enjoy/ appreciate the novel/ play more? -

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This is a question that addresses mainly the themes in the novel/ play/ passage/ poem. How can we better understand the writer’s message to us about the issues in the novel/ play/ passage/ poem? How can we better appreciate the issues in the novel/ play/ passage/ poem. How can we better appreciate the characters in the novel/ play/ passage/ poem. Enjoyment – Enjoyment – can be an intellectual enjoyment (I appreciate this …. I understand this better… I am made to question my beliefs… ) or an emotional enjoyment (Feelin gs: I like this, I find it interesting, etc)

How does the writer make the descriptions of AAA and BBB so entertaining in t his passage? By close reference to two incidents, show how Golding vividly brings to life the ….. (e.g character/ them ). -

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Knowledge of the text is very important although the answer cannot and should not be a mere narration of the two incidents. Students’ essays should also not consist of just 2 paragraphs. There must be brainstorming brainstorming done on each incident to pick out the methods/ techniques/ strategies used by Golding to vividly make the issue/ theme/ character come alive. The guide would be 2-3 methods/ strategies/ techniques adopted by Golding for EACH incident and thus EACH incident would incident would require 2-3 paragraphs of analysis of these methods/ strategies/ techniques. techniques. o vividly bring something to life? Vividly means ‘





[PBQ] Do you think that Golding makes this passage an effective ending to the novel? [PBQ] How far does Golding make you think that the move to get back Piggy’s spectacles spectacles will be a good thing for Piggy? What do you find striking and effective about the way in which the writer uses language in the poem? WRITER’S CRAFT Techniques used by writers vary. What is important when you are asked ‘HOW’ the writer achieves a particular impact or evokes a particular feeling is to be very sensitive to the language (words and images) used in the passage/ poem. Do not start your paragraph like this: The writer uses words, imagery, metaphor, personification and contrast to evoke feelings of anger in me. There is no need to need to list down an entire list of literary terms especially especially since your job is not to just merely identify the techniques, but MORE IMPORTANTLY it is to EXPLAIN how these techniques WORK to create a particular effect. Some techniques that are especially popular are the use of contrast. contrast. When you put good against bad, it shows good up even more clearly and it shows up bad even more starkly. A character can be a foil to another character, for example. Pay attention to not just the denotative (dictionary) definition of the word, but also the CONNOTATIVE, CONNOTATIVE, SUGGESTIVE meaning of words. words. Certain words are associated with certain ideas because they have been so often used in a particular way. Be sensitive to what words suggest. Choice of adjectives, adverbs, verbs are often significant. Words paint pictures; they form IMAGES in our mind. For example, why does the writer say ‘raced’ instead of ‘ran’? Why does he say ‘desperately raced’ instead of just ‘ran’? Why does the writer describe a house as ‘a shabby, dilapidated hut’ rather than just an ‘old house’? Why does he say that a character wore a ‘depressing countenance like black, heavy thunderclouds in an overcast sky’ rather than just saying that the character was unhappy? Your unhappy? Your job is to intelligently and diligently explain why the writer has made such choices – choices – what what EFFECT does he want w ant to create, in relation to his hi s overall purpose/ intention in the piece? Think about/ be sensitive to: the tone/ mood/ atmosphere of the piece the tone of the characters, conveyed through the words in their speech, the punctuation, punctuation, etc contrast -





O LEVEL LITERATURE Analysis of Question Terms_LoTF

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