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Section A: ONE TEXT; ONE HOUR; TWO-PART QUESTION (answer both parts on same text)
Section A: odd numbered questions (30 minutes); AO2
AQA B English Literature AS UNIT LITB1 Aspects of Narrative Exam Miss Healy
a. State the method (avoid retelling the narrative)
b. Why has the writer used that method? What is the writer hoping to
achieve/convey/suggest by using this method? What is its significance (what does the
method reveal about character/theme/plot etc)?
c. How has the writer created meaning with the method (form, structure, language)?
e) Conclusion:
a. Revisit the question: what narrative techniques has Hosseini used in Chapter 22 and
why? What meaning do they create/ what purpose do they serve (their significance)?
Q: How does Dickens tells the story in Chapter 4?
Essay structure:
a) Introduction:
a. Answer the question directly (summarise the narrative); state the narrative methods
(you will analyse) and the effects of these methods why Dickens has used them
(briefly).
b) Method 1: (E.g. narrative perspective and voice: first person, dual narration of
younger and older Pip)
a. State the method (avoid retelling the narrative)
b. Why has the writer used that method? What is the writer hoping to
achieve/convey/suggest by using this method? What is its significance (what does the
method reveal about character/theme/plot etc)?
c. How has the writer created meaning with the method (form, structure, language)?
c) Method 2: (E.g. setting of time and place: use of food and domestic life)
a. State the method (avoid retelling the narrative)
b. Why has the writer used that method? What is the writer hoping to
achieve/convey/suggest by using this method? What is its significance (what does the
method reveal about character/theme/plot etc)?
c. How has the writer created meaning with the method (form, structure, language)?
d) Method 3: (E.g. genre: bildungsroman/social realism)
a. State the method (avoid retelling the narrative)
b. Why has the writer used that method? What is the writer hoping to
achieve/convey/suggest by using this method? What is its significance (what does the
method reveal about character/theme/plot etc)?
c. How has the writer created meaning with the method (form, structure, language)?
e) Conclusion:
a. Revisit the question: what narrative techniques has Dickens used in Chapter 4 and why?
What meaning do they create/ what purpose do they serve (their significance)?
PAST QUESTIONS:
Auden:
Write about Audens narrative methods in If I Could Tell You.
Write about Audens narrative methods in 1st September 1939.
Write about the ways in which Auden tells the story in O What Is That Sound.
Write about Audens narrative method in As I Walked Out One Evening.
The Kite Runner:
Write about the ways Hosseini tells the story in Chapter 22.
Write about the ways Hosseini tells the story in Chapter 2.
Write about the ways Hosseini tells the story in Chapter 9.
Write about the ways Hosseini tells the story in Chapter 13.
Great Expectations:
How does Dickens tell the story in Chapter 4?
How does Dickens tell the story in Chapter 58?
How does Dickens tell the story in Chapter 42?
How does Dickens tell the story in Chapter 8?
AQA B English Literature AS UNIT LITB1 Aspects of Narrative Exam Miss Healy
Section A: even numbered question (30 minutes): AO1,3,4
AQA B English Literature AS UNIT LITB1 Aspects of Narrative Exam Miss Healy
Q: How far do you agree with the view that Audens poems always leave the reader with
a disturbing sense of uncertainty?
Essay structure:
a) Introduction:
a. Answer the question directly; state your case (yes or no) and what the writer has
done to make you respond in this way? However,
b) Argument 1: (E.g. yes: uncertainty of locations/dates/times/events)
a. State your argument (avoid retelling the narrative)
b. Example from text: What has the writer done to make you feel this way in this
text/passage? What is the writer hoping to achieve/convey/suggest? What is its
significance (what does the method reveal about character/theme/plot etc)?
Answer the question.
c) Argument 2: (E.g. yes: uncertainty of endings in the poems)
a. State your argument (avoid retelling the narrative)
b. Example from text: What has the writer done to make you feel this way in this
text/passage? What is the writer hoping to achieve/convey/suggest? What is its
significance (what does the method reveal about character/theme/plot etc)?
Answer the question.
d) Argument 3: (E.g. no: 1st Sept. 1939 lots of certainty as its read retrospectively;
comedy of Miss Gee; certainty of time progressing in As I Walked Out One
Evening)
a. State your argument (avoid retelling the narrative)
b. Example from text: What has the writer done to make you feel this way in this
text/passage? What is the writer hoping to achieve/convey/suggest? What is its
significance (what does the method reveal about character/theme/plot etc)?
Answer the question.
e) Conclusion:
a. Revisit the question: do Audens poems always leave the reader with a disturbing
sense of uncertainty? Yes/No? Reasons?
AQA B English Literature AS UNIT LITB1 Aspects of Narrative Exam Miss Healy
Q: Meal times in Great Expectations are primarily used by Dickens for humour. What
do you think of this view?
Essay structure:
a) Introduction:
a. Answer the question directly; state your case (yes or no) and what the writer has
done to make you respond in this way? However,
b) Argument 1: (E.g. yes: comedy of Herbert teaching Pip manners)
a. State your argument (avoid retelling the narrative)
b. Examples from text: What has the writer done to make you feel this way in this
text/passage? What is the writer hoping to achieve/convey/suggest? What is its
significance (what does the method reveal about character/theme/plot etc)?
Answer the question.
c) Argument 2: (E.g. yes: tea-time routine in chapter 2)
a. State your argument (avoid retelling the narrative)
b. Examples from text: What has the writer done to make you feel this way in this
text/passage? What is the writer hoping to achieve/convey/suggest? What is its
significance (what does the method reveal about character/theme/plot etc)?
Answer the question.
d) Argument 3: (E.g. no: meal times used to reflect social class; Pips anxiety at the
Christmas dinner)
a. State your argument (avoid retelling the narrative)
b. Examples from text: What has the writer done to make you feel this way in this
text/passage? What is the writer hoping to achieve/convey/suggest? What is its
significance (what does the method reveal about character/theme/plot etc)?
Answer the question.
e) Conclusion:
a. Revisit the question: are mal times used just for comedy or does they serve other
purposes in the text? Why did Dickens create these scenes?
Auden:
How far do you agree with the view that Audens poems always leave the reader with a
disturbing sense of uncertainty?
The shadow of death hangs over all of Audens poetry. How do you respond to this view?
How far would you agree with the view that romantic relationships in Audens poetry are far
from happy?
It has been said that the whirr and chime of clocks can be heard throughout Audens poetry.
How important is time in Auden s poetry?
How far do you think that Audens poems are dominated by death?
The Kite Runner:
Assef is nothing more than an evil thug. How do you respond to Assefs character and role in
The Kite Runner as a whole?
How far do you agree that the most moving moments in The Kite Runner are those that Amir
and Hassan spend together as children?
In The Kite Runner the relationships between fathers and sons are never joyful. What do you
think of this view?
The men are more convincingly portrayed than the women in The Kite Runner. What do you
think of this view?
To what extent do you think that The Kite Runner presents a thoroughly depressing picture of
life in Afghanistan?
Great Expectations:
Meal times in Great Expectations are primarily used by Dickens for humour. What do you
think of this view?
AQA B English Literature AS UNIT LITB1 Aspects of Narrative Exam Miss Healy
Some readers think the marriages that take place in the novel merely highlight Pips isolation.
What significance do you think these marriages have in Great Expectations as a whole?
Some readers sympathise with Magwitch because he is a victim. How do you respond to his
character and role in Great Expectations as a whole?
Some readers have commented on the significance of gothic elements in Great Expectations.
What significance can you find in the dark and disturbing elements in the novel?
Some readers think that Jaggers strikes a note of sinister authority in Great Expectations. How
do you respond to his character and role?
AQA B English Literature AS UNIT LITB1 Aspects of Narrative Exam Miss Healy
Section B: THREE REMAINING TEXTS; ONE HOUR; ONE QUESTION (from a choice
of two)
a) Introduction:
a. Briefly address (and answer) the question, state your texts and how they are
connected to the question.
b) Text 1:
a. State the crisis and its significance (avoid retelling the narrative): (E.g. crisis affects
novels outcome)
b. Why has the crisis been included? What is the writer hoping to
achieve/convey/suggest by using this crisis? What is their significance (what does the
crisis reveal about character/theme/plot etc)?
c. How has the writer created meaning with the crisis (form, structure, language)
c) Text 2
a. State the crisis and its significance (avoid retelling the narrative): (E.g. crisis
foreshadows downfall)
b. Why has the crisis been included? What is the writer hoping to
achieve/convey/suggest by using this crisis? What is their significance (what does the
crisis reveal about character/theme/plot etc)?
c. How has the writer created meaning with the crisis (form, structure, language)
d) Text 3
a. State the crisis and its significance (avoid retelling the narrative): (E.g. crisis
partially revealed = crisis in reader)
b. Why has the crisis been included? What is the writer hoping to
achieve/convey/suggest by using this crisis? What is their significance (what does the
crisis reveal about character/theme/plot etc)?
c. How has the writer created meaning with the crisis (form, structure, language)
e) Conclusion
a. Revisit the question: why do writers create moments of crises? What purpose do they
serve (their significance)?
* Depending on your choice of crises, you may use more than one example from a single text; you must
address all three texts however.
Q: Write about the significance of the ways the three writers you have studied used places in
their narratives.
Essay structure:
a) Introduction:
a. Briefly address (and answer) the question, state your texts and how they are
connected to the question.
b) Text 1:
a. State the place and its significance (avoid retelling the narrative): (E.g. city = decay,
corruption, danger)
b. Why has that place been included? What is the writer hoping to
achieve/convey/suggest by using this place? What is its significance (what does the
place reveal about character/theme/plot etc)?
c. How has the writer created meaning with this choice of place (form, structure,
language)
c) Text 2
a. State the place and its significance (avoid retelling the narrative): (E.g. character in
same place = guilty)
b. Why has that place been included? What is the writer hoping to
achieve/convey/suggest by using this place? What is its significance (what does the
place reveal about character/theme/plot etc)?
c. How has the writer created meaning with this choice of place (form, structure,
language)
d) Text 3
a. State the place and its significance (avoid retelling the narrative): (E.g. name of
place = characters values)
b. Why has that place been included? What is the writer hoping to
achieve/convey/suggest by using this place? What is its significance (what does the
place reveal about character/theme/plot etc)?
c. How has the writer created meaning with this choice of place (form, structure,
language)
e) Conclusion
a. Revisit the question: why do writers use specific places? What purpose do they serve
(their significance)?
* Depending on your choice of place, you may use more than one example from a single text; you must
address all three texts however.
Q: Write about the significance of the ways the three writers you have studied have
structured their narratives.
Essay structure:
a) Introduction:
a. Briefly address (and answer) the question, state your texts and how they are
connected to the question.
b) Text 1:
a. State the aspect of structure and its significance (avoid retelling the narrative):
journeys = ???
b. Why has that place been included? What is the writer hoping to
achieve/convey/suggest by using this place? What is its significance (what does the
place reveal about character/theme/plot etc)?
c. How has the writer created meaning with this choice of place (form, structure,
language)
c) Text 2
a. State the aspect of structure (avoid retelling the narrative):
repetitions/patterns/parallels = ???
b. Why has that place been included? What is the writer hoping to
achieve/convey/suggest by using this place? What is its significance (what does the
place reveal about character/theme/plot etc)?
c. How has the writer created meaning with this choice of place (form, structure,
language)
d) Text 3
a. State the aspect of structure (avoid retelling the narrative): chronology = ???
b. Why has that place been included? What is the writer hoping to
achieve/convey/suggest by using this place? What is its significance (what does the
place reveal about character/theme/plot etc)?
c. How has the writer created meaning with this choice of place (form, structure,
language)
e) Conclusion
a. Revisit the question: why do writers use specific structure choices? What purpose do
they serve (their significance)?
* Depending on your choice of place, you may use more than one example from a single text; you must
address all three texts however.
PAST QUESTIONS:
Write about the significance of the ways the three writers you have studied
structured their narratives.
Write about some of the ways characters are created in the three texts you
studied.
Write about the ways authors use time to shape the order of events in the three
you have studied.
Write about the significance of narrators in the work of the three writers you
studied.
have
have
texts
have
FORM:
character, narrator,
setting, genre, events,
plot, description V
reflection, etc
STRUCTURE:
sequence of events
(dramatic, chronological,
flashback) , climax ,
patterns in action,
gesture, dialogue, shifts ,
sentence structure
LANGUAGE:
diction (word choices),
connotations, denotations,
literary devices
(figurative), sensory
imagery, style (formal /
informal / humorous) ,
poetic Devices
Band 6
use of appropriate critical vocabulary and technically fluent style/well-structured and coherent
argument/always relevant with very sharp focus on task/confidently ranges around texts
exploration and analysis of key aspects of form, structure and language with perceptive
evaluation of how they shape meanings